THE LITTLE BOOK OF BIG CASE STUDIES - SHADES OF NOIR PRESENTS
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SHADES OF
NOIR
PRESENTS
THE
LITTLE BOOK
OF BIG
CASE STUDIES.
FAITH
SCENARIO.
Aalimah is a female student of Iranian origin who is also a The 2010 Equality
Muslim. Act made religion a
protected characteristic.
On the first week of the course her tutor disclosed to the This legislation requires
group that she is an atheist and that she believed that god universities as public
or gods are a manmade construct. Aalimah felt like the institutions to not
tutor’s view was very final and left no room for discussion discriminate against
about faith identities. religious groups, which
includes accommodating
Later in the course during a presentation of her work in reasonable religious
which Aalimah had made some visual art on the wearing practice on campus
of the hijab, she found the feedback from some of her facilities.
group quite disturbing.
Some people assumed that she was forced to wear hijab
and therefore sexually oppressed. The feedback session
turned very quickly into a debate by her peers about
terrorism.
Aalimah believes that the presentation was not facilitated
well by the tutor and as a result she felt under attack by
a minority of classmates. Who were posing all sorts of
difficult questions that Aalimah felt that she was not able
to answer.
2 // // 3
“
I actually made the work because I
wear my hijab and wanted to talk about
the positive act of wearing one as an
Islamic feminist. Instead the crit quickly
descended into a really disturbing
experience with my classmates holding
a full on debate about terrorist attacks
which moved totally away from the points
that I was trying to make. I really feel like my
tutor should have taken control instead HOW DO I CREATE
it was left to me to bring the discussion
back around to the piece of work I had
made and its intended positive outcome.
SAFES SPACE FOR MY
I did not feel that my tutor created a safe
space for me to discuss the piece of STUDENTS IN CLASS?
work and I felt ganged up on by some of
my peers. You know people talk about
art environments like you can wear what
you want and express yourself how you
want but in my experience this is not true.
I used to come to Uni without wearing
my hijab and I used to have a completely
”
different experience.
4 // // 5
Option 1: 1. Ask students to think about the best group
discussions they have been a part of, and reflect on
what made these discussions so satisfying.
2. Next, ask students to think about the worst group
discussions in which they have participated
and reflect on what made these discussions so
unsatisfactory.
3. For each of the positive characteristics identified, ask
students to suggest three things the group could do
to ensure that these characteristics are present.
4. For each of the negative characteristics identified,
ask students to suggest three things the group
could do to ensure that these characteristics are not
present.
5. Use students’ suggestions to draft a set of ground
rules to which you all agree, and distribute them in
writing.
Option 2: Set rules at induction
Open discussion should be at the heart of university life.
The more people we can involve in debates, the stronger
and more representative the results will be. Tutor group
discussions should be facilitated in a safe anti-oppressive
space – whether offline or online – that is welcoming,
engaging and supportive.
To ensure this, it is often necessary to establish some
guidelines for participants. Start by discussing with your
group that these rules are a work in progress and that
suggestions for improvements will always be welcomed.
Suggested Rules:
1. Racism, as well as ageism, homophobia, sexism,
transphobia, ableism or prejudice based on ethnicity,
nationality, class, gender, gender presentation,
language ability, asylum status or religious affiliation is
unacceptable and will be challenged.
6 // // 72. Respect each other’s physical and emotional Option 3: In cases of prejudice where Muslim people are accused
boundaries, always get explicit verbal consent before of being inclined to self-segregate due to religious reasons
touching someone or crossing boundaries. and not wanting to mix. This kind of racist attitude ignores
3. Be aware of the space you take up and the positions the fact that there is a rise in anti-Muslim sentiment in the
and privileges you bring, including racial, class and West (see question 2.) Making it essential for Muslims,
gender privilege. women, in particular, to assess and determine which
spaces are safe and unsafe.
4. Avoid assuming the opinions and identifications of
other participants. Creating a safe space at university means recognising
5. Recognise that we try not to judge, put each other that anti-Muslim bias is a form of racism and using the
down or compete. tools that you might usually employ to fight other forms
of racism must be adapted to fight this new grotesque
6. Be aware of the language you use in discussion and phenomenon
how you relate to others. Try to speak slowly and
clearly and use uncomplicated language.
7. Foster a spirit of mutual respect: Listen to the wisdom
everyone brings to the group.
8. Give each person the time and space to speak. In
large groups, or for groups using facilitation: Raise
your hand to speak.
9. “Respect the person; challenge their behaviour.”
10. If someone violates these agreements a discussion
or mediation process can happen, depending on the
wishes of the person who was violated. If a serious
violation happens to the extent that someone feels
unsafe, they can be asked to leave the space and/or
speak with a person or process nominated by those
present.
11. While ground rules are a collective responsibility,
everyone is also personally responsible for their own
behaviour.
For further context please look at:
shadesofnoir.org.uk/safe-spaces-what-are-they-and-
why-they-matter/
www.divamag.co.uk/Diva-Magazine/Lifestyle/Safe-
spaces-Being-Muslim-in-the-queer-community/
8 // // 9A) Know the facts.
Your students will be aware of the growing tensions
across Europe and the rest of the world. In France, the
ban on face covering, (The Guardian, 2017) in the United
Kingdom the Brexit vote has divided communities over
issues such as migration controls. This means that many
of your students from ethnic religious communities are
experiencing racism everyday! (THE LOCAL fr, 2015)
According to a report by Tell MAMA anti–Muslim attacks
and abuse in public spaces rose by 326% in 2015, with
women being disproportionally targeted. One in 10 of
all incidents reported to the organisation happened in
educational establishments. (The Guardian, 2016)
It is not only Muslims who are the targets of Islamophobic
hate crime. People from different racial and religious
groups such as Sikhs, Hindus, People of African heritage
HOW DO I CHALLENGE as well as other south Asian communities have also
become targets of abuse.
ISLAMOPHOBIA IN THE Research shows that Islamophobic attacks and racism
WORKSPACE? increase after world events. Such as 9/11and/or the 2017
Westminster bridge attack. (Hanes and Machin, 2014)
Further Reading:
The Guardian (2017). Faith Communities are not welcome in
Europe: views on the headscarf ban ruling. [online] Available
at: https://www.theguardian.com/world/2017/mar/14/faith-
communities-are-not-welcome-in-europe-views-on-the-
Oxford Dictionary definition of Islamophobia: headscarf-ban-ruling [Accessed 15 May 2017].
Dislike or prejudice against Islam or Muslims, THE LOCAL fr (2015). Burqua ban five years on- We created
a monster. [online] p.12th October. Available at: https://www.
especially as a political force thelocal.fr/20151012/france-burqa-ban-five-years-on-we-
create-a-monster [Accessed 15 May 2017].
The Guardian (2016). Incidents of anti–Muslim abuse up
by 326% in 2015 Tell MAMA. [online] Available at: https://
www.theguardian.com/society/2016/jun/29/incidents-
10 // // 11of-anti-muslim-abuse-up-by-326-in-2015-says-tell-mama C) Create a diverse set of resources.
[Accessed 11 May 2017].
Make sure that workspace material like newspapers
https://www.tellmamauk.org/wp-content/uploads/pdf/tell_ and online publications are free of bias. Ensure that your
mama_2015_annual_report.pdf students are equipped in your learning space to question
and interrogate ‘fake news from real news’.
Hanes, E. and Machin, S. (2014). Hate Crime in the Wake of Terror
Attacks, Evidence From 7/7 and 9/11. [online] London: Sage, pp. Vol
30 Issue 3, 2014. Available at:
www.diigo.com/cloud/shadesofnoir
http:journals.sagepub.com/doi/abs/10.1177/1043986214536665[A
ccessed 11 May 2017]. www.runnymedetrust.org/blog/islamophobia-20-years-on-
still-a-challenge-for-us-all
muslima.globalfundforwomen.org
B) Training.
Study the Inclusive Teaching and Learning in Higher Education
(elective unit) at UAL. Developed by Aisha Richards and Terry
Finnigan. This unit can be studied as a single unit on its own
or as part of the Pg cert qualification. On this course you will
be able to develop strategies that will confront Islamaphobia.
You will receive training and support to create and promote
artefacts that challenge ant-Muslim prejudice.
During the unit you will:
• Attend a series of workshops
• Explore current debates about student diversity
• Consider theoretical models of diversity and social justice
in higher education, and reflect on your own position and
assumptions about diversity and inclusivity
• Complete three blogging tasks responding to articles or
websites and reflect on your blog experience
• Produce an artefact that promotes inclusivity in learning
and teaching along with a reflective account which links
inclusive learning theory to practice (1500 words).
w w w. a r ts . a c . u k /a b o u t- u a l /te a c h i n g - a n d - l e a r n i n g /
professional-development/course-units/inclusive-teaching-
and-learning-in-higher-education-elective-unit
12 // // 13HOW CAN I SUPPORT MY
STUDENT’S RELIGIOUS
NEEDS?
14 // // 15A) Religious expression is increasingly more visible and Organisations Uk Islamic Events. Net
more diverse, with many universities having ten or more The objective of UKIslamicEvents.net is to have a
faith societies representing the major world religions, new SINGLE website for all UK Islamic Events.
religious movements such as Krishna Consciousness
and neo-paganism, and atheist/secularist/humanist www.ukislamicevents.net
societies.
The University has a responsibility to all its students and
staff to provide a Multi-faith Chaplaincy. The chaplaincy
MWNUK Muslim Women’s Network UK
Muslim Women’s Network UK (MWNUK) is the only
should be equipped to support students and staff from
national Muslim women’s organisation in Britain. We are
diverse faith backgrounds.
a small national charity (no. 1155092) and work to improve
the social justice and equality for Muslim women and girls.
Quiet spaces for prayer and personal reflection should
We have a membership of more than 700 individuals and
be on each University site. Make sure this is included in
organisations with a collective reach of tens of thousands
induction information and induction tours
of Muslim women. Our membership also includes
women of other faiths and men who support our work.
All tutors should be provided with a compulsory multi-
faith calendar - A multi-faith calendar should include
We find out about the experiences of Muslim women
listings of major faith events marked by students and staff
and girls through research and helpline enquiries. We
at UAL. Tutors can use the Calendar to help inform the
identify policy and practice gaps and use this information
development of timetables and to plan events.
to inform decision makers in government (including at
Ministerial level) and other public bodies. Our knowledge
about the issues faced by Muslim women and girls also
inform our community campaigns. We also develop
resources and training so women and girls are better
informed about their rights and how to access support
and help.
Our specific projects can be found in the Our Work
Section of the website and include:
• Helpline
• Research
• Resource Production
• Advocacy
• Campaigns
• Producing Resources
• Training Workshops
• Speaking at Events
• International
• Role Models Project
www.mwnuk.co.uk/What_We_Do_137_c.php
16 // // 17MCB The Muslim Council Of Great Britain Muslims For Progressive Values
It is an independent body, established to promote MPV envisions Islam and an Islamic community that
consultation, cooperation and coordination on Muslim embodies the ten principles of MPV.
affairs in the United Kingdom.
MPV envisions a future where Islam is understood as
The Muslim Council of Britain is a non-sectarian body a source of dignity, justice, compassion and love for all
working for the common good without interfering in, humanity and the world.
displacing or isolating any existing Muslim work in the
community. www.mpvusa.org/interfaith-families
It is a broad-based, representative organisation of
Muslims in Britain, accommodating and reflecting the
variety of social and cultural backgrounds and outlook of
the community.
The Muslim Council of Britain is pledged to work for
the common good of society as a whole; encouraging
individual Muslims and Muslim organisations to play a full
and participatory role in public life.
The Muslim Council of Britain is a democratic body, built
on consultation, co-operation and co-ordination among
Muslim institutions and concerned Muslims throughout
Britain.
www.mcb.org.uk/about-mcb/
MYH Muslim Youth Helpline
MYH is a national award winning charity that provides
free and confidential faith and culturally sensitive support
services targeted at vulnerable young people in the UK.
www.myh.org.uk/content/about-us
IMANN
IMAAN was founded in 1999 and is a charity to
support Muslims that identify as lesbian, gay, bisexual,
transgendered, queer/questioning and intersex.
imaanlondon.wordpress.com/about
18 // // 19ARTISTS OF
COLOUR
Abdulaziz Yousef Fatima Al Naimi
Agnes de Feo Hana Al Saadi
Ahmed Al Jufairi Hana Gamal
Ahmed Al Sai Haredy
Aisha AK Muhannadi Haya Al –Bassam
Aisha Al Ansari Hayfa Al Saada
Alanoud Ahmed Hessa Al Ali
Ali Hassan Hussain Al Ismail
Amal Al Mufta Hussein
Amani Al Saad Ishtar AL-Shammari
Amani Aluthuwaini Jaffar Alhaddad
Aref Al Ammari Jalal Jamal Binthaneya
Arwa Al-Salami Jameela Ai Shraim
Basma Amin Khalid Al Fahad
Boushra Almutawakel Khalid Al Hammadi
Emily Jacir Khalid Al Hammadi
Essa Al Mulla Lamia Jore
Faisal Alkheriji Latifa Al Darwish
Fakhiriya Al-Yahyai Malina Suliman
Farah Salem Manal Al Dowayan
20 // // 21Mandana Moghaddam We’d Ganawi Masail Faqueeh Yousef Ahmed MeznaH Alfriedi Yousef Al Madadi Moath Alofi Zainab Al Kouly Mohamad Al Ibrahim Mohammad D. Fakhro Mohammed Al-Maadeed Mona Hatoum Nasreen Jamal Al Lail Noor Al Thani Noor Iskandar Noura Mohhammed Othman Khunj Ramah Alhusseinni Rasha Yousif Rashid Al Araifi Rashid Al Kuwari Reema Motib Roda AL Nasr Roshanak Bahramlou Samah Ansari Sarah Ahmed Sarah Al Derham Sarah B Harnafi Shadi Ghadirian Shadia and Raja Alem Shaha Al Derham Shaha Al Khulaifi Sherin Neshat Shirazeh Houshiary 22 // // 23
Vistit us at; shadesofnoir.org.uk Email us at; info@shadesofnoir.org.uk Follow us at; Tw: @shadesofnoir Fb: shadesofnoir WE SALUTE YOU! © Shades of Noir 2017 24 //
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