Assignment 2

The reading Muslim Children in Urban America helped me better understand how public schools are not neutral spaces for Muslim students, but places where cultural identity is constantly negotiated. One idea that stood out to me was the authors’ emphasis on listening directly to Muslim children’s voices rather than speaking about them from the outside. By using non-directive interviews, the researchers allowed students to express how stereotypes, media portrayals, and misunderstandings of Islam shape their daily school experiences. This approach reinforced the idea that meaningful community-based work has to start with centering the perspectives of the people most affected. Understanding this context is especially important because the reading shows how assimilationist pressures can unintentionally harm students. Muslim children in the study did not see a conflict between being American and being Muslim, yet schools often treated their religious practices—such as dress, prayer, or holidays—as inconveniences or abnormalities. The gym class example, where a Muslim girl was publicly singled out for wearing modest clothing, made clear how small actions by educators can lead to embarrassment, exclusion, and lasting emotional impact. This challenged my assumption that goodwill alone is enough; awareness and preparation actually matter. The framework of cultural pluralism also deepened my understanding. The idea that students should not have to “leave their faith at home” reframed how I think about equity in schools and community spaces. Rather than asking Muslim students to adapt quietly, the responsibility should be shared by institutions to make reasonable accommodations and recognize difference as normal. As a MAPS intern, this reading encourages me to approach community work with more humility and intentional listening. It reminds me to avoid assumptions, to recognize internal diversity within Muslim communities, and to be attentive to how policies or routines might unintentionally marginalize people. Most importantly, it reinforces that respectful engagement means valuing identity, not asking people to suppress it in order to belong.