{"id":47844,"date":"2019-05-08T13:05:22","date_gmt":"2019-05-08T20:05:22","guid":{"rendered":"http:\/\/world.edu\/?p=47844"},"modified":"2019-05-08T13:05:22","modified_gmt":"2019-05-08T20:05:22","slug":"arab-canadian-high-school-students-call-for-globalized-curriculum-to-change-stereotypes","status":"publish","type":"post","link":"https:\/\/world.edu\/arab-canadian-high-school-students-call-for-globalized-curriculum-to-change-stereotypes\/","title":{"rendered":"Arab-Canadian high school students call for globalized curriculum to change stereotypes"},"content":{"rendered":"

\"\"
\nI was a full-time high school teacher in an Ontario Islamic school in 2008 when I noticed that my Arab Muslim students led lives of religious conformity at school that reflected their Islamic values at home but did not necessarily define their full selves.<\/p>\n

For example, many students who wore the hijab or who prayed at the required times were skeptical of beliefs parents and teachers expected them to take for granted, like creationism. At the same time, they studied the Ontario provincial curriculum and they were equally unsure if this curriculum resonated with how they see themselves in the world.<\/p>\n

I was aware of my existence as both an authority figure and a lifelong learner in a system that approached religious teaching with rote learning. I did not feel the curriculum reflected traditional Islamic ways of knowing which are related to infinite wonder (and wondering) and also resonate with Western contemporary ways of knowing.<\/p>\n

When I moved to Edmonton to start my PhD at the University of Alberta, I was invited by the university\u2019s outreach program to give cultural bridge-building workshops at high schools about topics like Islam and politics.<\/p>\n

Through these experiences, and also through my encounters with people I met through the Muslim Community of Edmonton (MCE) Mosque, I noticed Edmonton high school students had similar issues to my former students.<\/p>\n

I decided to learn more by gauging Muslim Arab-Canadian high school students\u2019 responses to\u00a0literary texts<\/a>\u00a0relevant to their ethnic identity. I wanted to better understand their cross-cultural sense of identity to help educators envision a curriculum that addresses students\u2019 lived experiences.<\/p>\n

Research about\u00a0youth in Islamic schools in Canada<\/a>\u00a0shaped my questions. I gave 11 public school students a selection of Arab Anglophone short stories and poems. I then interviewed them and conducted surveys with them and four more youth who chose not to be interviewed.<\/p>\n

The students\u2019 responses demonstrated a sense of\u00a0double consciousness<\/a>: they felt perceived as being Canadian, and yet not quite. Both my interviews and surveys reveal a condition of the Arab-Canadian identity as one that must constantly defend or apologize for itself. The respondents said they felt stereotyped by others because of media representations of Islam. Arab-Canadians,\u00a0based on the findings of this study, struggle with ambivalence about the need to refute stereotypes while refusing to be defined by them<\/a>.<\/p>\n

The participants expressed a desire for opportunities for interfaith and cross-cultural dialogues. Yet such opportunities are rarely available because of the lack of curriculum focused on intercultural literacy \u2014 the ability to \u201cread\u201d and respond to diverse cultures and identities \u2014 in high schools.<\/p>\n

Dialogue not happening<\/strong><\/h4>\n

Almost all the students I spoke with lamented the loss of fluency in their Arabic first language, which over time has subconsciously led to losing contact with their parents\u2019 culture.<\/p>\n

Some said Canadian children are generally raised to mature faster and this had noticeable effects on notions of childhood and innocence. The same student referred to an act of \u201cletting go,\u201d which represents a general attitude of detachment toward one\u2019s culture and behaviour:<\/p>\n

\u201cThat made me let go of everything that I valued when I was just nine years old and changed my thinking completely to fit what those other people are doing.\u201d<\/em><\/p>\n

Many of the students said Edmonton was where they attended school and made friends, so Canada was where they feel most comfortable, and therefore call home. However, school and home seemed to be conflicting spaces so there is ambivalence about where home is. One student seemed exceedingly conscious of that doubleness, especially in school:<\/p>\n

\u201cI find it hard to, since I\u2019m a minority at school \u2026 there was only five kids out of six hundred that were Arab. So it was definitely hard for me to do it all on my own to embrace my own culture, and I guess that\u2019s why I had two personalities.\u201d<\/em><\/p>\n

She could not think of any time she saw her experiences reflected in the curriculum. I asked her, if she were to move to a new school and was asked to introduce herself, would she bring in the Arab part of her identity? Her response was that mentioning her ethnicity would be undesirable:<\/p>\n

\u201cAt school I feel that\u2019s just people automatically just judge, abruptly, not that I\u2019m ashamed of it, but people just automatically go off.\u201d<\/em><\/p>\n

\u2018I did find a lot of really odd questions\u2019<\/strong><\/h4>\n

Another student found the religious aspect of her identity the most estranging. The hijab she wears became a constant reminder of foreignness:<\/p>\n

\u201cI came when I was wearing the hijab \u2018cause I already wore it in Dubai, and so I did find a lot of really odd questions that I\u2019ve never been exposed to before \u2026 It is just a bit extreme here, and I didn\u2019t like that at first, and there were situations where I kind of wanted to move back but then I think over the time I had to adapt to what they say and stand up for myself.\u201d<\/em><\/p>\n

Students were also aware of how some forms of media reinforced uneducated and extreme ideas about the hijab, Islam and Muslim women. Such views are continuous challenges for Arab female students.<\/p>\n

Another female student spoke of stereotypical representations linking Arabs with terrorism and violence.
\n

\"\"

\u2018I want to explain to my Canadian friends that my culture is not what they see on the media, all the stereotypes,\u2019 said one student. (Shutterstock)<\/p><\/div><\/p>\n

\u2018Not what they see on the media\u2019<\/strong><\/h4>\n

All the students sought a curriculum that is more directed towards understanding the roots of global conflict, but none could recall any such experience. One student discussed being singled out in class by social studies teachers due to assumptions the student had personal experience of war:<\/p>\n

\u201cWhen we study about war and stuff, they would always ask me certain questions and certain situations if I\u2019ve been in them. Some of them are extremely stereotyped \u2026it gets hard to explain because media has affected how people see things nowadays.\u201d<\/em><\/p>\n

This moment of classroom interaction seems to show a misguided and misinformed attempt at\u00a0culturally responsive teaching<\/a>. None of the students talked about the classroom as a productive space for cultural discussion and deconstructing misconceptions, or for addressing a\u00a0rise in hate crimes<\/a>\u00a0or\u00a0Islamophobia in Alberta<\/a>.<\/p>\n

Some students suggested a way to resolve misunderstandings about cultural differences could be through writing an assignment:<\/p>\n

\u201cI want to explain to my Canadian friends that my culture is not what they see on the media, all the stereotypes \u2026 I want to let them know more about my culture and how it actually is in reality.\u201d<\/em><\/p>\n

We must understand isolation, like extremism, is caused by failure of communication.\u00a0Schools could create classroom practices<\/a>\u00a0that clarify uninformed opinions about religion, challenge racialized stereotypes and allow more focus on common grounds. But this curriculum has yet to be envisioned.<\/p>\n

Author Bio:<\/strong> Wisam Kh. Abdul-Jabbar is an Adjunct Professor, Faculty of Education at the University of Alberta<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

I was a full-time high school teacher in an Ontario Islamic school in 2008 when I noticed that my Arab Muslim students led lives of religious conformity at school that reflected their Islamic values at home but did not necessarily define their full selves. 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