Silma’s School An inspiring story of an under-dog’s battle to survive and a fascinating insight into Islamic culture and issues as they play out in the Australian suburbs. Eye-opening and compelling.’ (Lynden Barber, Artistic Director, Sydney Film Festival 2005)

A STUDYGUIDE by marguerite O’Hara

www.metromagazine.com.au

www.theeducationshop.com.au Silma’s School is an observational documentary directed and produced by Jane Jeffes (inset right). The story of one woman’s struggle for the survival of her school – and for jus- tice. It is the first documentary to take audiences inside the everyday world of Australian Muslims in the post 9/11 world.

Introduction > Silma and her husband Baheej risk everything to establish one of the first Muslim schools in Australia. Re-mortgaging their home, they lease a block of land from the Federal Airports Corporation in Sydney. Four years later, their dream turns into a nightmare. They discover the land is contaminated. They’ve built their school on a

public tip. > Locked in a bitter legal battle, facing bankruptcy and the loss of all they’ve fought SCREEN EDUCATION for, survival is a daily struggle – and a question of faith. > Silma is determined to fight for justice and compensation – but meanwhile, there’s a school to run and the very real question is can the school survive while Silma chases her day in court … > Moving, funny and suspenseful, Silma’s School offers an important insight into the world of Australian Muslims and a generation of Muslims growing up in the West.  Synopsis > Silma Ihram is an Anglo-Australian convert to , mother of six and a pioneer of Muslim education in the West. She’s dedicated her life to establishing a school which will produce the next generation of Australian Muslims, confident in their faith and in their place in the wider non-Muslim world around them. It’s a dream she’s given everything for – but the dream turns into a nightmare when she discovers her pupils are sitting on contaminated land. And the Government department in charge of the property knew of the danger.

e-establishing her school in a her nervous creditors – family, friends, problems many Muslims face in find- run-down theological Col- staff, parents, and lawyers – await the ing their place in the West as well as Rlege in Sydney’s inner west, final verdict. The school’s fate – and an introduction to one group of young Silma must battle her way out of the Silma’s – hangs in the balance. Muslims whose sense of identity is bitter legal struggle and the enormous destined to play a key part in the financial difficulties which followed the Silma must vindicate herself in the success or failure of our multi-cultural school’s move. Lawyers calculate the eyes of her community and family but democracy. damages in excess of $14 million and the personal struggle also has wider Silma believes the Australian system implications. The fight is about every- Against a local and international will deliver justice and re-dress. thing she believes in, beyond compen- backdrop characterized by racism, sation or pride it’s a matter of faith and suspicion and fear, Silma’s struggle A date has been set for the case to identity. It’s a fight for the rights of the for justice and her students’ teenage be heard in the Supreme Court but minority Muslim community to edu- experience feed into the big issues there’s a lot at stake and Silma cannot cate their children in accordance with that dominate our dinner tables and afford to fail. The school is in volun- their own religious principles; to show media: from big business and corpo- tary administration and Silma herself leadership and courage in her adopted rate responsibility, family, community, facing bankruptcy. Meanwhile, there’s community – and to prove they can politics, the role of the individual and a school to run and teachers and stu- get a fair go in Australia: that Muslims justice for the little guy … to the threat dents to manage … the increasingly can find justice in a Western system. of Islamic terror, the war on terror, the pressing question is: can the school new cold war and a clash of civiliza- survive while its principal struggles for Largely observational in style, Silma’s tions, multi-culturalism and national her day in court and the justice and School is a portrait of one inspira- and religious identity, the faith we can reparation her students deserve? tional passionate woman and the put in faith schools, what we can and

daily drama of her fight for her faith, can’t expect from young Muslims and SCREEN EDUCATION Silma’s passion, her dogged deter- her community and her dream. It’s their leaders, the experience of being mination, and the school’s precarious also a portrait of the school she is Muslim in today’s western society and financial position put at risk all she fighting for and a rare and intimate the climate in which Muslims in the has achieved. Now, a decade, two insight into a Muslim community living west are forging their identity. million dollars in legal expenses and in the West. This is a classic David 125 court appearances later, she and and Goliath story which taps into the  Director’s Statement Silma’s School was created for a prime-time evening television audience: Australian Broad- casting Corporation (ABC), largely middle class, white and Anglo-European, largely un-ex- posed to the everyday lives and experiences of ordinary Muslims for whom Australia is also home. Holding a mirror up to ordinary Muslims without the socio-political or religious labels has become increasingly important for our mixed democracy – particularly since September 11 – and I wanted to move on from the portrayal of Muslims as ‘Other’. The histories and stories we had been offered placed Muslims at a distance overseas, or classified Muslims in the West as a marginalized under-class, refugees or immigrants, a threat to security or a new mafia. I wanted to tell a story that could speak equally to a wide audience and to the Muslim com- munity itself – a community which largely doubts that the media is capable of reflecting their stories without labels or pre-judgement. In some ways, Silma’s struggle is a drama of suspense which is almost incidentally Muslim – a classic Erin Brockovich story of a feisty woman who discovers contamination and goes out on a limb to fight the Corporation – for her own survival and to champion the under-dog who wouldn’t otherwise have a voice. But as principal of an Islamic school, the drama of Silma’s particular ‘jihad’ unlocks the con- temporary Muslim experience of living in the West and provides some compelling encounters with a generation of Muslims growing up on the other side of our ‘multi-cultural’ democracy. The story as it plays out in the school offered an engaging way to invite a wider audience into the largely unexplored world of everyday Muslim life in our own towns and cities and provided a microcosm for some of the major issues faced by young Muslims in countries like Australia – without the political rhetoric, stereotypes and firebrand mullahs which have char- acterized much recent media scrutiny. The most heated debates of recent years have centred on the threat of Islamic terror, national security, national identity and national values. The relationship between Muslim and non- Muslim has become what author, Salman Rushdie calls ‘the subject of our times’. But the lack of images of Muslim people in the context of everyday living has contributed to limiting public perception and reinforcing negative public attitudes. As an open invitation into the Muslim community. Silma’s School may offer a different per- spective. It may provide valuable insights. It may also challenge our pre-conceived ideas and claims to multi-culturalism but I hope it does so as an entertaining and emotionally rewarding David and Goliath story and that the audience enjoys the rollercoaster ride with Silma and Baheej, their family, staff and students unencumbered by their attitudes to faith and culture. My hope is that a broad audience identifies with much in Silma, her school (Noor Al Houda Islamic College) and her family but is intrigued to find itself somewhere it has not been be- fore. I would prefer information and education seep out undercover of entertainment and that audiences lock into Erin Brockovich-in-a-hijab when they might otherwise shy away from a weightier treatise about Muslim life in the West. (The initial feature length cut received a standing ovation when it screened in the Contempo- rary World Cinema strand at last year’s Sydney Film Festival. Reviewers and audiences used words like warm, funny, suspenseful, nail-biting, passionate, and inspirational. They laughed and cried and cited echoes of Erin Brockovich in Silma’s passion and struggle – and of Julia Roberts and Albert Finney in Silma’s relationship with her husband Baheej!) SCREEN EDUCATION The Muslim community is understandably wary of the media and on first screenings has been surprised to find their story told in a way that accepts and honours their trust. If the film prompts interest and discussion in the wider community and attracts a Muslim audience, it will have done a valuable job. Jane Jeffes  Using Silma’s School in the classroom

This documentary shoulc be of spe- forty-five per cent said Australians do ferences between students from cific interest and relevance to teachers not have positive feelings about Mus- diverse cultural backgrounds and and students of: lims. While the way in which surveys beliefs are conducted can skew results, many • Consider the personal conse- • Studies of Society and Environ- of the reported results suggest a mix quences for individuals pursuing ment (SOSE/HSIE) of intolerance and ignorance about justice through legal processes • Values Education the beliefs and lives of a diverse group • Understand the values and aspira- • Religion and Society/Comparative of the Australian community. The full tions of different groups in Austra- Religions text of this survey can be accessed lian society • Cultural Studies at http://smh.com.au/news/national/ • Political Studies schoolchildren-cast-judgements-on- Suggestion to Teachers • Legal Studies muslims/20 and may make for some • Media Studies lively discussion in connection with While Silma’s legal battle against the • English the film. Airport’s Corporation is the backbone of this film, the lively picture presented Apart from its entertainment value, Learning Outcomes of an Australian Muslim school may if teachers need any other reasons be of more interest to some students. to show Silma’s Story, the results of The themes and activities developed Teachers may choose to encourage a recent survey of student attitudes in this study guide will have interest students to focus more closely on one towards Muslims may be enough and relevance for students from junior or more of the sets of questions later As reported in The Sydney Morning (Year 7) to senior years of second- in this guide, each of which deal with Herald on 6 February 2006, more than ary school and relate to the following a different aspect of the documentary, half of 551 Year 10 and 11 students learning outcomes: e.g., The daily life of the school, the surveyed in Victoria in late 2005 long legal battle, Silma and her family. believed Muslims are terrorists, while • Explain the similarities and dif-

Afterword > The school’s case against the Airport created a new legal precedent and changed the law with regard to caveat emptor (buyer beware): land-owners will now be deemed neg- SCREEN EDUCATION ligent and misleading if they fail to disclose every problem with their land > For Silma and Baheej, it was a moral victory. They proved an important point but the compensation awarded was not enough to pay off their debts and the school remained in financial crisis. Ten months after the damages were paid, the school again faced closure > Noor Al Houda was taken over at the end of June 2006 by AIA, the Australian International Academy, formerly known as King Khalid Islamic College of Victoria in , the oldest Muslim school in Australia. Silma has been retained as Principal.  Before Watching Silma’s School > Students will need to have some basic understanding of:

1. How independent (non-govern- Government assistance to Islamic 2. Particular aspects of Muslim ment) schools in Australia are schools are exactly the same as the life, beliefs and practices that funded principles that govern assistance may make schooling a bit 2. Particular aspects of Muslim life, to other religious schools such as different. beliefs and practices that may Christian and Jewish schools. Is- make some aspects of schooling a lamic schools, such as Noor Al Houda • Assalam ‘alaikum – Islamic greet- bit different. Islamic College are accountable ing used by students and teachers 3. Key terms and acronyms used in to the same audits, standards and when meeting each other. It means the program. evaluations set out by state education ‘peace be with you’. departments. Funding is dependent • Insh’allah – an expression of ac- These three aspects are briefly ex- on enrolments. So, apart from parent’s ceptance and hope, literally mean-

plained below fees, governments assist schools ing ‘as God wills it’. SCREEN EDUCATION financially from taxes. In New South • Hijab – headscarf covering worn 1. The way independent Wales thirty per cent of students at- by females, expressing modesty (non-government) schools in tend religious schools, Christian, Jew- • Ramadan – a lunar month in the Australia are funded. ish, Islamic and a number of others year when Muslims are expected such as Seventh Day Adventist and to refrain from eating and sexual The principles that govern Federal Scientologist. relations between dawn and dusk.  • Daily prayers – Turning towards 4. Should parents who Mecca and praying five times a choose to send day (Salat), wherever you may be. their children to non-government 3. Key terms, and acronyms (religious and inde- used in the program. pendent schools) be fully responsible • VA – Voluntary Administration. for funding the run- Legal term where an independent ning of the school? administrator is appointed to sort Why or why not? out financial difficulties a business 5. What difficulties may be having and assess how might people face, best to pay creditors while the particularly young business continues to operate. people, when their cultural and reli- co-director of the school and a • BAL – Limited gious traditions, including aspects builder by trade • FAC –Federal Aviation Corporation of dress, are different to those Makeen, Omar and Haneefa – three of • HSC – Higher School Certificate followed by the majority of people Silma’s five children from her first Exams. Final Year 12 exams, called in the society in which they live? marriage VCE in Victoria 6. Do you think perceptions about Adam – her nine-year old son with • Pro-bono – lawyers taking a legal the nature of Muslim practices Baheej case without expectation of up- and beliefs can be unfairly nega- John Beaumont – Silma’s father front fees; rather, payment is made tive and undiscriminating as a Rana – Silma’s personal assistant if and when the case is successful. consequence of the acts of some Clive Miles – the English teacher who • Mediation – meeting between extremists who use violence to speaks at the school formal and parties and people in dispute, achieve their ends? teaches the Year 11 students designed to settle matters before 7. What are the costs, both financial Romeo and Juliet. proceeding to a court case. and personal, in taking legal action Osman Karolia – young male teacher • Beslan Siege – school siege in a to redress wrongs and achieve who wants to get on with teaching Russian town in 2004 that ended what you believe to be justice? his students and put the legal case in tragedy when 344 people were Have you or people you know, ever and its consequences behind the killed, including 186 students, taken on a difficult legal battle? school. when security forces stormed the 8. How difficult would it be for you Bedrieh Kheir – the Girls High School school to free hostages. Those to move to and live in a country Coordinator, a confidante who holding the children hostage were with a religion, language, culture offers to establish whether the believed to be Chechen separa- and traditions unlike those you are teachers will support extend- tists from neighbouring Chechnya, used to? What difficulties might ing Voluntary Administration and some believed to be Muslims. you encounter? deferring their superannuation 9. Which countries do you think the payments Before watching the film students or/and their parents come Yasmin Gamieldien – Deputy Principal from who choose to attend Muslim and Head of Primary, she cautious- Read the following questions and schools in Australia? ly supports Silma’s idea to ask the record your responses. Class discus- wider Muslim community to invest sion of the following questions will Who’s who in the film? in the school’s assets help prepare students to understand and respond to some of the issues ex- Silma Ihram – founder, Principal and Style and content plored in this documentary. It may be director of Noor Al Houda Islamic useful to re-visit them after they have College (‘The Guiding Light’), a The way in which a film is put to- watched and discussed the film. Muslim school in Strathfield, gether is important in shaping viewers’ a Sydney suburb. Before the responses to the story being told. In 1. Do you think religious schools school’s move, it catered for 750 + Silma’s School the structure, includ- teach the same, or a different cur- students, from Primary to Year 12, ing visual and sound editing, and the

riculum, to government schools? both boys and girls. The new site cutting between the daily life of the SCREEN EDUCATION 2. Why do you think parents choose only accommodates 420. Silma school and Silma and Baheej’s ongo- to send their children to religious was born Frances Beaumont. ing legal battles, reveals parallel but schools? Her adopted name ‘Silma’ is an closely related stories, the success of 3. What do you think might be the anagram of Islam. ‘Ihram’ means each dependent on the success of the difference between a ‘core’ and ‘pilgrims’ clothing’. other. ‘hidden’ curriculum in a school? Baheej Adada – Silma’s husband, a  After Watching Silma’s School

Deconstructing a film in this film and think about how it Student Activities enhances and reinforces both images Watch the opening sequence of Sil- and narration. These three sets of questions ask ma’s School (the section showing the students to focus their attention on a official opening of the school in 2004) The sound of Christian church bells particular aspect of the documentary. and fill in Table 1 to see one example is interspersed with the sounds of of how the film is constructed to con- Muslim calls to prayer. What does this A. The school vey a complex sense of the personal suggest about the filmmaker’s inten- B. The legal battle and the public. tions? C. Silma and her family

In this documentary sounds and im- What musical influences do you hear Depending on the students’ level and ages are sometimes overlaid and inter- in the composed music? What does particular interests, it may be valu- cut in the editing process to convey this say to you about the world Silma able for teachers to choose Group A,

complexity without too much detail, and her students live in? B or C, or divide the class into three SCREEN EDUCATION e.g. when the legal arguments are be- groups, each with a separate set of ing summarized. Further notes on musical influences questions to answer, discuss, debate and composition can be found on the and/or write about. Soundtrack film’s web-site: http://www.silmasschool.com Listen carefully to the music played  Scenes and key images Sounds, including: Voiceover/narration/commentary/background noise, music and singing

E.g. Baheej up a ladder Official speech of Governor of NSW

Table 1: Opening scenes

A. The School of girls is having about whether for their Year 12 social. How are Islamic dress codes are oppressive their preparations similar to and 1. The opening scenes centre on the to women. What is your opinion unlike those of students from other school’s official opening which about this question? schools? precedes the final court case and 6. Girls and boys are taught in sepa- 12. How long has Mr. Miles, the Eng- judgement. Describe the mood rate groups in years 7-9. What do lish teacher who speaks at the for- and explain the different tasks al- you think are the advantages and mal, been teaching at the school? located to students and staff. What disadvantages of such separation? What are some of the things he songs do the students sing at the 7. Do the Year 11 English students especially likes? What does his opening? seem to be enjoying their study story about his introduction to the 2. Early in the film, Silma says setting of Romeo and Juliet? What is the school tell us about both his and up the school was ‘the vision of teacher’s approach? Is there any the students’ sense of humour? a mother who wanted children parallel between the scene they 13. What happens to upset Silma so to be able to build their lives and are enacting and the discussions much as the Year 12 boys are contribute.’ Silma and her husband Baheej are leaving school on the last day of What do you think she means? having? school before their HSC exams? What are the values your school is 8. What are the teachers dressed in Do you think her response is justi- trying to teach? school uniform trying to demon- fied? 3. How is Silma’s school, Noor Al strate to the students? What do 14. How might the restrictions on eat- Houda Islamic College, different they say? Do you think appearanc- ing between dawn and dusk affect from and similar to, your school? es are important in how a school is the students who are sitting their Consider such things as dress regarded in the community? HSC exams during Ramadan? codes, division of the school day, 9. What do the students have to say 15. What impression of the students curriculum, staff/student relations, about the siege of the school in do we get from the final scenes of

sporting activities, celebrations, Beslan? Summarize the major the film? SCREEN EDUCATION discipline. points they are making. Are they 16. How do you think teachers at your 4. What is happening in the scene given a chance to express their school might react to not be- where the Year 9 boys are fooling views? ing paid for some months so the around? How do Silma and the 10. What is the mood at the school school can stay open? staff respond to this behaviour? photo day? 17. Do you think students in Islamic 5. Describe the discussion the group 11. Describe the student preparations schools are under more pressure  than other students to present a good impression to people? How might the terrorist bombings of 9/11, Bali and London, as well as the more recent Cronulla beach riots, affect students’ sense of what it means to be a practicing Muslim in a non-Muslim country like Australia? 18. Write down three questions you would like to ask Silma about how she runs the school, and three questions for a student of your age at Noor Al Houda Islamic College about their school.

B. The legal battle

Much of the film and Silma’s time and energy are taken up with her ongoing battle for fair compensation from the Federal Airports Corporation. While the legal fight has been going on for several years, the film deals princi- pally with the final year of this case. As Silma continues to run the school, she also has to deal with the possibil- ity that she may not win the case and faces bankruptcy and the closure of the school she has fought so hard to establish.

1. Describe the early days of the school’s establishment in 1995? case for compensation from the 16. Silma hopes her barrister will run Where was it set up and how was Federal Airports Corporation. How the case ‘pro bono’. What does it funded? much is she asking for and how this mean? And why do you think 2. When did Silma discover that the much is being offered? the new firm of lawyers they en- land was contaminated? 11. Silma claims ‘the issue is about gage are prepared to take the case 3. Who else knew that the land on justice’ and does not accept the ‘on spec’. which the school was sited was offer made at mediation. Who 17. The court case, the HSC exams polluted? wants her to settle rather than and Ramadan all happen at the 4. How many children attended the proceed to the court hearing where same time. What extra pressure school when this was revealed? she still may lose the case? does this place on Silma and Ba- 5. How many children remained after 12. Debts to creditors need to be paid, heej? the 2002 eviction? but Silma doesn’t want to accept 18. As they enter the court, is Silma 6. Where and when did they re-es- the Airport’s offer for an out of the only person dressed differ- tablish the school? court settlement . Why does she ently? 7. Without council approval, what is reject this option? 19. After the case has ended, what Silma dependent on to keep the 13. Who are the main creditors waiting does Baheej think might be the school operating? to be paid? outcome? Does Silma share his 8. What legal mechanism was put in 14. What are some of the things Silma view?

place in 2004? does to stave off the school’s com- 20. How much time passes before the SCREEN EDUCATION 9. How does this situation make it mitments under the terms of its legal judgement is handed down? impossible to apply for govern- Voluntary Administration? 21. In winning their case, Silma and ment grants? 15. How much is owing to the lawyers Baheej are awarded three million 10. What happens at the mediation who have been running the case dollars in compensation and legal hearing at the National Dispute and how much more money is costs, far less than they applied Resolution Centre? Outline Silma’s needed to take the case to court? for. Is Silma’s quest for justice only 10 about money? C. Silma and her family c) In what situations are the family 22. What ongoing legal action is now shown together at home? being undertaken by the lawyers? 1. What are your impressions of d) What impact do you think 23. Some people say that even when Silma at the start of the film when Silma’s struggle has had on dif- you win a legal case you lose. she is organizing the opening cer- ferent members of the family? What might this mean in the case emony? 5. How do you think Silma’s com- of Silma’s school? 2. What are your impressions of Ba- mitment to the school affects her 24. Do you think this legal fight was heej and his role in the school? Is he life and her ability to look after her ultimately worth pursuing for seven of a similar temperament to Silma? children? How would you feel if years? Would you have had the 3. What do we learn of Silma’s back- your mother’s work took so much energy and conviction to go on? ground and relationship with her of her time? Should women who 25. Do you know the legal term ‘caveat parents? Do you think that being have a family commit to such large emptor’? Latin for ‘Let the buyer a convert to Islam makes her task tasks as running a school? Or tak- beware’. (The idea that buyers any more or less difficult for her in ing on a big court case? How can take responsibility for the condi- the community in which she lives a mother balance a family and a tion of the items they purchase and works? job? And how does that affect her and should examine them before 4. How many children does Silma children? purchase.) Silma’s case against the have? Are they shown to have the 6. Make two lists, one of Silma’s best airport set a new precedent which same commitment to her cause as qualities and the other of aspects imposes a strict duty of disclosure their mother? of her that may not be so admira-

on landowners in their dealings a) What does Baheej claim have ble. Some words may be repeated SCREEN EDUCATION with their land. Do you think this is been some of the more positive in each list, as sometimes people’s appropriate? effects on the family of the long best and worst qualities are what 26. The NSW Supreme Court deemed struggle? makes their personality, e.g., de- Silma’s case against the Airport to b) What does Silma’s daughter, termined. be ‘in the public interest’. Why do Hanifa, have to say about her 7. Provide examples from the film you think this was? mother’s fight for justice? that illustrate Silma’s management 11 style at the school. mony projects, inter-faith activities and References 8. At what times in the film are Sil- inviting public, Catholic, Jewish and ma’s feelings and emotions most Aboriginal students for dialogue and Useful websites evident? sharing.1 9. Which of the children says, ‘I want Joseph Wakim, Commissioner for http://www.silmasschool.com the court case to be over so my Multicultural Affairs. Film website includes additional mum can stop stressing and relax’? website links, historical back- 10. Silma says, ‘I’ve caused a lot of You may consider looking at the ground, anecdotes and events people difficulty….the outcome of ways in which some parts of the that happened during production, the case may affect my standing in media involved themselves in and festivals and screenings, reviews, my community.’ What do you think reported on the recent Cronulla ‘ri- notes on music, further reading she means by these remarks? ots’, as well as looking at other as- and viewing, production stills. 11. Does Silma and Baheej’s marriage pects of press coverage of racial, (Site under construction – Comple- appear to be in any way unusual to religious and multicultural issues in tion due 31 Augst 2006) you in terms of roles each take? Is Australia, particularly on television. http://www.nahic.nsw.edu.au this what you expect of a western 3. Australia’s school system was Noor Al Houda Islamic College marriage or a Muslim marriage? founded on three principals, that it official website providing informa- 12. Is there any evidence in the film be ‘free, compulsory and secular’. tion about the school’s policies that males at the school are re- Are these principles compat- and curriculum (Accessed 18 April sentful about having to defer to a ible with the growing number of 2006) female Principal? publicly funded religious schools http://www.smh.com.au/news/ 13. What sort of role model is Silma to throughout the country, reflecting national/schoolchildren-cast- her children, students and women the many different faiths practiced judgements-on-muslims/2006/ generally? in Australia? What do you think 02/05/1139074109950.html 14. To what extent do you think Sil- is the role and place of religious Results of survey of student at- ma’s religious faith kept her going schools in a multi-cultural society titudes to Muslims (referred to or is she just a very determined like Australia? earlier in this guide) (Accessed 16 individual? 4. ‘… and justice for all’. Any indi- April 2006) vidual or group that believes they http://www.brisinst.org.au/resources/ Extension activities have been disadvantaged through brisbane_institute_kabir_moore_ the deliberate withholding of muslim.html 1. Investigate whether there is an information by another individual Brisbane Institute article entitled Islamic school near your school or government department should ‘Muslims in Australia: the new or in a neighbouring suburb. Try be able to have their day in court. disadvantaged?’ Provides clear to organize a visit and invite a Legal costs and delays often make overview of the domestic and group of students to spend time the fight for justice too difficult. international political events which at your school. You may be able to Suggest ways in which the have contributed to anti-Muslim establish email contact with some resolution of such disputes can be prejudices in Australia in the last students to chat and exchange improved? fifteen years. (Accessed 2 May views about life. There are at least 5. The histories and stories we had 2006). thirteen Islamic schools in NSW been offered placed Muslims at http://www.pm.gov.au/News/ and thirty across Australia. a distance overseas, or classified speeches/speech92 2. Some politicians have suggested Muslims in the West as a margin- Transcript of John Howard’s ad- Australian Islamic schools do not alized under-class, refugees or dress to the 39th Annual Congress focus enough on Australian history immigrants, a threat to security or Federation of Islamic Councils, and values and that in some, un- a new mafia. Sydney in 2003 (Accessed 18 April Australian activities are taking place. (Jane Jeffes, Director of Silma’s 2006) Read the following statement and School) http://www.abc.net.au/worldtoday/ then conduct a class debate on Do you think personal stories such content/2005/s1446736.htm why Islamic schools are some- as the one told in this film will help Transcript of ABC radio program

times regarded with suspicion by in changing some of the negative from The World Today, August SCREEN EDUCATION some people. attitudes towards Muslims evident 2005, explaining the ways in which in parts of Australian society? Islamic schools are responding to In my role as Multicultural Affairs Com- Explain how you believe such at- Government calls for more empha- missioner, Islamic schools surpassed titudes can best be changed. sis on Australian values. (Accessed most others in their open days, har- 16 April 2006) 12 http://members.iinet.net.au/ negligence and misleading con- its embrace. Robust, fair and acces- ~asmaazam/misconcept_1.htm duct. Precedent set as warning to sible, Bin Laden in the Suburbs is an Lecture delivered at the University land-owners with regard to their excellent source book to pull the plug of Western Australia by Yahya legal responsibilities. (Accessed 2 on the media bile of otherness. Ibrahim in February 2003, address- May 2006) (George Fisher reviewing Bin Laden ing Misconceptions about Islam: in the Suburbs in New Internationalist how women are viewed, polygamy Further Reading Jan/Feb 2005. It received 4 stars.) for men/monogamy for women, Muslim attitudes to other faiths, Caravanserai – Journey Among Does My Head Look Too Big In Muslims are from over there – and Australian Muslims This? all Arab, Jihad, attitudes to west- By Hanifa Deen, Fremantle Arts Centre By Randa Abdel-Fattah, Pan MacMil- ern law … (Accessed 2 May 2006). Press, 2003. (First edition 1995, Allen lan, Australia. http://www.islamaustralia.net & Unwin) If you like Bend it Like Beckham, Look- Islamic site offering information In 1993 Hanifa Deen travelled across ing for Alibrandi and even Bridget about the Islamic religion, about Australia to show the human face of Jones Diary, you’ll like this story of a and trying to an- Australian Muslims: ordinary peo- 16-year-old Muslim girl in a Catholic swer the question ‘What is Islam all ple from diverse backgrounds and private school – and you’ll relate to about?’. Islam Australia operates cultures, people who mow their lawns, the problems that beset Amal and her in Perth, Sydney and Melbourne, worry about their mortgages, love their friends. Australia. (Accessed 2 May 2006). children. In the wake of September 11 (Also published in UK, Germany, Nor- http://afic.com.au and the Bali bombing, she revisits the way and Sweden) Official web-site of the Australian same people and finds them living in Federation of Islamic Councils, the shadow of the wider community’s The Glory Garage includes details of Islamic schools hostility. By Taghred Chandra and Nadia Jamal, and mosques across Australia (Ac- Allen & Unwin, Australia. cessed 2 May 2006) Bin Laden in the Suburbs – Crimi- Collection of true stories offering a http://www.telegraph.co.uk/opinion/ nalising the Arab Other fascinating insight into a culture that main.jhtml?xml=/opinion/2005/08/ By Scott Poynting, Greg Noble, Paul remains mysterious to many non-Leb- 31/do3102.xml Tabar, and Jock Collins, Institue of anese Australian Muslims. Warm, pro- Opinion piece from the daily Tel- Criminology Sydney / Federation vocative, funny and poignant, these egraph, London arguing Muslims Press, 2004. tales of family and community life, must follow the Irish example of This accessible book shows how contradictions and customs, reveal the integration and assimilation in the media and political response to recent dilemmas of young people trying to be UK – and that faith schools are not global and local events has led to the true to the values of their parents and the answer 31/8/05 (Accessed 2 demonization and exclusion of Arab also be true to themselves. May 2006) and Muslim youth in the West – and http://www.lawlink.nsw.gov.au/ explores the threat this represents to Teach Yourself Islam scjudgments/2005nswsc.nsf/ the future of multiculturalism. Report- By Ruqaiyyah Maqsood, Hodder & 66950614059df523ca256739000 ing Arab and Muslim crime as young Stoughton, 1994. 81e8e/037bfd73ca15f233ca256f men ‘lost between two cultures’ and Accessible, short but comprehensive 9b008244c4?OpenDocument blaming the ‘failure’ to assimilate is guide covering all aspects of Islam, NSW Supreme Court Judgement creating a ‘pre-eminent “folk devil” Muslim culture, ceremonies, diet and in the case of Silma Ihram and of our time – a negative image in the moral views as well as beliefs and Noor Al Houda Islamic College ver- popular definition of national belong- attitudes. Distinguishes between Islam sus Bankstown Airport (Accessed ing and identity …’ The authors also as revealed in the Qur’an and in the 2 May 2006) argue how wiser words can foster teachings and life of the Prophet Mo- http://www.pwclegal.com.au/legal/ inclusion. hammed – and the different social and pwclegal.nsf/0/29d670dc52 This is an empowering book because cultural practices of Islamic society 51d8e1ca256fd50017b482? it gives readers the skills to over- around the world. OpenDocument turn such shrill nonsense. It moves

PriceWaterhouseCooper Legal: between global and local events to Islam for Dummies SCREEN EDUCATION Legal Talk Newsletter: Manag- show how news reports and political By Professor Malcolm Clark, Wiley ing Environment Law Risk – Re- reaction misrepresent and mislead, Publishing Inc. cent Judgement Delivers New demonize and distort, and how wise Easy to read, insightful, friendly guide Warnings, March 2005. Outlines words from the well informed can introduces the origins, practices and background to case findings in foster not exclusion of the other, but beliefs of Islam as the world’s second 13 largest religion. Explores Islam’s long continue and at what cost? Researched and filmed in Keighley, and complex relationship with Chris- There are clear parallels in Silma and one of the most racially sensitive tianity and Judiasm and puts Islam in Anne Boyd’s rollercoaster journeys: towns in West Yorkshire. Two years perspective as a major cultural and each an eye-opening look at contem- later, the 7 July London bombings geopolitical force. porary pressing issues told through were carried out by young men from the compelling story of one person’s the same area. The Trouble with Islam – A Muslim’s choices. Call for Reform in Her Faith The Castle (Rob Sitch, 1997) (Aus- By Irshad Manji, Random House, Yasmin (Kenny Glenaan, 2004) (UK) tralia) 2003. Yasmin’s story explores what it means Humorous family story of under-dogs Blunt, provocative and deeply person- to be Asian, Muslim and British in fighting their corner and winning al, Manji asks pointed questions about post-9/11 Britain. It uses humour, irony through dogged determination – and a mainstream Islam and the troubling and understatement to address the bit of help from lawyers who believe in cornerstones of Islam as it is widely hard realities of prejudice and discrimi- their case. practised and proposes a practical nation, poverty and fear The Kerrigans’ world is running along vision for how Islam might undergo a Rebelling against her Pakistani up- happily until they receive a letter reformation that empowers women, bringing, Yasmin juggles her west- stating that their house has been promotes respect for religious minori- ernized work and social life with her compulsorily acquired to make way ties and fosters competition of ideas. family’s more traditional culture at for airport extensions. The head of the A refugee to Canada from Idi Amin’s home. Rejecting an arranged marriage family, Darryl is not at all happy – ‘his Uganda, Irshad Manji has a vision of to her Pakistani cousin, she rips off her house is his home, his castle’, and he how the West can help. hijab veil and traditional pyjama suit decides to fight the decision … to wriggle into tight jeans and drive to The Kerrigans – for all their amusing Further Viewing work in her own GTi. But after 9/11, faults – are an ordinary family of Aus- she is ostracized at work, increasingly tralian battlers with a sense of pride Erin Brockovich (Stephen Soder- subject to overt Islamophobia and and prepared to stick up for what they burgh, 2000) (USA) forced to re-examine her faith, culture believe in. Hollywood’s treatment of one wom- and relationships. an’s fight against contamination and Wanting the voice of their film to come North Country (Niki Caro, 2005) (USA) injustice. Julia Roberts (Erin) is the from within the Muslim community, Charlize Theron portrays Josey, a under-dog who takes on the bad guy, the film-makers cast people from the woman breaking the gender bar- and with the help of a major law firm, community alongside professional rier, laboring in hazardous Minnesota and her boss Ed (their relationship not actors – and incorporated scenes iron mines. Faced with continuous unlike Silma and her husband Ba- which happened spontaneously during abuse and sexual harassment, Josey heej’s) pulls off the largest settlement filming. Archie Panjabi (whose previ- struggles against the odds for what in ever paid in a direct-action lawsuit in ous films –Bend it Like Beckham and Australia would be called ‘a fair go’. U.S. history. East is East – deal more jauntily with She takes on the male establishment, Against all odds, her passion, tenacity the experience of Asian families living and files and wins the landmark 1984 and steadfast fight for the rights of the conflicted lives in modern Britain) is US lawsuit, breaking legal ground with voice-less brings a community to its fantastic as Yasmin. the nation’s first class-action sexual- feet, and a corporation to its knees. In What is so admirable about Yasmin harassment lawsuit – and protecting a world short on heroes, it’s a funny, is that it goes beyond blaming Sep- the rights of female workers to come. moving and inspirational reminder of tember 11 as the cause of alienation the power of the human spirit. but rather exposes it as the catalyst Recommended Listening for reinforcing existing resentments. Facing The Music (Bob Connolly and Matched by the resentments of the John Farnham’s 1980s Australian rock Robin Anderson, 2001) (Australia) host community are those of disen- anthem You’re The Voice. Professor Anne Boyd is fighting to chanted Muslims. What Yasmin dem- The track is not used in the film save her university music department onstrates is how some western Mus- but expresses Silma’s belief that after nearly ten years of relentless lims have become radicalized not so individuals – and a generation

funding cuts. Forced to drop staff and much through a positive endorsement – can make a difference, and SCREEN EDUCATION courses and to pick up the phone of their religion but rather because life bring about change. Lyrics can and plead for private and commercial in the west has so little to offer. be found at http://www.stlyrics. sponsorship, she must fight for what (Alan Docherty, Culture Wars, reviews com/songs/j/johnfarnham2054/ she believes in. She needs more than website of the Institute of Ideas. yourethevoice98162.html a miracle … but how long can she http://www.culturewars.org.uk) ‘Cos I’m Free by Christine Anu: 14 A tatoo on the shoulder of Aus- For additional reading (growth of Duration – 83 minutes & 55 minutes tralian Olympian Cathy Freeman Islam, brief history of Muslims in Aus- Year – 2006 inspired this song by the same tralia, multiculturalism and racism in Developed & produced in association title. The lyrics speak equally to Australia, social-political background with the Australian Broadcasting Silma’s dream as they do to Cathy to current Muslim /non-Muslim rela- Corporation Freeman’s. tions, effect of recent events on public Financed by Film Finance Corporation attitudes, history of the school, facts Australia and findings of Silma’s legal case), Silma’s School is available on DVD Please contact Firefly Productions Marguerite O’Hara is a freelance writer and video via mail order from: 26 Hale Road, Mosman NSW 2088 from Melbourne. Ronin Films Telephone: (02) 9908 3467 PO Box 1005 Endnote Civic Square Production Credits 1 The Age, 29 August 2005. Full Canberra ACT 2608 text of article can be accessed at Australia Producer / Director – Jane Jeffes http://theage.com.au/news/ Phone: (02) 6248 0851 Directors of Photography – Kathryn opinion/why-muslim-schools- Fax: (02) 6249 1640 Milliss, Tony Wilson, Erika Addis what-about-the-rest/20 Email: [email protected] Editor – Harriet Clutterbuck http://www.roninfilms.com.au Original Music – Nicolette Boaz

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