Egypt Case Study

Why study Egypt for the core?

The Arab Uprisings of 2011 cast doubt over many of the assumptions of modern society: That the “East” and the “West” are irreconcilable, that belief systems rather than social class are the key determinant of conflict, that Capitalism is the final state of social evolution, and that globalisation has led us all to a state of consumerist stupor. Fukuyama’s 1989 claim that the world has reached the “end of history” with the defeat of communism and the victory of capitalism has been the essence of “common-sense” ideology since the fall of the Berlin Wall. Many believed the world had seen the last social revolutions and that Marx’s theory of social change occurring through the mass involvement of the organised working class was no longer relevant.

What took place in Tahrir Square, Cairo, in 2011, has captured the sociological imagination of millions around the world. Of particular interest in the west include the following themes:

·  The “surprising” visibility of Arab women in the public sphere - certainly a break with tradition. This level of gender equality in public has not been seen since the post-colonial pro-Soviet days of President Nasser in the 1950s.

·  The use of social media (technology) to disseminate ideas and report events. What does this suggest for the future of information? That it will be more inclusive? Democratic? That old, authoritarian corporate news media will be surpassed by media that is inclusive, democratic and collaborative?

·  The lack of ethnic and religious sectarianism in the protests: especially since 9/11, Western media has been fascinated by ethnic and religious conflict in the Middle East, commonly implying that the cause of war is religious fundamentalism rather than imperialism or class conflict. The Tahrir Square protests were characterised by religious unity. A popularly reported scene was of Christian Coptic Egyptians forming a protective barrier around Muslim Egyptians during prayer time to protect them from rabble-rousers, armed thugs and military.

Resources

A key reading for learning about continuity and change in Egypt in the context of wider Global change comes from TIME Magazine Jan 2012 edition.

The Protester, By Kurt Andersen, TIME, Wednesday, Dec. 14, 2011.

“Once upon a time, when major news events were chronicled strictly by professionals and printed on paper or transmitted through the air by the few for the masses, protesters were prime makers of history...”

http://www.time.com/time/specials/packages/article/0,28804,2101745_2102132,00.html

Comprehension and discussion questions:

Discussion Questions

1.  List the parts of the world described as experiencing change in 2011

2.  How is spring a metaphor for conflict seen around the world in 2011?

3.  What does author Anderson say caused the Occupation movement in America to decrease by the end of winter? What does this mean and why do you think this may be the case?

4.  Does the article emphasise continuity or change? How?

5.  “Once upon a time” refers to an era we have left behind. The era being referred to is the 1960s. Too much change has occurred in the world to suggest there is continuity from previous periods of protest to todays’ protests. Do you agree or disagree?

6.  Why did Fukuyama declare “the end of history” in 1989? Why did his idea prevail throughout the last 2 decades?

7.  Outline the role of authority in Tunisia’s trigger event for the Arab Spring

8.  What differences exist between the nature of authority in the West and in the Arab world?

9.  Anderson posits that history has proven globally that neither communism nor capitalism can work. Assess the likely future of global society from both a conflict theoretical and a functionalist perspective.

10.  Anderson compares the socio-political characteristics of 2011 to 3 significant past years. Complete the table below.

How was society transformed? / How is this transformation different to that of 2011?
1848
1968
1989

(See worksheet below)

11.  Discuss the concepts of power, persons and change in relation to the blog “A Tunisian Girl”

12.  Discuss the concepts of power, technology and change in relation to the use of media in 2011’s protests

13.  Mohammed Ramadan’s comment that he was surprised by the diversity of the protests in Cairo. What does this suggest about the values and beliefs of traditional Egyptian society?

14.  Why are the numbers of protesters in Egypt significant? (Learn these figures! Handy stats!)

15.  Describe how Kassel’s world view shifted through his experience of the revolution. Could this indicate change in social attitudes in broader sections of society?

16.  What is the significance of Wall St Protesters (“occupiers”) raising the slogan “We need our own Tahrir”?

17.  Utilise conflict theory to justify Ahmed Harara’s enthusiasm for both Egyptian and American protest.

Worksheet to help unpack Q. 10

westernisation equilibrium 99% technology Fukuyama countercultural feudalism liberty, equality & fraternity Ben Ali Berlin Wall Mubarak hippies
the end of history The year of the protester be reasonable, demand the impossible Evolutionists
capitalism
How society was transformed / Comparisons with 2011
1848 / The French revolution was the end of the French Monarchy and the beginning of modern secular democracy. (parliament)
Traditional emphasis upon hierarchical status and respect were swept aside. The new French ruling class celebrated “______,______”.
The previously oppressed middle and lower classes executed many of the monarchs with the Guillotine. This is remembered as callous and bloody.
Achievements of 1848:
-The “Declaration of the Rights of Man”
-Death of ______/ 2011 raises the question of “democracy”. Marxists might ask “is bourgeois parliamentary democracy really as good as it gets?!” Functionalists pointed to the “undemocratic” nature of society in much of the Arab world and identify a lack of separation of powers – and lack of ______. ______might say 2011 is natural progress – the democratising of formerly undemocratic societies.
The ruling class (term used by conflict theorists) and its’ bourgeois media are also celebrating the “year of the protester” – whereas in the past, protesters were usually seen as annoying obstacles or irrelevant.
Achievements 0f 2011:
-Reaffirming of human rights – Egyptians gathered strength through direct political involvement to stand up to authority
-Death of dictatorships that the west believed were immortal
1968 / The 60s are remembered as a time of a c______revolution. This included the Black rights, women’s rights, gay rights, and workers movements, and an awareness of global inequality. These influenced literature, music, film and fashion.
People started using the worlds “third world” and many in the West identified as communists, ______, “beatniks” and guerrillas.
Paris: 1968 saw nine months of general strike and the departure of their President. Students took over their schools and unis and practiced radical democracy. Slogans were “______” and “beneath the cobblestones, the beach”. It is remembered as “the revolution of the imagination.” Northern Africans, students and workers united in street battles against the police and army.
Achievements of 1968:
They failed to get rid of President DeGaulle.
They did manage to inspire rebellion in young people for decades since.
They had the first even wildcat general strike.
It is the biggest strike in European history.
The French Ruling class still hate the memory of 68 because it posed that challenge. / 2011 was dubbed by TIME magazine to be “______”. While it so far has not developed a distinctive music or artistic culture, it is marked by the creative use of social networking sites like Facebook and Twitter. 2011 is about individuals using ______to break down barriers of distance, spread their experiences and come together.
2011: People identify as “the ______” and protest against “the 1%”. There are “bloggers” and “organisers” as well as “socialists” “anarchists” and “centrists”.
Student actions have been important in Europe. Strikes have occurred in all centres of protest. Black people have protested against ghettoization in London and across the US.
Achievements of 2011: Toppling of ______(in Tunisia) and ______(in Egypt) getting “revolution” back into the mainstream. Ending the era of “______”. Culturally, 2011 saw a democratisation of news media with the use of pcs and mobiles.
1989 / ______claims "The End Of History" with the fall of the ______
Communism is dead. ______is triumphant. Rising income levels in the West prove this.
Gap between rich and poor grows - including in the former Soviet Union. It seems that there is no alternative to western style free-market liberalism.
Leaders around the world:
Thatcher (UK) ("there's no such thing as society")
Reagan (US): promoted neo-liberalism, Sadat (Egypt) promoted neoliberalism (privatisation), annoyed the Arab League by making peace with Israel. The Mubarak (Egypt) came to power and made economic ties with the West. ______seemed even more inevitable.
Achievements of 1989: The Soviet countries joined “the free world” (See Bruce Springsteen’s hit song!) and could integrate their economies into the global free-market economy. They had new cultural freedom – access to western films and brand names and could talk freely about their experiences. / In 2011 the “end of history” is clearly challenged: Popularly and certainly for proponents of conflict theory, it calls for a reconsideration or reinterpretation of socialism and for postmodernists; a “third way” that is neither socialist nor capitalist. For functionalists, capitalism needs serious reform.
Soviet protesters in fought for an end to economic policies that kept the poor poor. These were communist policies. In 2011 protesters are against social inequality but they blame capitalism.
Leaders: Obama has been heavily criticised for his support of “bank bailouts” where US tax money has been given to financial corporations to stop them from closing down. CEOs of these corporations are still making record profits. Leaders all over the world are under scrutiny for neo-liberal economic policies; those that privilege the rich at the expense of workers and the poor.
Achievements of 2011:
Just as the protests against communism in the former soviet union destroyed the state’s ability to silence them, the people of Egypt grew stronger in their protests and toppled Mubarak. They are still in the process of trying to achieve freedom of speech. They are undecided as to whether a free market (western capitalism), socialism, or a “third way” is required.

Concepts to discuss: authority technology ideology culture social class groups

Globalisation colonialism media control / censorship state (e.g. police) repression

Weblinks

The role of women in the 2011 revolution: http://www.thedailybeast.com/articles/2011/01/28/egypt-revolution-the-purity-protests.html

“The Bravest girl in Egypt” viral YouTube video features a young woman leading a chant against Mubarak and the military. Use this clip to discuss power, authority, gender, technology and change. http://www.youtube.com/watch?v=jwIY6ivf70A

An international petition in support of the Egyptian revolution which outlines what is, for the international Left-wing, the need for international solidarity and talks about power and inequality in Egypt today. The author is likely a proponent of conflict theory and the petition is published on a Marxist website.

http://www.sa.org.au/index.php?option=com_k2&view=item&id=7206:solidarity-with-the-real-egyptian-revolution&Itemid=386

SBS Doco: Food Crisis, Published - 30 April 2008

With world food shortages being what they are in Egypt like so many other countries, Egyptians are literally struggling for survival.

http://www.sbs.com.au/ondemand/video/2072804270/Food-Crisis?from=undefined

The use of technology in the revolution...

http://www.sciencedaily.com/releases/2011/09/110914161733.htm#.T2FsKOcpQN4.email

SBS Dateline program: “Egypt’s Facebook Face-off”

http://www.sbs.com.au/ondemand/video/2072817449/Egypts-Facebook-Face-Off?from=undefined

The widespread influence of Egypt's revolution: activists in Zimbabwe sentenced for watching Egypt footage to "learn lessons"

http://www.smh.com.au/world/zimbabwe-political-activists-face-10-years-jail-for-watching-video-of-egypt-protests-20120320-1vgeo.html

Notes

Law and Order: Civil disputes are mostly resolved at community level. Collectivist society. Cohesion is vital. In the West, state authorities are heavily relied upon, whereas in Egypt society is more community oriented.

Class: Marxists see the working class as the key to social change as it has the social power to stop production and thus the flow of profits to the ruling class. They do this via the act of a strike. The industrial working class is large, localised and can be more easily unionised. Therefore there was always a strong potential for social change in Egypt because it has always had a large industrial working class.

Social welfare is inadequate. This can lead to frustration, social conflict and demand for change which can be expressed through protest.

Religion: Organised religion often serves the purpose of reinforcing bourgeois values – e.g. respect for a higher power and passivity. But at times, societies have used religion as a way of organising resistance to challenge authority. The Mubarak government was threatened by the popular Islamist movement which had its own political party – the Muslim Brotherhood.

Gender roles and status

Rural women tend to work in the informal sector of farming, crafts and market selling. These can be profitable though tough. They follow more traditional customs such as arranged marriages where they move into the husband’s family home. Urban women make up a large part of the urban informal sector which is badly paid and unprotected. Urban women tend to have more modern cultural lives – they have most choice in marriage and often the married couple get their own home.

Legal inequalities experienced by women include lower pay and difference in personal status – child, marriage and divorce.

Polygamy is rare and decreasing. It is not practiced by Coptic Christians. (5% society)

Men tend to occupy public spaces (mosques, gathering places) women tend to occupy the domestic sphere (the home.) The marketplace is a place for both men and women.

Women in politics: In 1965 Egypt was progressive – more female inclusion than in the West. Overtime women have played less and less of a role. The president’s wife became the most significant public role…

Forecasting

Will the military maintain control? How does the military appeal to the population?

They urge a return to stability, law and order.

What will a “return to stability” mean for continuity or change?

Will this be a return to “business as usual” (neoliberal priorities) in Egypt? Which groups will benefit? Which will not? (Women? The poor? Workers? Religious groups? Egyptians? The West?)

Evaluating strategies for change:

How successful have Egyptians been in making change?

Functionalist theory would interrogate how leaders have made change. Conflict theory looks at opposing groups and mass movements.

Is revolution the most powerful way to make change?