Transcript Arab Americans & Physical Education

Josh Davey, Justin Johann, Brian Kusnerick,
and Sarah Rodriguez
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http://www.youtube.com/watch?v=KRS1sB5d
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http://www.youtube.com/watch?v=DdJtlhpDZ
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Fastest growing ethnic & religious group in the
country
Arabic people make up 15% of the world’s
Muslim population
◦ Muslims make up one-fifth of the world’s population
◦ Estimated 6-8 million Muslims in the U.S.
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Mostly middle class, well-educated and are
“decidedly American in their outlook, values, and
attitudes”
# of Muslim immigrants and native-born
converts to the Islamic faith has increased
recently
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Recent immigrants may experience culture
shock & feel insecure and lonely
◦ All Arab Americans have the potential to feel
alienated because of perceived prejudice & ridicule
of their rituals
◦ May display negative feelings as a defense
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Not all Arab Americans are Muslims
Christians, Buddhists, Muslims, and other
religious groups call the Arab regions home
◦ The diverse religious climate that leads to the
current unrest in the Middle East
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Teachers shouldn’t assume all Arab
Americans practice Islam
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Fall prey to different interpretations of their
faith
Devote their lives to the Prophet Muhammad,
who taught peace and love, studied the
teachings of Jesus and his followers and also
the beliefs of Jewish teachers
The practice of violence against humans or
any creature is condemned and the focus is
on peace
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Ill treatment is based on local culture &
traditions, not on the faith itself
◦ Practices such as forced marriage, spousal abuse, and
restricted movement directly contradict Islamic law
governing family behavior and personal freedom
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Early Muslim women serviced the community
through scholarship, teaching, nursing, etc.
important activities.
Saudi Arabia: many women are responsible for
making major decisions of their household
Many adult Arab women do not receive an
education beyond 13 years of age
◦ Due to poverty & traditions related to arranged marriage
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Many women hold government & community
positions
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Islam gives guidance on all aspects of life
◦ Public decency
 No fixed standard to dress style/type of clothing
◦ Modesty standards require a woman to cover the
body in a way that covers their shape
 Cloth: sufficient thickness to block sight of skin color
 Same requirement for males: clothing cannot display
outline of body or show skin color
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Many of today’s P.E. & sport uniforms violate
these rules
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Separation of church vs. state = major
difference between the United States and
many other cultures
Religious freedom-interpreted in the public
school policy as a mandate against religious
expression to avoid religious oppression for
those who feel uncomfortable around religion
Become taboo for teachers to have students
engage in religious discussion while in school
◦ Led to a fear of open dialogue & barriers to
understanding different cultures
Testimony of faith (Shadaadah or Kalima)
1)
A profession of faith in pronoucing the words,
“There is no God but Allah and Muhammad is His
Prophet.”
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Prayer (Salat)
2)
Muslims are required to pray 5 times daily:
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first prayer is at dawn
second at high noon
third during the afternoon
fourth after sunset
fifth at night
3) Almsgiving (Zakat)
◦ Charitable giving (in Saudi Arabia, there is a
ministry of Zakat)
4) Fasting (Sawm)
◦ A complete abstention from food, drink, and sexual
intercourse is required from sunrise until sunset
during the month of Ramadan
5) Pilgrimage (Haji)
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Trip to Mecca
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Faith
Faith
Faith
Faith
Faith
Faith
in
in
in
in
in
in
the unity of God
angels
prophets
books of revelation
an afterlife
destiny/devince decree
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Q: What challenges did you face in school
because of your religion?
◦ A: I didn't face any challenges due to my religion
because I practice Islam very liberally. In my
opinion, most people would not be able associate
the typical "stereotypes" that are associated with
Muslims even if I told them I practiced Islam.
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Q: Any in Physical Education specifically?
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Q: Do you feel that any of your teachers had an
understanding of Islamic beliefs and cultures?
◦ A: Not applicable.
◦ A: There were a quite a few teachers that had a very
good understanding of Shiite Islamic
culture. However, the ones that were unfamiliar
were eager to learn and never discriminated against
me based on it.
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Q: Did you have to participate in PE during the
month of Ramadan?
◦ A: I was told I would be excused; however, I chose to
participate as much as I could. The month of
Ramadan is about more than just observing fast, there
are a lot of substitutes that can be performed if
fasting is not an option.
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Q: Was the dress code in school modified to
your religion?
◦ A: Yes. Though the Muslim men do not observe Hijab
(religious headdress), I had a female friend who was
allowed to wear Hijab to school whenever she felt
comfortable.
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Q: Were you discriminated against during your
years of schooling?
◦ A: I never felt discriminated against.
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Grading policies
◦ Dress code
 Make sure girls don’t get ridiculed for wearing their
head coverings
◦ Ramadan & fasting
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Being knowledgeable
◦ Knowing when holidays are
◦ Basic beliefs
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Encourage discussion
◦ Inviting, diverse, and inclusive class
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Teach games native to their homeland
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http://www.youtube.com/watch?v=zzO01t4
m3CI
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American-Arab Anti-Discrimination Committee
(2012). Arab American students in public
schools. Retrieved from
http://www.adc.org/education/arab-americanstudents-in-public-schools/
Ballincer, D. (2011). So, you’re a Muslim? (not
that there’s anything wrong with that): A PETE
perspective: Acceptance and inclusion begin with
knowledge and understanding.Journal of Physical
Education, Recreation and Dance, 82(8).
Retrieved from handout.