EDUC-5183 Microstudies - supporting Muslim students

         Considering all that’s happening in Minnesota politically, and with reflection towards my recent experiences and ponderings for this class, I choose to read more about Muslim students in the general music classroom. This week was the start of Ramadan, the holiest month in Islam, and a time of fasting, reflection and devotion for Muslims. Many students and several staff members at my school celebrate Ramadan, and many choose not to attend music class during this time. I’ve never provided accommodations for these students beyond just simply recognizing that they won’t be in music class, and want to learn more. In addition, Muslim families, particularly Somali immigrants, are facing increased scrutiny in our community, so addressing this topic seems especially important right now.

             In the article “You want to build a wall?”: politics in the music classroom”, Andrea J. VanDeusen interviews and details the experiences of pre-service teachers in communities with large Muslim and Arab populations. Immediately, I realized that in my mind I have embraced the same implicit bias VanDeusen describes in one of her interviewees: “I sort of thought about Arab and Muslim people interchangeably….” (171). I have, wrongly, thought of all my students that I think or know are Muslim and/or Arabic together. But I know that Muslim families may practice differently, may come from different countries, and may not be immigrants at all! I also know I have one student who speaks Arabic at home and has requested Arabic songs in the music room, but does not practice Islam. So my first takeaway is clear: I must see my students as individuals, and then as members of their unique family unit, and ask them to share with me what they’re comfortable sharing, instead of clumping them together as I think about them.

              VanDeusen points out that the preservice teachers they interviewed found that “personal interaction with students humanized political events in a visceral way” (173). I resonated with this deeply. Like the teachers described, I look at my youngest learners and cannot reconcile what I see and experience to the racist stereotypes and anti-immigrant rhetoric I see and hear in the news, social media, or individual interactions.

              I am grateful that, unlike those interviewed in the article, my school district has provided robust guidance regarding current political issues and possible events. Of course, in staff meetings or professional development gatherings, individual staff members navigate conversation differently. Those who agree with the district’s “liberal” stance and inclusive guidance may feel more free to speak out, while those who disagree or have reservations may stay quieter or keep their opinions to themselves. There is certainly a sense of “reading the room” or checking one’s surroundings before sharing opinions. “…neutrality maintains the status quo of power and inequities” VanDeusen shares. I wholeheartedly agree with this, yet also recognize that my privilege (white, heterosexual, middle-class) has allowed me to maintain or embrace neutrality for far too long. There is a tendency, in my experience, for teachers and staff to espouse neutrality when considering political issues at school, especially under the guise of “Minnesota Nice” or educational buzzwords like “collaboration” or “teamwork.” 

              Curriculum is inherently political, as we have seen locally and nationally in heated school board elections, discussion about book bans, transgender athletes, and Critical Race Theory concerns. The elementary music department in my district is in year two of our curriculum review cycle, and we are working hard to create, find and implement curriculum and textbooks that include and empower all our students, no matter their religion or background. We still have a great deal of learning to do in this area, but we are open and trying to learn as much as we can. VanDeusen shares these helpful thoughts from Gloria Ladson-Billings: “Culturally relevant teachers work hard to help students engage in meaningful projects that solve problems that matter in their lives” (175). 

              Advocating for our students is an essential part of teaching. As a teacher I am thankful for the policies in place that support our students and staff in this volatile political climate. At the same time, we have continued work to do. In my department specifically, I’d like to see us create a district-wise policy for supporting students who may not attend or participate in music classes during Ramadan. 

 

References

VanDeusen, A. (2022) “You want to build a wall?”: politics in the music classroom. Arts           

    Education Policy Review, 4(123), 169-177.