New essay: “Za” on the Arabic Alphabet website

“Za is for Saffron” by Michael Beard, illustrated by Houman Mortazavi

http://alifbatourguide.com/the-arabic-alphabet/za/

http://alifbatourguide.com/the-arabic-alphabet

Za is for Saffron

Za and Ra come from different ancestors, though you wouldn’t guess it from their appearance. Today only the dot distinguishes them. This was not always the case.

Among the letters which don’t connect on the left (Za is our fourth), there are other family connections you wouldn’t ordinarily see. It is a tangled genealogy. Today Ra and Za look like twins, except for the dot over Za, but in Nabataean, the R sound had a different twin. R was represented by a letter pretty much identical to the one which represented the sound of D. (Both looked like an inverted capital Roman L.) The Z sound was at that time a simple vertical stroke. None of the three had a dot. Gradually the shapes of Dal and Ra grew apart, who knows why, Dal with the sharper angle, while Ra grew smoother and began to sit lower on the line. Meanwhile Ra and Za converged. Sometime around the fourth century, Za and Ra became the look-alikes, too close for practical use. There was a separation, and Za got the dot. Then both shapes, Za and Ra, developed, thanks to the reed pen, the identical curved bodies we see today.

There is probably some scientific principle to explain the evolution of letters from one form to another, why one rotates 90 degrees, lengthens, thickens or bends. Perhaps the changes are arbitrary, or perhaps there is a process of natural selection, in which the most useful ones, the most legible, the easiest to distinguish, or the most beautiful, survive. The reed pen exerted its shaping power. As Islam spread, and there were frequent occasions to treat letters with respect, in calligraphy, inscriptions, seals and written prayers, the most beautiful (or malleable) were the survivors.

Zayn in Arabic means beauty. For years I thought that in Arabic Zayn was the name of the letter. (It isn’t.) Way back, as far back as the evidence goes, the Phoenician ancestor of Za, something like a capital H on its side, had a name (Zayin, in Phoenician “weapon,” evidently a sword). The current shape has lost the name, but it looks more like a sword.

continued at:  http://alifbatourguide.com/the-arabic-alphabet/za/

New essay: “Ra” on The Arabic Alphabet website

The Arabic Alphabet: A Guided Tour 

by Michael Beard, illustrated by Houman Mortazav

Ra is for Rigel (first section)

http://alifbatourguide.com/the-arabic-alphabet/ra/

Ra is proverbial for smallness (as iota is proverbial for the slight and diminutive in Greek): a simple swoop from the baseline downward. No connection on the left. It just descends, comes to a point and stops. Drawn with a reed pen it thickens half-way down and narrows again as the angle of the reed shifts. Add a dot overhead and you have the letter pronounced Z. (Add three dots and you have the sound added by Persian speakers in the 15th century, Zha.)

In their early forms the Ra and Dâl shapes look, to my eye at least, identical. Evidently early users felt the same way. Writers of Syriac distinguished them by a dot: Ra had a dot added above, Dâl had one added below. In later forms Ra (now dotless) came to descend below the base line and distinguish itself from Dâl by position. (Dâl was higher.) Dâl is often thicker at the top. Most Ra s seem aerodynamic, immersed in a right-left current which blows the thinner edges leftward. The lower point can curl up. In thulûth script Ra can extend until it almost connects on the left, because the lower point may curl up and seem to connect, as if to make the point tickle the underside of the letter which follows. In handwriting today Dal and Ra can still look very much the same.

The sound is a trilled R; when it is doubled (unlike doubled R in English, as in “current” or “barracks”), you hear the prolongation. This is the case of the two (or four) R sounds which occur in the basmala (Bism Allâh al-raḥmân al-raḥîm), where the Ra is doubled because “L-R” is pronounced as RR. (Long story. It requires knowing more about Lam.) Ra is one of those letters whose sound takes on a lot of disguises. In Sorani Kurdish it takes two identities: the familiar trilled R is written with a little V shape close underneath. The naked, stand-alone R shape is pronounced something like a glottal stop.

Anne Meneley, research on Yemen

(photo of Sarfait, close to the Dhofar border with Yemen, taken by M. A. Al Awaid)

I was so pleased that Anne Meneley came to the session on “Social Attitudes Toward Food and Eating” at the recent Just Food conference. It was her work on ‘food and morality’ that helped me start to think about the connections between food and ethical behavior in Dhofar. Although her research focus has moved beyond Yemen (see below) I would like to list four publications which have greatly helped me in understanding Southern Arabia.

Meneley, Anne. 2017. “The Zabidi House,” in Architectural Heritage of Yemen: Buildings that Fill my Eye. Trevor Marchand, ed. London: Gingko Library. 195–203.

—. 2011. “Food and Morality in Yemen,” in Food: Ethnographic Encounters. Leo Coleman, ed. New York: Berg. 17-29.

—. 2007. “Fashions and Fundamentalisms in Fin-De-Siecle Yemen: Chador Barbie and Islamic Socks.” Cultural Anthropology 22.2: 214–243.

—. 1996.  Tournaments of Value: Sociability and Hierarchy in a Yemeni Town. Toronto: University of Toronto Press, Re-released on the 10th and 20th anniversary of publication – https://www.goodreads.com/book/show/1436862.Tournaments_of_Value

Selected publications from her website:

https://www.trentu.ca/anthropology/faculty-research/anne-meneley

2020  Anthropology News, 29 June 2020 The Distance of a Hockey Stick, Pandemic Insights.

2020a Hope in the Ruins: Seeds, Plants, and Possibilities of Regeneration. Environment and Planning E: Nature and Space, online.

2020b The Olive and Imaginaries of the Mediterranean. History and Anthropology 31 (1):66-83.

2019 Walk This Way: Fitbit and Other Kinds of Walking in Palestine. Cultural Anthropology 34(1):130-154.

2018 Consumerism. Annual Review of Anthropology 47:117-32.

2017 The Zabidi House. Architectural Heritage of Yemen: Buildings that Fill My Eye. Ed. Trevor H.J. Marchand, pp. 194-203. London: Gingko Library.

2016 Checking Your Waistline at the Checkpoint: Dieting as a Peace Initiative. Jerusalem Quarterly 68:90-103.

2014a The Accidental Pilgrims: Olive Pickers in Palestine. Religion and Society: Advances in Research 5: 186-199.

2014b Resistance is Fertile! The Re-invention of Food: Connection and Mediation, Cristina Grasseni and Heather Paxson, guest editors. Special Edition of Gastronomica Vol. 14(4):70-79.

2014c The Qualities of Palestinian Olive Oil in Fat: Culture and Materiality, Christopher E. Forth and Alison Leitch, eds. pp. 17-31. New York: Bloomsbury.

2014d Discourses of Distinction in Contemporary Palestinian Extra-Virgin Olive Oil Production. Food and Foodways 22 (1-2): 48-64.

2014e Comment on Andrew Bevan’s “Mediterranean Containerism.” Current Anthropology 55 (4):408-409.

2011 Blood, Sweat and Tears in a Bottle of Palestinian Olive Oil.  Food, Culture and Society 14 (2): 275-290.

2011 Food and Morality in Yemen.  In Food: Ethnographic Encounters.  Editor, Leo Coleman.  New York: Berg. Pp. 17-29.

2008 Time in a Bottle: The Uneasy Circulation of Palestinian Olive Oil.  Middle East Research and Information Project (MERIP). Fall 248:18-23.

2007 Fashion and Fundamentalisms in Fin de Siècle Yemen: Chador Barbie and Islamic Socks. Cultural Anthropology 22:214-243.

2003 Scared Sick or Silly?  Social Analysis 47(2):21-39.   Also reprinted in Illness and Irony.  M. Lambek and P. Antze, eds. 2004  New York: Berghahn.

1999 Goods and Goodness. Social Analysis 43(3):69-88.

1999 Introduction to “The Structuring of Subjectivities in Material Worlds.”  Social Analysis 43(3):1-5.

1998 Analogies and Resonances in the Process of Ethnographic Understanding.  Ethnos 63:202-226.

I am pleased to be asked to present on my work at the International College of Engineering and Management, Muscat

I will be speaking about “Using Cultural Insights to Enhance Productive Learning – How Teachers Can Work Effectively with Students” on Thursday, March 25 for the International College of Engineering and Management, Muscat.

I will be using recent research and insights from my article: Understanding the Impact of Culture on the TESOL Classroom.

 

 

 

 

 

Foodways and Literature – Animal Poems

As I was looking for food poems last week, I realized how many animal poems I have taught and have written out a partial list below.

One starting place is the Mu’allaqa, most of which have many vivid descriptions of desert animals, for example in Imru al-Qays “Halt, friends” and Labid’s “The campsites at Mina.” Another group of early poems which feature animals are by the sa’alik poets; no one who has read Shanfara’s Lamiyyat (“Sons of my mother”) can forget the wolf metaphors.

“Aunt Jennifer’s Tigers,” Adrienne Rich

“Bear,” Valerie Worth

“Butterflies,” Fawziyya Abu Khalid

“Cat, Valerie Harper

“The Crocodile,” Lewis Carroll

“The Darkling Thrush,” Thomas Hardy

“Darwin’s Finches,” Deborah Digges

“December Snow,” May Sarton

“The Dromedary,” Archibald Young Campbell

“The Eagle,” Alfred, Lord Tennyson

“The Face of the Horse,” Nikolai Alekseevich Zabolotsky

“The Gazelle Calf,” D. H. Lawrence

“The Goat Paths,” James Stephens

“The Horses of the Sea,” Christina Rossetti

“How To See Deer,” Philip Booth

“The Last Wolf,” Mary Tall Mountain

“Minnows,” Valerie Worth

“A Night with a Wolf,” Bayard Taylor

“Not Swans,” Susan Ludvigson

“The Nymph Complaining for the Death of her Fawn,” Andrew Marvell

“Pangur Ban,” unknown, Irish

“The Plaint of the Camel,” Charles Edward Carryl

“The Poet and the Moth,” Ahmad Qandeel

“The Raven,”  E.A.  Poe

“The Seal’s Lullaby,” Rudyard Kipling

“Sister Cat,” Frances Mayes

“Snake,” Emily Dickinson

“Snake,” Valerie Worth

“The Terrapin,” Wendell Berry

“To a Skylark,” Percy Bysshe Shelley

“Turtle Came to See Me,” Margarita Engle

“Upon a Snail,” John Bunyan

“The Vixan,” John Clare

“The War God’s Horse,” unknown, from the Navajo

“The White Stallion,” Abu I-Salt Umayyah

and many poems by Mary Oliver including “Ravens,” “Swans of the River Ayr,” “Turtle” and “White Heron”

More of her poems can be found at: https://www.poetryfoundation.org/poets/mary-oliver

Short stories: “Pepsi” by Mohammad Al Murr, “A White Heron” and “A Dunnet Shepherdess” by Sarah Orne Jewett and all the Jungle Book stories by Rudyard Kipling

Foodways and Literature – Food Stories and Poems

(photo by Salwa Hubais)

I teach literature classes but my most recent book is on foodways, which might seem like two dissimilar topics but food is omnipresent in poems, stories and dramas so my students and I often have conversations that include foodways, literature and cultural differences. Explaining a reference to Persephone in a poem led to my telling the story of Demeter/ Ceres, which led to a conversation about cereals.

Sometimes I focus simply to the vocabulary aspect: explicating “civil as an orange/ and something of that jealous complexion” in Much Ado about Nothing or “cucumber sandwiches”  and “sugar tongs” in The Importance of Being Earnest. But occasionally food takes center stage as with the fishing with a sword scene in Tawfiq Al Hakim’s Princess Sunshine when the question of ‘who makes dinner’ helps carry the theme of the play. Another food-centered example is the dual breakfast scene in Thornton Wilder’s Our Town. On our first run-through, it’s simply a confusing jumble of random statements. But when we have read it a few times and then ‘perform’ it with one student per character, the beauty (and sadness) of that section shine through. Students often remark, “it’s like that at my home.”

Some stories show cultural similarities, such as Laura bringing food to the widow in Mansfield’s “Garden Party,” but they can also show differences. Unlike in Oman, only Laura visits the house (not with her mother and older sister) and she only stays a brief time.

Another Mansfield story “The Doll’s House” uses food to give insights into the social standing of the schoolgirls – having a sandwich with meat shows wealth while a jam sandwich wrapped in newspaper points to poverty. Similarly, the social niceties observed in the dining room at the beginning of Room with a View preview the theme of the novel. Who sits at which table reveals the hierarchies which Lucy will eventually break.

Food issues can even be the comic element of a story as with Elizabeth Gaskell’s magnificent Cranford with its details of manage your cook, take care of your cow and why you should eat your orange in your room (so you can roll it under your bed to check if anyone is hiding there and then slurp the orange sections in private).

Food essays are also wonderful for sparking good student writing. “Jam” and “A Thing Shared” from The Gastronomical Me  by M. F. K. Fisher, “Girl” by Jamaica Kincaid and “In Search of Our Mother’s Gardens” by Alice Walker are great example texts to help students see how to write about their own food experiences.

As for poems about food, we have to start with

“Talk,” Gökhan Tok

You never hear it

but at breakfast the sweetest talk

is between the jam and the honey.

and Naomi Shihab Nye’s wonderful “Arabic Coffee,” “My Father and the Fig Tree,” “Sifter,” “The Traveling Onion” and “The Tray.” For more, please see https://www.poetryfoundation.org/poets/naomi-shihab-nye and https://poets.org/poet/naomi-shihab-nye

Other poems include:

  • “After Apple-Picking,” Robert Frost
  • “The Angler,” Thomas Buchanan Read
  • “The Bean-Stalk,” Edna St. Vincent Millay
  • “Blackberry-Picking,” Seamus Heaney
  • “Coolness of the Melons,” Matsuo Basho
  • “Cynddylan on a Tractor,” R.S. Thomas
  • “The [Date] Palm Tree,” Adnan Mohsin
  • “The Fisherman,” Goethe
  • “From Blossoms,” Li-Young Lee
  • “I Return to the Place I was Born,” T’ao Yuan Ming
  • “Love Poem With Toast,” Miller Williams
  • “Mending Wall,” Robert Frost
  • “The Solitary Reaper,” William Wordsworth
  • “Sorry I Spilled It,” Shel Silverstein
  • “What’s That Smell in the Kitchen?” Marge Piercy

A few food-oriented short stories include: “A Dash of Light” by Ibrahim Aslan, “I Saw the Date Palms” by Radwa Ashour, “A Cup of Tea” by  Katherine Mansfield and “Lamb to the Slaughter” by Roald Dahl, as well as several by Mohammed al Murr including “A Late Dinner,” “The Night’s Catch,” “Look After Yourself” and my favorite: “Dinner by Candlelight.”

y - morning coffee

I am pleased to announce that my chapter “Teaching Paired Middle Eastern and Western Literary Texts” has been published

Risse, Marielle. 2020. “Teaching Paired Middle Eastern and Western Literary Texts.” Advancing English Language Education,  Wafa Zoghbor and Thomaï Alexiou (eds.). Dubai: Zayed University Press. 221-223.

“Teaching Paired Middle Eastern and Western Literary Texts” – This chapter focuses on a technique which increases students’ participation, creativity and analytical ability in literature and language classrooms. By teaching two texts in English together, one from a Western and one from a Middle Eastern culture, students can compare and contrast a familiar text to one that has new settings, themes, people and opinions. This analysis allows students to see how characters, leitmotifs and points of view can be both similar and different across cultures, and in turn improves students’ reading, writing, speaking and critical thinking abilities. As some teachers might be hesitant to use literature in a language classroom or be unfamiliar with texts from a different culture, this chapter gives several specific examples, in addition to explaining how to teach paired texts. When teachers overcome the fear of working with new texts, they can pass on their insights to students.

Click to access AELE_Book_ALLT_ZU_Web_V02.pdf