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Abstract:
My study focuses on internal and external factors that influence Harriet Tubman’s contribution and efforts in helping runaway slaves from south to north. The passage taken to escape from brutality of slavery is widely known as Underground Railroad. By understanding these factors, hopefully it will help me to appreciate and value the sacrifice and struggle from earlier generation that willingly to face all dangerous obstacles in the name of freedom and equality. She had successfully helped 329 runaway slaves during her time. My method of study solely depends on library research that depends largely on books written by many writers about Harriet Tubman.
Introduction:
My early exposure about Harriet Tubman was zero though I already heard about Underground Railroad’s history in my previous multicultural class conducted by Dr. Be Stoney. In fact, I got the rough idea of Underground Railroad as when we went back from Tim Wise’s lecture at Topeka, we cross Abilene town and were shown railroad that had been used to ‘smuggle’ runaway slaves up to the North. Luckily, EDCI 740 gives me better chances to investigate, read and understand contribution by the main pioneer of the Underground Railroad. This gives me chances to ponder upon her works and having the opportunity to learn from their successes and determination. Hopefully the spirit of the particular female freedom fighter will delve into my soul. Seriously, I start to like her as I realize, she brought back the believe that women do play important role when it comes to human right. It does not mean that I undermine other Underground Railroad abolitionists the exist in Connecticut or elsewhere, it is just that Harriet has several significant characteristic and importantly, seing myself as someone that comes from patriarchy culture, Harriet Tubman’s efforts and contribution were slightly remarkable and brilliant that I particularly believe do not have the strength If I were put in her places and condition.
I think it is important to explain the main reason the routes/passages taken by runaway slaves is called Underground Railroad. Schroeder, mentioned that there were no tracks or railroads or undergrounds, it was just that Railroad was used to carry former slaves to Philadelphia and New York so that they easily could cross the border to go to Canada. Blacks that joined the Underground Railroad were not necessarily slaves, some of them were free men but they felt to be in northern part of USA or Canada were necessary because of the prejudices that they receive and the laws were tightly bounded around their necks.( Hansen and McGowan,pg.130)
Harriet Tubman’s Short Biography:
According to Schroeder and Pinkney, Harriet Ross Tubman’s was called Araminta, by her cradle name when she was small. She was called Minty.Her father’s name is Ben Ross and her mother’s is Harriet Rit Green. She belonged to Brodas family that has their own plantation in Maryland. There is no exact date of her birth however it is believed that she was born in 1820. According to Sernett,(pg.15) Harriet Tubman was not born in Brodas ‘farm, in fact, it was in Parsons Creek district of Dorchester County.
It is noted by Schroeder that by the age 29, she made her journey to escape to Philadephia. She was in fact later a self liberated slave. A year later, she returned to Eastern Shore of Maryland in order to help others to get the taste of freedom like what she had. Started from that first rescue journey, she continued to have other missions again. In fact, under critical condition when Fugitive Slave Act of 1850 was endorsed, she multiplied her efforts to save the runaway slaves instead of giving up.
Harriet Tubman got married twice in her lifetimes. First marriage was unsuccessful because upon her return from her journey to Philadeplhia, her husband, John Tubman, a free man already had another woman. Her husband even believed that she would never be free and would turn her in if she insists on running away. Her second marriage was then with Nelson Davis at 1869.
She later on joined the Civil War. According to Sernett, she is famous among the Abolitionists as General Tubman due to her contribution in assisting Union Troop. That year was 1863, a year she went together with Colonel James Montgomery to defeat Confederate Rebels. Not just that, she was also nurses to the Union Troop. During this time, she works hand in hand with a famous abolitionist named James Brown.
Harriet Tubman died in 1913, in Auburn, New York due to pneumonia. She was commemorated full of honors with military tradition on her burial.
Christian’s Influence upon Harriet Tubman:
Harriet Tubman was raised as a Christian. She is well known as Black Moses among her circle of friends. According to Sternett, Harriet Tubman is associated to Moses due to similarity of her journey for runaways slaves. As Moses (please be upon him) brought Children of Israel out of Eqypt for Exodus, American makes similar association to Harriet Tubman because firstly, she himself felt comfortable and self declared herself Black Moses through interview by Rosa Belle Holt( Stenner, pg.42). This is obvious when in the interview, Harriet Tubman said, “I felt like Moses. De Lord tole me to do dis.” I am thinking, there will be no way for a woman to be influenced by her own epiphany of truth to save other people from slavery, and in fact, it shows her deep connection with religion because she understands the sacrifice and effort that she heard about real Moses and reflect and practiced it upon her own race and struggle. Furthermore, according to Sernett, most of Black at that moment were looking for the Promised Land, which is Canada where most of runaways slaves were there to enjoy their life without having any fear. The resemblance of the journey that she brought the runaway slaves to Canada was well associated to the journey of real Moses (please be upon him). According to Fradin(pg.186), Harriet Tubman loved to sing spiritual songs about The Promised Land of Israel but people around her told that it had a double meaning. For Harriet whom was illiterate, it was intended for her as the northern part of United States where she could be freed.
Not just that, Harriet Tubman did have characteristic as Moses because according to Brown, the words that came out from her mouth would take attention of other people to listen with, though they realized Harriet Tubman had no education.
Reading story book written by Weatherford makes me realize as well how much religion influences her because on the night of her first journey to run away from Brodas’ plantation, she was reflected upon the North Star and prayed to God.
Blood is thicker than Water:
Another internal influence that contributes to Harriet Tubman’s struggle and helps for Underground Railroad is her strong family relationship. She did come back to Maryland just for the sake to bring her first husband to the North however was not succeed because John Tubman had another wife already. This did not put her down instead she successfully brought out a group of slaves numbered 4-5 and all of them later enjoyed their freedom at Philadelphia. (Sernett,pg)
In fact, her first mission was to safe her family when she heard that her sisters were going to be sold to other masters. Three of her family members were safely arrived to Philadelphia. According to Fradin, she asked somebody to write to her sister, on instruction about her plan to escape. This put me into realization that slavery is the worst crime towards humanity as it separates family members. According to Fradin( pg.138), usually slave father would be separated from his family. This is unbearable as the same thing will happen to Harriet Tubman’s sister if she did not do something to save her sisters. Harriet Tubman’s first husband though always made fun of her ideas to run away and live free, still came back for him to invite him to go to the North.
Strong Characters and Beliefs:
Harriet Tubman has many excellent strong characters and beliefs. I believe these are major internal influences upon her roles as conductor for Underground Railroad. It was reflected during her sacrifice that resulted to physical permanent damage upon her head when she tried to save a slave that ran away. The metal weight hit her head and later of her age, had to go for brain surgery due to the painful seizures. This was a truly courage because most of her family thought that it probably killed her.
When she was small, she would spend her time in woods to tends to muskrat traps, that later develop the idea that she put the rest of her life to help freeing hundred of slaves. Indeed, spending time in woods really taught her survival skills because Harriet Tubman did tell him that she was planning to run( Schroeder). According to Frandin(pg. 185), her father was a lumberjack that supervised cutting down timber and Harriet Tubman will always help her dad and I believe through this period of time, she got the survival skills in woods through her dad. The skills that she learnt later were useful when she became nurse for Union Troop against rebels by preparing medication against water disentry.
Brodas family perceived her as stubborn because she did not really care and want to work whenever directed by them. If she did, it was terrible job. I do not see this as an act of stubbornness but rather it is a persistency towards cruelty that was happening around her. She later was transferred to work at plantation instead of weaving or houseworks.
Though she was illiterate, her plans and efforts to help other slaves do not really reflect that she was stupid. In fact, it shows that she is intelligent and brave. Usually, whomsoever among the runaways slaves that managed to reach North would not return back to South but in Harriet Tubman’s case, it was totally different. She returned again for her rescue mission. Bounty hunters would never expect this as they would pursue up to the North. She persistently came again and again and no one ever captured when she was the conductor for Underground Railroad. It shows that her plans were carefully organized and conducted. In fact, her total rescue missions were 14 times to the South (Sernett, Appendix 1)
I believe Harriet Tubman has her own vision to spread the emancipation ideas because soon after the Thirteenth Amendment were establish, she told her story and details on the rescue missions as long as her story would be presented to the public. This is the other way make known the effort of her struggle and sacrifice. Also,Harriet Tubman was a good story teller. I believe this is her way to convey the cruelty of slavery to later generation so that it will be always alive by passing it down to generations after her.
External Factors: Allies and Abolitionists.
Allies:
I always believe that men or women around Harriet Tubman worth to be appreciated because without their helps, the 14 rescue missions would not be successful. According to Sernett(pg.31) among the important white family that assisted Tubman by employing her or supported Tubman’s charitable work. In fact, some of them were coming from women’s right movement in order to show to the world the roles that can be played for women. Harriet Tubman became the symbol for courageous and deep faith women. One of them was Martha Coffin Wright. Sarah Bradford, a writer helped Harriet Tubman by made her known to American public through her writings by explaining and associating her with her deep faith in God (pg 132).
Abolitionists:
Harriet Tubman used to help John Brown. According to Clinton,(pg.78), John Brown in his letter to his daughter did mention Harriet Tubman as a woman that has characteristic of a brave man, by specifically mentioning Harriet Tubman as ‘most of man, naturally’ a unique quality that John Brown can think of because of what he believed as an Old Testament patriarch that disagree with denigration of black as slave but accepted women’s second status. In fact, General Tubman was first called by John Brown to her as a sign of honor and respect.(Sernett,pg.77) . Another abolitionist that Harriet Tubman worked with was Frederick Douglass who was a former slave. During Harriet’s rescue mission, Frederick Douglass would provide food and shelter to them. His admiration towards her was obvious when he stated that though he was as well an abolitionist, he would never ever to achieved the status as Harriet Tubman already went.(Sernett,pg. 67)
Conclusion:
I completely agree with Sernett about the idea to make Harriet Tubman as a continuous icon for today’s American society. It is unfair to put her into slave emancipation lens only rather when we reflect upon her true self as an illiterate ex slave black woman, we will realize how big the contribution that she brings not just upon her society but to our society itself. Identifying internal and external factors that contribute to her success is my first step towards replication and reflection into acts.
References:
1. Fradin,D.B . (2000) Bound for the North Star.New York: Clarion Books.
2. Schroedder & Pinkney. (1996) Minty: A Story of Young Harriet Tubman. New York: Dial Books
3. Weatherford & Nelson. (2006) Moses: When Harriet Tubman Led Her People to Freedom. New York: Hyperian Books
4. Sernett,M.C. (2007) Harriet Tubman: Myth, Memory, and History. Durham, NC: Duke University Press.
5. Hansen & McGowan. (2003) Freedom Roads: Searching for the Underground Railroad. Chicago: Cricket Books.
6. http://en.wikipedia.org/wiki/Harriet_Tubman accessed on 6/22/2009
7. http://en.wikipedia.org/wiki/Frederick_Douglass accessed on 6/22/2009
8. http://en.wikipedia.org/wiki/John_Brown_(abolitionist) accessed on 6/22/2009
9. http://en.wikipedia.org/wiki/Abolitionist accessed on 6/22/2009
Observation:
Watching Black Doll and White Doll is frustrating to me. I was really shocked when most of the kids pick up the white doll instead of black doll. In fact lots of perspectives and reflection can be derived from it. I wish it could be lengthened into a bigger scale by experimenting to other racial populations such as Hispanic and Asian and using different skin colors dolls instead of two. Will the result varied? Yes, it is because it is very contextual but I hope the result will reach to the same conclusion like what I thought.
I wish it happens like that so that I can give a death blow thoughts to those who believe racism does not exist anymore or media /socialization/ surroundings does not relate to child self esteem so that something can be done to rectify this problem.
Feelings:
• Frustrated
• Sad
• Alarmed
Thoughts:
I feel sad because I heard of them answering the question of Kiri Davis by affirming, the black is bad. I feel frustrated because I wish this research will delve further by asking the reasons why the kid says black doll is bad and using larger samples from various populations. As a future teacher I feel alarmed when this video could actually reflect kid’s self esteem.
Learning:
Step One:
I assumed most of the kids will choose the black dolls over white dolls as it is similar to them. I assumed one of the kids won’t say the black doll is a bad doll because it will just reflect herself. I assumed the result will be at least equal because kid nature is just plain and do not have any judgment.
Step Two:
I was wrong in my assumption. Most of the black kids choose white dolls over black dolls. I am thinking I made assumption earlier because I am putting myself to be the kid. If I will prefer to choose the dolls that is similar to me.
I was wrong in my second assumption too. As an adult, I have developed my self esteem and I don’t want to say something that can reflect to myself as bad. Again, I am putting the kid into my own shoes which is wrong. However, this made me thinking on how important for teachers to build up kids’ self esteem.
My third assumption was totally baseless. From this video, I realize kids have their own judgment which I believe resulted from their own socialization. They are not just plain subject. They see their world and notice the differences around them.
Step Three:
After reflecting upon my assumption, I realize that it is my socialization to put someone into my own shoes. My mind mode of thinking would say, if I have a good family, others will have a good family too. I don’t have any financial problem, others don’t have financial problem too. However, I realize later this is bad as It is lack of empathy on my side. It is putting someone else into generalization to myself. This is very selfish. This can lead to Color Blind perspective too as I tend to assume all of people surrounds me is actually the same with myself.
When I was a kid, my mom always tell me that we should be proud of our heritage. I were brought up in Malay’s culture that was very distinct, in term of food, clothes (traditional clothes) and everything. Perhaps I did not go through what the kids face everyday so it was easy for me to make assumptions.
Applications:
Step One:
I learn a lot from this video. I realize though slavery ends, it does not mean that every problem pertaining to racism, prejudice and stereotyping end. It will be continued and our job is to create understanding to go against these tides. I believe salvation can be achieved through this struggle as everybody is God’s creation, we must share the existent of being human and love everybody. Religion of hatred won’t survive and won’t be accepted.
I am thinking as well, it is very important to take care upon our self-esteem. We are what we think. I don’t want to cloud my mind be perceiving or judging myself or others through their skin colors. Is not frustrated to listen to the kid affirms that black doll is bad? The statement is so plain but yet it is so powerful and demeaning to me. It shows like what I stated above, lots of things must be done in today society to rectify back our mistakes so that our future generation will not inherit that.
Step Two:
As a teacher, I want to ensure my kids to feel good about their own selves. I want them to be proud of who they are. Before the video ends, Kiri mentions about anyone can be princess regardless of their skin color. That is so true. It is not my students’ skin but their values and what’s inside them matters to me. That’s why we must not just highlight Abraham Lincoln as hero, in fact, we must know our students culture and recognizing that Pocahontas is a heroine, Eva Peron is a heroine. Mahatma Gandhi is a hero.
Observation:
When listening to Wise, my mind telling me that to silent about racism is an act of denial that racism exists and at the same time agrees with it. It is a filthy act because we pretend that it does not relate to ourselves, so it appears that it is not important. We hope it withers away but actually we are telling ourselves that we deny the fact that human born equal. Though silent is golden but in this particular case of denial on racism, it is a cowardly act.
Feelings:
• Relieve
• Sad
• Lucky
Thoughts:
I feel relieve because the issue of racism is not about White and Black relationship neither Hispanic nor Malay. It is how we perceives and treat others on being human. It reflects on our own perspectives towards others. Wise used the word “WE” in his book so that we will able to reflect. According to him (pg.62), “we stuff the truth deep down in proverbial pockets, in a safe place where we can, if only a while, forget about it.”
I feel sad too because I was racist prior coming here. That is the truth that I must admit because only through admitting our mistakes we can move on. I saw everything in a perspective as an ultra-Malay that was so eccentric.
However, deep down inside my soul, I feel lucky because I am not alone in this struggle. Looking at the audience that attended his lecture put me into a realization on how hard to read or listen to facts and truths that hitting straight to their faces. No one can claim that he is not racist.I experience that while listening to his lecture and reading his books.
Learnings:
Step One:
I assumed it was okay to keep silent about racism as I did not see it happens and it was not my problem. I assumed it was okay for my race to maintain its status quo as ‘bumiputera’ and given special position and rights over my birth status. I assumed other races in Malaysia should respect us as Malay is a sovereign owner of Malaysia.
Step Two:
My assumptions were totally fallacious. It is not okay to keep silent about racism as it denigrates the values of human rights. In fact, racism can lead to other bigger problems such as segregation and prejudice. My religion teaches me to treat human equally, with love and respect regardless of who they are.
It is not okay to feel comfortable and maintain the status quo as “bumiputera” (in English it is called “son/prince of the soil” because it is built upon on the expense of other races. It is not a fair game and in fact, I do believe only few people that in high strata of society really taste/enjoy the fruit of ‘bumiputera’ by easily access to million dollar contracts.
My assumption on respect was baseless too because respect is gained through equality and equity in order to ensure justice. They are born in Malaysia too, so basically Malaysia belongs to every Malaysian, not just Malays as it claims to be.
Step Three:
Listening to Wise lecture again makes me realize on the importance to reflect on whatever he says to my own self and my perceptions towards racism. It is a breath taking moment though sometimes it hits me direct to my face. It hurts but I feel happy as it makes me check my old beliefs and assumptions. Prior to my socialization, I realize these assumptions existed because the way of how I was brought up in a surrounding and community that putting importance on Malay’s superiority upon other races. I was being taught to enjoy my birth status and all the benefits that I can get because I am Malay. It is everywhere as it is deep rooted in the system including field of education as well.
Applications:
Step One:
I can combat racism by talking about it openly and discuss it transparently. It must be made public (with friends or anybody) that any racist jokes or comments will not be tolerated by me. I must tell and avoid myself to make any racist comments or jokes too because according to Noel(2008), it is a sign of fear and dislike towards somebody that is different from myself. I should ask myself back, what is my right to hate others when I myself do not like to be hated because of my differences? Fear and dislike in this context are good ingredients for prejudice that roots from unhealthy ego of us.
Step Two:
This struggle against racism is a long journey. It must be done continuously with proper strategies. I have in mind that I should play my roles by first establishing and finding those who are parallels and have understanding that human is born is born equal. They will be my allies, my friends.
Secondly, I am thinking to put this into work by dividing the works into two levels, macro and micro. Both must go together. Getting a good position in Malaysian Ministry of Education is a must as that will ensure I will be able to put my allies into the office. They are going to be supporters of equal rights. Together they will support the cause against racism. Creating a curriculum that is multicultural friendly is a must in order to put it into practice at schools. These steps are macro.
Continuing propagating that human is born equal , to live without fear and dislike, continuing to be examples and do whatever that I preach are micro steps. Let’s say, the actions at macro level fails, by concentrating on micro level actually can create staunch supporters against racism.
References:
1. Wise, T. (2008). White Like Me: Reflections on Race from a Privileged Son. Brooklyn: Soft Skull Press.
2. http://en.wikipedia.org/wiki/Bumiputera_(Malaysia) accessed on 6/16/2009
3. Noel,Jana. (2008). Stereotyping,Prejudice and Racism. In Noel, Jana. (2008). Multicultural Education. (pg.61). New York: McGraw Hill.
Ramai di antara kita yang ingin melakukan banyak perkara dalam waktu kehidupan yang terhad ini, menjadikan pemikiran kita tidak berfokus dan dipenuhi dengan projek demi projek. Kadang kadang kita keliru yang mana satu sifatnya tanggungjawab yang memerlukan tindakan semerta menyebabkan akhirnya tidak ada satu apa pun yang dapat dicapai dengan jayanya. Ibn Al Qayyim menjelaskan bahawa kadangkala niat akan diberi ganjaran yang lebih baik/besar daripada perbuatan fizikal pada diri seseorang kerana hasil daripada niat itu di harap akan membuahkan sesuatu yang nyata produktif untuk manfaat diri atau mereka yang disekitar.
Menjadi produktif bermaksud mempunyai kaedah bagaimana untuk menghasilkan sesuatu seperti bila dan apa. Ini adalah kunci menjadi ke arah produktif. Sebagai contohnya, jika kamu berniat dan kemudian mengerjakannya, fokus tenaga tertumpu kepada pekerjaan tersebut. Maka ini akan member ganjaran dan kebaikan yang banyak kerana sudah ada dalam perancangan kamu, tindakan tindakan spefisik yang diorganisasi, pemikiran kamu akan lapang kerana wujudnya pelan tindakan ini.
Bagaimana ianya direalisasikan dalam konteks menjadi manusia hebat?
Ibn Qayyim dalam Madarijus Salikin( 1/188) menjelaskan dengan perincian yang nyata:
“Mereka mengatakan yang terbaik dalam beribadat kepada Allah ialah mengerjakan ibadat itu ketika sesuai dengan keadaan dan apa yang diperlukan ketika itu. Ini bermakna, waktu terbaik ketika Jihad sedang berkecamuk ialah Jihad, meskipun ini akan menyebabkan kita mengabaikan ibadah rutin yang lain seperti solat dan berpuasa dan lain lain lagi. Malahan ini termasuk tidak dapat mengerjakan solat dengan sempurna sebagaimana yang kamu boleh lakukan ketika waktu aman dan senang.
Perkara terbaik yang dilakukan ialah ketika hadirnya tetamu ialah memastikan hak hak tetamu itu dipenuhi bukannya menyibukkan diri dengan ibadah ibadah sunat. Hal ini termasuklah memenuhi hak hak dan keperluan isteri dan ahli keluarga kamu.
Perkara terbaik yang dilakukan pada waktu pagi ialah menyibukkan diri dengan solat, Quran, doa,zikir dan taubat daripadaNya.
Perkara terbaik yang dilakukan ketika mengajar pelajar atau si jahil ialah memberikan perhatian penuh kepadanya.
Perkara terbaik yang dilakukan ketika azan berkumandang ialah meninggalkan perkerjaan lain dan bersegera menjawab panggilan azan dengan mengulangi kalimah kalimah azan tersebut.
Perkara terbaik yang dilakukan ketika solat 5 kali sehari semalam ialah melakukannya dengan terbaik dan bersegera melakukannya dan bersegera ke masjid-
Abstract:
My plan in this study is to compare Concept Oriented Reading Instruction Model with Interactive Literacy Reading Model that I learn this semester. The purpose of this study firstly, as final requirement for EDCI 786, and secondly, to understand a process of literacy development in both Reading Models by comparing key theories and concepts. For suggestion, CORI can be improved if it puts emphasis on students’ biography and its connection to its every stage of instruction like what is implemented in Integrated Content Based Method of Instruction.
Introduction:
My early exposure about CORI came through while reading through a book on Content Area Literacy. It is put into my spotlight since in Malaysia; the implementation of Teaching Science and Mathematics In English Program has been implemented since year 2000. It is related to CORI as the subjects in Science and Mathematics in fact are related to concepts and understanding in content areas. Though I am going to teach English for future Malaysian teachers, however, it is important to see how Literacy is connected to content areas in order to develop proper understanding on how to teach them pertaining to it.
I am interested to know about CORI since science and mathematics subjects are content areas subjects whereby teacher must be able to help students learning to be skillful with reading, writing, speaking, listening and viewing in those areas (Conley, 2008). It becomes more pertinent as teachers must teach the subject in English language instead of our national language which is Malay. I still remembered prior continuing my study here, I had to teach Science and Mathematics teachers how to teach the subject in English that when I reflected back, show lots of defect in the behalf of me. I noticed, the main problem is not just about teaching them English,(which significantly adding the problem) in fact the main problem is related to shallow understanding on how to teach and incorporated Literacy and Content Areas together,
In Maryland, CORI is used and has been showing improvement (Guthrie et al, .2004).
This generates my interest to know in depth. Conley, (2008) believed that the best way to help students to learn is through Literacy as it will transform them into independent learner. He believes literacy is a vehicle for transformation. This notion sparks light as I start to assume that if content areas teachers know how to teach Literacy within content areas, problems will solve.
Through this study, I generate questions in order to gear my focus towards finding the answer. They are:
• What is CORI (Concept Oriented Reading Instruction)?
• What are the principles of CORI?
• What is Literacy and its definition according to various model of Instruction
• How CORI is effective when it comes to English Language Learner? From what aspect of CORI can be useful for CLD students?
• What are the key concepts and theories for CORI and Interactive Literacy?
• Are CORI and Interactive Literacy congruent? In what sense they are congruent or not congruent?
• What is the implication if CORI is implemented among CLD students?
• What is the implication if Interactive Literacy is implemented to content area subjects?
CORI: The Principles
CORI is a short term for Concept Oriented Reading Instruction and mainly used as reading lesson planning framework to gear up students motivation for content areas subject. It was developed in 1993 by Dr. John T. Guthrie and a team of elementary teachers and graduate students at the University of Maryland, College Park.(Swan, 2003) It is understood that it is built upon through various approaches mainly focus on student curiosity, social interaction and engagement (Conley, 2008). Through teacher observation on students’ motivation, teacher will try to engage them into reading materials. This process continues by developing conceptual knowledge on reading material, and lastly enhances their understanding by letting them communicating their findings and learning.
The main intention of CORI is to use motivation as a force to represent the lesson/reading material in interesting ways to students. Anyway, this only can be achieved if teacher really knows what are the motivations that he/she can manipulate that exist inside the students’ thinking. According to Conley, (2008) teacher must build curiosity according to students’ interest when using or adapting CORI (pg. 207). Swan (2003) believes the main idea of CORI is revolved around these three main ideas; social interaction, involvement (engagement) and lastly the idea of conceptual knowledge building.
Interactive Literacy: The Principles
According to Herrera et al, (2010) Interactive literacy has many elements inside it, ranging from research based, fundamental and biographical. Literacy is interactive because it is biographical when it incorporates sociocultural, linguistic, academic and cognitive dimension of students into daily lesson. Literacy is fundamental when it involves teaching listening, speaking, reading and writing to students. Lastly, literacy is research based because it focus on five elements of English language instruction which are: phonic, phonemic awareness, vocabulary, comprehension and fluency. Basically, it is very important to continually touching every of these aspects when teaching students (Herrera et al, 2010).
According to Harvery and Goudvis,(2007) English language explicit instruction is very important to teach literacy because importantly, by having variety of instructional techniques, this will be effective to keep them engaged and reached.(pg.45) Specifically, it is noted that language explicit instruction is not focusing only on modeling, rather it can be shown through guided practice, collaborative and independent practice. Many times modeling is avoided if teacher does not mention the specific purposes of the demonstration. It is understood that learning today must be student centered and not teacher centered. Furthermore, the purpose of language explicit instruction is to let students share, focusing on their attention and let them participate so that they can increase their engagement in learning.
CORI: The Explicit Strategies Used in Teaching Reading
According to Guthrie, (2004) teachers use some strategies when using CORI Model and it is consistent with the National Reading Panel Report. Among the strategies used in CORI are:
a) Focusing on Background Knowledge:
Teacher will focus on recalling experiences and knowledge of reading texts before reading so that students will be able to bridge the content with their own understanding, though it may be irrelevant to the context/content, however teacher will help to rectify the problem by interconnected the concepts and information related to the text/topic through cognitive strategies by prompt them questions or using books/text/materials that have pictures to make sense of their thinking. (pg.93)
b) Questioning:
Through questioning, students will have opportunity to ask self initiated questions about the content of a text, before and during reading, to help them understand the text and topic. (pg 93) According to Guthrie, (2004) students cannot ask question about an unfamiliar topic so it is important for teacher to introduce the book/materials to students first and get them familiar with the text first before expecting them to ask higher level questions.
c) Searching for Information:
When searching for information, in CORI it emphasis on students seeking and finding information from the text by forming selecting goals. It is different from comprehension of a total text as it aims at comprehending relevant text related to goals.
d) Summarizing during Reading:
Students will be able to get gist of their reading by maintaining main ideas and supporting facts in what she has read. Students can achieve this as teacher will teach to identify key words and then omitting less relevant details.
e) Organizing Graphically:
It is basically similar to concept mapping, and it is related to the understanding that students who comprehend a text usually will be able to represent the data/information in a spatial format (Guthrie, 2004). Later, student will try to connect the main ideas/relevant information to central issue of the reading by showing relationships and interconnection.
f) Structuring Story:
Students’ understanding of the setting, plot, characters, motives, themes and their relationships in literary texts is called structuring story. This will reflect students’ awareness of the twists and complexity of the plot and main story line from any reading material especially related to literary piece.
Interactive Literacy: Strategies Based Comprehension Instruction
According to Herrera et al (2010), reading comprehension strategies that is taught through Strategies Based Comprehension Instruction will focus on CLD students background knowledge and experiences to make meaning from text by putting emphasis on their sociocultural backgrounds, linguistic, cognitive and academic knowledge because CLD students are very different from other students whom curriculum traditionally has been designed for them(pg 134). It means in order to create comprehension among CLD students, it is a must for teacher to connect CLD students background that she/he brings to the reading text (pg 136). This is helpful because it will build up schematic connections to text (pg 136).
Interactive Literacy basically will focus on variety strategies on teaching metacognitive, cognitive and social reading comprehension strategies. Among them are:
a) Metacognitive Strategy:
It is the ability for students in monitoring their thinking and understanding and making relation to text in order to build comprehension.( Herrera & Murry,2005). According to Perkinds et al (1992), there are four types of metacognitive readers, namely:
• tacit readers: This kind of readers have lack awareness of how they think when they read
• Aware readers: They have ability to recognize the confusion when it is set in however, they do not have sufficient strategies to fix the problem.
• Strategic readers: They have the abilities to use the strategy to understand and acquire knowledge as well as monitoring and repairing the meaning when it is disrupted.
• Reflective readers: They can apply the strategies flexibly according to their goals and purposes. They keep monitoring their thinking and able to ponder and revising the use of the strategies either it is relevant or not.
Among the metacognitive strategies available under Strategies Based Comprehension Instruction such as In My Head, True or False, Sticking to the Main Idea and Question Bookmark.
b) Cognitive Strategy:
According to Herrera & Murry, (2005) it means reading strategies that involve the mental or physical manipulation of the material to be learned so that CLD student can compare information and draws analogies from their existing background knowledge. Among the strategies are; SEA Box, Visualize Interact Predict (VIP), 1, 2,3 Imagery, Signature Lines and Story Retelling.
c) Social Affective Strategies:
It focus on making connection of cognitive and sociocultural dimensions of the CLD student biography and may involve the learner as an individual or the learner in interaction with another or others. (Herrera & Murry,2005,pg 43) importantly, teacher must use this strategies to foster communication for learning environment among CLD students. pg 43) Among the strategies are: Critical Questions, Through My Eyes.
Discussion: CORI vs. Interactive Literacy:
Reading about CORI is frustrating because though the writer emphasis on building up students’ competency, however it is demeaning when it is not connected to Prism Model or Biopsychosocial Approach. There are not enough explanations on building up students profile and connecting their demographic profiles to building up concepts especially related to CLD student, rather the writers believe that reading will be always effective when teachers manage to engage them with the lessons. This is believed will make them competent and want to study harder which I found quite untrue because in my opinion, CLD students will not be motivated to attend the lessons that do not related to their 4 Prism Model aspects because firstly, they will not be engaged as it is not meaningful to them. Swan (2003) agrees with it as CORI, if not focusing on building appropriate background knowledge can be a problem to students who are not familiar with particular themes and concepts. (pg 120)
It is important to emphasis that motivation and interest can only be geared if thorough understanding of Biopsychosocial and Prism Model is fully understood especially reading and literacy because literacy must be viewed as interactive. I am not saying that CORI is not interactive anyway, Prism Model and Biopsychosocial approach emphasis/have interactive elements thus it can positively affect the performance of students especially CLD students whom usually have to bear the difficulties to understand the subject/lessons from norms point of views (traditional classroom students).
Though CORI highly focus on its own rules of getting students engaged with reading materials, it will be a problem to gear up CLD students motivation because any materials that do not successfully addressed in whole, will make their affective filter high as they may lead to anxiety or culture shock. Again, CORI can successfully be implemented for CLD students if no single dimensions of them are isolated. This will need CORI to specifically focus on students’ biography profiles.
Though CORI emphasis on building up conceptual knowledge anyway, it must allow students to build up content knowledge according to their own background knowledge. This is parallel to ICB approach as for CLD students where they can transfer the unknown to known. In fact, this will strengthen their understanding. Failure to emphasis on building this connection is not good as CLD students profile is very important and well connected. It will be fatal as teachers are not able to integrate academic content( Content Subject) and language development (Interactive Literacy)due to misunderstanding of CLD students’ nature.
However, CORI can be improved if teachers allow feedback from students by letting them to to express ideas and opinion and take a stand and allow them to interpret it according to their own scope of culture. This will allow reflective thinking that is good for metacognitive development of CLD students.
I notice CORI is based upon its own principles, which can be very flexible as long as the principles I mention above are in place. This is good as it allows flexibility, for example,Swan builds up her own CORI according to 9 Principles that has all CORI elements such as building up background knowledge, questioning, searching for information, organizing graphically and structuring story as what Guthrie laid it out. She lays it out according to what she called as Coherent Instruction to expand more on CORI by having instruction that focusing on autonomy supports, real world instruction, collaboration support and etc.
In fact, based on its flexibility concept that can be used in its own teaching, CORI and Interactive Literacy can be applied together in some of its strategy because of the similar elements. For example the main idea of collaboration support in CORI classroom is to provide engagement in reading through sharing ideas, discussion, making decisions and collaborate for common goals. It does not differ much in Interactive Literacy because collaboration is used to support fluency development whereby students will have ample opportunity to read, write, speak and listen in all content areas. Teacher again, based/through assessment and CLD student’s biography card should use the information to put them in necessary group so that they can benefit and learn best. It is best to put them in a group that can ensure their affective filter does not go high.
In conclusion, I believe CORI is a good reading model because the strategies that are implemented in it are actually similar to strategies that I learn in Interactive Literacy, however, I prefer to choose Interactive Literacy as it supports CLD students development thoroughly by specifically focus on 4 aspects of Prism Model.
References:
1. Herrera S.G., Perez D.R.,Escamilla,K.(2010) Teaching Reading to English Language Learners: Differentiated Literacies. Boston,MA: Allyn & Bacon.
2. Herrera S.G.& Murry K.G.(2005) Mastering ESL and Bilingual Methods: Differentiated Instruction for CLD Students. Boston,MA: Allyn & Bacon.
3. Harvey, S.& Goudvis, A.(2007) Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland,Maine: Stenhouse Publishers.
4. Conley M.W.(2008) Content Area Literacy: Learners in Context. Boston,MA: Allyn & Bacon.
5. Swan E.A.(2003) Concept Oriented Reading Instruction: Engaging Classrooms, Lifelong Learners. New York: The Guilford Press.
6. Guthrie J.T.,Wigfield A,.Perencevich K.C.(2004) Motivating Reading Comprehension: Concept Oriented Reading Instruction. Mahwah,NJ: Lawrence Erlbaum Associates,Publishers.
I am glad taking this course, as it opens up my perspective on many aspects. There is a change of me within especially related to curriculum. I don’t realize before that teachers have so many powers over curriculum implemented into school, because from where I come from, teachers will follow the rules. They will not have so much to say regarding to changes/ anything pertaining to curriculum. Any change in curriculum is not taken seriously as they have been burdened with so many responsibilities that most of the time is not important to knowledge or personal development. It is development only when you receive, criticize and evaluate your surroundings/incidents/matters around you seriously, to be able to reflect on what good it brings to me rather than gulping down everything. It suppresses the role of our mental faculty. The greater good is less than its negativity, as if it continually happens, teacher will not be able to evaluate and improve on curriculum models implement in my country. I believe that is the main factor why our education levels deteriorate rapidly compared to other countries that at least partially or fully implement teacher’s empowerment.
Teacher should play more active role in gearing the society to realize that education belongs to us, to everybody. We must participate, aware of the changes because the effects are upon our future generation. Everybody has its own share in it. Education does not belong to those who have shares in national contract of printing textbooks nor to the experts that rarely come down to observe/ realize what is really happening in the classrooms or simply manipulate statistic results to convince society that changes are needed , nor to the politicians that use education matters/issue to raise support in order to pursue their political ambition.
I learn from you to loathe the classroom control/management term. That is the biggest epiphany. After this, I don’t have to be afraid anymore because it is parallel with learning philosophy and secondly, I think now, I dare to defend my belief because that is what I learn and understand. I just don’t want to be a teacher that follows and accept everything because that is not me anymore.
Though teachers in my society are highly respected but again, after looking at it closely, sooner or later the trend is deteriorating because the roles of teacher are suppressed just to merely follow and accept what politicians say. Are they more equal than us? I believe the society is changing its good perspective towards teacher because society does not see teachers as powerful force that is dynamic. Society does not see teacher as a unique force that can reform the surrounding from within. Teachers’ voices are unheard.
I learn that curriculum is not a simple stuff; rather it is unique and complicated. It goes through various stages of evolution in society. It is highly influenced by historical events and changes in the society. Not just that, to create and implement a new curriculum will take years because of so many processes in it. Evaluation though might be the final process in curriculum changes but it can be a beginning, because through evaluation, the curriculum is improved and will be changed to a new form.
Lastly, I learn about philosophy differences between Western and Islam in building up its own education system, thus make me appreciates further the differences as something that is embraced upon not something that is afraid of or neglected. I think both can live together because everything is started from differences in perspective in worldviews.
Indeed, I enjoy this class as it gives new perspectives on my own life.
I am glad taking this course, as it opens up my perspective on many aspects. There is a change of me within especially related to curriculum. I don’t realize before that teachers have so many powers over curriculum implemented into school, because from where I come from, teachers will follow the rules. They will not have so much to say regarding to changes/ anything pertaining to curriculum. Any change in curriculum is not taken seriously as they have been burdened with so many responsibilities that most of the time is not important to knowledge or personal development. It is development only when you receive, criticize and evaluate your surroundings/incidents/matters around you seriously, to be able to reflect on what good it brings to me rather than gulping down everything. It suppresses the role of our mental faculty. The greater good is less than its negativity, as if it continually happens, teacher will not be able to evaluate and improve on curriculum models implement in my country. I believe that is the main factor why our education levels deteriorate rapidly compared to other countries that at least partially or fully implement teacher’s empowerment.
Teacher should play more active role in gearing the society to realize that education belongs to us, to everybody. We must participate, aware of the changes because the effects are upon our future generation. Everybody has its own share in it. Education does not belong to those who have shares in national contract of printing textbooks nor to the experts that rarely come down to observe/ realize what is really happening in the classrooms or simply manipulate statistic results to convince society that changes are needed , nor to the politicians that use education matters/issue to raise support in order to pursue their political ambition.
I learn from you to loathe the classroom control/management term. That is the biggest epiphany. After this, I don’t have to be afraid anymore because it is parallel with learning philosophy and secondly, I think now, I dare to defend my belief because that is what I learn and understand. I just don’t want to be a teacher that follows and accept everything because that is not me anymore.
Though teachers in my society are highly respected but again, after looking at it closely, sooner or later the trend is deteriorating because the roles of teacher are suppressed just to merely follow and accept what politicians say. Are they more equal than us? I believe the society is changing its good perspective towards teacher because society does not see teachers as powerful force that is dynamic. Society does not see teacher as a unique force that can reform the surrounding from within. Teachers’ voices are unheard.
I learn that curriculum is not a simple stuff; rather it is unique and complicated. It goes through various stages of evolution in society. It is highly influenced by historical events and changes in the society. Not just that, to create and implement a new curriculum will take years because of so many processes in it. Evaluation though might be the final process in curriculum changes but it can be a beginning, because through evaluation, the curriculum is improved and will be changed to a new form.
Lastly, I learn about philosophy differences between Western and Islam in building up its own education system, thus make me appreciates further the differences as something that is embraced upon not something that is afraid of or neglected. I think both can live together because everything is started from differences in perspective in worldviews.
Indeed, I enjoy this class as it gives new perspectives on my own life.
Introduction:
Long before the punishment of Galileo did by Church upon him, Muslim Civilization already experienced wealth of knowledge and information in various scientific and technology areas. This was due to the excellence of Islamic Education Centres that could be found in Islamic world. It is a historical fact that Enlightment Age indebted to Islamic Civilization when various of Greek’s and Hellenistic books had been translated into Arabic. Consequently, scholars from West benefited by learning it and brought the knowledge back to their places.
I am thinking, the superiority of any nation whatever they are from is due to the progress in the field of science and technology, and that must be originated from the field of education. Basically, the gist of progressive is rooted deep in education, however, when reflecting back to Muslim’s nation nowadays, it does not reflect the progress that they once had it. Why is this happening? Are Islamic Educationists/Education fail to produce good education system that is based from good curriculum?
Interviewee Process:
I don’t have any interview process as my subjects of interviewer are thousand miles from me. Both of them are living in Malaysia, so I had to send few emails posting them questions and waiting for their responses. My first interviewee is a lecturer in Faculty of Education, Uitm. She was my lecturer when I did my undergraduate. She taught me in Curriculum Development in Malaysia. My second interviewee was one of the pioneer in Islamic Education in Malaysia. He used to become a president for one of Islamic Non Government Organizations that is famously known as JIM (In Malay it is called Jemaah Islah Malaysia, in English it is Islamic Representative Council). He established and managed the idea of Islamic Schools to adopt Secular Education in Malaysia in emphasis of Islamization of the Curriculum itself. Luckily as well, they provide books that I need to find in the library which still I could not find it until I browse through Manhattan Islamic Center Public Library. The questions that I ask basically are very basics where I try to expand their ideas by putting my own observations and discussions among Muslim students here and through my online discussion. Among the questions are:
What is secular education?
Where is it originated?
What is Islamic education?
What is the philosophy of education for both?
Can both be congruent? In what sense is it congruent?
What are the basics for Islamic Curriculum development?
What is the implication if secular education exists in Islamic Society? How far is the acceptance from the society?
Islamic Education: The Principles
Islamic School philosophy will be based on Islamic education principal. Islamic Education principal firstly is mainly about Unity of Allah (God). It can be understood as Allah (God) is indeed Allah (God), absolutely One, and no other being is Allah (God). Allah is Absolutely Perfect and He is only Creator and anything different from Him is regarded as creation. It means anything that contradictory with this first principle is not considered Islamic Education nor to be included in Islamic Curriculum. To think and live in consciousness of Divine Unity does not mean that the graduates from Islamic school/Education will be spending their whole life in religious institution. Rather, if we take a look deeper on the first purpose, it has some implication on other aspects of human life or Muslim’s life because a Muslim is actually a person/man who is carrying the Divine trust constitutes his vicegerency to Allah( God). In fact, the Vicegerency is the second concept that is important in Islamic Education. The concept of Vicegerency will lead human to develop the earth and make it as a suitable place to be living in. A human is born free, complete with mental faculty so that he has power to choose and decide. He is not born with a burdened sin because this concept is unfair. He is not an animal, because he differed from animal by having intellect, which helps him to differentiate between good and bad. In fact he is given freedom to choose between good and bad, he has free will that makes him superior to other creations (plants, animals and etc). This is called vicegerency that entails him to grow and enjoy, to acquire and posses, to love and etc. However, this power to choose, could help him to be good or evil, virtuos or vicious, and it depends which path he chooses, either good or otherwise. Though he has complete freedom, however when it comes to matter that gives weight age/matters to society, his freedom then is denounced as freedom is his until it conflicts with society’s importance.
From the concept of vicegerency, we move on to third concept which is justice. Justice must not be perceived as being equal as equality is not an exact measurement for justice. Justice is believed to put things in proper places. Human as vicegerent must act accordingly to purport justice, or he will face dire consequence such as punishment. Sometimes, we might be thinking that Hitler died only once though he killed millions of Jews. The painful feeling of deaths being felt by those Jews is not equivalent to the feeling that he had because he faced it only once. That’s why, Muslim believes in the concept of Hereafter, where deeds will be rewarded or punished accordingly. This believes will avoid him to do bad deeds to others.
Islamic Schools in Malaysia:
Islamic schools in Malaysia in fact started long before the Independence. It was known by the name of “Sekolah Pondok” (Hut School). Usually, it was directed by scholars that receive education from Mecca or Madinah. The focus at that time was solely purely religious education in nature and it was free. Though it was not compulsory to pay the fees, usually students will work as farmers (using the scholars ‘land for cultivation) or any kind of work such as rubber tapper and etc. It was in our culture to pay the generosity by doing good job to those who give knowledge. For Islamic Education/School, the target of the school is to prepare student to think and live in consciousness of Divine Unity. However, many misunderstood this concept by perceiving it as something not applicable and useful in this century. Parents believe by sending their kids to school so that they can get good result and hence, this good result will ensure the kids to get marketable majors later in the future. If Islamic Education purposes solely focusing on to think and live in consciousness of Divine Unity, hence it will not be helpful to fulfill parents’ objective.
Islamic schools start to integrate secular education into their own syllabus after most of Malaysian students that coming back from Middle East or Western World. When they were there, they received knowledge from Muslim Arab brothers that have some reformation ideas that they receive from Muslim Brotherhood ‘s movement in Egypt.
As time goes by, Islamic schools especially the ones managed by Non Government Organization started to adopt curriculum by Education Ministries because after receiving/understanding the nature of real Islamic Education that never ask its followers to neglect science and modernism as previous generation of Muslims produced lots of scientists and civilization. The problem Islamic Schools are facing now is defending religious elements because it is perceived by Society and even Government as backwardness and at the same time do not want the students to be neglected in progress as being made by other government schools that adopt secular education.
Secular Education: The Principles
It starts from The Enlightment’ spirit where there is a separation between Church and Power, in the early 17th Century due to repudiation to Christian religion due to corruption and despotism in the Church. The philosophers during this time believe that human reason as the absolute sovereigns of human affairs in place of faith and intuition. Basically, most of the philosopher has general skepticism about the religious notions including hereafter, immortality of human soul and God. The uprising of evolution theory led by Darwin lead to a believe that man is the chance product of a blind, purposeless nature operating through accidental variations in a self designed and self propelled evolution. It means basically there is no God in human life.
Secular means saeculum, from Latin that carries a dual connotation of time and space, therefore referring to the now /present of the time and space. The importance of hereafter or immortality of soul does not exist as it is associated well with Christian religion. Emmanuel Kant to that extend rejected Christianity on the basis of illogicality in the sense of sins can be forgiven through salvation that to him really does not parallel with cause and effect principal. Secularism can be understand as the loosing of the world from religious and quasi religious understanding of itself, the dispelling of all closed views ,the breaking of all supernatural myths and sacred symbols.
The repudiation of religious ideas gave birth to concepts that human beings are conditioned by outside factors, their environment, behaviorism, or unconscious mental states as what Freudian believes. This element gave birth to Materialism and Determinism. Secularism education will reduce the matter of religion to individual preferences.
Secular Education In Malaysia:
Though government school in Malaysia has religious education, it is very limited and is taught to fulfill the requirements to perform religious ritual only. For parents that have understanding of what Islam is, will prefer to send their kids to Islamic School. They believe Islamic education provides by government school is not enough. For parents that emphasis on Islamic dress code or curriculum that incorporates the elements of Islamization of subjects being thoughts in school, definitely they will prefer Islamic School over government school. It is important to mention that Islam is not a matter of belief and rituals only; rather it is understood as a complete way of life. In Islam there is no separation between the life in this world and the life in the hereafter. The life in this world is a bridge to connect/to achieve eternal bliss later. There is no use of having a rich life but the society surrounds suffer for poverty.
Implication of Secular Education in Malaysia:
Islamic school in Malaysia usually is established by a political party, Non Government Organizations or individual. PAS as the Islamic political party that commits to establish an Islamic State has few Islamic schools on State level. Islamic Youth Movement (ABIM) and Islamic Representative Council (JIM) as two prominent Islamic Non Government Organizations in Malaysia have its own Islamic Schools.
Unluckily, those who send their kids to Islamic School usually/sometimes will be labeled by government to those who support Islamic opposition party and do not trust Government School in preparing their sons for better future. This usually happens to Islamic Schools that are controlled by opposition political party. There was an extent done by Government to stop giving aid that amounted millions of ringgit due to the assumption that Islamic School harbors/disseminated hatred towards government in power. Though this kind of pressure imposes towards Islamic Schools, however, Islamic School is self sponsored by members or individuals or through alms giving. There will be fees on the behalf of the students so that school can maintain the operation. However, still funding is not enough and this leads to low quality of education as not so many teachers willing to work in Islamic Schools because the payment is not that good compared to government school.
On the bright side of it, secularization gives birth to the Islamic movement to upgrade the level of Islamic Schools so that it can be leveled with government school. It has been known that the importance to upgrade it through the islamization of the knowledge in education will result the islamization of curriculum. The product of Islamic school that emphasizes on Islamic Curriculum and Islamization of the Knowledge will result in man/woman power that excel in spiritual, emotional, psychological and intellectual.
Islamization of Secular Education:
Islamization of knowledge means recognition and acknowledgement, progressively instilled in Man, of the proper place of things in the order of creation, such that it leads to the recognition and acknowledgement of the proper place of God in order of being and existence. When we discuss the idea of islamization of curriculum in secular education in Malaysia, it means first, the Islamic Schools that use curriculum by Education Ministry must have implemented Islamic philosophy/principles in its subjects thought in schools. Also, it must go beyond that by involving in various important fields of life and contemporary knowledge. The first challenge towards this is by creating understanding and awareness of ideological reformation of islamization that happens in the field of knowledge. By understanding this, the process of implementing Islamic curriculum is easier where the framework through islamization of knowledge is a very meticulous, tedious and long process as it needs various works in the stages of its development.
Islamic Curriculum:
Through the implementation of Islamic curriculum into secular education basically, Islamic school will focus on these:
a) Inculcation of Islamic ideas into subjects teach in schools. Islamic ideas/ideology is basically based on Koran and the Tradition of Muslim’s Prophet. The tradition of Muslim’s Prophet is not, however viewed from a narrow point of views, rather it is open as long as it does not contradict the concept of Unity of God and God as a Perfect Entity. Non Islamic ideas will be discussed to show to the students the weaknesses of the other system than Islam. Any misconception and lies about Islam will be rectified and corrected not through coercion as Muslim will never allow that, in fact, the way of wisdom will be a priority.
b) Islamic Curriculum will put emphasis on reading subject. This is taken from the tradition of Muslim’s Prophet that willingly during the War of Badr(a name of a place) to release the prisoners of wars in condition that one prisoner of wars will be responsible to teach 10 Muslim’s kids the skills of reading.
c) Islamic ethics will be utmost priority as in Islamic philosophy of Education, every Muslim must have good ethics as it is a reflection of attaining perfect faith. Faith in Islam does not mean a Muslim that is able to utter in their hearts but must declare the faith with conviction in heart and are proven from the action of the limbs (good deeds). There is a tradition from Muslim’s Prophet that says, one will not attain a perfect faith until his neighbors are safe from his bad tongues, bad hearts and bad actions. Thus it reflects to everybody in Muslim’s life.
d) Science subjects are utmost priority; however the philosophy of Science in Islam does not follow exactly Darwinism (Human is to believed originated from apes) or any other theories that are against Islamic Philosophy of Education. Muslims civilizations in the past produced various achievements in the field of Science such as Avicenna whereby his book had been used for 600 years in medical school in Europe. There are various scientists that I wish can be enlisted here but rather I am afraid that this discussion will be lengthy.
e) Multicultural Education is a must in Islamic Curriculum because basically, in the Koran it is stated exactly all human is the same but what differ them is piety. In fact, during the last sermon of Muslim’s Prophet, it is narrated in authentic chain that Muslim must abide to a ruler though the ruler is an Abyssinian slave as long as the ruler is pious and just. There is no difference between Arab and Non Arab because what matter most is piety.
f) This concept gives another dimension for Geography / Sociology subjects because Muslim basically reject the idea of Nationalism as Islam looks to the Muslims as one nation, not separated by these national identities which have been designed to cause disunity amongst the Muslims.
g) Islamic Curriculum will teach within the subjects teach at schools that the utmost priority is to becoming a slave to a Allah, rather than developing them being an Asian, an Arab, a Malaysian and whatever nation they are. It is not to belittle the identity of those who attend/receiving Islamic Education but importantly not to repeat the mistake of Secular education that produce the understanding of Western humanities that solely focus on Romanticized understanding, that others could be colonized, exploited for the sake and welfare of Western humanity. Social order that is established by Islamic Education is justice, to free human from any other deity/ god to worship One True God and it is not based on national chauvinists that can be God if fanaticism and loves towards the concept exist within human being.
Conclusion:
It is believed that Islamic curriculum is based upon reality as it deals directly in building up Islamic personality that is balanced, not just based on Hedonism that solely focus on life is mortal, so give it the best while you can but rather, Muslim believes the world that they live in now is a bridge to immortality and blissful life later. Islamic curriculum will reflect education for Muslims and that they must achieve excellence in the field of science and technology as well as others because the role of vicegerent is to develop this Earth. It is far for Muslim to accept that we are from apes as it will corrupt the philosophy of human life by being equated with animals.
Islamic curriculum will only be able to develop through a very complex process that is called Islamization of knowledge. I believe it is complex because mainly to develop Islamic Curriculum that comes from the Islamization of Secular Knowledge, the developers basically not just have extensive knowledge on Koran and the Tradition of The Prophet but must be very well versed with Scientific and Technological knowledge. The developers of Islamic Curriculum must also have extensive knowledge in comparing methodologies, terms in Islamic Education in order for them to be able to implement those into Secular Educations.
Personally, I am thinking that this is a long way to go as firstly, a proper theoretical framework needs to be developed by a team to lay out the foundation for the reform. Indeed, this will involve a proper planning and financial strengths as it will involve trial and error as well as experimentation and etc.
References:
1. Bucaille,Maurice (1976)The,Bible,The Qur’an and Science( Translated version of) La Bible,le Coran et le Science, Seghers Publishers,Cedex, Paris.
2. Al Faruqi, I.Raji (1982) Tawhid: Its Implications for Thought and Life,International Insititute of Islamic Thought, Percetakan Polygraphic Sdn Bhd,Kuala Lumpur.
3. Chapra,M,Umer.(1992)Islam and the Economic Challenge,The Islamic Foundation,Leicester,UK.
Prism Model:
Overcoming this problem is not as simple as it is as firstly, teacher must make sense of the elements of Prism Model to CLD students learning. If teacher fails to address the real issue, it will be out of focus. It is like the wrong prescription is given for students and it is dangerous. CLD students might have problem in language or linguistic, but immersing them into extensive programs of reading might not be a great help as the main concern for them is lack of motivation to attend the reading classes which is related to sociocultural challenges. He/She might be uncomfortable sitting in that reading class due to the fact that reading activities provided specifically focus on individual rather than group works. A sensitive teacher will provide activities that can fit into his/her students biography.
In order for teacher to use Prism Model in order to suit the need of CLD students, teacher can do focus on the aspect of :
Academic Challenges:
Teacher needs to realize that most of academic and concepts can be transferred to second language from CLD students’ first language. Teacher needs to techniques that can help to smoothen up this transfer during assessment, for example, providing para professional help or translator. It is important as well teacher knows previous education that students receive as teacher will not water down and make it easy too students. They will not be motivated as it is not challenging enough.
Cognitive Development:
Knowing the preferences on students types of intelligences are important as it will help teacher to provide teaching material or activities that can help them boost best their grasp of understanding of teacher’s lessons. For example, preparing lots of graphics and mind maps for virtual learners.
Language Development:
Knowing the language aspect of students in order to help them transferring L1 knowledge to L2 so that students will be able to learn better. For example, the phonemes or phonetics similarities, cognates and etc. I also realize knowing students level of second language acquisition is important too. For example, if the above students is in preproduction stage in his writing but intermediate fluency stage in his speaking skills, then the teacher must provide lessons/activities that suit his/her level of development.
Socio and Cultural Processes:
I am thinking using text/ assessment that is related to students sociocultural process can help to enhance learning. If students come from a culture that highly collective society might perform better in assessment that use performance based assessment with peer involvements or play based assessment.
Biopsychosial Approach:
Researching about Biopsychosocial Approach, it mentions that in order to understand patient, it is very important to understand the three aspects of them. Biological,Psychological and social aspects of a patient is interrelated and can lead to the wreckage of the whole beings. In relation to Biopsychosocial Approach towards CLD students, teacher will explore these three aspects in related to CLD students. For example:
a) Bio :
You notice students of yours always ask questions on whatever you write on whiteboard and it is only him rather than the whole class. You might suspect him having problem with his eyesight. First, you might want to ask him to sit in front to see either his eyesight improve or not. If it does not change, you might ask him to see you and interview him asking for clarification. If it is positive, then you might want him to go for a check up.
Anyway, this process of asking him to go to the treatment will involve other consideration or probability such as he might not see a optometrist if he comes from a poor family, or a single parent student that need to divide his/her time/money between studying and meeting other financial needs of his/her families.
b)Psych:
Let us take the same case as above, it will affect his performance in class thinking about his inability to follow lessons as he needs to get his eyes checked and it will cost/trouble his mother to find/get money for him. He will be stress and put him into anxiety and depression.
c) Socio:
Thinking about the problem above, teacher might want to know further by setting up a committee that can look into the student’s problem in order to gather help. A committee might have a social visit to the students house in order to get more information on questions such as:
- the depth /seriousness of the problem related to family financial capabilities
- help/aid that they might receive.
- Access to private practitioner/doctors.
It means both is used to understand what CLD students inside out, its like investigating in order to understand and help teacher to plan instructional design for CLD students.
Pre Assessment Tool: Mind Map of Self
The main idea of having pre assessment tool is to gather information as much as possible so that teacher can see below the iceberg. This can be done informally by asking them later to discuss and share whatever that they write/draw with classmates. While individual student presents, teacher will jot down the thoughts that students transfer such as their preferences, background knowledge, level of second language acquisition and etc. This can be used to make connection to students’ biography cards/mind maps.
Students will be put randomly in groups and will be given a piece of paper each, individually. It has a mind map that has few branches asking them to them out, information pertaining to themselves that they are willing to share. They are being told that they can draw pictures, or they can write anything that they like. They are given the ideas that they can add the branches by putting anything else that they like on their own. Later they are going to share this with their classmates.
References:
Herrera,S.G.,&Murry,K.G.,& Cabral,R.M Assessment and Accommodations For Classroom Teachers of Culturally and Linguistically Diverse Students. Boston, MA, Allyn and Bacon.
Herrera,S.G.,Perez,D.R&Escamilla,K. Teaching Reading to English Language Learners: Differentiatied Literacies. Boston,MA, Allyn and Bacon.
Herrera,S.G & Murry,K.G Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse(CLD) Students. Boston,MA,Allyn and Bacon.
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