Integrating technology into Classroom

September 6th, 2008

When integrating technology into the classroom, the teacher must understand the effectiveness of the Milkin PCC self assessments and what they are able to contribute to their current technology assessment. Just realizing the weakness and strengths in certain technology areas is not enough. First, teachers must be convinced that technology is essential in transforming them from teachers that use only traditional methods of teaching and learning into facilitators that guide students in a more self directed learning path. Technology helps students to improve cognitive skills. Exploring the software and tools available opens them to hands on learning, including how to correct their own mistakes. Technology helps students to be more actively involved. They will experiment with tools, engaging in learning processes such as synthesizing information, compiling, compare and contrast and many more.

After realizing the benefits of technology in education and knowing our level of self assessments (Milkin PCC), then we can better see our direction and current capabilities to integrate technology into teaching. Transformation level teachers have a distinct advantage in this task. Most the time, they will be a resource to others, contributing to professional growth and support systems. Adaptation and entry level teachers can help propagate restructure in the school setting to accomplish the technology integration goals. They can act as a model for active learning, applying technology to the learning task and develop interaction among students through cooperative learning.

Ideally, administrators would make technology integration a priority by having an adequately funded budget for buying computers and other equipment. Sadly, fulfilling the needed role of technology in education is slow to come to fruition. As an Adaptation and Entry level teacher visiting the Language Lab, the needed staff support from a paraprofessional/technician was never available. Support is not available during later hours because of very tight budgets in regard to computer lab maintenance. This seems to happen often to facilities that are in the transformation stage of development. Changing from traditional to restructured schools is difficult to accomplish and most schools are not prepared to meet the challenges. I don’t think skimping in the area of technology support is the most practical plan to reach the integration goals of our school. Transformation is not possible without these workers there to guide and train the users.

Reflection Journal.

September 6th, 2008

Reflection Wheel Journal #1

Event/Behavior:

My CLD student absents from class after knowing that she got a low mark for class participation. I knew this from her close friend. A day before, I remembered calling her to my office telling her to be vocal and actively participate in order to score. I remembered also using the word passive to her. Prior to that, (during a class session) I called her to speak in front of classroom, asking her opinions and at the same time correcting her grammar and vocabularies.

Feelings:

  • Confused
  • Frustrated
  • Sad

Thoughts:

As a teacher that concerns my students’ improvement and grade, I meant nothing harmful to her. I don’t want her passiveness to encumber her growths as L2 English speaker. I thought she felt useless because of her inability to participate actively in classroom. Furthermore, her inability to speak fluently compounds her belief that I do discriminate her. I thought she felt afraid to talk by perceiving in her mind that I and her colleagues evaluating her grammar and communication abilities. I think she feels down because I labeled her as being passive student.

Learnings:

Step One:

I assumed all students love talking and can participate in classroom activities.

I assumed all of my students are the same when it comes to learning strategy and preferences.

A potential bias I had was it is okay to label student as being passive as motivation.

Step Two:

It is my mistake to assume all students love participating in classroom activities. She might think that I will ask her more questions in front of class so that she will be an active student and at the same time having a chance to evaluate her grammar and finding her mistakes so that she can loose her face in front of her colleagues. This is actually a personal attack on her ability. It damages her pride. I do realize it is wrong to label student regardless of what my good intention was, because words or name calling to students can give negative impact if the student interprets wrongly. Also, students learning strategy and differences should be celebrated and cherished because they are unique. Based on TESOL ESL Standards for P-12 Teacher Education Programs, teacher must understand and apply knowledge of the role of individual learner variables in the process of learning English.1

Step Three:

My father was an army. His style of motivating me is ‘special’ or I can say it is more to military style. He taught me that whenever other people tried to underestimate me, I should response back by proving that their notions were wrong. I should perceive it as challenge. I guess I can apply the same thing when I want to motivate my student which turns out to be wrong. Also, when I attended my school (during my teenagers), my teacher would correct my errors openly, and I believe, she did in a good faith and with best intentions. So I just did the same of what she did to me by applying it to my student. I put my trust on my teachers as I put it to my parents. I do not question their authorities or intentions. Parents are respected in our culture; it goes the same to teachers. Most of the time, teachers are equivalent to parents in term of their status. This is due to the nature of their jobs which is conveying knowledge and information. In my culture, we are encouraged to speak in public, to voice out our opinions and to share so that others will know what you really live the events around you.

In this case, my student comes from a totally different world; the way she is being brought up is different and she did not go through my stages of upbringing. Imposing my way of life and my way of thinking (perspective) is totally damaging to her. We live in colorful world and diversity, culture, race and religion are the things that make it. These will lead to different perspectives and understanding. My student’s dignity as individual that has different culture creates the colorful world I mention above should be respected and appreciated.

Applications:

Step One:

The reaction of her is a reflection of my inept professionalism as a bilingual ESL teacher. I should read and discover more about my students’ backgrounds and cultural differences so that this incident won’t happen. CLD students are in fact the asset because they will give me opportunity to delve further into multiple cultures and ethnicities thus enriching my experiences.2

It is clear that “we treat all students the same” obstructs meaningful instruction and learning because it leads me to neglecting them.3 Also it shows my instruction does not fulfill the standard of CEE guiding principle to develop my lessons based upon previous education, cognitive abilities and language proficiency level. Watching movies or starting a background research on my CLD students’ backgrounds is a good step towards understanding them better. By doing this, many elements within the culture of my CLD students that I do not know about will emerge. This will be additional feedback and information that is valuable to me.

Step Two:

I will take specific notes so that this incident won’t happen again in my class. Instead of asking her to speak in front of class and correcting her publicly, next time, what can I do is by letting her to speak in groups. In developing her confidence, I will value her answer by responding to the content of her ideas rather than focusing on her grammar and encouraging interaction within group to develop her confidence. It is important to note that I should view back my opinion of students being active in class because different cultures have different interpretation on that, for example, in my CLD student’s culture (the one that I am discussed now), being mentally active in class is listening actively in class, maintaining harmony and not showing off in contrast to my culture that acknowledged outspoken and openness.)

I want my student to know that their education and improvement is important regardless of where they are coming from. I want them to realize as well that teachers do make mistakes but education is about learning and to improve. Importantly, the incident happened should not thwart off learning. Educating, understanding our students are our first priority because who ever they are, they are accepted, cherished and celebrated well in our education institution.

References:

  1. Herrera S.G, Murry K.G. (2005) Mastering ESL and Bilingual Methods (Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students.)( pg.3) Pearson Education, Inc, USA
  2. Ibid. pg 11
  3. Ibid. pg 17

aku yang lapar

September 5th, 2008

Dah lama tak menulis. Busy sebenarnya tapi ramai yang tak percaya aku busy. Struggle takut lemas di kalangan mat saleh nih. Aku akhirnya mendapat pengakuan yang sama dari Abu Anas. Sampai demam demam study.

Nak kata kelas aku banyak takdelah sangat. kelas formal cuma 6 jam jer tak termasuk kelas online. yang menjadi masalah ialah assignments. banyak betul. masalah yang lain ialah cuaca sejuk ke sumsum tulang. patutlah mat saleh ni bila datang ke malaysia atau musim summer jer bukak sana bukak sini. revolusi namanya tuh, hehehehe.

tahun ni puasa dengan family. happy ye ye ye.. tapi raya jauh dari rumah. tak merasa dodol, atau nasi kapit mak. dulu aku juek, kacang dan kolestrol, skarang itu yang aku rindu. prof tak nak bawak ikan kering yang mak aku pos pun aku rasa bengang, dah lama tak jumpa dan rindu. naik muak aku makan salmon. sekala sekali aku memancing, dapat la white bass, menggantikan ikan puyu. tapi sekarang bulan puasa, class dah start mana ada masa.

tak bersyukur dengan apa yang ada aku ni hehehe :)

Penggalian Terowong Di Bawah Masjid Aqsa

September 3rd, 2008

First assg in MUlticultural Issues.

September 1st, 2008

Name:Rahsia

ID: rahsia

Subject: EDCI 755 (Multicultural Issues in Teaching)

What is An American? Defined American?

I have to define what is an American for my multicultural studies. In order to get a brief idea what is an American, I have to interview any one (selected) around me (regardless of his/her nationalities) and tell his/her opinions. I grab Melissa and her husband, Michael. Both mention the same thing “people having freedom, independent, being able to make their own choices, and have an entrepreneurial spirit, people can make their life better”. I am perplexed by this answer, because of so many reasons.

After our Friday congregational prayer, I managed to ask my American Muslim friend, his name is Omar, Irish descendant living in Chapman. He gave me definition from legal point of view, “being born and naturalized in United States”. However, his additional view somehow perplexed me again because usually people in United States will prefer to ask who is not American rather than who is an American, accusing others of not being patriotic enough. For example, Republican will accuse the Democrat of not being patriotic.

If taken both of opinions above, indeed it is very difficult to identify who is an American and who is not. There is not solid parameter to do that. Only we can tell who we are. Determining who the person is needs us to go back of his/her background, looking at what/who’s made him. I can not measure the level of freedom a person has or life is better or being able to naturalize here because those are very relative in nature and it is circumstantial.

I believe as a Malaysian, we have freedom to express our point of views, I am very much independent guy and not afraid of anything as long as I do not do something that is against the law and I believe life is good and better (in Malaysia) compared to other places in this world. It means I have those qualities defined and being mentioned by my American friends. Am I now an American?

I tend to analyze more my American friends’ definitions of being an American. I suspected this idea might be from the Declaration of Independence 1776. I choose this thinking that this was the beginning of United States of America, my friends’ background schemata are developed from their history lessons of this Declaration. Again, the essence of it convinces me that we are in fact basically the same; “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”1 How does it differ with the Islamic principles of freedom as clearly mentioned by our predecessors when he wanted to liberate Persian2? The situation might be different but the context will always be the same. American vs. British Hegemony and Narrowness of this world vs. Spaciousness of Hereafter. It is about the basic element of human, having freedom based on our own conscience compared to animals.

In co nclusion, my American friends defined American based on the essence of human principality so it goes the same to me because we are all the same. As a teacher, it is a must for us to prepare educational equity regardless of who our students are.

Reference:

1. The Unanimous Declaration of Thirteen United States of America, (July 4, 1776)

http://www.ushistory.org/declaration/document/index.htm (Sept 1st 2008)

2. Ali Nadvi A.H, The Responsibilities of Muslims in The West

http://www.albalagh.net/food_for_thought/responsibilities_muslims_west.shtml (Sept 1st 2008)

EDCI 718 : Second Assignment: Milkin Assessment Tools

August 31st, 2008

I have to google what does ISTE/Nets for students and teachers all about because as far as I am concerned, I solely taught English Language in Malaysia without ever involving in this kind of IT project. This idea/parameter is alien to me. I don’t really involve with this parameter because of above reasons. This kind of parameter might exist but it belongs to other departments (Information Science Departments).ISTE/Nets helps and acts as a guidelines/direction for the schools (teachers) to prepare their students on the basic skills on technology before they finish their high school. This paradigm exists to help them to prepare for the job market later which is expanding and evolving ever.1 Whatever it is, ISTE/Nets will be my guideline and parameter for my future teaching assignments now or when I go back to my country.

We do have English Language Labs, but mainly used for Listening and Speaking practices and Internet. Internet is meant for them to search for information on assigned topics given by their teachers. I mean in our Matriculation English Syllabus, we don’t have IT assignments for students but students use Internet to find information to finish up their assignments.(In fact we prepare our students for MUET and this is our main job). It is important to note here that in Malaysia; most of the students are computer literate since they have to sit for computer classes since at the early age (9-12 yrs old). Anyway, it does not mean that I can’t use computer at all to help my students. We do have English Projects presentation that they have to presents their research findings in power points (including creating and graphing their findings and etc) and assisting my students on how to use Wikipedia as a source of information and references. (Wiki is their main source when it comes to getting definition of any subjects due to the ability to track down where the information coming from on their references and foot notes section).

For Nets Teacher Standards I will put myself into 2nd category which I believe Internet and Technology is the best place to incorporate all learning styles diversities because it has so many digital tools and resources. I prefer as well to be in 4th category because getting and having the digital tools and resources do involve sense of responsibilities of ethical net guidance especially when it comes to copyrights, infringements and etc.

I feel comfortable evaluating myself in Core Technology Skills compared to other items (which I am not too familiar with those). I don’t know where to put myself either in Adaptation or Transformation because there are certain features that I have in the later such as changing network settings, managing bookmark files and installing plug ins,(especially when using Mozilla Firefox because it is user friendly) which I can do those easily. I can say I am in the adaptation level as well for Core Technology Skills because most of the times I do need help when to use basic network resources (shared printers, network applications etc).

However, when it comes to Classroom and Instructional Management, I am at the entry level. For example, I don’t really use student information grading system because I recorded them in my portfolio books or put it in files, and I do believe I need specific organizational strategies (what are they actually? How to fully utilize them? Can anyone answer me please!?) to maximize technology resources. It means, when I was a teacher before at my country, sadly, I don’t fully really use Technology in my teaching. I feel backward now. This assessment makes me realize that I do need to learn to improve.

Reference:

Devaney, L (Feb 2007), ISTE Releases Draft of New Tech Standards; Organization seeks feedback on major refresh of its National Educational Technology Standards for Students.

http://www.eschoolnews.com (8/31/2008)

EDCIP 720 ESL Dual Language Method ( First Assg)

August 28th, 2008

In Malaysia, we have three major races; Malay, Chinese and Indian. Our National Constitution Act 1963 certified and acknowledged Malay Language as Malaysia National Language and English as second medium of instruction in Malaysia. In order to be accepted to Malaysia National Universities, Malaysians must pass Malay language subject in SPM Examination (general exam). In the other hand, passing English is not a priority because you can retake the subject again in college or at university levels with an acceptable passing grade of C. That is enough!

The factor above can be one of the reasons students are not motivated enough to learn English. I can improve the situation by taking this course where I could learn pedagogy and activities that can be implemented in classroom. I will make them realize the importance of English language by revealing the global and vast usage of English in academia and communication as compared to other languages. This is proven when PubMed, a well known scientific publisher, published 6000 journals in English (Falagas et al, 2005). The reasoning of producing publications in English is to provide facilitation and communication between individual researchers to use the universal Science language, English. In addition, English also help the knowledge transfer, regardless of their nationality (Montgomery, 2004).

I noticed today after completing CLD Biography Cards activity, it is quite interesting because it is simple and universal and not culturally related; it broke down the language and cultural barriers. Hence, students get to know their friends. There is nothing cultural when it comes to introducing yourself, which is easy; every body can do plus the instruction given by is quite clear by guiding the students what to be explained and answered in the cards and making them interact. So the students don’t have to scratch their head to think of what are the things that he/ she should tell to their new friends. My Life in Six Pictures is a good ice breaking activity too. It is relatively easy because it does not involve writing a full essay whereas in reality writing is the most difficult skill to teach because writing itself is a process and product. Instructor asked the students to write 1 or 2 sentences and prior to that, students had to draw any pictures that related to them thus make it understandable. A picture is worth a thousand does make sense when it comes to this notion.

However, in 2004, there was a change in academic language policy in Malaysia. All Mathematics, Science and other technical subjects must be taught in English. This was a sudden change for us because we have two different concerns here, to teach English language to our multiracial students that are non English speakers and at the same time going through the transition processes which impact us so much, including teaching Science and Mathematics’ teachers English. Sometimes we have to bear the consequences for not being able to teach Science and Mathematics teachers proper English. I can say this because what they really need is technical English plus English for communication. Can you imagine teaching adult learners (Science and Mathematics teachers) who have superior experiences in teaching and at the same time they are critically evaluating your teaching performances ( and at the same time they are silently against the policy and strong advocators of our National Language) and realizing the only weapon that you have is your English communication abilities to face them? Whenever I taught them, these questions would pop up in my mind; Am I using the right approaches? Are the materials suitable for them?

I strongly believe when you are an English teacher in bilingual setting, you are at the same time pluralists advocators. Every student regardless of his/her background is unique. I don’t recall who said this, teaching language is actually teaching the culture of the language to your students mind” but I do keep in mind that we can’t impose other culture because culture is sacred. We must always celebrate student cultures that are different to us and at the same time the students are given opportunity to learn. The goal of ESL in fact is giving them the opportunity to believe that education ground is equal and they are given chance to succeed.

In conclusion, with all the problems that I face when I was a teacher in Malaysia, I believe I really need to learn back all the methodologies, approaches, instruction and practice to get back the essence of real teaching confidently. Also realizing that I was graduated in 2003, it is very much imperative for me to sit, learn and reflect my previous teaching that is rusty already.

References:

Montgomery S: Of towers, walls, and fields: perspectives on language in science. Science 2004, 303:1333-1335

Falagas M.E, Fabritsi E, Chelvatzoglou F.C,Rellos C Penetration of the English language in science: the case of a German national interdisciplinary critical care conference. Critical Care 2005, 9:655-656

First Learning Technologies.

August 23rd, 2008

My first online class was weird, it was not class at all. I arrived early, but the door was locked. I searched all the entrance but unlucky I was. After few minutes, arrived Christa, she seems frustrated too. It became treasure hunting, but no prize because our aim was to find an entrance door. At last, we succeed but again, no sign of any class there.

She has textbooks, and now after asking my wife, I just have to go to Students Union’s Bookstore and give our Course #. From her experience ( and for her course) textbooks are not really needed because as graduate students,using variety of books is a must. Textbooks are just supplements.

I notice the textbooks are about pod casting,wikis and blogs. Well, at least I have experience in blogs, but I hope they are not about building a blog. I prefer something else and more. I dont want to know something that I already know.

mengantuk

August 22nd, 2008


So much to be written here for what happened to me these past few days. It opens up my mind after looking at how they arranged and planned Orientation Day for us. As an ex matriculation lecturer, I could see that they are more systematically organized. On that day, with the amounts of thousands International Students, I dont see they have problem, no jams,no run around systems ( as what happened when I did my Orientation Day at KMJ with my fellas), not enought t-shirts or ties, everybody enjoys their time. The overall performance of only 15 ISC staff outweigh our nearly 200 lecturers(KMJ). You may take it as a defame, but thats not my intention. I want an improvement.

They succeed because they fully used technology. I could not enroll due to some reasons related to Lafene and ELP but when I went to a Cashier, she gave me a great help by helping me out just simply giving a phone call. They seem to trust their buddy. I guess the empowerment plays an important role and aha, all the time, they will check again the internet. everything is managed from there, from the smallest details of individuals to everything, everything is in the SERVER.

She made me think when I passed my afidavit using my left hand. Critical she is, asked me because she is left handed too, I explained thats our culture. Her question made me answer ( this is true) our parents will ensure our kids use right hands. she perplexed thinking of what will happen to left handed person. I told her, thats more to culture. Different culture different perspective. In our case, I do believe our culture prefer right hands because that is a sunna from our prophet pbuh. that is how much we love our prophet pbuh.

Forgive Me My Dear Sister…Afia Siddiqui

August 18th, 2008

During the time of the Prophet (sallallahu ‘alayhi wassallam), those who entered Islam were of two types: those who remained in their lands with the general populace practicing the basic tenets of the religion, and those who took it upon themselves to migrate and join the Prophet in his expeditions. There are ahadith that show that the Prophet treated these two groups differently from each other due to their difference in status. For example, Muslim and at-Tirmidhi report that when appointing a leader to a battalion, he would instruct him on how to deal with those of the enemy who became Muslims, saying: “…invite them to migrate from their lands to the land of the Muhajirin, and inform them that if they do so, they will have all the privileges and obligations of the Muhajirin. If they refuse to migrate, tell them that they will have the status of the Bedouins, and will be subjected to the commands of Allah like the rest of the believers…” This distinction was simply of one group deciding to take upon its shoulders certain responsibilities in contrast to the other whose inactivity limited them to a very individualistic, localized, benign practice of Islam. One can in essence say that the Prophet divided the practice of the Muslims at the time into two types: the religion of the Migrants (Din al-Muhajirin, whose adherents took upon their shoulders the responsibilities of aiding and giving victory to Islam), and the religion of the Bedouins (Din al-A’rab, whose adherents did not go beyond the basics).

Although the depiction is of a situation that existed over a thousand years ago, it is an eternal pattern that Muslims will be distributed amongst these levels in every era and in every place. So, one can notice this distinction even amongst the practicing Muslims of the East and West. The Din al-A’rab of the past can be compared to the Islam that is limited to the five pillars, eating zabihah, and keeping the local mosque clean. Considering how difficult it is in the West to come across even these Muslims, imagine what joy comes to the eye and heart to see those who go a step further and reach the level of adhering to Din al-Muhajirin – those whose concern spans the entire Ummah, driving them to get up and become active workers for Islam, to dedicate their every minute to the service of Allah however they can no matter what other responsibilities clutter their busy lives, to have their hearts beat with the rest of the Muslims – all this with their heads raised high and paying no regard to those around them who eat and live like cattle, as it was said:


Such are the free in a world of the enslaved…

Recently, the entire world has been speaking about one such person - a short, thin college student, wife, and mother of three small children. Her name is Aafia Siddiqui.

I want you to be drawn to the story of this woman and also understand why I was drawn to it. I want you to come to know of the concern and dedication that this woman had for Islam as described by those who knew her - a dedication that was manifested by way of actions that were very simple and easy, yet seldom carried out by those who are able.

Those who knew Aafia recall that she was a very small, quiet, polite, and shy woman who was barely noticeable in a gathering. However, they add that when necessary, she would say what needed to be said. She was once giving a speech at a fundraiser for Bosnian orphans at a local mosque in which she began lambasting the men in the audience for not stepping up to do what she was doing. She would plead: “Where are the men? Why do I have to be the one standing up here and doing this work?” And she was right, as she was a mother, a wife, and a student in a community full of brothers with nothing to show when it came to Islamic work.

When she was a student at MIT, she began organizing drives to deliver copies of the Qur’an and other Islamic literature to the Muslims in the local prisons. She would have them delivered in boxes to a local mosque, and she would then show up at the mosque and carry the heavy boxes by herself all the way down the three flights of very steep stairs. Subhan Allah, look at the Qadar of Allah: this woman who would spend so much time and effort to help Muslim prisoners is now herself a prisoner (I ask Allah to free her)!

Her dedication to Islam was also very evident on campus. A 2004 article from Boston Magazine mentions that “…she wrote three guides for members who wanted to teach others about Islam. On the group’s website, Siddiqui explained how to run a daw’ah table, an informational booth used at school events to educate people about, and persuade them to convert to, Islam.” The article continues to mention that in the guides, she wrote: “Imagine our humble, but sincere daw’ah effort turning into a major daw’ah movement in this country! Just imagine it! And us, reaping the reward of everyone who accepts Islam through this movement, through years to come. Think and plan big. May Allah give this strength and sincerity to us so that our humble effort continue, and expands until America becomes a Muslim land.”

Allahu Akbar…look at this himmah (concern)…look at these lofty aspirations and goals! As men, we should be ashamed to have to learn such lessons from a sister.

She would drive out of her way every week to teach the local Muslim children on Sundays. I was told by a sister that she would also drive out of her way every week to visit a small group of reverts to teach them the basics of Islam. One of the sisters who attended her circles described Aafia as “not going out of her way to be noticed by anybody, or to be anyone’s friend. She just came out here to teach us about Allah, and English wasn’t even her first language!”

Another sister who would attend her circles describes: “She shared with us that we should never make excuses for who we are. She said: “Americans have no respect for people who are weak. Americans will respect us if we stand up and we are strong.””

Allahu Akbar…O Allah, free this woman!

But Aafia’s biggest passion was helping the oppressed Muslims around the globe. When war in Bosnia broke out, she did not sit back and watch with one knee over the other. Rather, she immediately sought out whatever means were within her grasp to make a difference. She didn’t sit in a dreamy bubble thinking all day about how she wished that she could go over to Bosnia and help with relief efforts. She got up and did what she could: she would speak to people to raise awareness, she would ask for donations, she would send e-mails, she would give slideshow presentations - the point I’m trying to make here is that Aafia showed that there is always something we can do to help our brothers and sisters, the least of which is a spoken word to raise awareness to those who are unaware. Sitting back and doing nothing is never an option. She once gave a speech at a local mosque to raise funds for Bosnian orphans, and when the audience was just sitting there watching her, she asked: “How many people in this room own more than one pair of boots?” When half the room raised their hands, she said: “So, donate them to these Bosnians who are about to face a brutal winter!” She was so effective in her plea that even the imam took off his boots and donated them!

There is much more to say about how passionate this sister was for Islam. However, the above gives you an idea of what she was like, and should hopefully serve as an inspiration for brothers before sisters to become active in serving Islam through whatever means are available. Remember that she was doing all of this while being a mother and a PhD student, and most of us do much less despite having much more free time.

So, having this image of Aafia in my mind, I was taken aback at what I saw when she was brought into court for what should have been her bail hearing. The door on the front left side of the courtroom was slowly opened to reveal a frail, limp, exhausted woman who could barely hold her own head up straight in a pale blue wheelchair. She was dressed in a Guantanamo-style orange prison uniform, and her frail head was wrapped in a white hijab that was pulled down to cover her bone-thin arms (the prison uniform is short sleeved). Her lawyers quickly sat around her, and the hearing began.

The head prosecutor, assistant US attorney Christopher LaVigne, walked in with a group of three or four FBI agents, one of whom was a female who looked Pakistani (may Allah’s curse be upon them). The defense began by announcing that the bail hearing was to be postponed because of Aafia’s medical condition. Essentially, Aafia’s lawyers reasoned that there was no point of her being out on bail if she was near death. So, they demanded that she be allowed a doctor’s visit before anything else. LaVigne got up and objected, saying that Aafia was a risk to the security of the United States. The judge didn’t seem to buy that, and the prosecutor continued arguing that “this is a woman who attempted to blast her way out of captivity.” As soon as this was said, I looked over and noticed Aafia shaking her head in desperation and sadness, as if she felt that the whole world was against her. By the way, Aafia was so small and weak that I could barely see her from behind the wheelchair. All I could see was her head slumped over to the left and wrapped in the hijab, and her right arm sticking out.

I got a better understanding of why she was so sad and desperate when her lawyer began listing details of her condition:

* She now has brain damage from her time in US custody
* One of her kidneys was removed while in US custody
* She is unable to digest her food since part of her intestines was removed during surgery while in US custody
* She has layers and layers of sewed up skin from the surgery for the gunshot wound
* She has a large surgical scar from her chest area all the way down to her torso

With all of this, she had not been visited by a single doctor the entire time of her incarceration in the US despite being in constant incredible abdominal pain following her sloppy surgery in Afghanistan - pain for which she was being given nothing more than Ibuprofen! Ibuprofen is purchased over the counter to treat headaches!

With all of this, the prosecutor had the audacity and shamelessness to try to prevent her from being seen by a doctor due to her being a “security risk.” When he was pressed by the judge as to why Aafia was sitting all this time in a NYC prison without basic medical care, the government attorney stuttered, said that it was “a complicated situation,” and capped it with the expected cheap shot that “it was her decision as she refused to by seen by a male doctor.” As soon as the prosecutor said that last bit, I saw Aafia’s thin arm shoot up and shake back and forth to the judge (as if to say ‘No! He’s lying!’). I felt so sorry for her, as she was obviously quite frustrated at the lies being spilled out before her very eyes. Her lawyer then put her hand on her arm and began stroking it to comfort her and calm her down.

When the hearing was over, one scholarly statement stuck in my mind, and it is where Ibn al-Qayyim said that a person rises in his closeness to Allah until: “…there remains only one obstacle from which the enemy calls him from, and this is an obstacle that he must face. If anyone were to be saved from this obstacle, it would have been the Messengers and Prophets of Allah, and the noblest of His Creation. This is the obstacle of Satan unleashing his troops upon the believer with various types of harm: by way of the hand, the tongue, and the heart. This occurs in accordance with the degree of goodness that exists within the believer. So, the higher he is in degree, the more the enemy unleashes his troops and helps them against him, and overwhelms him with his followers and allies in various ways. There is no way around this obstacle, because the firmer he is in calling to Allah and fulfilling His commands, the more the enemy becomes intent upon deceiving him with foolish people. So, he has essentially put on his body armor in this obstacle, and has taken it upon himself to confront the enemy for Allah’s Sake and in His Name, and his worship in doing so is the worship of the best of worshippers.”

And this was absolutely clear that day when looking at the scene in the court. Despite Aafia’s apparent physical weakness and frailty, there was a certain ‘izzah (honor) and strength that I felt emanating from her the entire time. Everything from the way she forcefully shook her hand at the judge when the prosecutor would lie, to how she was keen to wear her hijab on top of her prison garments despite horrible circumstances that would make hijab the last thing on most people’s minds, to the number of FBI agents, US Marshals, reporters, officials, etc. who were all stuffed in this small room to observe this frail, weak, short, quiet, female “security risk” - everything pointed to the conclusion that the only thing all of these people were afraid of was the strength of this sister’s iman.

This is the situation of our dear sister, a Muslim woman in captivity…

What can I say…?

I will not close by mentioning the obligation of helping to free Muslim prisoners. I will not mention how al-Mu’tasim razed an entire city to the ground to rescue a single Muslim woman. I will not go back to the days of Salah ad-Din or ‘Umar bin ‘Abd al-’Aziz, who rescued Muslim prisoners in the tens of thousands. I cannot be greedy enough to mention these things at this point because what is even sadder than what is happening to Aafia Siddiqui is how few the Muslims were who even bothered to show up to her hearing in a city of around half a million Muslims (not counting the surrounding areas), and that not a single Muslim organization in the United States has taken up the sister’s cause or even spoken a word in her defense, and as Ibn al-Qayyim said: “If ghayrah (protective jealousy) leaves a person’s heart, his faith will follow it.”

Unfortunately, in a time where most of us are following Din al-A’rab, it seems that the best person to teach us a lesson in how to help Aafia Siddiqui would have been Aafia herself.

Wallahul Musta’aan

Source:

Here