Islam and Citizenship Education Project

1. Islam and Citizenship Education Project 1

2. WHEN HOPE AND HISTORY RHYME (INSHALLAH) Maurice Irfan Coles Director ICE Project CEO CE4CE Author Every Mulsim Child Matters ( Trentham)

3. Intended outcomes of this Session By the end of the session I hope that we will have:- • Provided the background and the rationale of the ICE project 2.Outlined its essential components both in terms of the final product and the processes we undertook to get there 3

4. Intended outcomes of this Session-continued 4. Demonstrated that essential Islamic values are broadly compatible with citizenship values Offered guidance about lesson delivery 6. Encouraged you to become part of the ICE roll out in your schools. 4

5. The hajj How many plastic bottles had to be cleared up at the end of the most recent Hajj? 5

6. When Hope and History Rhyme : from the Cure at Troy-trans. Seamus Heaney ‘History says, Don't hopeon this side of the grave.But then, once in a lifetimethe longed for tidal waveof justice can rise up,and hope and history rhyme. So hope for a great sea-changeon the far side of revenge.Believe that a further shoreis reachable from here.’

7. Group Exercise • With your neighbour discuss why you think it might be important to teach citizenship from an Islamic point of view • After a few minutes I will take some quick feedback 7

8. The rationale The ICE project is designed to: • Teach Islamic studies using citizenship as a vehicle to understand the concept of Tahdhib (moral education ) and Akhlaq (good manners, good temperament and noble character) • Emphasise the link between the citizenship National Curriculum programmes of study and Islam • Help young people navigate some of the more difficult issues that they might face as British Muslims in the UK 8

9. Help you promote your own community cohesion agenda and please OFSTED • Support you in raising academic standards • Demonstrate that young Muslims as active citizens can become positive role models for the whole British Community. 9

10. The process 44 lessons trialled in 30 madrasahs in 6 areas of the country (plus 6 extras in preparation) 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 10

11. Advisory Board Yusuf Al-Khohei – Al-Khoei Foundation, LondonMustafa Field – Al-Khoei Foundation, London Lina Akbar – Independent Equality & Diversity Advisor Don Rowe – Citizenship Foundation, London Adeeba Malik/Naseer Baig – Muslim Women Advisory Group & Q.E.D Bradford  Batool Atooma – National Muslim Women Advisory GroupKamal Hanif – Headteacher, Waverly Secondary School, BirminghamAlyas Khan – EMICA Consulting, ManchesterTom White - EMICA Consulting, ManchesterSayed Fadhil Baher-Alulom - Alulbayt FoundationRauf Bashir - Building Bridges, NelsonDr Musharraf Hussain – Karimia Institute, NottinghamAllama Shahid Raza – Muslim College, London Bill Malley – Director, ContinYou, Coventry Tahir Alam – Muslim Council of BritainNargis Rashid – Birmingham City CouncilSajid Hussain - Nasiha Citizenship Foundation, BradfordShazim Husayn - Mehdi Institute, Birmingham 11

12. Validation Board Sayed Fadhil Baher-Alulom - Alulbayt FoundationSajad Jiyad - Alulbayt Foundation Jawad Baraka – Alulbayt FoundationAllama Shahid Raza – British Muslim Forum and Muslim College Ibrahim Hewitt – Ex- Headteacher , Primary School, Leicester Ibrahim Mogra – Muslim Council of Britain Dr. Atta Ullah Siddiqi – Markfield Institute Muhammmad Tajri – Alulbayt Foundation Batool Atooma – Markfield Institute and the National Women Advisory Group Shazim Hussain – Mehdi Institute Dr Musharraf Hussain – Karimia Institute Aisha Ali – Area Lead Yusuf Atamono – Area Lead 12

13. 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 13

14. 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 your rights as a citizen like ensuring you can live, speak freely and worship peacefully. 14

15. The Programme of Study and teaching clusters 15

16. 16

17. 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 17

18. Cluster - 2rights 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 18

19. Cluster – 3Identity and diversity British, Muslim or British Muslim ? Cohesive society Protecting the environment Volunteering and giving charity Active citizenship Diversity in Islam Muslim Heritage -1001 inventions-Curriculum Enrichment for the Common Era (CE4CE) 19

20. 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: Cluster - 4 Democracy and justice 20

21. The dogma of western democracy: where did it all come from? • Syria-Mesopotamia- • Mecca-’its inclusion within the history of democracy seems preposterous, but to ignore the supporting evidence is to pander to the prejudice that democracy is purely a western-ultimately Greek-invention.’ • ( p128: The life and death of democracy) • Professor John Keane –a seminal and radical book • Keane cites : universalism and inclusivity of islam, rules of justice and law, social institutions, business partnerships, consultation

22. The Structure of ICE Lessons 22

23. The Lessons’ layout 23

24. THE PUPIL EVALUATION SHEET 24

25. What next for you ? • Use the materials-download www.theiceproject.com • Adapt amend be creative • AMSUK are now part of the rollout of the project • Your School Improvement Partner (SIP) will be trained and will be your link (Feb. 2010) • The ICE project team will support

26. 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 GET INVOLVED IN PHASE 2 26

27. 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 27