Not since 9/11 has the U.S. Muslim community experienced the level of harassment and bullying which it is currently facing (see this linked article from the official blog of the U.S. Department of Education). When children of the Muslim faith experience bias, harassment, or discrimination in school, the setting in which they should learn and thrive is stolen from them. Instead, what should be their sanctuary becomes a place of dread. Amongst other negative consequences, grades suffer and the opportunity for all students to build connections and learn from each other is lost.
Shooting Kabul by N.H. Senzai is an excellent teaching tool to prompt discussions and sharing in the classroom about religion and to help students develop a stronger sense of self. The novel tells the story of twelve-year old Fadi, who has fled Afghanistan with his family. However, Fadi’s younger sister, Mariam, is accidentally left behind during the dangerous and chaotic moment of departure. As Fadi and his family settle into life in California and work toward finding Mariam, Fadi acclimates to middle school and nurtures a photography hobby, with the hopes of winning a photo contest which could result in a trip to India and the chance to save Mariam. While in California, 9/11 occurs and Fadi is regularly targeted by school bullies because of his religion. Fadi finally puts an end to the bullying by confronting the perpetrators, but choosing to take the higher road and the taunting and abuse ceases. Lending some credibility (according to guidelines put forth by Perkins 2009) to the book, Fadi’s bullies are not “colorless”; one is opaquely described as Asian. Further depth to the book is provided by the concurrent theme of photography, which is important to Fadi and an important component of the plot. The cover art is true to the themes and characters of the book, through its illustration of Fadi and his family leaving Kabul and the title imprinted on a film reel.
Questions offered at the end of the novel are meant to prompt discussion of bias and discrimination. Some questions are overtly related to real world events and bias, including, “What types of misunderstandings about the Muslim faith and Middle Easterners more generally are shown in the novel?” and “What has the novel taught you about Afghan culture?” But some questions delve into a deeper understanding of a family that has fled their home country, including: “Why did Fadi’s father, Habib, choose to return to Afghanistan?” and “What does this choice tell you about Habib?”
Class discussions will certainly lead to empathy and rooting for Fadi and his family. However, some students may also put forth questions related to any perceived connections between the Islamic faith and terrorism. This is where the ten-point model for teaching controversial issues (Kiefer & Tyson 2014, p. 22) is useful. At a minimum, distinctions should be made between fact and opinion, research should be conducted with primary sources, dialogue should be encouraged, and parents and colleagues should be involved.
References
Kiefer, B. Z. & Tyson, C. A. (2014). Charlotte Huck’s Children’s literature: A brief guide, 2nd Edition. New York: McGraw-Hill
Perkins, M. (2009). Straight talk on race: Challenging the stereotypes in kids’ books. School Library Journal. Retrieved from:http://www.slj.com/2009/04/standards/straight-talk-on-race-challenging-the-stereotypes-in-kids-books/
Senzai, N.H. (2010). Shooting Kabul. New York: Simon & Schuster Books for Young Readers.
Spiegler, J. & Sisaye, S. (2016). Protecting our Muslim youth from bullying: The role of the educator. Retrieved from: https://blog.ed.gov/2016/02/protecting-our-muslim-youth-from-bullying-the-role-of-the-educator/
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