Focusing on the Middle East and Islam to Promote 21 st Century Skills
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Transcript of Focusing on the Middle East and Islam to Promote 21 st Century Skills
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21st Century SkillsRecognize/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
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Stereotypes of Islam
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Stereotypes of the Middle
East
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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 and Islam
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Islam is…
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Dealing with Complexity:Arab/Middle Eastern/Muslim
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Who’s an Arab?
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What is “The Middle East?”
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“Muslim World”
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Muslim Population by Country
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Cultural diversity of Islam
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Who Wears a Veil?
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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
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Girls in Iran and Turkey
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Pushing the boundaries
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New Couture
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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 ReligiousWhat do sad people have in common?It seemsThey have all built a shrineTo the pastAnd often go thereAnd do a strange wail and worship.What is the beginning ofHappiness?It is to stop beingSo religiousLike that.("The Gift" - versions of Hafiz by Daniel Ladinsky)
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Counter-stereotype: Not so Traditional/
New Aspirations
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Counter-Stereotypes: Virtual Ambitions
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Counter-Stereotype: “Pop Culture”
Can the Middle East be funny?
Nancy Ajram Coke ad
http://www.youtube.com/watch?v=35O3udLS83Y
Parody Coke ad
http://www.youtube.com/watch?v=gGvXpJjqLWc&feature=related
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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 TradeSunni/Shia: What’s the difference, and why does it matter?
Process is collaborative; also can easily be shared
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First Contact
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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
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Curricular AnglesCross 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
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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 Earth, connect