Interview with a Muslim Parent:
Q: How inclusive is our curriculum is to Muslim culture?
A: I think that we have a long way to go towards inclusion. The Muslim culture is almost invisible in the Ontario curriculum. I have children in different levels of school and it is sad to see that they are being left out. I also have had the experience where teachers intentionally skip the social studies curriculum related to the Islamic world. And this has to change because I do not want the identity of my children to be at a great risk or that my kids live with an identity that the world believes around them.
Q: How would you want your kids to be included in the classroom?
A: Schools can play a vital role in facilitating the positive integration of Muslim students within the wider community and thereby preventing or at least beginning the process of tackling some of the problems of marginalization. From my point of view, some of the things to keep in mind for Muslim inclusion are:
-the students should have access to prayer-related facilities such as a designated prayer space and a place to wash
-students should be valued and respected rather than ‘spotlighted’; for example, being regarded as an expert on everything to do with Islam
-being allowed or encouraged to include Islamic perspectives in discussions and/or written work
And I think that teachers can take concrete steps to establishing an inclusive community in their classroom. Closer cooperation and working between Muslim communities and schools can create an environment where Muslim children feel more included and valued.
Q: What are the typical stereotypes to watch out for?
A: There are stereotypes about every culture or religion, but I think after 9/11 we are faced with an increase of stereotypes about Muslim culture and people. I can just recall some of them. For example:
- Muslim males are regarded as potential terrorists, or Muslim females are regarded as oppressed
-The media talks about the abuse of women in Muslim society
-Some people attack Islam for Muslim women wearing head scarves
-Muslim people are viewed only under three categories: billionaires, bombers, and belly dancers
-And the last one which is a huge misconception is that all Muslims are Arab.
This is why I say that we have a lot to do to make the Muslim student to be safe and included not only at school but in the society also.
Q: What kind of resources would you like to see in our classrooms?
A: There are a lot of books out there about Muslim culture. You can find books with different themes and for different grade levels. Teachers should make these books available to all students. You can find plenty of information including games on different websites. Introduce your students to these resources. But be careful about their authenticity, there is a lot of information out there that should not be trusted. Most of all, if you have trouble finding any of these, consult with parents or go and visit a community or a mosque. It will be very helpful to you and your students. Talking to the parents is a good way to get an idea of those activities in which they will allow their child to participate.
Asking ahead of time can prevent misunderstandings and promote an atmosphere of caring concern. Muslims are by and large very happy when someone shows an interest in their belief system.
Q: What are 5 things that you want your child's teacher to know about Muslim culture?
A: I think that the teacher play a huge role in our children’s future. For that reason here are some suggestions from me as a Muslim parent in order to help them with this issue.
1. As a first step I think that the teacher should get more knowledge regarding Muslim culture. They should make themselves more exposed to the information that is out there.
2. Encourage students to tell you about their cultural and religious sensitivities in relation to classroom or lab activities; for example, Muslim students are often uncomfortable in close one-to-one interactions with a student of the opposite gender.
3. Be flexible when students request time off from class, or extensions on assignment deadlines, in order to fulfill spiritual and/or community obligations such as prayer; breaking the fast in Ramadan; attending religious holidays; attending funerals.
4. Keep in mind that the most suitable sportswear for boys and girls in the gym class, that respects the requirements of Islamic modesty is a tracksuit and in addition for girls a headscarf tied in a safe and secure manner
5. Most of all, promote an environment that is free of stereotypes and prejudice.
A: I think that we have a long way to go towards inclusion. The Muslim culture is almost invisible in the Ontario curriculum. I have children in different levels of school and it is sad to see that they are being left out. I also have had the experience where teachers intentionally skip the social studies curriculum related to the Islamic world. And this has to change because I do not want the identity of my children to be at a great risk or that my kids live with an identity that the world believes around them.
Q: How would you want your kids to be included in the classroom?
A: Schools can play a vital role in facilitating the positive integration of Muslim students within the wider community and thereby preventing or at least beginning the process of tackling some of the problems of marginalization. From my point of view, some of the things to keep in mind for Muslim inclusion are:
-the students should have access to prayer-related facilities such as a designated prayer space and a place to wash
-students should be valued and respected rather than ‘spotlighted’; for example, being regarded as an expert on everything to do with Islam
-being allowed or encouraged to include Islamic perspectives in discussions and/or written work
And I think that teachers can take concrete steps to establishing an inclusive community in their classroom. Closer cooperation and working between Muslim communities and schools can create an environment where Muslim children feel more included and valued.
Q: What are the typical stereotypes to watch out for?
A: There are stereotypes about every culture or religion, but I think after 9/11 we are faced with an increase of stereotypes about Muslim culture and people. I can just recall some of them. For example:
- Muslim males are regarded as potential terrorists, or Muslim females are regarded as oppressed
-The media talks about the abuse of women in Muslim society
-Some people attack Islam for Muslim women wearing head scarves
-Muslim people are viewed only under three categories: billionaires, bombers, and belly dancers
-And the last one which is a huge misconception is that all Muslims are Arab.
This is why I say that we have a lot to do to make the Muslim student to be safe and included not only at school but in the society also.
Q: What kind of resources would you like to see in our classrooms?
A: There are a lot of books out there about Muslim culture. You can find books with different themes and for different grade levels. Teachers should make these books available to all students. You can find plenty of information including games on different websites. Introduce your students to these resources. But be careful about their authenticity, there is a lot of information out there that should not be trusted. Most of all, if you have trouble finding any of these, consult with parents or go and visit a community or a mosque. It will be very helpful to you and your students. Talking to the parents is a good way to get an idea of those activities in which they will allow their child to participate.
Asking ahead of time can prevent misunderstandings and promote an atmosphere of caring concern. Muslims are by and large very happy when someone shows an interest in their belief system.
Q: What are 5 things that you want your child's teacher to know about Muslim culture?
A: I think that the teacher play a huge role in our children’s future. For that reason here are some suggestions from me as a Muslim parent in order to help them with this issue.
1. As a first step I think that the teacher should get more knowledge regarding Muslim culture. They should make themselves more exposed to the information that is out there.
2. Encourage students to tell you about their cultural and religious sensitivities in relation to classroom or lab activities; for example, Muslim students are often uncomfortable in close one-to-one interactions with a student of the opposite gender.
3. Be flexible when students request time off from class, or extensions on assignment deadlines, in order to fulfill spiritual and/or community obligations such as prayer; breaking the fast in Ramadan; attending religious holidays; attending funerals.
4. Keep in mind that the most suitable sportswear for boys and girls in the gym class, that respects the requirements of Islamic modesty is a tracksuit and in addition for girls a headscarf tied in a safe and secure manner
5. Most of all, promote an environment that is free of stereotypes and prejudice.