Afghan Insights
Louise Campbell-White
Jonathan Brentnall
Though not an expert on Afghanistan or specifically in this area, my advice would be to take each child or family on a case by case basis. In most religions there is a spectrum of theological belief from rigid fundamentalism to flexible liberalism and you won’t know which background your children are from until you get to know them and their families. I’d make that the priority.
There are Christian denominations that only sing the metric versions of King David’s Psalms from the King James bible with no musical accompaniment and they believe any other music or singing is worldly and not honouring to God. As I understand it, within Islam, stricter adherents believe only words or Koranic recitations in praise of Allah should be chanted, whilst others believe music and singing is part of their cultural heritage and not in conflict with their Islamic beliefs. We had some Somali children and young people whose families objected to them participating in music and art. These compulsory requirements of the curriculum put the children in a difficult position at first. We worked hard to engage with the families, using interpreters and people from the Somali community to explain that a) this was part of the compulsory curriculum in school, b) it was purely for the purpose of education and learning, the children were in no way encouraged to idolise or venerate the images or music they were engaging with. Most families came round, even if some were a little reluctant initially, and we didn’t have any further issues raised.
It would be useful to hear from others with similar experiences.
Best wishes
Jonathan
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Jonathan Brentnall
Can I just qualify what I said in my previous message by saying the situation I outlined is not an ideal one, and in a diverse, multi-ethnic, multi-faith society we should not have to coerce people or ‘talk them round’ to going along with a school curriculum with which they disagree or which radically conflicts with their personal beliefs. However, I think where conflicts of values are concerned, cultural diversity can only develop through respectful negotiation in a process of give and take. Some things should be held onto, others can be let go of, but that can sometimes be a complex discussion to have. Mutual respect and good relationships are key.
Linked to your initial question, I found this BBC report both encouraging and sad at the same time.
https://www.bbc.co.uk/news/av/world-asia-58602631?at_campaign=KARANGA&at_medium=RSS
And I neglected to say there are of course secular, non-religious Afghans for whom religious belief would not be relevant.
From: 'Jonathan Brentnall' via EAL-Bilingual [mailto:eal-bi...@googlegroups.com]
Sent: 21 September 2021 14:25
To: 'Louise Campbell-White'; 'EAL-Bilingual'
Subject: RE: [EAL-Bilingual;8794] Afghan Insights
Though not an expert on Afghanistan or specifically in this area, my advice would be to take each child or family on a case by case basis. In most religions there is a spectrum of theological belief from rigid fundamentalism to flexible liberalism and you won’t know which background your children are from until you get to know them and their families. I’d make that the priority.
There are Christian denominations that only sing the metric versions of King David’s Psalms from the King James bible with no musical accompaniment and they believe any other music or singing is worldly and not honouring to God. As I understand it, within Islam, stricter adherents believe only words or Koranic recitations in praise of Allah should be chanted, whilst others believe music and singing is part of their cultural heritage and not in conflict with their Islamic beliefs. We had some Somali children and young people whose families objected to them participating in music and art. These compulsory requirements of the curriculum put the children in a difficult position at first. We worked hard to engage with the families, using interpreters and people from the Somali community to explain that a) this was part of the compulsory curriculum in school, b) it was purely for the purpose of education and learning, the children were in no way encouraged to idolise or venerate the images or music they were engaging with. Most families came round, even if some were a little reluctant initially, and we didn’t have any further issues raised.
It would be useful to hear from others with similar experiences.
Best wishes
Jonathan
From: eal-bi...@googlegroups.com [mailto:eal-bi...@googlegroups.com] On Behalf Of Louise Campbell-White
Sent: 21 September 2021 09:18
To: EAL-Bilingual
Subject: [EAL-Bilingual;8788] Afghan Insights
Hi All,
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Robene Dutta
On 21 Sep 2021, at 15:31, 'Jonathan Brentnall' via EAL-Bilingual <eal-bi...@googlegroups.com> wrote:
To view this discussion on the web, visit https://groups.google.com/d/msgid/eal-bilingual/004301d7aef5%2461c91e70%24255b5b50%24%40btinternet.com.
Kathryn Kashyap
Robene Dutta
I am so sorry about the spelling!!! Speech to text is tough at the best of time, but I use it only when there are a lot of ‘plates spinning at the same time…’ So you can imagine my horror going through posts on this education forum later on at night. .
But the message is clear – Afghanistan is a very, very, rich and complex country and Lyse’s plea at the end of each half hour episode is to look at the country from multi-dimensional perspectives and not jump to easy conclusions.
I have not come across such a well-paced and courageous series of interviews with sharp questioning from a journalist with deep much understanding of the country.
Listening provided a framework for critiquing what some in the media and politicians said and continue to say. I feel that the four-part series will give those on the front line confidence and a deep sense of empathy.
Just to remind everyone, Mantra Lingua are sending one box of about 30 new books free to give children in asylum centres as gifts. Picture books are rare in many countries. Receiving a brand new book, with crisp pages and with your home language printed becomes special for any child. My father came to UK in 1956 to study Diploma in Children’s Heath. I was 8 then, and my own first picture book was “The life of Davy Crocket”! and even now I can remember the smell and feel of the book and pictures and sadness of our Davy being surrounded by Mexican soldiers.
Maybe too much information but again, apologies! If anyone would like to know more about the gift offer to refugee children, please contact us at Mantra.
Robene
To view this discussion on the web, visit https://groups.google.com/d/msgid/eal-bilingual/636A3CA6-E862-4E3B-B6A6-BF7975B403AA%40mantralingua.com.
Diane Leedham
On 21 Sep 2021, at 16:48, 'Kathryn Kashyap' via EAL-Bilingual <eal-bi...@googlegroups.com> wrote:
This has a great summary of Afghan culture including music https://www.afghanaid.org.uk/afghan-culture. Afghan Aid is a grassroots development agency led by Afghans.
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National Association for Language Development in the Curriculum
A Registered Charity and Company Limited by Guarantee in England and Wales. Charity No 1110570. Company No 05159760
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Kathryn Kashyap
Louise Campbell-White
Christiana Rose
Sent: 21 September 2021 09:18
Subject: [EAL-Bilingual;8788] Afghan Insights
