Introduction take 3

“I bet your Dad beats you and that’s why you hide inside your burqa.”

“So what do you do for fun? Plan terrorist attacks?”

Muslim women are the “easiest targets” of hate violence in America (Donnell, 123). No wonder young Muslims are fleeing religion. Constant attacks in the school halls can often lead to self doubt and hurt feelings. Often, the only education many students receive about Islam comes from CNN reports on terrorist events and NPR discussions on ISIS (Islamic State of Iraq and Syria). In fact, over 50% of Americans reported not having a "basic understanding" of Islam (Bassiri, 54). But teasing targets are not limited to those who outwardly proclaim their religion with a burqa or hijab. 

“At least you’re not one of those hyper-breeding, Romney worshipping Mormons.”

“Look at me! I’m a Hindu cow! Bow down to me!”

“He probably acts that way because he was raped as an alter boy.”

Children and adolescents are very capable of hurtful comments. At one point or another, I have heard each one of these mentioned comments pointed in mocking disrespect. However, are these juvenile commenters entirely to blame? We, as representatives of our religion, foster animosity towards different religions when we emphasize that religious customs and traditions that we do not follow belong to the strangers we call “them,” instead of who we see as the normal “us.” The word “strange” has Latin roots in the word meaning “foreign” (Mann, 3), indicating something peculiar and odd. Thus, it is our responsibility to narrow the perceived gap between “them” and “us” by helping community members understand the motivations behind different religious customs and practices. 

In our public halls, the decision should not be whether we have a Christmas tree or a Taoist shrine. We should not defensively guard our traditions of making latkes, floating lanterns and painting henna, but turn outwards and share our religious traditions. Bullying and discrimination against religious customs and beliefs is often the product of ignorance. We, as leaders in the community, can combat ignorance by implementing more incorporative religious activities and education in our communities so that the Muslim may grow to understand Easter, the Jew, Ramadan, and the Christian, Yom Kippur. Such actions may include implementing a more comprehensive religious education in public school systems, or holding community holiday events.

Indeed, the crux behind moral judgements is “how choices are made” (Kuykendall, 84). If we can play a part in helping students to make choices based upon a comprehensive understanding of religion and cultures, we can begin to banish the perceived notion of “them” and “us.” After all, Diwali, Loy Krathong and Hanukkah all represent a “festival of lights” to Hindus, Buddhists and Jews.