“Prejudice is an antipathy based on faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group or an individual of that group.” So the social psychologist Gordon Allport defined prejudice in a 1954 book on the subject. My focus today is on a specific sort of prejudice and discrimination, that against Muslims. Prejudice is generally recognized as similar in meaning to bias, and as having to do with attitudes and beliefs. Discrimination is the practical disadvantaging of the member of a class of persons, not for his or her personal actions but for those associated with his or her group by the majority in society.

While I was editing this interview with Orhan Pamuk in the Spring 2007, the media exploded with him: “Pamuk Wins the Nobel Prize!” It was not surprising, because for sometime now Orhan Pamuk has been known the world over as the “super hero” of Turkish literature. In Turkey, once again, the media turned its gaze away from Iraq, EU, unemployment, and questions of accountability in government, to contemplate why, how and what Pamuk had won, and the question of who is Orhan Pamuk? As the intensity of the debate increased, I began to wonder if Orhan Pamuk himself would be following it as if it was about somebody else. It certainly did not sound like the dissonance could be about one person, as the public contemplated him, unfolding multiple layers of his political convictions, his nationalism, his character, family, marriage, and private life. As the attention to his work disappeared, he was processed and reproduced by the media, with an effort that surpassed the media frenzy regarding his trial for his statements on genocide. Pamuk the author was replaced by Pamuk the image on the pages of tabloids. A year ago, when I asked if she had read Orhan Pamuk, a young woman in Istanbul had inquired, “Is he somebody?” Oh! Yes!, he is somebody, actually he has become more than that.

In teaching Middle East Politics (MEP) courses, instructors speak of many challenges, particularly students' typical uninformed and misleading preconceived notions about the region. Based on extensive experience in teaching MEP classes, my observations suggest that using Information Fluency (IF) principles, along with the application of internet technology, significantly improves course effectiveness for both students and faculty. The following essay is based on a study of the results of teaching MEP using an IF-inspired assignment in both the face-to-face and on-line course formats. To enhance the classroom environment, I use WebCT technology to deliver, supplement, and assess my MEP classes. Along with this discussion, I have appended relevant information from the syllabus for my course, CPO 3403 Politics of the Middle East. The complete syllabus can be accessed from my website: http://www.cas.ucf.edu/politicalscience/main.php?URL=sadri.

The Middle East is deconstructing—that is, the concept of a coherent geographic entity with the label “Middle East.” A Thematic Conversation on this subject began at the 2005 MESA Annual Meeting in Washington, D.C., and will conclude at the 2007 meeting in Montréal. These discussions grow out of efforts in the 1990s to rethink area studies globally, spurred by programs at the Ford Foundation, the Mellon Foundation, and the Social Science Research Council, among others. A variety of scholars have taken up these issues with regard to the Middle East specifically over the past decade, including the Carolina Center for the Study of the Middle East and Muslim Civilizations at the University of North Carolina at Chapel Hill, which organized this Thematic Conversation.