Education, Citizenship, and the Politics of Belonging: Youth from Muslim Transnational Communities and the “ War on Terror, is written by three authors Thea Renda, Abu El-Haj and Sally Wesley Bonet and published by the Review of Research in Education. The article expresses, Muslim transnational groups on portraying and attracting or not associating with element citizenship who takes a shot at a sentiment of having a spot inside and across over national edges and making catching up on essential perspectives on the administrative issues of patriotism and the war on fear. The article furthermore says how the youthful groups will arrange their religious and ethnic characters, which the schools assume a part to share their enthusiasm in the society. Understanding the reality we live in education and religion plays an important role in our life in order to create our sense of belonging and self-identity. …show more content…
However, the reasons for this increased salience and the ways that young Muslims organize and engage in citizenship practices are different”. (Renda, El-Haj, and Bonet, 2011) This shows a strong example of religion and how a Muslim reacts to this. However, I believe no one should change his or her practices because of an event that has happened. I know it may impact them but they should not care. They should become more open minded and think about other religion. All religions can be good and bad but not everyone pays attention but instead focuses it more on a whole and judges. If people focus on one religion and saying it is bad makes no sense and makes people look like less knowledgeable so before someone says something bad about one thing they should think before
On September 11, 2001, since the terrorist attacks, many American Muslims have been stereotyped negatively in the United States. Salma, a Muslim woman, says that the way Muslims have been recognized in the media has played a big role in the antagonism directed at her. “I don’t know how many times I heard my classmates accuse me of being al-Qaeda or a terrorist” (Mayton 2013). Salma, along with other Muslims, even after a decade, are still struggling with trying to find their “American” and “Islamic” identities, while facing verbal attacks for their ethnicity. Too often, the general Muslim population gets lumped in with the immoral acts of a few because of the lack of knowledge about their culture.
Before the September 11, 2001 bombings, not much social psychological research had focused on Muslim-Americans. As a result of the attack, Muslims quickly became a salient group in American society. At the unfortunate expense of prejudice towards Muslims, 9/11 also led to an increase in research regarding Muslim-Americans (Amer and Bagasra, 2013). Therefore, in analyzing the intergroup relationship between Muslim-Americans and White-Americans we will use 9/11 as the origin of group conflict. Before discussing the driving theories behind the intergroup relationship, it is important to note a certain level of ambiguity in the definition of these groups. We are aware that some Muslim-Americans may in fact also be White (mainly due to religious conversion). Therefore as an operational group, when referring to White-Americans we mean to indicate non-Muslim White Americans.
The establishment of identity is an important, complex task for all adolescents, and is considered a major developmental task for all adolescents. It is particularly complicated for adolescents belonging to ethnic and minority groups. Ethnic identity of the majority group of individuals is constantly validated and reinforced in a positive manner where as the minority group is constantly ridiculed and punished in a negative manner. What does this say for those adolescents who are the minority and not the majority? It is important to study or research ethnic identity because it provides better knowledge to help one understand striving for a sense of unity and connectivenesss in which the self provides meaning for direction and meaning of ethnic identity (Spencer, 1990). It is also important to study or research the differences between these groups due to beliefs and values.
Too Much No matter how strongly one feels about something, sometimes thoughts and actions can become too intense, too extreme, quite simply: too much. The idea of exceeding normal boundaries is a key idea in the Nation of Islam movement in America in the 1950s and 1960s. The Nation of Islam preached an idea that was very unfamiliar to common thought in America at that time. Ideology practiced by black Muslims, as those people of Islam were known as, was very intense, very driven, very narrow minded, but it made a lot of African Americans feel better about who they were and where they were at.
Webarchive.nationalarchives.gov.uk, (2014). Citizenship, Key Stage 2 - Schools. [online] Available at: http://webarchive.nationalarchives.gov.uk/20130904095049/https://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship/ks2 [Accessed 22 Apr. 2014].
The United States of America: once a small colony, now one of the world’s most powerful nations; a nation that has been fraught with wars, protests and continuous conflicts between religion and state. This essay will investigate the relationship between the religion and state, discuss the states declaration’s about this relationship and the practice of these declarations. Americans, after the September 11 attacks, have marginalised the Muslim community, which is largely due to their Christian origins and misinterpretations of Islam.
The nexus between Islam and Iran is a complex one. Islam was brought to Iran via Arab-Islamic conquest in 650 AD and has played a shifting, anomalous role in this nation-state ever since. The ideas of nationalism, secularism, religion, and revolution are unique in this Muslim country. Iranians, unlike many of their neighbors, hold on very strongly to their pre-Islamic roots and achievements; sentiments of nationalism are apparent throughout Iranian history and in the everyday conversations of Iranians. In order to illustrate the role of Islam in Iran and the contemporary Iranian situation, I will analyze the concept of an Islamic state, the legitimacy of Islam in modern-day Iran with notes on the Islamic Revolution of 1979, the compatibility of Islam and Democracy, changes in access to information in Iran today, and recent movements and trends in Iranian’s youth population.
The biggest terrorist attack in American history occurred on September 11, 2001. The Islamic al-Qaeda group hijacked four airliners in the United States. Two planes crashed into the World Trade Center in New York City, a third struck the Pentagon, and the fourth plane crashed in Pennsylvania. Nearly 3,000 people were killed including over 400 police officers and firefighters. America's view on the world and Muslims all over, forever changed. Muslims are judged and criticized still today after these events. Muslim Americans after 9/11 should have a right to live freely in America, can help us stop Islamic terrorism, and can increase unity with American citizens and the communities.
...writer starts the essay by stating the basic fudamentals of Muslim's beleif and action. Then she connects this idea with beleifs and actions shown and inplied through the media. After that, the media images are connected with the fact that the images cause fear and stereotypes; the teachings that correct the stereotypes are also linked. Next the teachings are connected with the Quran and the leaders and groups who misunderstand and violate the teachings. After that, the five pillars of Islam are explained, described and defined. Finally, it is explained how the pillars affect Muslims by defining their character and lives. All of these ideas are organized so that they are logically linked with the writer's strategy. The writer's strategy includes explainations, the use of examples, and comparison and contrast, to support each idea claimed and to define a "true" Muslim.
The Role of the Mosque in the Community There are vast majority of mosques around the world. This is such a blessing because Allah has bestowed upon the Muslim Ummah to make the earth pure and making it a Masjid. As the Messenger of Allah said, “I have been granted five things which were not granted to any other Prophet before me: (one of them) the whole earth has been made a Masjid. And pure for me, so whenever the time of prayer comes for anyone of you, he should pray wherever he is.” (Hadith) Currently the mosques are thought to be, a place of worship, for breaking the fast during Ramadan and little other things.
After 9/11 has induced negative attitudes towards Muslim peoples who tend to be strongly associated with any act of terrorism. The media has played a colossal role in developing such negative association wherein it constantly portrays Muslim people in combination with violent terrorist acts. It does so in a way that they both go hand-and-hand. In other words, it has made it as though the Islamic religion is synonymous with terrorism. The media has perpetuated Muslim stereotypes over the years that followed the 9/11 incident. Because of this, society has developed, and still has developed, this prejudiced mindset about the Islamic religion and the Muslim communities around the world. People immediately assume that any violent act being depicted through the media is the direct result of Muslims. They automatically generate this idea that the act was performed by a Muslim terrorist even when they were not involved whatsoever. Regardless of whether it was true or not, Islamic religion and its Muslim adherents are at the top of societies’ agenda just waiting for the evidence to be generated so that they can then safely blame them for such world affairs. Again, this has led to the attack on the Islamic religion itself wherein people have come to postulate Islam as an act of oppression, violence and hatred towards non-Muslims. Anti-Muslim sentiments and campaigns have resulted from such misinformation the media has been generating and feeding its viewers.
F. Hasan, Asma Gull (2000). American Muslims; The New Generation. New York. The Continuum International Publishing Group Inc.
On the board on Monday morning, there were numbers one through five and they each had a religion written next to them. 1 was Hinduism, 2 was Christianity, 3 was Judaism, 4 was Buddhism, and I was lucky enough to get 5: Islam. Oh, I know so much about Islam culture and their religion, are you kidding? I don’t even know where Islam is. I’m just kidding, it’s not a country. There are many differences between Islam and the United states like our religion, clothes, and food, and becoming a Christian or a Muslim, but Islam is the second largest religion in the world, so it’s important to a lot of people. The followers of Islam are called Muslims. Becoming a Muslim is not an easy process. You must do a long list of tasks. After you become a Muslim you must do everything in your power to try to have a good Muslim lifestyle.
In this book , Esposito provides a succinct, up-to-date survey of the Islamic experience, an introduction to the faith, belief, and practice of Islam from its origins to its contemporary resurgence. He traces the emergence and development of this dynamic faith and its impact on world history and politics. He discusses the formation of Islamic belief and practice (law, theology, philosophy, and mysticism), chronicling the struggle of Muslims to define and adhere to their Islamic way of life. Equally important is the essential information Esposito provides on the contemporary world of Islam, from Muslim responses to the challenges of colonialism and modernization to the reassertion of Islam in politics and society.
Within his research, Aaron T. Sigauke (2013) described how in some nations citizenship education is taught school-wide in all subjects and school activities, but this approach is the exception rather than the rule (p. 11). Traditionally, the teaching of citizenship is generally reserved for social studies classes and is not directly taught as a separate subject. Although the reasons vary as to why it should not be its own course, most educators and politicians agree that it should be indirectly taught in the social studies curriculum because it can be incorporated into the study of history and civics, as well as an analysis of the great citizens (military leaders, politicians, scientists, et al.) that contributed to the nation’s chronicle (Keating, 2011, pp. 762-765). When this practice is combined with national holidays and other local or state celebrations, then the study of civilization becomes more significant and meaningful for all of the students (Keating, 2011, p.