Action Research Project: Create Effective Materials for Teaching Critically About the Middle East

1. collect/select images/primary sources on gender in mideast

1.1. surat yusuf

1.1.1. how to use/talk about scripture

1.1.1.1. remember that your scripture is not the 'only' scripture.

1.1.1.2. definition of scripture

1.1.2. why this selection? to demonstrate sophisticated vs. unsophisticated interpretations of scripture.

1.1.3. background information

1.1.3.1. The Qur'an is the word of God, but God is not talking in the story, the pharoah is.

1.1.3.2. Oral literature. This refers to the same story that's in the pentateuch/old testament because it was orally transmitted throughout the region, across cultural/linguistic communities.

1.1.3.3. schools of thought on how to interpret story?

1.1.3.4. Gender roles of the cultural milieu of the Qur'an. women of the bible vs. women of early Islam.

1.1.3.5. The whole story, bible version, Qur'an version.

1.1.3.6. vocab list

1.1.4. paintings of the story? other images. . .?

1.1.5. global context: stereotypes of women shared across cultures; power relations between men and women; the meaning of masculinity, some theory on how it is constructed in reference to women and how to "manage" women. Gender oppression is not the unique experience of the middle east, and it continues to shape our experience in current-day life across cultures and economic situations.

2. lit review - rationale for using primary sources/images - why we need to teaching cultural knowledge with them. studies on power of images, media literacy in relation to global ed.

3. create application for teacher candidates

3.1. give to teachers beginning in Aug workshop

3.2. google docs, live page

3.3. share via social media, listserves and post ads

4. host curriculum workshops

4.1. December

4.2. February

4.3. April

4.4. August

4.5. October

5. reach out to partners for support

5.1. primary source

5.2. Columbus Public schools

5.3. ccwa

5.4. judy

5.5. michelle grissom

6. evaluate each workshop

6.1. interview willing teachers, invite them to participate in the study/project to create instructional materials.

6.2. entrance survey to tailor activities toward needs, guage level of critical consciousness, ethnocentrism, middle east knowledge.

6.3. post survey to evaluate learning outcomes and overall experience, intentions for the classroom.

7. produce instructional materials with five teachers from the workshops.

7.1. peermark exchange of text for materials

7.2. clearly described classroom activity

7.3. create the handouts or other materials for the activity

7.4. refer to images from gender in the middle east gallery, or other primary source/s

7.5. list of cited sources

8. qualitative data collecting techniques

8.1. image-based interview technique

8.2. recording curriculum development activities

8.3. journals

8.4. recording teaching

8.5. materials revised or created for the project

8.5.1. criteria: