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Cultural Competence with
    Muslim Americans
         EDU 627
        Heilis Ziino
Terminology
• Tariqat -sects which have different beliefs and
  customs
• Sunni and Shia- two major branches of Islam
• Masjid-mosque, place of gathering for all
  Muslims, regardless of their racial or ethnic
  background
• Shalwar khameez, saree, thawbs, jalabeyyas,
  guntiino, maccawiis- different traditional
  clothing
• awrah-private part of the body which must be
  covered
Terminology continued
• Hijab- religiously mandated headscarf for women
• Halal guidelines-permissible, in accordance with Islamic laws
• Zabiha meat – meat of animals which have been slaughtered upon
  the utterance of a brief prayer and according to humane and
  sanitary guidelines
• Qur’an-sacred book in Islam
• Allah- God
• Madhabib- schools of thought
• Hanafi, Hanbali, Jaafari (Shiite), Maliki and Shafi’i- well known
  schools of thought
• Shari’ah-Islamic moral and legal system
• Imam-faith
• Mukkalaf-age when young boy or girl is considered adult with
  individual responsibility and accountability
Some important facts
• Islam promotes a harmonious co-existence between
  the private and the public, the sacred and the secular,
  and the present life and the after life
• Muslim Americans are a very diverse group, there is
  diversity along demographic, cultural and theological
  lines
• Most American Muslims are not Arab, and most
  American Arabs are not Muslim
• Islamic teachings encourage Muslim American women
  to be educated and to pursue careers
• There is a widespread mistaken belief that there is a
  connection between Islam and terrorism
Demographics and Diversity of Muslim
            Americans
• Muslim Americans represent the fastest
  growing religious community in the U.S.
• The total number of Muslims in America
  ranges from 2.5 million to 6 million to 10
  million
• The Muslim American community includes
  recent immigrants, African, Caucasian, and
  Hispanic Americans who have converted to
  Islam
Demographics and Diversity of Muslim
       Americans continued
Muslim Americans have different national origins,
languages, cultural backgrounds
•First generation Muslim American Immigrants
•Second and third generation Muslim Americans
•Converted Muslim Americans
•Muslim Americans: Africans, African Americans,
Arabs, Asians, Europeans
•Two major groups: Sunni (85%) and Shiite (15%)
•Different schools of thought (madhahib)
Muslim American Beliefs
• There is diversity in beliefs and schools of
  thought
• Shared beliefs: belief in the the oneness of
  Allah and the status of Muhammad as the last
  and final prophet from Allah
• The relationship between Allah and creation is
  central to Muslim worldview
• There are profound differences between the
  two branches Sunni and Shia
Muslim American Beliefs
                    continued
The foundation of Islam is build upon the pillars of Islam and
the articles of faith

Five Pillars of Islam:
•Shahada – testifying that there is no god but God and Muhammad is his
messenger
•Salat – five daily prayers at fixed times
•Siyam – fasting, occurs during the month of Ramadan from dawn to dusk
•Zakat- annual payment of 2.5% of accrued wealth
•Hajj- obligation to perform a pilgrimage to Mecca at least once in his or her
lifetime
Articles of Faith:
 1. One God, 2. Angels of God, 3. Books of God, 4. Prophets of God, 5. Day of
Judgment, 6. Predestination
Islamic Values
• Community
• Consensus
• Interdependence
• Self-control
• Complementary gender roles
• Implicit communication that safeguards
  others’ opinions
• Identity rooted in religion, culture and family
Historical Oppression
• There are different root causes for oppression of
  Muslim Americans
• One common cause is the mistaken belief that
  Islam and terrorism are connected
• African American Muslims experienced racism
  and bigotry
• Arab and South Asian Muslims experienced
  bigotry because of their perceived connection
  with countries with which the United States has
  been at war/has less than amicable relations
Some Quotes

•“The First Amendment's two religion clauses — the guarantee
of free exercise of religion and the prohibition on government
establishment of religion — have proved difficult for some
school officials to reconcile.”

•"Muslims are an easy target," said Shahid Malik, a member of
Parliament in the United Kingdom. Differences in religious
worship, dress and diet set them apart in obvious ways from
mainstream society
.
    - Mercedes White: Muslim students struggle to practice faith in U.S.
schools, seek accommodation for religion
Quotes continues

• “Since the September 11 terrorist attacks,
  there has been a spike in teachers’ interest
  about Islam. But one of the obstacles to
  dealing with religious bias for many teachers
  —including experienced ones—is that their
  knowledge about Islam is often limited”
               -Nirvi Shah: Combating Anti-Muslim Bias
Teaching Muslim Americans
• Differences in belief and culture need to be recognized and
  respected
• Muslim American students should be excused from participating in
  activities which might be offensive to their religious beliefs (the
  article gave and example of Muslim students having to sing
  Christmas songs with Christian content)
• It might be helpful for teachers to imagine analogues situations
  involving students with a Christian background
• Issues related to prayer and dress are delicate to Muslims and we
  need to be sensitive when addressing these issues
• The five daily prayers are essential to the Muslim Faith and there
  are specific times when these prayers are said. Considering that
  each prayer only takes a few minutes to complete, one idea is to
  provide a clean room in the school where students can say their
  prayers
Teaching about Muslim Americans
• a variety of sources can be useful to create
  more cultural awareness in the classroom,
  including Islamic literature, poetry, ‘passion
  plays,’ calligraphic art and the meaning of the
  Qur’an in support of certain Islamic beliefs
Discussion Question
The five daily prayers “Salat” are essential to the
Muslim Faith and there are specific times when these
prayers are said. One article brought up the idea to
provide a clean room in schools so that Muslim
students can say their prayers. How do you feel about
this suggestion? What are your thoughts and
reactions? Why do you think you are reacting the way
you do?
Works Cited
    White, M.( 2012).. Muslim students struggle to practice faith
in U.S. schools, seek accommodation for religion. Deseret News.
Retrieved November 7, 2012, from
http://www.deseretnews.com/article/765554027/Muslim-
students-struggle-to-practice-faith-in-US-schools-seek-
accommodation-for-religion.html?pg=all
    Shah, N.(2011). Combating Anti-Muslim Bias. Retrieved
November 7, 2012, from
http://www.tolerance.org/magazine/number-39-spring-
2011/combating-anti-muslim-bias
    Lum, Doman, Culturally Competent Practice: A Framework
for Understanding Diverse Groups and Justice Issues. Fourth
Edition, 2001.

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Edu 627 muslim americans

  • 1. Cultural Competence with Muslim Americans EDU 627 Heilis Ziino
  • 2. Terminology • Tariqat -sects which have different beliefs and customs • Sunni and Shia- two major branches of Islam • Masjid-mosque, place of gathering for all Muslims, regardless of their racial or ethnic background • Shalwar khameez, saree, thawbs, jalabeyyas, guntiino, maccawiis- different traditional clothing • awrah-private part of the body which must be covered
  • 3. Terminology continued • Hijab- religiously mandated headscarf for women • Halal guidelines-permissible, in accordance with Islamic laws • Zabiha meat – meat of animals which have been slaughtered upon the utterance of a brief prayer and according to humane and sanitary guidelines • Qur’an-sacred book in Islam • Allah- God • Madhabib- schools of thought • Hanafi, Hanbali, Jaafari (Shiite), Maliki and Shafi’i- well known schools of thought • Shari’ah-Islamic moral and legal system • Imam-faith • Mukkalaf-age when young boy or girl is considered adult with individual responsibility and accountability
  • 4. Some important facts • Islam promotes a harmonious co-existence between the private and the public, the sacred and the secular, and the present life and the after life • Muslim Americans are a very diverse group, there is diversity along demographic, cultural and theological lines • Most American Muslims are not Arab, and most American Arabs are not Muslim • Islamic teachings encourage Muslim American women to be educated and to pursue careers • There is a widespread mistaken belief that there is a connection between Islam and terrorism
  • 5. Demographics and Diversity of Muslim Americans • Muslim Americans represent the fastest growing religious community in the U.S. • The total number of Muslims in America ranges from 2.5 million to 6 million to 10 million • The Muslim American community includes recent immigrants, African, Caucasian, and Hispanic Americans who have converted to Islam
  • 6. Demographics and Diversity of Muslim Americans continued Muslim Americans have different national origins, languages, cultural backgrounds •First generation Muslim American Immigrants •Second and third generation Muslim Americans •Converted Muslim Americans •Muslim Americans: Africans, African Americans, Arabs, Asians, Europeans •Two major groups: Sunni (85%) and Shiite (15%) •Different schools of thought (madhahib)
  • 7. Muslim American Beliefs • There is diversity in beliefs and schools of thought • Shared beliefs: belief in the the oneness of Allah and the status of Muhammad as the last and final prophet from Allah • The relationship between Allah and creation is central to Muslim worldview • There are profound differences between the two branches Sunni and Shia
  • 8. Muslim American Beliefs continued The foundation of Islam is build upon the pillars of Islam and the articles of faith Five Pillars of Islam: •Shahada – testifying that there is no god but God and Muhammad is his messenger •Salat – five daily prayers at fixed times •Siyam – fasting, occurs during the month of Ramadan from dawn to dusk •Zakat- annual payment of 2.5% of accrued wealth •Hajj- obligation to perform a pilgrimage to Mecca at least once in his or her lifetime Articles of Faith: 1. One God, 2. Angels of God, 3. Books of God, 4. Prophets of God, 5. Day of Judgment, 6. Predestination
  • 9. Islamic Values • Community • Consensus • Interdependence • Self-control • Complementary gender roles • Implicit communication that safeguards others’ opinions • Identity rooted in religion, culture and family
  • 10. Historical Oppression • There are different root causes for oppression of Muslim Americans • One common cause is the mistaken belief that Islam and terrorism are connected • African American Muslims experienced racism and bigotry • Arab and South Asian Muslims experienced bigotry because of their perceived connection with countries with which the United States has been at war/has less than amicable relations
  • 11. Some Quotes •“The First Amendment's two religion clauses — the guarantee of free exercise of religion and the prohibition on government establishment of religion — have proved difficult for some school officials to reconcile.” •"Muslims are an easy target," said Shahid Malik, a member of Parliament in the United Kingdom. Differences in religious worship, dress and diet set them apart in obvious ways from mainstream society . - Mercedes White: Muslim students struggle to practice faith in U.S. schools, seek accommodation for religion
  • 12. Quotes continues • “Since the September 11 terrorist attacks, there has been a spike in teachers’ interest about Islam. But one of the obstacles to dealing with religious bias for many teachers —including experienced ones—is that their knowledge about Islam is often limited” -Nirvi Shah: Combating Anti-Muslim Bias
  • 13. Teaching Muslim Americans • Differences in belief and culture need to be recognized and respected • Muslim American students should be excused from participating in activities which might be offensive to their religious beliefs (the article gave and example of Muslim students having to sing Christmas songs with Christian content) • It might be helpful for teachers to imagine analogues situations involving students with a Christian background • Issues related to prayer and dress are delicate to Muslims and we need to be sensitive when addressing these issues • The five daily prayers are essential to the Muslim Faith and there are specific times when these prayers are said. Considering that each prayer only takes a few minutes to complete, one idea is to provide a clean room in the school where students can say their prayers
  • 14. Teaching about Muslim Americans • a variety of sources can be useful to create more cultural awareness in the classroom, including Islamic literature, poetry, ‘passion plays,’ calligraphic art and the meaning of the Qur’an in support of certain Islamic beliefs
  • 15. Discussion Question The five daily prayers “Salat” are essential to the Muslim Faith and there are specific times when these prayers are said. One article brought up the idea to provide a clean room in schools so that Muslim students can say their prayers. How do you feel about this suggestion? What are your thoughts and reactions? Why do you think you are reacting the way you do?
  • 16. Works Cited White, M.( 2012).. Muslim students struggle to practice faith in U.S. schools, seek accommodation for religion. Deseret News. Retrieved November 7, 2012, from http://www.deseretnews.com/article/765554027/Muslim- students-struggle-to-practice-faith-in-US-schools-seek- accommodation-for-religion.html?pg=all Shah, N.(2011). Combating Anti-Muslim Bias. Retrieved November 7, 2012, from http://www.tolerance.org/magazine/number-39-spring- 2011/combating-anti-muslim-bias Lum, Doman, Culturally Competent Practice: A Framework for Understanding Diverse Groups and Justice Issues. Fourth Edition, 2001.