Staff Guide

SUPPORTING MUSLIM STUDENTS

A QUICK REFERENCE GUIDE FOR TEACHERS AND LECTURERS

· In simple, easy-to-read Q & A style

· 80+ scenarios raised by teachers and lecturers in response to everyday situations, at home or abroad

· Placed in a national and international cultural, religious and political context

· With the avowed aim of promoting mutual respect, tolerance and understanding

Foreword:

One of the many strengths of this book is that it portrays a Muslim community which itself is multi-coloured rather than monochrome, with the concomitant danger of

treating Islam as monolith rather than multi-layered.

For me as a Christian, God at heart is Love, a Love which spends itself by being impaled on his suffering creation, a Love which is hurting in every wounded child and seeks healing. This pocket-guide, openly and objectively, surveys the wounds suffered nationally and internationally over the last century, within and outside

the Muslim community, encouraging a tenderness with each other’s hurts, as well as an honouring of each other as cherished children of God.

Rt Rev'd David Wilbourne

Esgob Cynorthwyol Llandaf

Assistant Bishop of Llandaff and Director of Ministry

Examples:

Section (1) Background to Islaam

2. Is Islaam one of the Abrahamic religions and if so what does this mean?

a) Like Judaism and Christianity it is one of the Abrahamic religions.

b) This means that all prophets and messengers who came after Abraham were of his line (offspring) – for example prophets like Isaac, Ismael, Jacob, Moses, Jesus, Muhammed, Peace Be Upon Him (PBUH) are his offspring. This means it is a religion based on revelation - guidance given by God to the prophets for all nations.

(Qur’an 3:84). (Note – Islaam begins with Adam).

Section (2) Guidance for School/College/University Staff

29. What exactly is the meaning of jihad?

Note:

In a pilot funded by Welsh Assembly Government in 2009 this aspect (jihad) was shown to be badly understood by 300 Muslim and non-Muslim KS4 students. This lack of understanding represents a serious concern for young and old alike when dealing with alternative (false and/or violent) interpretations.

Jihad has 13 levels, only one of which relates to conflict, fighting or war:

(a) Internal struggle: One meaning of jihad is the internal struggle to resist what you know to be wrong – and the internal struggle to do the right thing, such as respecting your parents and working hard in school. This meaning applies to all - Muslims

and non-Muslims.

(b) Offensive jihad – Conditions:

Only strong, Islamic governments can conduct offensive jihad.
Individuals or groups are not allowed to use offensive jihad as a means to stop what they perceive to be atrocities or wrong-doing.
Offensive jihad does not mean the killing of innocent men, women or children.
Offensive jihad does not allow the destruction of buildings, infrastructure or transport.

Defensive jihad means that law-abiding individuals, groups and governments have the right to use force if attacked.
Defensive jihad is legal both in Islamic law and international law.

But, whether actions are claimed to be offensive or defensive jihad:

Jihad is NOT killing innocent civilians – men, women and children such as happened in Mumbai and the Twin Towers (‘9/11’) atrocity.
Jihad is NOT killing elderly people.
Jihad is NOT killing religious people (priests, monks, vicars, etc).
Jihad is NOT destroying public transport and infrastructure and innocent lives, such as happened to the London bus and tube trains on 7/7.
Jihad is NOT taking your own life, such as suicide bombings – Islaam absolutely forbids this.
Jihad is NOT actively searching out and killing e.g. foreign soldiers and others. What is called ‘guerrilla war’ is categorically NOT supported by Islaam.

ANY ACT AS THOSE DESCRIBED ABOVE IS NOT JIHAD BUT TERRORISM AND MURDER

Section (3) Higher Educational Institutions

69. Whom should I approach if I have concerns about sexism, religious intolerance or lack of respect or if I am concerned that a student may be in the process of

being radicalised?

Most universities now have a specific member of staff who operates as their ‘Prevent Coordinator’. They will be trained to work with external agencies able to help as

well has having strong community and faith links.

Chaplains and Student Services staff are excellent sources for help and advice.

Section (4) Understanding Islaam in the World Today

78. How did the Balkan War affect the peoples of the former Yugoslavia?

The breakup of modern-day Yugoslavia and the establishment of several nation states led to the Balkan War of 1991-5. In simple terms it was a war between Serbia on the one side and Croats and Bosnians on the other. There was also war between the Bosniaks (Muslim Bosnians) and the Croats and between the various factions within Bosnia.

The Bosnian War of 1992-5 saw some of the worst excesses since the Second World War, with concentration camps and massacres of young boys and

Men. Multi-ethnic Bosnia was made up of Bosniak Muslims (44%), Serbs (31%) and Croats (17%). All sides were involved in war crimes, but the worst and majority

of the acts were carried out against the Bosniaks. The UN became involved, but failed to protect Srebrenica, a Bosniak safehaven, where 8000 Muslims were

slaughtered.

Section (5) Demystyfing ISIS/IS (Daesh)

84. ISIS claims that its actions are founded in Islamic teachings. Is this true?

The text that ISIS/IS/Daesh uses to justify their violence against ordinary Muslims is ‘The Management of Savagery: The Most Critical Stage Through Which the Umma Will Pass’ by an individual known as Abu Bakr Naji. Naji’s real identity remains unknown which on its own should undermine Daesh’s ideological justification.

Published to the Internet in 2004, ‘The Management of Savagery’ uses religion as a tool for legitimisation as opposed to tailoring itself to an adherence of Islamic jurisprudence. There are virtually no citations from the Qur’an, Hadith and Sunnah.

Rather than presenting an ideology that is based on Islamic theology, ‘Management of Savagery’ reinvents history and tradition whilst trying to create an illusion of power. The irony, is that the very treatise that Daesh uses for religious justification, does not refer to the central tenants of Islam.

Savagery is at the core of Daesh’s ideology and ‘Management of Savagery’ justifies beheadings of Muslims and non-Muslims as not only permissible but recommended. Yet, this is sanctioned without any religious citations and therefore illustrates that if Daesh cannot base their violent justifications in religious texts, then they will fabricate it to justify their own ends.

Sheikh Mohamed Abdi Dahir MA, imam, Noor-El-Islam mosque, Cardiff

Angus Dunphy OBE, ex-headteacher and trained inspector

Dr Paul Fitzpatrick, chaplain-psychologist, Cardiff Metropolitan University

Dr Sajjan M. Gohel, International Security Director, Asia Pacific Foundation

Barrie Phillips, Project Director, The GOT Project

email This email address is being protected from spambots. You need JavaScript enabled to view it.">This email address is being protected from spambots. You need JavaScript enabled to view it.; website www.got.uk.net

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