Educate and Act Against Islamophobia and Sectarianism
Islamophobia Advice for Schools and Colleges, published by the National Association of Schoolmasters Union of Women Teachers (NASUWT) is a useful document that outlines good practice for schools on Islamophobia.
This section suggests ways in which Islamophobia can be addressed within schools.
Islamophobia as a form of religious discrimination
Aim: To make pupils aware that discrimination because of faith or belief is just as unacceptable as discrimination because of any other reason e.g. skin colour.
Multicultural and multi-faith society
Our society in Scotland reflects the diversity of the world we live in. There are no two people in the world that are exactly the same. We all have different looks, different languages, different likes and dislikes, different cultures and different religions. Not just human beings, but also the world around us – the diversity in plant and animal life is also an affirmation that our world is a naturally diverse place, which adds to its richness and beauty.
Apart from looking different, people also have diverse beliefs. These may include a belief, or no belief, in God. Those people who are religious may follow a certain religion or belief. This is also part of the diversity in our societies, and rather than being discriminatory toward someone who has a belief, we should learn about and respect other people's beliefs.
Celebrate all religions as a normal part of society and life
An anti-sectarian and anti-racist approach to RME should form the basis on which faith is taught.
Pupils themselves can exemplify the diversity amongst human beings. Pupils can be asked to highlight differences between them. This can be a positive exercise to reinforce and to practically show that everyone is different, but that these differences are a normal and natural part of life.
Discuss forms of religious discrimination
There are different forms of religious discrimination. People can be discriminated against because of their faith or belief. This can be applied to anyone with any faith. This can result in verbal abuse or physical abuse, as well as isolation and generally not being accepted by society.
Furthermore, religious discrimination can affect the person in employment. This includes not being offered a job because of a person's faith, or being asked to leave because of a person's faith.
In the worst case scenario a faith community can be discriminated against on a large scale. For example, the Shoah (Holocaust) during the Second World War when Jewish people faced genocide because they were Jewish, and more recently in the 1990s when Muslims were killed in Bosnia.
Other examples of discrimination include the burning and desecration of places of worships, i.e. churches, temples, synagogues and masjids as well as graveyards.
The specific effects of Islamophobia on the Muslim community
Aim: To make pupils aware of the various forms of Islamophobia, i.e. stares, verbal abuse, physical abuse.
Islamophobia is fear or dislike and hostility toward Islam and Muslims. This fear or dislike can occur on different levels, and results in different kinds of behaviour.
Staring - some Muslims may choose to wear clothing or display their faith in a way that makes them visible. For example, women may be wearing a headscarf or be fully covered up. Looking as a result of curiosity is natural; but children and young people should grow to understand and become sensitive to the fact that being stared at for whatever reason can make people feel very uncomfortable. There are plenty of parallel examples to draw upon.
Verbal Abuse - includes saying, shouting or swearing derogatory terms to a person. These can refer to their faith or the way they are dressed.
Physical Abuse - this includes physical assaults such as pushing, shoving, being spat at, women having their headscarves torn off, being chased and threatened with violence to assaults requiring medical treatment. In addition to physical and verbal abuse, there have also been example of criminal damage such as attacks to private property as well as centres associated with Islam such as masjids and Islamic community centres.
Familiarise pupils with the key tenets of Islam
Aim: To demystify the Islamic faith and its practice.
Muslim practices
The section titled, Islam: Basic Beliefs and Practices can be used to teach pupils about Islam, and specifically focus on some of the outward aspects of the belief. For example:
- Fasting
Using the information in the website, teach pupils how Muslims fast. Show practically that they fast from dawn till dusk and do not eat or drink during this time. Teach pupils to be aware of this and to be sensitive to their Muslim friends who may be fasting, i.e. not offering them food. PDF file: Fasting - Praying
Teach pupils that Muslim pray five times a day, and show the manner in which they pray. Some pupils may pray during school hours. Pupils should be aware of why they are praying and that it is a normal part of Muslim life. - Eid
There are two Eids in Islam. Teach pupils how and why Muslims celebrate Eid. Both days have a special meaning, and are a time of celebration and reflection. - Hajj
This is an excellent example of Muslim practice. The links in the report are good resource tools to allow children to explore and understand the Hajj.
Some of the visible markers of faith that may be a cause for discrimination should be highlighted. These include the hijab, other forms of dress, skullcap, etc.
Tackle stereotypes and mis-information arising from negative images from media reporting
Aim: To teach pupils the correct understanding of Islam, and to celebrate the contribution of Islam and Muslims in history as well as in the UK today.
Islam and its contributions to the world
This report discusses the basic beliefs of Muslims, and there are extensive links to enable pupils to develop a deeper understanding of Islam, and about the contribution Islam has made to the world. Utilise the 'Virtual Classroom', an interactive resource for children that can enable them to learn and understand about Islam in a practical way.
Specifically, a special focus should be made on the history, development and contribution of Islam in the British context. The aim is to eradicate a perception that Islam is a foreign religion and belief. The report has a whole section on this topic, however there are also other resources available to complement learning.
Encourage children to be aware of, and report Islamophobic incidents
Aim: To empower children to recognise, challenge and report Islamophobic incidents
Islamophobia can manifest itself in the form of bullying in schools and educational institutions. Just as pupils learn about bullying in general and also about specific forms of bullying, pupils can be taught about bullying because of one’s faith or belief. This will increase the confidence of those facing Islamophobia that they are supported as well as educating others who may be bystanders of the need to speak up for themselves but also for others.
Within anti-sectarian education, expand the discussions beyond Catholic and Protestant forms of sectarianism
Aim: To teach pupils about the different forms of sectarianism and to take responsibility for countering any form of sectarianism and religious intolerance
Follow many of the exercises within the anti-sectarian education resource, to ensure that the concentration is not just on Catholic/Protestant issues but also examining sectarianism in Islam. Such discussions should be balanced with teaching about Islamophobia.