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.