Debunking the “Islam is Not a Race!” Argument

Islamophobes think they have it all figured out.  After they read the works of anti-Muslim pseudo-intellectuals and propagandists, they become self-proclaimed “experts” on Islam.  The message they absorb from their favorite Islamophobe stars can be easily summarized as: “Islam is evil and must be wiped off the face of the Earth.  Furthermore, every single Muslim on the planet is plotting to take over the West (read: world) and any Muslim who claims otherwise is lying. Yes, this includes your Muslim friends, who you shouldn’t be friends with anyway.”

I’ve seen some Islamophobes embrace the term “Islamophobia” because they proudly admit being fearful of Islam. “Yes,” they say, “We are afraid of Islam, which is why we want it destroyed.”  Dang.  Geert Wilders has never been shy in stating he wishes for the Qur’an to be banned (Nazi-style) and for Muslims to be massively expelled from the West (Spanish Inquisition-style). Clearly, these views are appalling, dangerous, and racist.  However, as odd as it may sound (at least to people who abhor racism and oppression) Islamophobes justify their racism by claiming they are not racist.  Hence, the argument, “Islam is not a race.  I cannot be racist.”

I’ve lost count of how many times I’ve heard Islamophobes and some well-intentioned non-Muslims make this argument whenever Islamophobia is addressed. The purpose, of course, is to derail conversations about Islamophobia and racism.  I’ve noticed the pattern of this response for quite a long time in workplaces, classrooms, on internet forums and blogs, etc.  You can picture the scenario involving an Islamophobe telling a Muslim that “all terrorists are Muslim.”  The Muslim person is insulted and calls the remark “racist.”  The Islamophobe steps up into the Muslim’s face and says, “It’s not racist!  Islam is not a race, idiot!”  He turns around and walks away, claiming victory for himself and starts high-fiving his buddies, who are like, “Oh man, you are so effing awesome!  You shut that Mozlem down!”

I wonder how Islamophobes expect Muslims to react after they make this pathetic argument.  Are we supposed to look surprised and realize, “Oh my God, Islam is not a race?  Really?  You mean I’ve been practicing Islam this whole time and didn’t know it was a religion?”  Yes, thank you, Captain Obvious, we know full well that Islam is not a race.  We know Islam, like any religion, is open to people of all racial backgrounds, including to those who are white (*gasp*).  However, what is also true is that Islam is racialized by the ideology of white supremacy, which means Muslims are cast as threatening racial Others. Take some time to understand this. The key word here is racialization, where racial characteristics and racist attitudes are assigned to groups and religions that are not races. No, Islam is not a race, but it is constructed as a race and the manner in which it is demonized is an extremely racial process.

In her book “Casting Out: The Eviction of Muslims from Western Law and Politics,” Sherene Razack describes the process of race thinking, which is a “structure of thought that divides up the world between the deserving and the undeserving according to descent.” Within the context of Muslims in settler states such as the US and Canada, Razack explains that race thinking is articulated when presidents and prime ministers of white-majority nations talk of the “American values” or “Canadian values” they are defending in the “war on terror.” Reinforced in this narrative is the notion of “culture clash,” which emphasizes on cultural difference between “the European majority and the Third World peoples (Muslims in particular).”  Since “culture clash” focuses on cultural difference and racism, white societies declare the “superiority of European culture,” which is “imagined as homogenous composite values,” by triggering stereotypical associations with Muslim-majority countries (Razack uses “the veil, female genital mutilation, arranged marriages” as examples of these associations). Reproducing this duality of “us versus them” where “the West has values and modernity and the non-West has culture,” Muslims are easily marked as racial Others that are antithetical and inherently opposite to the West. As Razack explains, “cultural difference, understood as their cannibalism, their treatment of women, and their homophobia, justifies the savagery that the West metes out.”

We see this sharp contrast in mainstream western media representations of Islam and Muslims.  Muslim men are consistently seen as dangerous brown-skinned and bearded men holding assault rifles, rioting in the streets, shouting “Allahu akbar,” and burning an American or Israeli flag.  Through this same lens, Muslim women are seen as veiled, oppressed, and sometimes dangerous, but also as victimized bodies that need to be rescued by western imperialist intervention. Through this racialization process, racism surfaces to demonize Islam and Muslims and treats them as “threats” that need to be exterminated. Razack, drawing upon Michel Foucault, states that “racism enables us to live with the murderous function of the state and to understand killing of Others as a way of purifying and regenerating one’s own race.”  In order for racism to function this way, race thinking must unite with bureaucracy, i.e. when “it is systematized and attached to a project of accumulation, it loses its standing as a prejudice and becomes instead an organizing principle.”  As Foucault articulates:

The fact that the Other dies does not mean simply that I live in the sense that his death guarantees my safety; the death of the Other, the death of the bad race, of the inferior race (or the degenerate, or the abnormal) is something that will make life in general healthier: healthier and purer.

Razack elaborates on how systematized racism against Muslims operates:

In our time, one result is a securitized state in which it is possible to know that ‘the passenger who has ordered a special meal is non-smoking Muslim in seat 3K’ and to arrange for that passenger’s eviction from the aircraft. Racial distinctions become so routinized that a racial hierarchy is maintained without requiring the component of individual actors who are personally hostile towards Muslims. Increasing numbers of people find themselves exiled from political community through bureaucratic processes in which each state official can claim, as did Adolf Eichmann about arranging the transport of Jews to Nazi Germany, that he was only doing his duty. In the ‘war on terror’, race thinking accustoms us to the idea that the suspension of rights is warranted in the interests of national security.

Captured in the phrase ‘they are not like us’, and also necessarily in the idea that ‘they’ must be killed so that ‘we’ can live, race thinking becomes embedded in law and bureaucracy so that the suspension of rights appears not as a violence but as the law itself. Violence against the racialized Other comes to be understood as necessary in order for civilization to flourish, something the state must do to preserve itself. Race thinking, Silverblatt reminds us in her study of the Spanish Inquisition, usually comes clothed in an ‘aura of rationality and civilization.’

Indeed, by making demonization of racialized Others an organizing principle and social norm in mainstream media and politics, as well as asserting that white-dominated societies are “more rational” and “deserving,” the atrocities and brutalities committed by the west are conveniently erased.  We can see how systematic race thinking is to the white supremacist settler state when ongoing genocide against Native peoples is made possible through established laws and accepted norms that Native communities are “vanishing.”  After all, the United States could not exist without the genocide of Native peoples.  Since 1492, white colonialists and settlers demonized Natives as “savages” and by the mid-1800s, they declared “Manifest Destiny,” which perpetuated the belief that the United States not only had the right to expand their culture and steal land, but was also destined to. As indigenous scholars and activists have pointed out, the message was/is clear: Natives must be killed so that white settlers can live. Maythee Rojas adds: “This concept of white supremacy and domination became actively employed to remove people from their lands and force them to assimilate to a Euro-American society. As a result, physical bodies became a primary target.”

It is this legacy of colonialism, imperialism, and genocide that continues today, not only within white supremacist societies in North America and Europe, but also in its wars against Muslim-majority countries.  After 9/11, the Bush administration reproduced the idea that Western Christian values are  “superior” to non-Western culture by propagating the idea that the US was attacked because “we are free.”  Former vice president Dick Cheney confidently stated on national television that Iraqis were going to greet invading and occupying American soldiers as “liberators.”  Under the Obama administration, war and occupation in Afghanistan advances while drone attacks have killed over a thousand in Pakistan.  As racist war propaganda dehumanizes Muslims and Islam, US soldiers bomb, shoot, torture, and rape Iraqi, Afghan, and Pakistani bodies.  As racist discourse about Islam grows (i.e. it is a “violent,” “misogynistic,” “oppressive,” and “backwards” religion), mainstream white feminist groups took the opportunity to express their support for the war in Afghanistan, claiming that US invasion would “liberate” Afghan women.  The American soldiers murdering and raping Iraqi and Afghan women not only contradicts these claims, but also points to a disturbing reality of sexual violence being integral to war and colonialism.  As Andrea Smith reminds us, “If sexual violence is not simply a tool of patriarchy but also a tool of colonialism and racism, then entire communities of color are victims of sexual violence.”

It is significant to draw connections to the way demonization of Muslims leads to such sexual violence and brutality by Western occupying forces in Muslim-majority countries.  Muslim lands are considered “dirty,” “backwards,” and “hostile,” making the land violable.  Muslim men must be killed while the racialized bodies of Afghan or Iraqi women, like their land, become violable for Western masculinist power and possession. That is, since Muslim women are oppressed, who better to save victimized and racialized women from culture than the “civilized European” who represents “values” and “modernity”?  Razack explains:

Saving Brown women from Brown men, as Gayatri Spivak famously put it, has long been a major plank in the colonial ship since it serves to mark the colonizer as modern and civilized and provides at the same time an important reason to keep Brown men in line through practices of violence. In the post-9/11 era, this aspect of colonial governance has been revitalized. Today it is not only the people of a small white village in Canada who believe that Muslim women must be saved. Progressive people, among them many feminists, have come to believe in the urgency of saving Muslim women from their patriarchal communities. As a practice of governance, the idea of the imperilled Muslim woman is unparalleled in its capacity to regulate. Since Muslim women, like all other women, are imperilled in patriarchy, and since the rise of conservative Islam increases this risk (as does the rise of conservative Christianity and Hinduism), it is hard to resist calls to ‘save the women.’

Muslim women are not the property of Muslim men, therefore the imperialist notion that Muslim women need to be saved suggests they are helpless and don’t have a mind of their own. This is not to downplay the sexist oppression and misogyny Muslim women endure and fight against in Muslim-majority countries, but rather to point out the misogyny inherit in colonial savior fantasies.  Meanwhile, Muslims living in North America and Europe are marked as threatening racial Others that need to be stigmatized, profiled, incarcerated, put under surveillance, etc. Since the settler state determines who belongs and who doesn’t, and who must live and who must die, immigrants of color, as Smith argues, “generally become targeted as foreign threats, particularly during war-time.”  She adds, “Orientalism allows the United States to defend the logics of slavery and genocide as these practices enable it to stay ‘strong enough’ to fight these constant wars… For the system of white supremacy to stay in place, the United States must always be at war.”

At this point I would imagine the Islamophobe getting impatient and not buying this whole “racialization” business.  I’ve tried to explain this several times to people who have left such comments on my blog: “Race has nothing to do with religion, nothing to do with Islam.”  Most of the time, there is no response from these commenters, but when there is a reply, it’s typically a childish ad homimen attack. “You’re a moron, Islam is not a race, dammit!” they shout while (probably) jumping in the air and stomping the ground out of frustration.  Aside from the sources I’ve cited to counter their argument and personal experiences with Islamophobia, I remember how I saw this play out at a talk.  Earlier this year, I was one of two guest speakers at a local university hosting an event on Islamophobia in the West.  When a room about 40-50 students were asked to write down what first came to mind when they heard the words “Muslim man,” the responses were consistent with the racialization I discussed above.  Non-Muslim students wrote the following: “Arabic,” “turban,” “Middle Eastern,” “dark-skinned,” “beard,” “violent,” “aggressive,” “controlling,” “prayer rug,” “terrorist,” etc.  When they were given the same instructions for the words “Muslim woman,” they answered: “Veiled,” “headscarf, “oppressed,” “brown,” “shy,” “obedient,” “religious,” “serious,” “exotic,” etc.

See what’s happening here? What became clear from the responses was that non-Muslims associated Muslim men and women with racialized stereotypes. When it was my turn to speak, it was interesting how some of the non-Muslims made flying carpet fallacies and weren’t disturbed by the Islamophobia in the west.  When some students told me later that they didn’t think my use of the word “racism” was appropriate because, um, “Islam is not a race, dammit!” I reminded them of the racialized stereotypes they assigned to Muslim men and women. A Muslim can be black, brown, white, etc., but look at the attitudes about Muslims; look at the discourse surrounding them and their faith; look at how they and Islam are so politicized; look at the racial language that is used to describe Muslims.

Yes, Islam is not a race, but the mainstream discourse and perception of Islam and Muslims in media, politics, and law casts Muslims as racial Others. Having said that, when Islamophobes try to derail a conversation about Islamophobia by arguing “Islam is not a race,” they are also dismissing how oppressive power structures and hierarchies operate in the white supremacist societies.

It is no exaggeration to say that the “Islam is not a race” argument is a dangerous one. It works to legitimize state racism, particularly the racist laws and policies, surveillance programs, and imperialist wars that continue to target Muslims both in the west and in Muslim-majority countries. Islamophobes make this argument because they want to legitimize Islamophobia, and what better way to justify something than trying to convince people that the oppressive attitudes, behaviors, policies, and wars you advocate are “not racist”?

Thanksgiving and Forgotten Genocide: Brainwashing of American Textbooks

Those who are indigenous to the land we now call the “United States of America” have been long misrepresented, demonized, and effectively marginalized in American history textbooks in favor of glorifying European colonialism. Why does “democracy” refuse to teach that 10 to 30 million Natives were unjustifiably slaughtered in the name of conquest and imperialism? Where is the “free market of ideas” when selective and biased history is being taught in our educational institutions?

Erasing the memory of an entire race of people is cultural genocide. Not only is biased history presented to us through a distorted lens, but we are also subjected to the realities of capitalism, in which commercialization of an ambiguous holiday pulls us away from facts and meaning. Turkeys are associated with “Thanksgiving” in the same way Santa Clause and the Easter bunny have become synonymous with Christmas and Easter, respectively. Through the guise of innocence and “good holiday spirit”, capitalism is constantly telling us to consume because consumption equals “happiness.” It is no coincidence that we all rush to our favorite malls and shopping centers on “Black Friday” for “big savings.”

And as children dress up as Pilgrims and Natives to reenact the romanticized version of history, they are not only perpetuating stereotypes, but more importantly, they’re embodying racist and ethnocentric lies. What do they really know about the Pilgrims and the Natives? Consider a high school history textbook called “The American Tradition” which describes the scene quite succinctly:

After some exploring, the Pilgrims chose the land around Plymouth Harbor for their settlement. Unfortunately, they had arrived in December and were not prepared for the New England winter. However, they were aided by friendly Indians, who gave them food and showed them how to grow corn. When warm weather came, the colonists planted, fished, hunted, and prepared themselves for the next winter. After harvesting their first crop, they and their Indian friends celebrated the first Thanksgiving.

This patronizing version of history excludes many brutal facts about European history. As stated by James W. Loewen, author of “Lies My Teacher Told Me,” many college students are unaware of the horrific plague that devastated and significantly reduced the population of Natives after Columbus’ arrival in the “new world.” Most diseases, for instance, came from animals that were domesticated by Europeans. Cowpox from cows led to smallpox, which was later “spread through gifts of blankets by infected Europeans.” Of the twelve high school textbooks Professor Loewen studied and analyzed, only three offer some explanation that the plague was a factor of European colonization. The nine remaining textbooks mention almost nothing, and two of them omit the subject altogether. He writes: “Each of the other seven furnishes only a fragment of a paragraph that does not even make it into the index, let alone into students’ minds.”

Why is it important to mention the plague? Quite simply, it reinforced European ethnocentrism and hardly produced a “friendly” relationship between the Natives and Europeans. To most of the Pilgrims and Europeans, the Natives were heathens, savages, and demonic. Upon seeing thousands of dead Natives, the Governor of Massachusetts Bay Colony, John Winthrop, called the plague “miraculous.” In 1634, he wrote to a friend in England:

But for the natives in these parts, God hath so pursued them, as for 300 miles space the greatest part of them are swept away by the small pox which still continues among them. So as God hath thereby cleared our title to this place, those who remain in these parts, being in all not fifty, have put themselves under our protect…

The ugly truth is that many Pilgrims were thankful and grateful that the Native population was decreasing. Even worse, there was the Pequot Massacre in 1637, which started after the colonists found a murdered white man in his boat. Ninety armed settlers burned a Native village, along with their crops, and then demanded the Natives to turn in the murderers. When the Natives refused, a massacre followed.

Captain John Mason and his colonial army surrounded a fortified Pequot village and reportedly shouted: “We must burn them! Such a dreadful terror let the Almighty fall upon their spirits that they would flee from us and run into the very flames. Thus did the Lord Judge the heathen, filling the place with dead bodies.” The surviving Pequot were hunted and slain.

The Governor of Plymouth, William Bradford, further elaborates:

Those that escaped the fire were slain with the sword; some hewed to pieces, others run through with their rapiers, so that they were quickly dispatched and very few escaped. It was conceived they thus destroyed about 400 at this time. It was a fearful sight to see them thus frying in the fire…horrible was the stink and scent thereof, but the victory seemed a sweet sacrifice, and they gave the prayers thereof to God, who had wrought so wonderfully for them.

Perhaps most disturbing: it is strongly argued by many historians that the Pequot Massacre led to the “Thanksgiving” festivities. The day after the massacre, the aforementioned Governor Massachusetts Bay Colony declared: “A day of Thanksgiving, thanking God that they had eliminated over 700 men, women and children.” It was signed into law that, “This day forth shall be a day of celebration and thanksgiving for subduing the Pequots.”

Now, one may ask: What about Squanto, the Wampanoag man who learned to speak English and helped the hungry, ill, and poor Pilgrims? As cited by Professor Loewen, an American high school textbook called “Land of Promise” reads:

Squanto had learned their language, the author explained, from English fishermen who ventured into the New England waters each summer. Squanto taught the Pilgrims how to plant corn, squash, and pumpkins. Would the small band of settlers have survived without Squanto’s help? We cannot say. But by the fall of 1621, colonists and Indians could sit down to several days of feast and thanksgiving to God (later celebrated as the first Thanksgiving).

Note that this text states the first Thanksgiving was on 1621. Indeed, there was a feast on that year, but it was not called a “Thanksgiving feast” nor was it repeated until years later after the Pequot Massacre in 1637. In regards to Squanto, the correct question to ask is: How did Squanto learn English? History textbooks neglect to mention that the Europeans did not perceive Squanto as an equal, but rather as “an instrument of their God” to help the “chosen people.” It is also omitted that, as a boy, Squanto was stolen by a British captain in 1605 and taken to England. He worked for a Plymouth Merchant who eventually helped him arrange passage back to Massachusetts, but less than a year later, he was seized by a British slave raider. Along with two dozen fellow Natives, Squanto was sold into slavery in Spain. He would manage to escape slavery, journey back to England, and then talk a ship captain into taking him along on his next trip to Cape Cod in 1619.

As Squanto walked back into his home village, he was horrified to find that he was the only surviving member of his village. The rest were either killed in battle or died of illness and disease. Excluding Squanto’s enslavement is to paint an incredibly distorted version of history that suggests Natives, like Squanto, learned English for no other reason but to help the colonists. It is to glorify the Europeans and erase the struggles and experiences of the Native people.

When history is transformed into myths, tales, and bedtime stories, we ignore historical research that enables us to learn valuable and meaningful lessons about our present, as well as about our future. History is meant to be an accurate and honest account of civilizations, cultures, and events; not a one-sided narrative of ethnocentric and selective alterations.

As Professor Loewen states:

Thanksgiving is full of embarrassing facts. The Pilgrims did not introduce the Native Americans to the tradition; Eastern Indians had observed autumnal harvest celebrations for centuries. Our modern celebrations date back only to 1863; not until the 1890s did the Pilgrims get included in the tradition; no one even called them ‘Pilgrims’ until the 1870s.

I did not write this post to pass judgment on everyone who is celebrating “Thanksgiving.” None of us are responsible for the atrocities committed hundreds of years ago. None of us caused the plague or the massacres. But as human beings, I do feel that it’s important to educate ourselves about history, to acknowledge that the United States was founded on dispossession of Native people, to be aware of our complicities (when we, including people of color, seek to become social equals with those who use their power to oppress others).

The fact that history textbooks and schools try to glorify the Pilgrims while omitting significant facts about Native peoples represent the ongoing cultural genocide in the United States. Let us not become clouded by super-patriotism or the blowout sales of “Black Friday.” Let us be conscious of our brothers and sisters in humanity, learn about their contributions, and embolden ourselves to stand up against racism and genocide in all forms.

Peace.

UPDATE: This post was written a few years ago, so I apologize for not addressing the intersection between sexual violence and genocide (as I do in later posts).  Please follow the links below to read MUST-READ articles about the myths and lies of “Thanksgiving.”

1. A Day to Give Thanks?

2. The Original Occupation: Native Blood & the Myth of Thanksgiving

3.Cooking the History Books: The Thanksgiving Massacre