Promising Practices

Understanding Islam in the U.S. Classroom

A Guide for Elementary School Teachers

Kazi I. Hossain

Introduction negative stereotypes associated with Islam lutely necessary for understanding and and its followers, educators must introduce living in a world of diversity.” This state- The blending of various ethnicities, and explain the common values associated ment clearly reminds us of the importance cultures, religions, and languages in the with Islam in a manner that elementary- of teaching about different religions in United States has made our schools both age children can understand. order for our children to become informed diverse and complex. Even though the The purpose of this article is to provide citizens. mission statements and visionary goals multiple strategies that can be used by el- of U.S. schools often tout diversity as an ementry school educators to help students asset to be celebrated, many individuals Why Teach about Islam? develop a greater understanding of Islam and groups face prejudice and discrimina- and its followers. Islam is one of the fastest growing tion because of their cultural and religious religions of the world, with over a billion backgrounds. The Roots of Islam in the U.S. adherents—representing about one fifth These negative attitudes, including of the world’s population. According to the prejudice, form at an early age. Children Contrary to popular notions, the pres- Pew Research Center, approximately 2.6 at the elementary school level frequently ence of Islam and practicing Muslims in million Muslims reside in the U.S. (Pew develop negative perceptions about people the U.S. is not a recent phenomenon. These Research Center, 2011). However, some who are different from themselves. With- roots can be traced all the way back to the studies estimate the number of Muslims out an understanding of diverse cultures time of Columbus’ arrival in the New World in the U.S. to be much higher (New York and their religious beliefs, both locally (Mufti, 2004). The influx of Muslims con- Times, January 27, 2011). and around the world, young people are tinued in America during the slave trades, The Muslim population in the U.S. unable to grasp the issues that can impact as many slaves who were brought to this includes people who have immigrated their lives. This knowledge will assist their country were followers of Islam. here from many different countries as well decision-making abilities now and in the Thus, from the very inception of the as those Muslims who were already here future. U.S. as a nation, the demographics of this and yet others who have converted to the In order to help students understand country have not only been multicultural Islamic faith. Throughout American his- different aspects of diversity and eradi- and multiracial, but multireligious as tory people from many different religions, cate negative perceptions, the inclusion of well. It is imperative, through the study of including Islam, have lived together, mak- “multicultural education” in elementary historical and cultural contexts, that our ing the U.S. one of the most religiously classrooms has become critical in the U.S. children understand what it means to live diverse countries in the world (Gomez, For example, in the wake of the twin towers in a diverse and democratic country like 1994; Huntington, 2004). tragedy on September 11, 2001, it became the U.S. For elementary children, these Recently Islam has become a highly even more apparent that Islam is a highly age-appropriate contexts need to include misunderstood religion in the U.S., with misunderstood religion in the U.S. awareness about the diversity of the beliefs many Americans holding inaccurate and It is important to understand that Is- and customs of people, not only globally but negative perceptions about Islam and lam, like other world religions, is comprised also within our own borders, and as they Muslims (Ayers & Reid, 2005; Gollnick & of a multiplicity of cultures, perspectives, are reflected within each classroom. Among Chinn, 2009; Meacham, 2009). Such mis- and worldviews that are often overlooked many key aspects of culture, awareness understandings about Islam are in part the in the minds of many whose perceptions about diversity should include comprehen- outgrowth of reporting on the unfortunate have been influenced by acts of terror that sion of different religious beliefs in order events of September 11, 2001, the current are conducted by a few. In order to remove for students to understand the true mean- wars in Afghanistan and Iraq, and events ing of democracy. such as the Fort Hood shootings in Texas The importance of understanding vari- and the controversies about the Ground Kazi I. Hossain is an assistant professor ous religions has been clearly articulated Zero Mosque in New York. and coordinator for the post-baccalaureate in a position statement of the National In addition, many of these negative and M.Ed. programs in elementary education Council for the Social Studies (NCSS). perceptions have stemmed from the false in the Department of Elementary Education According to the NCSS (1990), “knowledge and stereotypic portrayal of Islam by the and Early Childhood Development about religions is not only a characteristic popular media, as well as by some religious at Millersville University of Pennsylvania, of an educated person, but is also abso- and political leaders (Meacham, 2009). Millersville, Pennsylvania.

WINTER 2013 49 © Caddo Gap Press 2013 Promising Practices

Moore (2006a) succinctly pointed out nities to open up discussion about Islam. Mennonite, Mormon, Lutheran, Baptist that negative perceptions such as these As Nord and Haynes (1998) have pointed etc.) have practices in which women cover underscore the importance of teaching out, “teachers should discuss religion their heads using bonnets or other head about Islam and Muslims in American whenever it ‘naturally’ comes up.” coverings. classrooms. In order to eliminate the For many educators, however, ad- After compiling such a list of general negative perceptions about Islam, it is dressing issues pertaining to any religion basic beliefs of Christianity, teachers can necessary to address this topic early in may be a challenge. Teachers have to be then compare these with the basic beliefs of children’s lives. This is most effective in cognizant of issues related to the First Islam. When comparing the two religions, the elementary grades. Children at that Amendment, the separation of church and teachers can point out the following basic age are beginning to develop perceptions state, and the need to carefully respect concepts of Islam. Muslims believe in one about people who are different from the feelings and privacy of all students. God (Muslims refer to God as Allah); Mus- themselves and starting to acquire their The First Amendment, however, does not lims consider Muhammad, Jesus, Abra- prejudices from various sources (Cushner, prohibit teaching about religion as long ham, Moses, and Noah to all be prophets McClelland, & Safford, 2006). as such instruction is not in the form of of God who came to guide people; Muslims Without being taught accurate percep- indoctrination. also believe in the concept of heaven and tions about local and global diversity, these There are some informative and non- hell and follow the teachings from their young people will be unable to comprehend biased approaches that can be utilized to holy book (the Quran); they pray several issues that may affect them later in life initiate discussions of Islam in a classroom. times a day; giving and charity (called (Merryfield, 2004). Furthermore, having The following strategies are presented to Zakat); and fast for thirty days during the children form accurate understandings provide some ideas for teachers as they month of Ramadan. Many Muslim women, surrounding the beliefs and customs of seek to address the topic of Islam with though not all, cover their heads with Islam will contribute to the national in- their elementary-age students. scarves called Hijab. terests of the U.S. (Nord & Hayes, 1998). This comparative activity has also Without multicultural education that The Concept of Similarities been used with students enrolled in a accurately informs children, we risk de- multicultural education course at a public priving children of the opportunities to According to the lastest available U.S. university. The majority of these students understand and adequately communicate Census data, the majority of the people in were pursuing careers as elementary with 23% of the world’s population who are the U.S. practice Christianity. Therefore, in school teachers and were surprised to dis- practicing Muslims. the classroom I suggest starting by com- cover so many similarities between Islam paring religious concepts that are similar and Christianity. Students even expressed Teachable Moments between Islam and Christianity. Educators disappointment that they were not exposed can expand this comparative concept to to this knowledge earlier in their lives. Most of the classrooms in U.S. schools other religions that may be prevalent in Exposing elementary school children mirror the diverse make-up of our con- their classrooms. to a positive and non-biased learning en- temporary society. Like society, the typical There are many similarities in the vironment early in their lives can enhance classroom is comprised of students from basic principles that are shared by Islam tolerance and awareness of other’s beliefs. various ethnic and cultural backgrounds, and Christianity. Instead of addressing Furthermore, educators can also invite to as well as students from different religious differences, educators can initiate class- the classroom a practicing Muslim from backgrounds. room conversation by pointing out the the community to answer additional ques- Among these diverse religions found similarities between these religions. It is tions raised by these curious young minds in American classrooms, students from the also important to remember that children in order to better understand Islam. Islamic faith may follow very strict dress tend to be more receptive when they can codes or dietary restrictions. For example, relate to the similarities rather than dif- The Concept of Diversity a female student may come to school wear- ferences among concepts and people. ing a head covering. A Muslim student may Teachers can begin by guiding stu- The classroom discussion need not be not eat anything at the cafeteria because dents to think about the basic concepts or limited to the basic principles of Islam. the food items on that day contain pork beliefs of Christianity (or Islam) and then Rather it can be extended to other areas. (which is prohibited for Muslims). Or a put their thoughts in writing. Teachers can Some teachers may not feel comfortable student may abstain from eating because then collect these writings and identify addressing the specific beliefs and prin- he or she may be fasting during the month some common ideas and beliefs that have ciples of the religion, or they may not feel of Ramadan. been reflected across the classroom. knowledgeable enough to talk about the Such behaviors of Muslim students For example, some of the basic prin- fundamentals of Islamic faith. For these may generate curiosity among other stu- ciples of Christianity that children may educators, focusing on the diversity within dents. Non-Muslim students may wonder identify with could be: belief in one God, Muslim cultures might be a better path to- “Why is that girl covering her hair with a belief in Jesus Christ, belief in the concept ward fostering an understanding of Islam scarf?” or “Why is that student not eating of heaven, following the teachings of the in their classrooms. Educators might also pepperoni pizza?” Or “Why is that student Christian holy book (the Bible), offering find this approach to be more acceptable not eating lunch?” These are appropriate prayers, giving and charity, and fasting to parents who might have strong views questions for elementary school children (during Lent). Children may also refer to on the topic. to ponder. specific biblical stories about Abraham, Many Americans associate Islam Questions like these provide teachable Moses, Jesus and Noah. Several religious with Arabs, or people originating from the moments for teachers. These are opportu- denominations in the U.S. (for example, Middle East. Muslims are thought to be a

MULTICULTURAL EDUCATION 50 Promising Practices monolithic entity, all originating from the using this approach rather than focusing ‘sine,’ ‘cosine,’ and ‘tangent’ were devel- Middle East. Such a perception is highly on similarities or diversity. However, this oped by Muslim scholars “with Moham- inaccurate. Muslims are as diverse as any approach may require teachers to do some med Ibn Jabir Batanni being considered other population within the U.S. Muslims research in order to gather information ‘the father’ in this field of mathematics” originate from many nationalities on about the contributions of Muslim schol- (Daffa’, 1977). many continents, speak many different ars. To help with this process, some refer- languages, have diverse socioeconomic ences will be cited in this section which Science and Medicine statuses, and are represented by diverse can be used as a springboard for further Muslim scholars’ contributions to the cultural backgrounds. The common bonds research. body of scientific knowledge have also among Muslims are the teaching from Similar to the socio-economic diver- included Earth Science, Astronomy, Phys- the Holy Book (Quran) and the teachings sity seen among the Muslim population, ics, Chemistry, and Medicine. The origin of Prophet Mohammad. In this sense, one the contributions of Muslim scholars in of the word “Chemistry” came from the may conclude that “Muslims share a com- various fields are also diverse in nature. Arabic word “Alchemy.” Abu Musa Jabir mon Islamic culture, focusing on shared An introduction to Islam can be initiated Ibn Hayyam is known as the “Father of principles and values” (CIE, 1995). How- by acknowledging the accomplishments Arabic Chemistry.” According to Reichert ever, in terms of ethnicity, regions, and cus- and contributions made by scholars who (1993), “he is credited with discovering toms, Muslims vary widely when it comes happen to be of the Islamic faith. Few several chemical compounds, scientifically to cultural traditions such as language, Americans are aware of Muslim intel- describing calcinations and reduction, and food, clothing, social etiquettes, etc. lectual accomplishments in the areas of working on methods for evaporation, sub- According to the Pew Forum on Re- science, mathematics, and medicine. limations, and crystallization.” ligion and Public Life (2010), Muslims Contributions of Muslims in Bio- represent an estimated 1.57 billion of the Mathematics and the Concept of “Zero” medical Science abound in the literature. world’s population. Other sources suggest The contributions of Muslims in these Among many Muslim physicians, the most the number to be between 1.6 to 1.8 bil- fields have been portrayed by Bruce Reich- famous in the Western world is Ibn Sina, lion. Regardless of the actual number, it art (1993) in an article entitled “Not All of known popularly as Avicinna. Throught is clear that Muslims occupy a significant Those Giants Were European.” Reichert Europe he established free hospitals and percentage of the world’s total population described how Muslim scholars enhanced developed treatments for diseases using of seven billion people. knowledge in the subject areas of Earth herbs, hot baths, and major surgeries However, only 20% of Muslims are Science, Astronomy, Physics, Chemistry, (Faruqi, 2006). Ibn Sina’s famous book Arabs or originate from the Middle East Mathematics, and Medicine. For example, The Canon of Medicine was used widely in (the Pew Forum, 2010). The vast major- while discussing the contributions of Mus- Europe’s medical schools (Beshore, 1998; ity of Muslims live outside of the Middle lims in the field of mathematics, Reichert Meyers, 1964). Like Ibn Sina, the similarly East. In fact, Indonesia has the world’s explained how the concept of “zero” came named Al-Razi Ibn Sina was also known largest concentration of Muslims in the to the Western world from Arab Muslims. for his famous books Kitab al Shifa (Book world and Indonesia’s native language is Similarly, the introduction of “zero” to of Healing) and Treatise on Smallpox and not Arabic. The diversity among Muslims the Western world was highlighted by Ali Measles (Faruqi, 2006). was captured in a single phrase by Findley Abdullah Al-Daffa’ (1977) in a book titled Al-Razi Ibn Sina’s contributions to (2001), “Islam is a universal, multicultural, The Muslim Contribution to Mathemat- mental health are highlighted in Faruqi’s and multiracial religion.” ics. Daffa’ pointed out that “this specific article, where she noted, Understanding the diversity within invention marks one of the significant Islam can help students in elementary . . . he established separate wards in turning points in the development of schools realize that Muslims are no dif- hospitals for the mentally ill, thereby Mathematics.” ferent than other Americans who are also creating the means for clinical observations Although some students may know diverse in terms of ethnicity, geographic of these diseases. Al-Razi also included that the number system used in the United in his studies ideas involving human locations, languages, and customs. As in States is identified as the Arabic Number behavior. He was a pioneer in the field of the previous approach or strategy, teachers System, very few know where the con- psychology, thus removing the theories of can invite Muslims from various ethnic, cept of “zero” came from. Many students demons and witchcraft associated with cultural, and language backgrounds from these diseases. perceive this to be another invention of the community into the classroom to help the Western world, but that is not case. The contributions of Ibn Sina and Al- students see the diverse nature of Muslims Highlighting this important contribution Razi Ibn Sina are just a few examples of within our society. from Muslims in mathematics can help Muslim accomplishments in the field of students to realize that Muslims come from medicine. Contributions of other Muslim Contributors all walks of life—ranging from ordinary physicians can also be found in many and Their Contributions people to great scholars. journals and books. A third approach or strategy focuses The contributions of Muslims in on the historical contributions made by other areas of mathematics have also The “Golden Age” also been well documented (Daffa’, 1977; scholars from the Muslim world in vari- When Europeans were experiencing Reichert, 1993). Developments in the ous fields or disciplines. This strategy may the Dark Ages, the advancement of the areas of algebra, geometry, and trigonom- be particularly suitable for teachers who scientific world did not come to a stand- etry can be traced to Muslim scholars. For are expert in their respective discipline still. During that period Muslim scholars example, in trigonometry, the functions of and may therefore feel more comfortable were engaged in the development of

WINTER 2013 51 Promising Practices scientific knowledge which provided the must start at the elementary school level. Meacham, J. (2009). Effective teaching to coun- groundwork for many academic fields. My hope is that the issues and approaches ter misinformation and negative stereotypes: For Muslim scholars, instead of the Dark described in this article will provide educa- The example of Islam. Peer Review, 11(2), 13-16. Ages, this period is known as the “Golden tors with a starting point toward building Merryfield, M. M. (2004). Elementary students tolerance, understanding, and appreciation Age.” Their contributions to many areas in substantive culture learning. Social Edu- have been succinctly captured by Falagas, among and between people of non-Islamic cation, 68(4), 4. Zarkadoulia, and Samonis (2006) who note faith and the followers of Islam. Moore, J. (2006a). Islam in Social studies “the contemporary world owes much of its Education: What we should teach second- progress in all fields of human intellectual References ary students and why it matters. The Social activity, including medicine, to Arabic cul- Studies, 139-144. Ali, L. (2008, April 16). Hope—and skepticism: ture, especially the advancements made Moore, J. (2006b). Teaching about Islam in American Muslims wait to see if the Pope secondary schools: Curricular and pedagogi- during the Golden Age of Arabic-Islamic will reach out to them. Newsweek. cal considerations. Equity & Excellence in science.” Ayers, S. J., & Reid, S. (2005). Teaching about Education, 39(1), 279-286. religion in elementary school: The experience Mufti, S. (2004). Islamic community in North Conclusion of one Texas district. The Social Studies, America: Prospect and problems. Brooklyn, 96(1), 14-17. NY: Islamist Society of North America. In our current age of global interde- Bennett, C. (2011). Comprehensive multicul- Myers, E. A. (1964). Arabic thought and the pendence, tolerance and understanding tural education: Theory and practice. Boston: Western World in the Golden Age of Islam. among people from various ethnic, cul- Pearson. New York: Fredrick Ungar. tural, and religious backgrounds is vital Beshore, G. (1998). Science in early Islamic National Council for the Social Studies. (1990). for human existence. However, before culture. New York: F. Watts. Including the study about religion in the so- Council on Islamic Education. (1995). Teaching realizing the importance of tolerance and cial studies curriculum: A position statement about Islam and Muslims in the public school and guidelines. Social Education, 54, 310. understanding from a global perspective, classroom. Fountain Valley, CA: Author. Nord, W. A., & Haynes, C. C. (1998). Taking these characteristics must be taught and Cushner, K., McClelland, A., & Safford, P. (2006). religion seriously across the curriculum. developed within each individual country’s Human diversity in education: An interactive Washington, DC: Association for Supervision local perspective. This is particularly ap- approach. Boston: McGraw Hill. and Curricuolum Development. plicable for a country like the U.S. which is Daffa’, A. A (1977). The Muslim contribution to Pew Forum on Religion and Public Life. (2010). extremely diverse with respect to cultural mathematics. London, UK: Croom Helm. Mapping the global Muslim population. Re- and religious beliefs. Duncan, A. (2010). Press conference call on trieved May 10, 2010, from http://pewforum. education reform blueprint. Retrieved May Among the many different religions org/Muslim/Mapping-the-Global-Muslim- 10, 2010 from www.ed.gov/blog/wp-content/ Population(2).aspx that are practiced in the U.S, Islam has uploads/2010/03/transcript-20100315.doc Reichert, B. (1993). Not all of those giants were become a highly controversial and mis- - 2010-03-16 European. In S. J. Carney (Ed.), Science understood faith. In order to promote a Faruqi, Y. M. (2006). Contributions of Islamic for all cultures: A collection of articles from better understanding of the beliefs central scholars to the scientific enterprise.Interna - NSTA’s journals (pp. 62-64). Arlington, VA: to Islam, it is important for the American tional Educational Journal, 7(4), 391-399. National Science Teachers Association. public to have a more accurate understand- Findley, P. (2001). Silent no more: Confronting ing of and appreciation for the followers of America’s false images of Islam. Beltsville, MD: Amana Press. Islam. This can occur if children are taught Gollnick, D. M., & Chinn, P. C. (2009). Multi- early in their lives about Muslims and the cultural education in a pluralistic society. religion of Islam. Columbus, OH: Pearson Education. The significance of learning about Gomez, M. A. (1994). Muslims in early America. Islam was highlighted by James Moore The Journal of Southern History, 60(4), (2006b) when he stated, “It is in the coun- 671-710. try’s best interest to educate citizens about Huntington, S. P. (2004). Who are we?:The chal- Islam.” It is my strong conviction that it lenges to America’s national identity. New York: Simon & Shuster.

MULTICULTURAL EDUCATION 52