CULTURAL PLUNGE

Issues in Education A

EDU5ISA

Religious beliefs are intimately connected to identity and self-esteem, they are
very persistent and can function as an identity maintenance system, giving unity
and meaning to the lives of adolescents who are in search of a coherent identity

- Rissanen, 2013

MEET TAHA AHMED

18 year old Male
Comes from a working class
background
Attended Coburg Primary School
(Prep -Grade 4)
Attended Broadmeadows Valley
(Grade 4 - 6)
Completed VCE studies at Hume
Secondary in 2015
Currently attending Melbourne
University studying a Bachelor of
Science
Comes from a mixed background of
Lebanese (Father) and Cypriot (Mother)
cultures with strong family values with
Muslim religious upbringing

MY BACKGROUND
25 year old Female
Working class socioeconomic status
Attended 2 Catholic Primary schools in Melbourne North-West
Completed secondary studies at a Private Catholic Girls school in North Melbourne
Completed Undergraduate Degree in Exercise Science and Human Movement at Victoria
University
Currently enrolled in Masters of Education at La Trobe University
Anglo-Australian Background with strong Catholic upbringing
Grew up in a strong European and Anglo-Australian community
Travelled and lived overseas

ASSUMPTIONS AND MISCONCEPTIONS

Muslims are a Religion
Islam promotes violence and Muslims are terrorist.
Muslims hate all other religions and believe that everyone should
conform to Islamic beliefs and traditions
Ever since the 9-11 attacks in New York, every Muslim has an
agenda and they should no be trusted.
The news media, which consistently portray Muslims as prone to
violent action, and as terrorists, especially since 9/11. Students
adopt these attitudes, and it is difficult for educators to overcome
them. Because the media focuses on narrow groups of extremist
Muslim practitioners and their violent actions, which represent the
exceptional as opposed to the ordinary, it is difficult for the
educator to convince students that the average Muslim does not
engage in or condone the atrocities (Klepper, 2014)
We assume that participation in such a diverse school community,
where students and their families seemed to be encouraged to
share their cultures and languages, would contribute to a sense of
pride in their home cultures and languages and a desire to share
this knowledge with their peers and teachers. (Schlein, 2010)
Women are oppressed and force to wear the Hijab and cover up
because they have no power.

WHAT ARE THREE KEY INFLUENCES (EXPERIENCES,

PEOPLE ETC.) THAT HAVE SHAPED YOUR IDENTITY?
Primary school teacher shamming him for being muslim, same teacher
harassing his sister for wearing the head dress. Resulted in moving
schools.

Being bullied by some peers at school for being Muslim and harassed in
the light of any terror attacks. Had a group of Muslims friends at school
and created their our own support group.

In New York, four high school students were charged with a hate crime
after spending more than a year bullying a Muslim classmate,
occasionally beating him and calling him a terrorist (Shah, 2011)

If the number of beliefs that connect a person to positive attributes of a

subject is greater than the number of beliefs with negative attributes, a
person is likely to have a favorable attitude toward the subject and vice
versa (Klepper, 2014)

Supportive homeroom and Physical education teachers in high school,

educating others about Islam, providing prayer space, acknowledging
Islamic holidays.

DESCRIBE THREE POSITIVE EXPERIENCES THAT YOU HAD WHEN YOU WERE AT SCHOOL
Going to University and finding that they already support the Islamic community and provide prayer rooms and Wadu
washing facilities on campus. In high school homeroom teachers provided an open room at lunchtime for students
who needed to take time to pray.

Physical education teachers altered the lesson during month of Ramadan, and trying to schedule theory classes
instead of practical classes while Islamic students were fasting and also allowing students to stay inside during lunch
times to not temp them to eat. Allowing a more modest PE uniform compared to shorts and a polo shirt.

Teacher who educated themselves and other students to help others understand the prejudices and assumptions
against muslims after there are terrorist attacks. Creating a greater awareness and creating a strong network within the
school and community.

Teaching about Islam provides teachers with excellent opportunities to transmit knowledge, stimulate critical thinking
skills, and help students develop tolerant attitudes based on historically accurate information - (Klepper, 2014)

WHAT WAS A SITUATION AT SCHOOL

THAT IMPACTED YOU NEGATIVELY?
The incident that happened at the first Primary
school. Taha felt as if the teacher was harassing
him because she just simply didn't like him or
he had done something wrong in order to be
treated that way. His grades suffered as a
result of feeling inadequate which fuelled the
fire for the teacher.

When his little sister came in to her class the

following year, she was also harassed and
insulted for wearing the Hijab. She felt
victimised and isolated.

Resulted in changing schools when their

parents figured out the truth behind this this
teachers harassment.

DO YOU THINK THAT TEACHERS HAVE AN

IMPACT ON STUDENT IDENTITY?
The negative experience that Taha had in Primary school
had a big effect on his self-esteem for years after the
incident.

Teachers have a strong impact on our identity as would

anyone in the community who you would spend a lot of
time with. They have a strong dominance because you
are with them for several hours, a few days a week.

Teachers viewed as role models.

Taha believes that all teachers need to be sensitive to

diversity and teach in a manner that provides social
justice to all their students. As much as a great teacher
can inspire and motivate, a bad experience or teacher
can scar you too.

REFLECTION
I found that it was important to see identity though someone else's eyes before I could properly immerse myself in my own
self.
Before this task, I just believed that I had been fortunate to grow up as a majority and not have to experience the
harassment for who I was when I was a student. But now I can say that I feel privileged to see the side of a minority and how
everyday life at school can have an impact on ones identity and how providing a support for diversity can go a long way.
Ive seen how much one little incident can take its toll on someones life and how important it is to create a holistic
environment for all students by not only stopping prejudice but also teaching diversity and cultural understanding
This is just one minority in a sea of diversity that teachers face daily, and I believe it is important to immerse and educate
yourself and others around you in order truly understand where people are coming from and how you can help them.
Teaching goes beyond the classroom and content. Teachers also teach life skills for students to be successful life long
learners and how to play an important role as adults in the community.
The way this immersion will impact the way I approach teaching students with a diversity of different cultures and
backgrounds is to find out how students learn and what students need to feel comfortable with in the environment in order
to learn.
From a position that understands education cannot be separated from the broader social context, supporting the
educational needs of minority students must acknowledge, and offer positions of empowerment within, the framing
discourses of gender, religion and culture that shape their identities. (Keddie, 2011)

WHAT THIS MEANS FOR MY

TEACHING PRACTICE
Create a holistic wellbeing for all the students in my classroom
by educating students on social level not just academically.
There is a strong correlation between a childs sense of inclusion
and academic success. Children who experience bias are not
going to do well academically, If youre excluded from your
peers you dont really want to go to school. (Shah, 2011)
Important to create a positive learning environment that is safe
and secure by removing any prejudice, bullying,
misunderstanding and stereotypes.
Modelling the expectations of behaviours and attitudes
Students becoming aware of other culture, as a class we would
build respectful relationships and trust through communication,
break down the barriers of stereotypes and build connections by
minimising alienation
For many Muslim students teachers are their best defence.
Educators need to set clear and consistent guidelines. Our
approach is that education is the best way to prevent bias and
discrimination (Shah, 2011)

REFERENCES
Dowling,F., Fitzgerald,H., & Flintoff,A. (2012). Equity and difference in physical education, youth sport and health: A
narrative approach. Abingdon, Routledge.
Haque,A. (2001). Attitudes of high school students and teachers towards Muslims and Islam in a southeastern Australian
community. Intercultural Education, 12(2), 185-196.
Keddie,A. (2011). Supporting minority students through a reflexive approach to empowerment. British Journal of Sociology
of Education, 32(2), 221-238.
Klepper,A. (2014). High School Students Attitudes toward Islam and Muslims: Can a Social Studies Course Make a
Difference? The Social Studies, 105(3), 113-123.
Nieto, J. (2006). The Cultural Plunge: Cultural Immersion as a Means of Promoting Self-Awareness and Cultural Sensitivity
among Student Teachers.Teacher Education Quarterly, Winter.http://teqjournal.org/Back%20Issues/Volume%2033/
VOL33%20PDFS/33_1/11nieto-33_1.pdf
Rissanen,I. (2013). Developing religious identities of Muslim students in the classroom: a case study from Finland. British
Journal of Religious Education, 36(2), 123-138.
Sage,R. (2010). Inclusions from exclusion: cultures and communities seen through the eyes of a muslim. In Meeting the needs
of students with diverse backgrounds.
Schlein,C., & Chan,E. (2010). Supporting Muslim Students in Secular Public Schools. Diaspora, Indigenous, and Minority
Education, 4(4), 253-267.
Shah,N. (2011, November). Combating Anti-Muslim bias. Teaching Tolerance [Florida], pp.32-35. Retrieved from http://
www.teachingtolerance.org

KAROLINE MATIASIK
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