Transcript Stereotypes and Realities of the Middle East and Muslims

21st Century Skills
 Recognize/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
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 Religious
What do sad people have in common?
It seems
They have all built a shrine
To the past
And often go there
And do a strange wail and worship.
What is the beginning of
Happiness?
It is to stop being
So religious
Like 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.co
m/watch?v=35O3udLS8
3Y
 Parody Coke ad
 http://www.youtube.co
m/watch?v=gGvXpJjqL
Wc&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 Trade
 Sunni/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 Angles
 Cross 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