NCSS Standard: 1. Culture

Performance Expectation: e. demonstrate the value of cultural diversity, as well as cohesian, within and across groups.

Diversity RAP I

Elisha Idele Peterson

Minnesota State University, Mankato

April 2, 2006

            Differences exist everywhere you look. Diversity is a fact of life, but at times the differences can be hard to accept for some. Differences can create fear and apprehension. This was the case after September 11. Muslims were targeted for the violence that the bombers/crashers created. This was for the most part unfounded. Islam does not preach violence. Islam itself shares the same Arabic root as the word Salaam, which means peace.

            Islam has always interested me. In high school, I wrote my composition research paper on the subject. Later at the University of Minnesota, Duluth, I took a freshman seminar class on Islam and an advanced history course on the subject.  One of the most profound experiences that I have experienced in a classroom was when two Muslim students visited. They demonstrated both the Shiite and the Sunni prayer ritual. It was easy to see how such a custom can unify such a large group. I also had the chance to listen to the Muslim call to prayer; it is really quite beautiful. Islam, like any other religion, has a lot of diverse opinions/practices found within it. The Taliban is a very extreme group, and it is unwise to judge all Muslims by their standard.

            It was nice to be reacquainted with this subject. It felt comforting because I had spent two semesters studying Islam, and I had really enjoyed those classes. I enjoyed the guest speaker; he brought the personal experience of a Muslim into the classroom. He recounted his experiences of discrimination in the airports after September 11. This period was a difficult time for many Americans, non-Muslim and Muslim alike. It is important to keep in mind that not all Muslims, not even the majority, are extremists.

            With my knowledge of Islam and Muslims, I plan to try to reduce oppression in ways that I can. One way that I will try to do this is by continuing to expand my knowledge of the group. I believe that by learning about a group, or subject, it is easier to understand and accept their practices.  By learning about the group, it will be easier to be responsive to their needs. Another way that I can reduce the oppression of this group is to correct people’s misconceptions. This is especially manifested in name-calling, like such names as “camel jockey” or “towel head”. Name-calling is an ignorant practice, and it can be extremely hurtful. It is important to stop name-calling.

            As a teacher, it will be important to work at eliminating prejudice associated with Muslims. One important way, which ties into knowledge of the subject, is to incorporate Islam into the classroom. I would do this by teaching a segment on Islam. Hopefully, the subject would have a similar impact on my students that it had on me. Another way that I would reduce oppression in my vocation would be not to have lower expectations of any Muslim students or colleagues that I might have. It would be important not to avoid them, too. 

            It is important to promote diversity. Acceptance and understanding is a large part of making diversity work in an environment.