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The Reluctant Fundamentalist

The Reluctant Fundamentalist

by Mohsin Hamid

Rationale by Alyssa Owens

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Grade Level and Audience

In Mohsin Hamid’s novel, The Reluctant Fundamentalist questions about the morality of

Western culture are confronted by the novel’s protagonist, an immigrant from Pakistan.

Throughout, the author is very critical of the United States, whose role in the novel is to remain a

silent listener. 

Because of some mature themes and the critical nature of the novel towards American culture,

this book is recommended for grades level 11 and 12. The novel is intended to be taught to the

whole class. The Reluctant Fundamentalist will be used to teach the complexity of culture and

give an outsider’s perspective of Western culture and American values. The novel introduces

students to different ways of thinking about historical events and how to recognize that what is

‘normal’ in one place can be considered radical in another. 

Summary

Changez, a Pakistani man, recounts his time spent in the United States to an unnamed stranger

referred to only as “the American” over dinner in Pakistan. He begins with his time in the United

States as a college student at Princeton University, where he is lauded by professors and students

alike but always feels like he doesn’t quite belong. Changez struggles with the knowledge that

his family comes from a once wealthy and prestigious background that is in a state of decay by

the time Changez comes to adulthood. He gets a job at a prestigious business that values other
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companies (Underwood Samson) and meets a beautiful woman named Erica with whom he

develops a pseudo-relationship.

Everything changes for Changez on 9/11. As a Pakistani man, he is suddenly perceived as a

threat because of his appearance and race. Erica becomes more distant and he learns that she is

still deeply involved with the memory of her dead boyfriend. Changez attempts to have a sexual

experience with her by asking her to pretend he is her former boyfriend (Chris). After this

encounter, she withdraws and is put into an institution. She eventually goes ‘missing’ but the

audience understands that she committed suicide, unable to reconcile with the reality of her dead

former lover. Changez goes through his own crisis when he realizes his job at Underwood

Samson feeds into a larger system that encourages the rise of Western companies and businesses

but devalues cultures that don’t feed into that system. This guilt drives him to leave the company

and move back to Pakistan where he becomes an outspoken opponent of U.S capitalism. 

As these things are told to the silent American at dinner, the audience gets the sense that there is

some danger. On the walk back to the American’s hotel we learn that the American came armed

and that Changez himself has had bodyguards shadowing him. The audience can make the

assumption that “the American” is some sort of government agent sent to eliminate Changez for

his outspoken critique of American culture. 

The Program

This book is intended to fit into a larger unit that introduces students to diverse authors from a

variety of backgrounds. Since the emphasis is on diversity, novels that include the stories of

immigrants and minorities are especially important, The Reluctant Fundamentalist involves

both. The unit will allow students to confront bigger problems involved in social justice and
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history. Ideally, these books will be supplemented with current news and articles that address

these issues in detail, allowing students to stay informed on current issues.

Teaching Objectives

1. 11-12.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text

says explicitly as well as inferences and interpretations drawn from the text, including

determining where the text leaves matters uncertain.

1. The novel often leaves things unsaid, especially since the novel operates on both a

literal and allegorical level. The novel will allow students to form their own

interpretations based on the non-explicit character cues given throughout the

novel, especially in reference to specific characters like “the American”. 

b. 11-12.RL.3.2 Analyze a work of literature in which the reader must distinguish between

what is directly stated and what is intended (e.g., satire, sarcasm, irony, or

understatement) in order to understand the point of view.

1. b. The Reluctant Fundamentalist  requires its audience to infer the relationship

between characters based on tone. Changez especially uses several different tones

throughout the novel to inform readers of his thoughts concerning other characters

or to draw reference to seemingly unimportant details that are ultimately

important within the novel’s full context. 

Activities

1. A short essay that allows students to draw from current events and the text to form an

interpretation of the allegorical names and structure of the novel.

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2. A bias activity that utilizes current news events that address issues brought forth in the

novel. Students will identify what the article's bias is (pro-America, pro-right, etc.) and

then discuss those issues within the context of the novel. 

Potential Problems with the Work

I anticipate two potential problems with this text. The first is the mention of sex and the

description of sex within the book. While totally unromantic and incredibly uncomfortable,

parents may be uncomfortable with the notion of reading a book with a sex scene. My rebuttal is

that discussions concerning consent are important to have in the classroom and that the scene in

question helps us to understand the complex inner life of each character involved. 

The second potential problem is Changez’s views on 9/11. He is very critical of the United States

and describes having a sort of perverse joy in seeing the U.S brought to its knees. In the context

of the book, this is a perfectly reasonable thing to say, especially given the injustices the U.S

commits towards other countries. However, many people will likely attempt to take the passage

out of context. My solution to this is to read the book in context, especially since the point of the

unit is to understand outside perspectives (not necessarily agree with). 

Outside Sources Addressing the Book and Author

Peter Morey (2011) “The rules of the game have changed”: Mohsin Hamid’s The Reluctant
Fundamentalist and post‐9/11 fiction, Journal of Postcolonial Writing, 47:2, 135-146,
DOI: 10.1080/17449855.2011.557184
Anna Hartnell (2010) Moving through America: Race, place, and resistance in Mohsin
Hamid's The Reluctant Fundamentalist, Journal of Postcolonial Writing, 46:3-4, 336-348,
DOI: 10.1080/17449855.2010.482407
DARDA, JOSEPH. “Precarious World: Rethinking Global Fiction in Mohsin Hamid's ‘The
Reluctant Fundamentalist.’” Mosaic: An Interdisciplinary Critical Journal, vol. 47, no. 3, 2014,
pp. 107–122. JSTOR, www.jstor.org/stable/44029864.
 
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