Our curriculum must be inclusive and reflective of the diverse backgrounds and identities of our students as our classrooms become more diverse. This includes giving students from various cultures, religions, and ethnicities the chance to see themselves represented and learn about other people\’s contributions. This entails integrating Islamic culture, history, and perspectives into the curriculum for Muslim students. Dr. Christine Sleeter, professor emerita at California State University Monterey Bay and a prominent figure in the field of culturally responsive teaching and curriculum development, asserts that \”curriculum is one of the most powerful tools we have for forming the minds of young people and for constructing a just and equitable society.\” She emphasises the importance of including varied viewpoints and experiences in the curriculum.
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According to Dr. Christine Sleeter, emerita professor at California State University Monterey Bay and a prominent figure in the field of culturally responsive teaching and curriculum development, \”curriculum is one of the most powerful tools we have for shaping the minds of young people and for building a just and equitable society.\” For students of colour, including Muslim students, academic success depends critically on incorporating diverse perspectives and experiences into the curriculum, the author emphasises. Including Islamic themes and viewpoints in current curricula is one method for accomplishing this. This can be accomplished by incorporating Islamic history and culture into social studies and language arts lessons, for example, by studying the Islamic Golden Age and its contributions to the world.
Another tactic is to represent Muslim perspectives and voices in the curriculum. Books, articles, or videos written by or about Muslim authors, artists, or scholars can be included to accomplish this. Another way to do it would be to invite Muslim community members or guest speakers to come in and share their experiences and viewpoints with the students. The importance of cultural competency in curriculum design is emphasised by Dr. Homa Tavangar, a speaker, author, and consultant who specialises in the fields of global education and cultural intelligence. She also discusses how it can improve academic outcomes for students from different backgrounds.
The linguistic requirements of Muslim students, particularly those who are English language learners, must also be taken into account. Teachers can offer language assistance and instruction that is considerate of the students\’ linguistic and cultural backgrounds. Dr. Ebony Elizabeth Thomas, an assistant professor of education at the University of Pennsylvania, has written studies on the value of developing inclusive curricula and the part that teachers play in fostering a classroom environment that is sensitive to cultural differences, including those of Muslim students.
Finally, it\’s crucial to establish a diverse learning environment in the classroom that encourages respect, comprehension, and acceptance of all cultures and religions. This entails educating educators about Islam and Muslim culture and offering them opportunities for professional development so they can learn about the various backgrounds and experiences of their students. The creation and implementation of curriculum that is culturally responsive, as well as teacher preparation and educational policy, are critical, according to Dr. R. Lee, director of the Center for Multicultural Education at the University of Washington. Furthermore, in order to foster a more inclusive and diverse society, Dr. Asma Barlas, an expert in Islamic feminism and professor of politics and international studies at Ithaca College, emphasises the significance of including Muslim perspectives and experiences in the curriculum.
In conclusion, implementing a culturally responsive curriculum with an emphasis on Muslim students necessitates knowledge of their cultural, linguistic, and religious backgrounds as well as the use of techniques that incorporate Islamic themes, perspectives, and representation. Educators can foster an inclusive and equitable learning environment where all students can feel valued, see themselves represented, and succeed both academically and personally by taking these steps.
References:
- Sleeter, C. (n.d.). Culturally Responsive Teaching and the Brain. [online] Available at: https://www.culturallyresponsive.org/brain.html [Accessed 25 Jan. 2023].
- Tavangar, H. (n.d.). Global Education Consulting. [online] Available at: https://homatavangar.com/ [Accessed 25 Jan. 2023].
- Thomas, E. E. (n.d.). Ebony Elizabeth Thomas. [online] Available at: https://www.gse.upenn.edu/faculty/ebony-elizabeth-thomas [Accessed 25 Jan. 2023].
- Lee, R. (n.d.). Center for Multicultural Education. [online] Available at: https://education.uw.edu/centers/multicultural-education [Accessed 25 Jan. 2023].
- Barlas, A. (n.d.). Asma Barlas. [online] Available at: https://www.ithaca.edu/faculty/abarlas [Accessed 25 Jan. 2023].