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Islam and Citizenship Education : When hope and history rhyme

Islam and Citizenship Education : When hope and history rhyme. AMSUK Annual Conference 17.04.10 Maurice Irfan Coles and Khalid Mahmood. The hajj. How many plastic bottles had to be cleared up at the end of the most recent Hajj?. Intended outcomes of this workshop.

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Islam and Citizenship Education : When hope and history rhyme

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  1. Islam and Citizenship Education : When hope and history rhyme AMSUK Annual Conference 17.04.10 Maurice Irfan Coles and Khalid Mahmood

  2. The hajj How many plastic bottles had to be cleared up at the end of the most recent Hajj?

  3. Intended outcomes of this workshop By the end of the workshop we hope that we will have:- Provided the background and the rationale of the ICE project. Outlined its essential components both in terms of the final products and the processes we undertook to get there Discussed the nature of citizenship within an Islamic framework

  4. Intended outcomes of this workshop-continued 4. Demonstrated that essential Islamic values are broadly compatible with citizenship values 5.Demonstrated that some of the key national curriculum citizenship requirements are met 6. Discussed how you might use ICE in your school

  5. Workshop Exercise One • With your neighbour discuss why you think it is important to teach citizenship from an Islamic perspective in your schools • We will take some quick feedback during which time we will also ask you TO GIVE US TWO EXAMPLES OF WHAT YOUR SCHOOL IS DOING WELL IN CITIZENSHIP

  6. The rationale : ICE is designed to: Teach Islamic studies using citizenship as a vehicle to understand the concept of Islamic Tahdhib and Akhlaq (Moral Education)-the road to Akhlaq Emphasise the link between the citizenship national curriculum programmes of study and an Islamic curriculum, so that pupils enjoy a holistic experience Help young people navigate some of the more difficult issues that they might face as British Muslims in the UK

  7. The rationale :continued Demonstrate that young Muslims as active citizens can become positive role models for the whole British Community : when hope and history rhyme

  8. The process • 44 lessons trialled in 30 madrasahs in 6 areas of the country. 6 extra lessons also on line • Feedback from teachers, parents and pupils –overwhelmingly positive • Lessons written by core team members and critically commented on by the area leads, advisory and validation board • Advisory board • Validation board • Publication and website • DVD and complete training package

  9. Conceptual Overview Citizenship Education – 25 Lessons at KS 2 (9-11) and KS3 (11-14) Quranic Guidance Key Attitudes, Values Citizenship, Moral Education Akhlaq and Tahdib Key Skills of Citizenship and Islamic Learning Hadith, Seerah and stories Key Citizenship Concept The ICE BIRR

  10. WORKSHOP EXERCISE TWO : ACTIVE CITIZENS BY THE END OF THEIR TIME IN OUR SCHOOL I WOULD LIKE THE STUDENTS TO:-

  11. ICE Citizenship Definition - B.I.R.R. Belonging to our country, city town, community, religion, sharing our country’s values in things like respect, tolerance and freedom. Interacting taking part in the life of our country and communities so that we can help each other to make it a better place for all to live in. Rights your rights to live and worship in the country freely, give your views on political issues, take part in democratic elections. The rights of others to the same freedoms that you enjoy. Government rights over you, for example in making sure you obey the law and pay your taxes. Responsibilities: your responsibilities towards each other, caring for other people, not interfering with the rights of others, obeying the law, and going to school. Government responsibilities like spending your taxes in an appropriate way on such things as health, schools and security, protecting rights as a citizen like ensuring you can live, speak freely and worship peacefully.

  12. The Programme of Study and teaching clusters

  13. Teaching Clusters

  14. WORKSHOP EXERCISE THREE • With your neighbour: examine the clusters • and look at the programmes of study? • Spend a few minutes clustering the lessons • and then we will take some feedback

  15. Cluster - 1 The skills of citizenship and Islamic enquiry 1) DIALOGUE IQRA :RECITE / READ; READ DISCUSS/ DIALOGUE 2) ENQUIRY AND RESEARCH: ‘This is how we explain the signs to people who reflect.’ (10:24) ‘ the cure for ignorance is to question’ ‘Ask those who know when you do not know’ 3) CONFLICT RESOLUTION ‘Those who overcome anger and forgive people, God loves such righteous people’ (4:134). Jihad: the greater and the lesser

  16. Cluster two: rights and responsibilities • your rights –to worship, to speak, to take part in democratic elections • your responsibilities ‘each of you is like a shepherd and each of you will be asked about what is under his charge’ • other people’s rights and responsibilities • rights of Muslims in a non Muslim state

  17. 3) ADVOCACY AND REPRESENTATION: ‘If you see evil –change it with your hand if you can, if not with your tongue, if not then with your heart’ (Muslim) 4) CONFLICT RESOLUTION ‘Those who overcome anger and forgive people, God loves such righteous people’ (4:134). Jihad: the greater and the lesser

  18. Cluster – 3Identity and diversity • British, Muslim or British Muslim ? • Cohesive society • Protecting the environment • Volunteering and giving charity • Active citizenship • Diversity in Islam

  19. Cluster - 3 The Lesson Titles for Key Stage 2 Equality Issues: Roles of Men and Women Tolerance, Respect and Love for Humanity Community Cohesion Living in a Multifaith society Being a British Muslim Diversity within Islam Muslim women as positive role models Muslim Heritage

  20. Cluster - 4 Democracy and justice • Issues of equality and race • Issues of the shura and Sharia • Issues of law and order • Issues of tolerance, love and respect • Issues of democracy :not simply a western concept • Advocacy and representation: ‘If you see evil –change it with your hand if you can, if not with your tongue, if not then with your heart’ (Muslim)

  21. Cluster - 4 The Lesson Titles for Key Stage 3 Dealing with racism The Constitution of Medina – A Multifaith society Law and order Understanding democracy

  22. The Structure of ICE Lessons

  23. The Lessons layout

  24. THE PUPIL EVALUATION SHEET

  25. PUPILS FOLLOW UP WORKSHEET

  26. LESSON EVALUATION PROFORMA As an organisation, we encourage you to evaluate each lesson delivered in your classrooms. This will help you to build capacity to deliver lessons more effectively. You can use following template to evaluate the lessons:

  27. LESSON EVALUATION PROFORMA Continued... 2. The students: (Y = Yes, N=No, P=Partial)

  28. FINAL WORKSHOP EXERCISE HOW MIGHT YOU USE THE ICE LESSONS IN YOUR SCHOOL ?

  29. THE ELEPHANT CLOCK

  30. CONCLUSION • HOW MANY BOTTLES ? • TO BE A GOOD MUSLIM IS TO BE A GOOD CITIZEN • ISLAM AND CITIZENSHIP BROADLY COMPATIBLE • WHEN HOPE AND HISTORY RHYME

  31. Sdsa contact details Maurice Irfan Coles - 07533 094 851 Khalid Mahmood – 07533 849 869 Rukhsana Rana – 01162 995 977 SDSA, Alliance House 6 Bishop Street, Leicester, LE1 6AF Tel: 0116 299 5939 maurice.coles@sdsa.net Khalid.mahmood@sdsa.net Rukhsana.rana@sdsa.net

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