21st Century SkillsRecognize/challenge stereotypes and accept

complexity

Collect, synthesize, and analyze Information (including media literacy)

Use established and emerging technology appropriately

Focus on the global context, while seeing local specificity

Collaborate with peers to produce and share learning

Create meaningful connections with global partners

Stereotypes of Islam

Stereotypes of the Middle

East

How do we challenge stereotypes?

Challenge stereotypes: deprogram, dismediation (Aladdin)

Diversity of the religion and of its adherents

Prescriptive ≠ Descriptive (ie, describe real Muslims in real life, not just texts or authority figures and doctrine)

Ethical(Values)/Cultural(Aesthetic) vs. Doctrinal/Political (not just the 5 pillars of belief/practice, not just summits and wars)

Specificity and complexity of issues/perspectives

Analogy: Ask the same questions of Christianity, Judaism and Islam

Islam is…

Dealing with Complexity:Arab/Middle Eastern/Muslim

Who’s an Arab?

What is “The Middle East?”

“Muslim World”

Muslim Population by Country

Cultural diversity of Islam

Who Wears a Veil?

Complicating the Issue: Gender and Islam

Gender and religion do we do this with all

religions?

Consider cultural practice vs. religion

The “veil”—changes the public female body by covering it How does American society

influence women to change the public female body? Jerry Hall

Early Islamic reform vs. later stiffening/patriarchy

Islamic feminism vs. control of women

Security and identity issues: state control of women’s dress

Girls in Iran and Turkey

Pushing the boundaries

New Couture

Counter-stereotype:Islam/Iran Rocks!

Islam isn’t stuck in the 7th century for these guys…

O-Hum’s Darvish (lyrics direct from Hafez, 14th c poet)

http://www.youtube.com/watch?v=MeN4kfBPx1k

Stop Being So ReligiousWhat do sad people have in common?It seemsThey have all built a shrineTo the pastAnd often go thereAnd do a strange wail and worship.What is the beginning ofHappiness?It is to stop beingSo religiousLike that.("The Gift" - versions of Hafiz by Daniel Ladinsky)

Counter-stereotype: Not so Traditional/

New Aspirations

Counter-Stereotypes: Virtual Ambitions

Counter-Stereotype: “Pop Culture”

Can the Middle East be funny?

Nancy Ajram Coke ad

http://www.youtube.com/watch?v=35O3udLS83Y

Parody Coke ad

http://www.youtube.com/watch?v=gGvXpJjqLWc&feature=related

New Tools for Deep Learning

Wikis, podcasts, etc—kids create learning

Google Earth Example: Geography tour Student-generated learning: research topic, connect to

place, find relevant images/videos/music, create synthesis and connection

Where could you go with this? Integrate with sensory approach: Spices and World TradeSunni/Shia: What’s the difference, and why does it matter?

Process is collaborative; also can easily be shared

First Contact

First Contact: Classroom to Classroom

Many organizations provide links between classrooms iEARN.org

Projects and topics for collaboration worldwide

Global Nomads/Bridges of Understanding

ePals– can be project based or simply e-pal connections

Curricular AnglesCross curricular reinforcement is key

Humanities: history, ELA, music, art Science (spices, history of science,

hydraulics/mechanics/Rube Goldberg) Math (Islamic geometric design, algebra) Economics (where oil prices come from) PE (debke and other folk dance) Service projects Technology (google earth, blogs, movie production)

Projects in any curricular area in conjunction with classes in the Middle East

Best Practices: Compare! Analogize to what kids already know

Media-rich approach

Humanize: Land Called Paradise

Find real people/anecdotes: “authentic” doesn’t mean “representative”: Inside Islam

Literature, film, internet, blogs

Popular culture and music: O-Hum

Humor: Allah Made Me Funny

Active: Arabic, crafting/art, spices/big maps, Google Earth, connect