Lle_Diverse Family-Middle Eastern

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Diverse Families: Middle Eastern:

Diverse Families: Middle Eastern By: Loan Le

PowerPoint Presentation:

Middle East This map shows the location of the Middle East, a region made up of the lands of southwestern Asia and northeastern Africa. Nearly all definitions of the region include the countries of Bahrain, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, the United Arab Emirates, and Yemen. The definitions also include the territories known as the West Bank and the Gaza Strip, which, along with Israel, make up the historic region of Palestine.

Middle East:

Middle East Middle East, also called the Near East, is a region made up of the lands of southwestern Asia and northeastern Africa . All definitions of the region include the countries of Bahrain, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, the United Arab Emirates, and Yemen . Middle East also include the West Bank and the Gaza Strip, which, along with Israel, make up the historic region of Palestine . The term Middle East refers to these 15 countries and 2 territories. They cover about 2,812,000 square miles (7,283,000 square kilometers) and together have about 396 million people.

People:

People Modern Middle Eastern cultures are the product of the region's many past civilizations, as well as outside influences that came through trade, migration, and conquest. Until the late 1800's, people identified themselves in terms of religion, family relationships, place of origin, and occupation. Since then, national and ethnic identities based mainly on language and religion have become more important. More than three-fourths of the people of the Middle East identify themselves as Arabs. They share a common language, Arabic. E veryday spoken language differs from country to country. Two other major Middle Eastern languages are Persian, spoken in Iran, and Turkish, spoken in Turkey. These languages are important bases of Iranian and Turkish national identity. Jews make up the majority in Israel, and Hebrew is the national language there. The Kurds, who have a distinct language and identity, live in parts of Iran, Iraq, Syria, and Turkey.

Religion:

Religion 90% of Middle Easterners, including most Arabs, Iranians, and Turks, are Muslims. Their religion, Islam, is based on the revelations came directly from God (Allah in Arabic). 4/5 of Israel’s citizens are Jews. The religion of the Jews, called Judaism, comes from the ancient Hebrew. Christianity-the religion based on the life and teachings of Jesus originated in the Middle East.

In the Middle East, Islam is the dominant religion. Islam's followers, Muslims, worship in mosques, like the one in Iran shown here. The women in the foreground have their heads covered, as required by Islamic law in Iran. In most other countries, Muslim women can choose whether to wear a veil or head cover. :

In the Middle East, Islam is the dominant religion. Islam's followers, Muslims, worship in mosques, like the one in Iran shown here. The women in the foreground have their heads covered, as required by Islamic law in Iran. In most other countries, Muslim women can choose whether to wear a veil or head cover.

Arab Americans:

Arab Americans There are an estimated 2-3 million Americans with family origins in the Arab world. About half are Christian and half are Muslim. The largest number are from Lebanon, Syria and Palestine. There are significant communities from Egypt, Y emen and Iraq and smaller numbers from other countries. 82% of Arab Americans are U.S. citizens. 62% were born in the U.S. 62% have been to college (compared to the U.S. average of 45%). Twice as many Arab Americans as non-Arabs have M.A. or higher degree. 60% are white collar. 12% are self-employed. 20% are employed in some form of retail trade. Washington area: 41% are executives or professionals. (information from American-Arab Anti-Discrimination Committee)

Usual Educational Concerns of Arab/Middle Eastern-American Parents in the U.S. :

Usual Educational Concerns of Arab/Middle Eastern-American Parents in the U.S. Accurate information in history and social studies book. Good manners toward parents and other adults from their children. Teachers holding stereotypical views of Arab/M.E. people (non-involvement of parents). Teacher knowledge of and appreciate of Arab/M.E. information and issues. Clothing requirements at school that contradict religious observance. Major system wide testing on Arab/M.E. holidays. Prayers at school-space being provided and accommodations for individual and Friday Prayers.

Parent Outreach Practices S Suggestions Concerning Arab/M.E Parents:

Parent Outreach Practices S Suggestions Concerning Arab/M.E Parents What Exits What is Needed The family school community triangle assumption Regular classroom updates Parent/Teacher conference Calls home to explain what a parent/teacher is and what the expectations are. Provide translator if needed. Family Nights Explain what they are. Exact agenda ahead of time. One or both parents may hold 2 or more jobs. Newsletters Have diagrams at Back to School Night and people explaining the use and importance of newsletters in school. Student Performances Involve Arab/M.E. parents in events regardless of English ability. PTA and invitations to get involved in them. Get parent involved . Treat them with respect regardless of Lack of ability in English language. Volunteers Provide newsletter to describe current volunteer opportunities in that school.

Basic Cultural Elements of Middle Eastern Families:

Basic Cultural Elements of Middle Eastern Families Educational Systems: Value of “Reading” ( Iqra ) and writing, poetry, and oratory Oral tradition still exists in the culture and is highly valued. Massive memorization from first grade practiced as “essential to education” Huge amount of core knowledge of facts expected to be memorized and mastered. Old British system of marking low and making tests very difficult is still followed Little or no synthesizing of ideas. Generally, learning styles are not accommodated.

Basic Cultural Elements of Middle Eastern Families:

Basic Cultural Elements of Middle Eastern Families Gender Differences Negative traditions clash with religious rights for women (education, work, social positions, community leadership, mobility, & political involvement) to confine women’s choices. Double standards exist in opinions, mobility, aspirations, and moral expectations & practice Females expected to obey males. Females serve, males lead. This is quickly changing. Housework as the realm of women, outside work preserve of men. This is somewhat in flux. Severe surveillance of female mobility, very little concern for male mobility and activity.

Basic Cultural Elements of Middle Eastern Families:

Basic Cultural Elements of Middle Eastern Families Socialization Family emphasis for identity and time consumption. Honesty and dependability taught from a young age. Individual responsibility for actions taught from a young age. Extreme patience in adversity highly valued. Obedience and high respect to elders and officials. Kinesics taboos in all situations (no touching at all between unmarried opposites sexes, except very close relatives, for religious people or traditional people; varying patterns for all others)

Stereotypes:

Stereotypes The Arab stereotype is mostly a negative image, revolving around a number of overgeneralizations and falsehoods. Arabs have been portrayed in the media as oil millionaires buying up the United States, white slavers, and uncivilized rulers of kingdoms. Palestinians have been depicted as terrorists. Common misconceptions include the belief that Iranians are Arabs and that all Arabs are Muslims.

Classroom Solutions:

Classroom Solutions Teachers use various technique to make students feel worthwhile and important. Teachers should make effort to abandon political biases and build on student’s personal histories and existing knowledge bases, rather than ignore them or minimize their importance. Provide Arab Americans with a supportive school environment and all students with an accurate and unbiased education on the Middle East. School policies and practices largely determine how welcome Arab American student feel. School can: represent the Middle East, Arabs, and Muslims accurately, completely, and fairly in the curriculum and school activities. Ensure that Arab American students are treated equitably and without prejudice by teachers and peers, and that teachers respond to incidence of racism and decimation strongly and quickly, with attention to both the perpetrators and the victims.

References:

References Cuno , K. M. (2013). Middle East. In World Book Student. Retrieved from http ://www.worldbookonline.com/student/article?id=ar360160 Sharifa Alkhateeb Intercultural Trainer & Diversity Consultant. http ://www.adc.org/index.php?id=283 http:// school.eb.com.proxygsu-scly.galileo.usg.edu/levels/high/article/52543 Kamm , S. S., Rinawi , R. R., Abassi , S. S., Farer, J. J., Faris , A. A., Nahhas-Daoud , A. A., & Ayoub , J. J. (2003). The Arab Minority in Israel - Implications for the Middle East Conflict. Middle East & Euro-Med Working Paper No. 8, June 2003 . http://salempress.com/store/samples/us_immigration_history/us_immigration_history_arab.htm

authorStream Live Help