WHAT DOES IT MEAN TO BE MUSLIM IN NEW ZEALAND?

Is your school truly inclusive?

A presentation by A.S. Danzeisen at the 2015 NASDAP ConferenceAuckland

KIWI MUSLIM BASICS

According to the NZ 2013 Census:

• 46,149 Muslims (27.9 increase) 1 in 100

• Slightly more males than females

• 25% born here

Ethnicity and background diverse

21% from the Pacific Islands

27% Asian

23% African or Middle Eastern

9% European

KIWI MUSLIM BASICS

34% of these Muslims are of primary, secondary or university age.

52% are male

Vast majority reside in 4 largest cities (90%):

2/3 of all Muslims live in Auckland

CONTRASTING NZ TO THE WORLD

World

Nearly 1 in 4 people is a Muslim

30% come from Asia (only 20% are Arab)

2nd largest population is African

90% are Sunni

“Islam percent population in each nation World Map Muslim data by Pew Research" by M Tracy Hunter -

ISLAMIC VIEWS ON EDUCATION

First revelation told Muslims to read. This is seen as a command to seek knowledge.

Everyone should try to educate children: The Prophet Muhammad (PBUH) said:“A father gives his child nothing better than a

good education.” (Tirmidhi)

We can benefit from gaining knowledge as well. The Messenger of Allah (PBUH) said, “Allah makes the way to Jannah easy for him who

treads the path in search of knowledge.”(Muslim)

ROLE OF A TEACHER FOR A MUSLIM STUDENT

A teacher is ranked next in importance to a parent and is to be respected.

“One of the rights of the scholar is that you greet people generally and then greet him with a special greeting; sit in front of him; do not point with your hand in his presence, nor wink with your eye; do not quote someone else who said opposite of what he said; do not backbite anyone in his presence; do not hunt for his faults, and if he makes a mistake accept his excuse; dignify him for the sake of Allah; if he needs anything, rush before everyone to serve him; do not whisper in his presence; do not grasp him by his garment; do not insist for answers when he becomes tired; do not ever feel you have accompanied him enough, because he is like a palm tree from which people wait for fruits to drop from.” (Ali ibn Abi Talib)

VALUES IN NZ CURRICULUM ARE CONSISTENT WITH ISLAMIC VALUES!!!

Excellence Muslims are to strive to do their best.

Innovation, inquiry, and curiosity Seek knowledge even if it’s in China.

Diversity Allah has told us he made us distinct so

that we will know each other.

Equity We are to be just.

Community and participation We are to involved in our areas.

Ecological sustainability We are trustees of the earth.

Integrity We are to be fair and honest in all

transactions.

Respect We are to honour and respect others

(with emphasis on our parents, our teachers as well as family, elderly)

ISLAM IN FOCUS…MEDIA INPUT AND IMPACT

Research on Media Reporting of Islam 2001-2012

3 out of 4 know nothing or next to nothing about Islam

64% of those who say they knew something learned it from the media.

A study in 2006 found press coverage on Islam increased by 270% in the last decade --91% of it was negative

84% of reporting represented Muslims as either “likely to cause damage or danger’ or as ‘operating in a time of intense difficulty or danger”

Dr. Chris Allen, “A review of the evidence relating to the representation of Muslims and Islam in the British media” Presented to Parliamentary Group on Islamaphobia

MEDIA HAS HOMOGENISED MUSLIMS

“as an indistinguishable and un-differentiated group where all of its members – ‘Muslims’ – were seen to have the same attributes, qualities, capabilities and characteristics most of which were extremely negative.”

(Allen Report p. 7 citing E. Poole research)

UNCONSCIOUS BIAS

CONSEQUENCES OF MEDIA REPORT ON ISLAM & MUSLIMS

For Non-Muslims Reporting provoked emotions and feelings of

Insecurity

Suspicion

Anxiety

For Muslims Reporting caused feelings of

Insecurity,

Vulnerability

Alienation

CONSEQUENCES OF INCREASED NEGATIVITY FOR NZ STUDENTS

Insecurity

Students have reported increased harassment walking to and from school

Vulnerability

Students being called upon in class as a “resource” to explain current events relating to Muslims

Students being asked to defend actions of Muslims in other countries

Alienation

Feel unwelcome

Feel unprotected or “picked on”

Feel like “other”

Feel unconnected to New Zealand

STUDIES OF MUSLIMS IN SCHOOLS IN OTHER WESTERN SOCIETIES SHOW

Teachers acknowledge presence of racism and phobias (including Islamaphobia)

Teachers ignore or unaware of historic and present contributions of Muslims to science, architecture, culture,geography, navigation, literature and history.

While in the curriculum of some schools, normally find only token efforts

There appears to be a desire to include but how…. Need to find some.

Not sure which cultures to highlight.

Demand to meet all equally

Niyozov, Teachers and Teaching Islam and Muslims in Pluralistic Societies: Claims, Misunderstandings, and Responses, Journal of International Migration and Integration 2010 p. 28

ARE NZ SCHOOLS ANY DIFFERENT?

Example 1: Afghanistan

Resources objective, current?

Example 2: NZ Culture

Inclusive, Safe?

ARE NZ SCHOOLS ANY DIFFERENT?

Example 3: Je Suis Charlie

Consultation?

Example 4: Swimming

Aware of all the issues?

RESEARCH—DO YOUR TEACHERS AND STUDENTS KNOW HOW TO DO IT?

RESEARCH—DO YOUR TEACHERS AND STUDENTS KNOW HOW TO DO IT?

WOWMA

Women’s Organisation of the Waikato Muslim Association Consultation

Inclusive

Safe Place to Discuss Issues

Helped bring multiple cultures together

WHO IS A KIWI?

ENGLISH

Ideas that we can share: Old classical texts and novels that have been translated into English.

1001 Nights—the screened version

Poems

Translate short stories (that aren’t presently available in English).

Help contextualise biased reading materials.

Search new texts and stories that are appropriate and may not have been considered.

THE ARTS

Music Demonstrate how to play certain instruments from various cultures.

Share sounds and recordings that they may not have had access to.

Visual Arts Calligraphy

Discuss Historical and Islamic Architectural Designs

Mosaics

Henna Designs

HEALTH AND PHYSICAL EDUCATION

Health Discuss the benefits of certain foods that are mentioned in the Qur’ an that the Prophet

(PBUH) identified as healthy

Diet related issues in Islamic teachings

Fasting

Halal & Haram

Physical Education Share games that played as children.

Explain historic games and activities.

LEARNING LANGUAGES

Islam has spread throughout the world and impacted the development of many languages. Spanish impacted greatly by Islam

Arabic speaker could discuss the influence that language had on the Spanish language.

Discuss impact Muslims had on the history and architecture of Spain

Members of our community may speak the languages (Spanish, French, Chinese, Arabic…)

Can discuss the impact colonialism had on regions

Uighur situation and history could be addressed

MATHEMATICS AND STATISTICS

Impact Islam had on Mathematics Creation of Algebra

Discuss the historic mathematicians during the “Golden Age” (aka Dark Ages)

Contributions Muslims are still making to Mathematics

Identify Muslim winners of Major Mathematics Awards

SCIENCE

Identify the contributions the Muslims have made to science and medicine Astronomy

Biology

Geology

Share stones from countries (i.e. a particular stone from Afghanistan)

SOCIAL SCIENCES

Offer to speak on hot topics relating to Islam– Just ensure objective Hijab

Women’s Rights

FGM

Terrorism

Offer to give alternative perspectives on issues related to Islam

Provide the History of Islam

Share historic stories of controversies

Geography—Ask actual individuals in to discuss their home countries are like physically, culturally

Role of Islam in navigation

TECHNOLOGY

Food Tech: Share recipes

Unique foods (less familiar within New Zealand)

Textiles Show your clothing designs, materials, patterns

Explain Islamic clothing requirements and styles

Woods and Metals Share carvings

Graphics Share architectural plan

IT Use of social media to spread ideologies– good & the bad

TAP INTO THE RESOURCES AROUND YOU

Consult Muslims in the Community

Ensure you have quality resources accessible

Ask your Muslim students for their ideas

IMAGES:

Images: Afghanistan: A. Telnaes Washington

Post

Inclusive:

Je suis Charlie: Getty Image from anti-Terrorism demonstration in Paris

Burkini: Speigel, Picture Alliance/dpa