AMST 3001 Understand Racialized Anti-Muslim Bigotry
To build more inclusive societies, we must first understand the obstacles our communities face. This course introduces you to a central challenge affecting cities, counties, and states across America: systemic bias and discrimination against Muslims and those perceived as Muslim. Begin by identifying how anti-Muslim bigotry is a form of racism. While Islam is not a race, anti-Muslim bias is grounded in racist premises based on appearance, perceived national origin, and hateful tropes. Anti-Muslim bigotry impacts Muslims and those mistakenly perceived as Muslim, including Sikh, Arab, Asian, Black, and African descent. Analyze the prevalence of systemic anti-Muslim racism in American media, governmental institutions, and legislation. Examine the role of institutions and individuals who fund anti-Muslim efforts and explore the actions of those actively combatting anti-Muslim hate.
Learning Objectives
- Define racialized anti-Muslim bigotry and who is impacted by it.
- Understand the systemic forms of anti-Muslim bigotry, including the financial landscape of Islamophobia and the role of media and government.
- Identify where to find credible sources of information related to racialized anti-Muslim bias, including reporting and statistics of religiously and racially motivated hate incidents in one’s city, state, or county.
Syllabus
Take WISE Steps
Contributors
+20 enrolled College, Graduate, Professional Development
- AMST 3000 Certificate in Civic Inclusion,
- AMST 3001 Understand Racialized Anti-Muslim Bigotry,
- AMST 3002 Envision Civics as an Antidote to Prejudice,
- AMST 3003 Explore Religious, Cultural, and Legal Literacy,
- AMST 3004 Prepare Crisis Mitigation Strategies,
- AMST 3005 Create Spaces for Civic Inclusion,
- AMST 3006 Implement Your Inclusion Initiative
- Course Pack AMST 3001.A “Understand Racialized Anti-Muslim Bigotry”
- Course Pack AMST 3001.B “Political Utility of Religious Illiteracy”
Civic Education for a Common Good
We apply the U.S. Department of Education’s Consensus Statements about Constitutional Approaches for Teaching about Religion
▸ Our approach to religion is academic, not devotional;
▸ We strive for student awareness of religions, but do not press for student acceptance of any religion;
▸ We sponsor the study about religion, not the practice of religion;
▸ We expose students to a diversity of religious views, but may not impose any particular view;
▸ We educate about all religions, we do not promote or denigrate any religion;
▸ We inform students about religious beliefs and practices, it does not seek to conform students to any particular belief or practice.
We apply the American Academy of Religion’s “Religious Literacy Guidelines”
▸ “Religious Literacy Guidelines for College Students.” American Academy of Religion, 2019.
▸ “Teaching About Religion: AAR Guidelines for K-12 Public Schools.” American Academy of Religion, April 2010.
We apply the National Council for the Social Studies C3 Frameworks for Religious Studies
▸ College, Career, and Civic Life (C3) Framework for Social Studies State Standards, “Religious Studies Companion Document for the C3 Framework.” Silver Spring, MD: National Council for the Social Studies, 2017.
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