There are, however, a range of beliefs. Some Muslims distinguish between respectful depictions and mocking caricatures, while others do not subscribe to the restriction at all.
Omid Safi, a professor of Asian and Middle Eastern Studies at Duke University, said he regularly shows images of the Prophet Muhammad in class and without Dr. López Prater’s opt-out mechanisms. He explains to his students that these images were works of devotion created by pious artists at the behest of devout rulers.
“That’s the part I want my students to grapple with,” Dr. Safi said. “How does something that comes from the very middle of the tradition end up being received later on as something marginal or forbidden?”
Dr. López Prater, a self-described art nerd, said she knew about the potential for conflict on Oct. 6, when she began her online lecture with 30 or so students.
She said she spent a few minutes explaining why she was showing the image, how different religions have depicted the divine and how standards change over time.
“I do not want to present the art of Islam as something that is monolithic,” she said in an interview, adding that she had been shown the image as a graduate student. She also showed a second image, from the 16th century, which depicted Muhammad wearing a veil.
Dr. López Prater said that no one in class raised concerns, and there was no disrespectful commentary.
After the class ended, Ms. Wedatalla, a business major and president of the university’s Muslim Student Association, stuck around to voice her discomfort.
Immediately afterward, Dr. López Prater sent an email to her department head, Allison Baker, about the encounter; she thought that Ms. Wedatalla might complain.
Ms. Baker, the chair of the digital and studio art department, responded to the email four minutes later.
“It sounded like you did everything right,” Ms. Baker said. “I believe in academic freedom so you have my support.”
As Dr. López Prater predicted, Ms. Wedatalla reached out to administrators. Dr. López Prater, with Ms. Baker’s help, wrote an apology, explaining that sometimes “diversity involves bringing contradicting, uncomfortable and coexisting truths into conversation with each other.”
Ms. Wedatalla declined an interview request, and did not explain why she had not raised concerns before the image was shown. But in an email statement, she said images of Prophet Muhammad should never be displayed, and that Dr. López Prater gave a trigger warning precisely because she knew such images were offensive to many Muslims. The lecture was so disturbing, she said, that she could no longer see herself in that course.
Four days after the class, Dr. López Prater was summoned to a video meeting with the dean of the college of liberal arts, Marcela Kostihova.
Dr. Kostihova compared showing the image to using a racial epithet for Black people, according to Dr. López Prater.
“It was very clear to me that she had not talked to any art historians,” Dr. López Prater said.
A couple of weeks later, the university rescinded its offer to teach next semester.
Dr. López Prater said she was ready to move on. She had teaching jobs at other schools. But on Nov. 7, David Everett, the vice president for inclusive excellence, sent an email to all university employees, saying that certain actions taken in an online class were “undeniably inconsiderate, disrespectful and Islamophobic.”
The administration, after meeting with the school’s Muslim Student Association, would host an open forum “on the subject of Islamophobia,” he wrote.
Dr. López Prater, who had only begun teaching at Hamline in the fall, said she felt like a bucket of ice water had been dumped over her head, but the shock soon gave way to “blistering anger at being characterized in those terms by somebody who I have never even met or spoken with.” She reached out to Dr. Gruber, who ended up writing the essay and starting the petition.
An Emotional Forum
At the Dec. 8 forum, which was attended by several dozen students, faculty and administrators, Ms. Wedatalla described, often through tears, how she felt seeing the image.
“Who do I call at 8 a.m.,” she asked, when “you see someone disrespecting and offending your religion?”
Other Muslim students on the panel, all Black women, also spoke tearfully about struggling to fit in at Hamline. Students of color in recent years had protested what they called racist incidents; the university, they said, paid lip service to diversity and did not support students with institutional resources.
The main speaker was Jaylani Hussein, the executive director of the Minnesota chapter of the Council on American-Islamic Relations, a Muslim civil rights group.
The instructor’s actions, he said, hurt Muslim students and students of color and had “absolutely no benefit.”
“If this institution wants to value those students,” he added, “it cannot have incidents like this happen. If somebody wants to teach some controversial stuff about Islam, go teach it at the local library.”
Mark Berkson, a religion professor at Hamline, raised his hand.
“When you say ‘trust Muslims on Islamophobia,’” Dr. Berkson asked, “what does one do when the Islamic community itself is divided on an issue? Because there are many Muslim scholars and experts and art historians who do not believe that this was Islamophobic.”
Mr. Hussein responded that there were marginal and extremist voices on any issue. “You can teach a whole class about why Hitler was good,” Mr. Hussein said.
During the exchange, Ms. Baker, the department head, and Dr. Everett, the administrator, separately walked up to the religion professor, put their hands on his shoulders and said this was not the time to raise these concerns, Dr. Berkson said in an interview.
But Dr. Berkson, who said he strongly supported campus diversity, said that he felt compelled to speak up.
“We were being asked to accept, without questioning, that what our colleague did — teaching an Islamic art masterpiece in a class on art history after having given multiple warnings — was somehow equivalent to mosque vandalism and violence against Muslims and hate speech,” Dr. Berkson said. “That is what I could not stand.”
In interviews, several Islamic art scholars took issue with the idea that Dr. López Prater’s intent was to disrespect the prophet, and said that it was nothing like the cartoons in Charlie Hebdo, the French satirical magazine that had reprinted mocking cartoons of Prophet Muhammad. That led to the deadly 2015 attack
Edward Ahmed Mitchell, the deputy executive director of the national chapter of the Council on American-Islamic Relations, said that he did not have enough information to comment on the Hamline dispute. But while his group discourages visual depictions of the prophet, he said that there was a difference between an act that was un-Islamic and one that was Islamophobic.
“If you drink a beer in front of me, you’re doing something that is un-Islamic, but it’s not Islamophobic,” he said. “If you drink a beer in front of me because you’re deliberately trying to offend me, well then, maybe that has an intent factor.”
“Intent and circumstances matter,” he said, “especially in a university setting, where academic freedom is critical and professors often address sensitive and controversial topics.”
Dr. Safi, the Duke professor, said Hamline had effectively taken sides in a debate among Muslims. Students “don’t have to give up their values,” he added. “But some part of the educational process does call for stepping beyond each one of our vantage points enough to know that none of us have the monopoly on truth.”
Dr. Safi has his own personal image of the prophet. When he was 14, his family fled to the United States from Tehran during the Iran-Iraq war. He packed an image of Muhammad holding a Quran into one of the family’s few suitcases.
That image now hangs on his wall at home.
Graham Bowley and Mable Chan contributed reporting.
