OSAMA BIN EVERYWHERE: THE MANY FACES OF THE ISLAMIC WORLD

CURRICULUM

PROGRAMME AIMS

The programme sets out to challenge the stereotype of Muslims as violent extremists by demonstrating the diversity of Muslim life, culture and beliefs across the world. It hopes to engage viewers by giving individuals a chance to say in their own words what they value most in their lives. The film also aims to enable viewers to find out more and follow up these issues via the Osama Loves website.

CURRICULUM RELEVANCE

This programme is particularly relevant to the themes covered in PSHE, Citizenship, and Religious Education at Key Stage 3 and 4 (See Detailed curriculum revelance below). Since the backdrop to the programme is a controversial issue – the stereotype that links Muslims with terrorism – it may be most suitable for students at Key Stage 4.

EDUCATIONAL VALUE

Muslims of all ages, including school students, are victims of stereotyping through the media, which claims to link them with a host of negative ideas – such as intolerance, religious extremism and terrorism. This can engender a negative self-image and alienate Muslims from the wider society. Racist attitudes among non-Muslims are strengthened by such frequent stereotyping and this is exploited by far right political organisations. By presenting positive images of Muslim men and boys in many different societies, in their own unique voices, this 2008 film undercuts stereotypes and undermines racist attitudes and assumptions. Its simple, straightforward method of gaining insights into the real feelings and passions of Muslims provides a model for illuminating aspects of identity and belonging for young people from all communities.

DETAILED CURRICULUM RELEVANCE

Through classroom activities based on this film you can meet several objectives and cover relevant themes, especially in PSHE and Citizenship.

For example:

England and Wales

Personal, Social, Health and Economic Education

1.1a.	Understanding that identity is affected by a range of factors, including a positive sense of self.
1.1b.	Recognising that the way in which personal qualities, attitudes, skills and achievements are evaluated affects confidence and self-esteem.
2.1a.	Reflect critically on their own and others' values and change their behaviour accordingly.
3a.	The effect of diverse and conflicting values on individuals, families and communities and ways of responding to them.
3b.	How the media portrays young people…
3j.	The diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse.

Citizenship

1.1c.	Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society.
1.3a.	Appreciating that identities are complex, can change over time…
1.3b.	Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them.
1.3d.	Exploring community cohesion and the different forces that bring about change in communities over time.
2.1c	Interpret and analyse critically sources used… recognising bias.
2.1d.	Evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).
3g.	How information is used in public debate and policy formation, including information from the media and from pressure and interest groups.
3l.	The origins and implications of diversity and the changing nature of society in the UK, including the perspectives and values that are shared or common, and the impact of migration and integration on identities, groups and communities.

Such class-based activities are also relevant for aspects of Religious Education:

Religious Education

1.2	Explaining and evaluating the impact of religions and beliefs on how people live their lives.
1.3	Analysing the ways in which the impact of religions and beliefs can vary according to context.
1.4	Explaining and analysing viewpoints on issues connecting personal and communal identity.

Scotland

In the Scottish curriculum, activities based on the film will enhance the following themes:

Appreciation of diversity

Knowledge and understanding of the cultural characteristics of different communities nationally and internationally. This includes their implications for good relationships between members of different communities.

Peace education

Schools… aim to develop young people's everyday skills and attitudes to overcoming conflict and living peaceably in their schools, neighbourhoods and cities.

Media awareness

… the ability to recognise examples of bias, exaggeration and selective use of information.

Northern Ireland

In Northern Ireland's curriculum, the film and activities support themes within 'Learning for life and work'.

Personal development

Reflect on, and respond to, their developing concept of self.

Local and global citizenship

Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider world.