During my first day as a Arab teacher, my school mentor severely advised me: “Avoid the three taboos: sex, politics and religion.”
When I started teaching Arabic in a public school, I inherited the study program and the material of the previous teacher. These materials, designed by developers of Arab and Muslim programs, included religious references, such as the word Allah, the name of God in Islam and the words attributed to The Prophet Muhammad. To my surprise, the previous professor had covered these religious elements with sticky notes before copying them for the students. When I asked my mentor why, she explained, “it is a public school, and we are not allowed to discuss religion, sex or politics.”
At first, I joined these directives. After all, The first amendment requires separation of church and state, and I wanted to avoid controversy. However, over time, I started to question the wisdom of the completely exclusion of religion, politics and other “taboos” subjects of my teaching. These restrictions seemed particularly difficult in the context of the teaching of Arabic – a semitic language and the Middle East linked to the culture and religion of its speakers.
My students, most of whom came from Somali immigrant families, practiced Islam and carried cultural identities deeply rooted in their stories of faith and migration. Avoiding these subjects seemed to ignore a crucial part of their lives, which is important because it refuses students the possibility of connecting their learning to their personal and cultural identity. By approaching these subjects, we validate their experiences and favor a more inclusive and engaging educational environment.
In this essay, I share my trip to go beyond fear and ignorance to adopt taboo subjects in class. Thanks to my experiences as a Educator and the ideas that I acquired in my higher education program, I realized that I could help my students connect their learning to their personal and cultural identities in a significant way by approaching these so -called taboos. I know the difference that it makes for the confidence and commitment of students in class.
However, this should also be important for all educators – because when we create spaces so that students share their stories and struggle with complex questions, we do not only teach them a material – we prepare them to navigate in a diversified and interconnected world with empathy and critical thinking.
Challenges to avoid religion and politics
From the start, I faced pressure to avoid sensitive subjects. The warnings of my mentor, echoing by other educators, instilled me the fear of mentioning religious or political terms in class. Words like Allah were labeled “sensitive”, even if they are intrinsic to Arabic language and culture. For example, during the teaching of the Arab sentence Inshallah, which means that God wants it, I had to explain its cultural meaning without directly mentioning its religious context. Arabs often use Inshallah frequently in daily conversation, sometimes saying it several times per minute.
This reflects a cultural habit of expressing humility and dependence on divine will in all aspects of life, banal tasks with important levels. This restriction has made it difficult to transmit all the meaning and importance of expression for my students. This pressure limited my teaching and made me hesitate to explore authentic conversations with my students.
The limits to avoid taboo subjects have become obviously obvious. Linguistic education is deeply linked to culture, and the omission of cultural elements creates an experience of superficial and incomplete learning. State standards for global languages highlight the importance of cultural immersion, but I found myself bypassing the key aspects of Arab culture, including its links with religion and politics. This approach hampered my ability to connect with students; I felt like I was deleting parts of my identity as a Arab and Muslim educator.
Discover a new perspective
Everything changed during my second year of teaching when I signed up for a multicultural education course as part of my M.ED. program. The course, led by the teacher Cathy Chappell, challenged my opinions and inspired a new teaching philosophy. We have explored how to approach complex subjects such as race, religion and class in class through readings and discussions. We studied educators who had managed to sail in these conversations and thought about their triumphs and challenges.
Chappell encouraged us to face our prejudices through journalization and self-reflection exercises. This process was transformer for me. I realized that my reluctance to approach taboo subjects like religion and politics came not only from institutional policies, but also from my own insecurity and the lack of knowledge on my rights as a educator.
At the end of the course, I felt empowered to integrate discussions on religion, race and identity in my Arab lessons. I understood that the recognition of these subjects did not equally preach or defend; Instead, it was a question of teaching language in its cultural and historical context.
Integration of difficult subjects in a class of global languages
One of the most impactful units I designed was identity focused. Called “Who am I?”, Did it encourage students to describe their history and their personal stories in Arabic. This unit has become a bridge for more in -depth discussions on their migration trips, their family ties and their cultural roots. For example, many of my Somali students shared stories about their families fleeing civil war and are looking for a refuge in the United States. These stories were poignant and enlightening, revealing resilience and strength within their communities.
During this unit, I also introduced the political and cultural meaning of Somalia as a member of The Arab League. Explaining this connection helped students see how their linguistic and cultural heritage extended beyond national borders. Many have been surprised to learn that although the official language of Somalia is Somali, its membership in the Arab League binds it to the Arabic -speaking nations. This lesson was a revelation of the eyes, mixing language learning with the exploration of identity and triggering new enthusiasm for the subject.
In another case, we discussed the conflict in Gaza as part of a lesson on current events in the Arab world. I carefully structured this discussion to focus on vocabulary and grammar while providing a historical context. Students were encouraged to share their thoughts and feelings, many of which were deeply personal, given their experiences with travel and conflicts. By connecting the language to the problems of the real world, I helped students to see its relevance and I favored a culture in class of empathy and critical thinking.
When the taboo becomes the new normal
The implementation of this new approach was not without challenges; The creation of a safe space for these conversations required careful planning. I developed a set of class standards to ensure a respectful dialogue. These understood:
- Listen actively and without judgment,
- Using “I” declarations to share personal experiences,
- Respect various perspectives and
- Seek to understand before making hypotheses
Before each discussion, we reviewed these standards and practiced them in more minor and low challenges. Over time, my students have become more comfortable to share their thoughts and engage with each other on sensitive subjects.
To help other educators navigate in this process, I have developed a set of practical advice that can be integrated into any class framework. These tips are based on fundamental strategies and provide exploitable steps to promote a more inclusive and respectful learning environment.
- Self-reflection: Start by examining your own prejudices and beliefs. Journalization and professional development courses can help you identify growth areas.
- Prepare a safe dialogue: Establish clear standards for respectful communication and revisit them regularly. Create an environment where students feel safe to share their perspectives without fear of ridicule.
- Celebrate diversity: Integrate texts, examples and activities that reflect the history of your students. Use culturally relevant materials to make lessons more attractive and significant.
- Handling of hindsight: Expect the resistance of colleagues, parents or administrators. Document your course plans and align them with state standards. The approach is in conflict with empathy and a desire to listen.
Adopting difficult subjects like religion in class was a transformative trip for my students and me. This allowed them to critically think of their identity and the world, helping me to grow as a educator. By creating spaces where students feel seen and valued, we can promote a more inclusive and understanding learning environment.
I exhort my colleagues educators to take the first step towards the integration of taboo subjects in their teaching. It may not always be easy, but the awards – for our students and ourselves – are immeasurable. Together, we can build classrooms that reflect the richness and diversity of our world.
👑 #MR_HEKA 👑
