Dr Irfan Khawaja, a Senior Lecturer in Physical Education at Birmingham City University (BCU), has developed groundbreaking Ramadan guidance aimed at fostering a more inclusive school environment for Muslim students and staff participating in physical education (PE) activities during the Holy Month of Islam.
This pioneering guidance, believed to be the first of its kind in the United Kingdom, provides practical advice to schools on supporting fasting Muslim students and staff, enabling them to continue engaging in physical activities both within the curriculum and in extracurricular settings.
In an interview with Asian Voice, he details what the guidance is about and what more can be done.
How did the idea for a comprehensive Ramadan guidance strike?
My initial motivation stems from personal experiences. Reflecting on my dual roles as a teacher and former student, I realised the lack of support for fasting students and staff alike. Attending school as a fasting Muslim and actively participating in physical education and sports, I encountered a notable lack of understanding and support from school staff during Ramadan. In my role as a PE teacher across primary and secondary schools, I found it disheartening to witness students using fasting as an excuse to avoid physical activities. This prompted me to challenge these notions and stress the importance of consistent class attendance irrespective of fasting obligations. Moreover, teaching PE in sweltering conditions while fasting helped me understand the importance of schools prioritising the well-being of fasting staff members by implementing appropriate safety measures. Furthermore, I’ve been attending research conferences that revealed a growing concern among head teachers regarding the support for fasting individuals within schools. The increasing frequency of questions from staff members seeking guidance on best practices prompted me to take action and provide comprehensive resources to address their inquiries.
Could you walk us through some key aspects of the guidance and how it aims to support fasting Muslim students and staff during Ramadan?
The most important aspect is prioritising educating about Ramadan as the first step. Without a solid understanding of what Ramadan entails, it's challenging to effectively implement supportive measures. During training sessions conducted over the past month, I've consistently emphasised the fundamental aspects of Ramadan, as many attendees had misconceptions about fasting. Moreover, understanding that Ramadan follows the lunar calendar and its duration varies is crucial. The guidance delves into best practices for educational institutions, encapsulated in the acronym "RAMADAN." This mnemonic serves as a comprehensive guide for schools and universities to review, accommodate, modify, be aware, develop, ask, and network regarding Ramadan-related considerations. It's essential to ensure that curriculum plans are reviewed, activities are modified to include fasting students and staff, and awareness of their needs is heightened. Furthermore, ongoing development of teaching practices and regular check-ins with fasting individuals are imperative. The document also addresses common misconceptions surrounding Ramadan, such as using it as an excuse to avoid physical activities or mistakenly believing that water consumption is permissible.
Has there been any progress in the knowledge and awareness about cultural diversity in educational settings?
I believe I've experienced both ends of the spectrum firsthand. In my early schooling years, I was often in the minority as one of the few Asian students and there was a noticeable lack of knowledge and understanding regarding diversity. Reflecting on those times, it's clear that there wasn't much awareness or understanding of different faiths in state schools across the UK. However, I've observed a shift in recent years. People today are more curious about learning about other faiths and cultures, aided by increased travel opportunities and global education. As individuals explore different parts of the world, they return with stories, experiences, and insights, sparking conversations about diverse cultures, traditions, and practices.I believe this shift is reflected in the national curriculum, which now seems more inclusive and representative of global societies and faiths. However, I see this as just the beginning. There's still much more to be done to foster inclusivity and awareness of various faiths and festivals. We need to continually assess and modify our approaches to education to ensure that all students feel represented and understood.
What’s next for this guidance? Are there any plans to evaluate the effectiveness of this guidance in supporting Muslim students and staff during Ramadan?
We operate within the Research Excellence Framework, which mandates submissions from universities to measure impact. This assessment evaluates the implementation and success of initiatives across various educational institutions, including universities; and secondary and primary schools. We aim to gauge the effectiveness of our guidance in these settings, assessing whether staff feel more confident and comfortable delivering physical education using appropriate language.
Moving forward, I've been contacted by colleagues in various sectors, including the NHS, police service, and fire service, seeking guidance on supporting fasting staff during Ramadan. The next step involves collaborating with national governing bodies such as the ECB, FA, and Lawn Tennis Association to develop tailored support strategies. However, as the sole individual leading this initiative, I'll need assistance from a team to effectively manage these tasks. This marks just the beginning of our efforts, and there's much work ahead.
What more can be done to contribute towards raising awareness and understanding of Ramadan within school communities?
We need to engage line managers, heads of departments, and senior colleagues in businesses and organisations, asking them if Ramadan is on their radar. Are they aware of fasting staff members? What reasonable adjustments are they making? How are they fostering inclusivity? These inquiries don't require much effort but can greatly contribute to a supportive work environment. As a practising Muslim at the university, I don't need anything from senior management, but a simple check-in about Ramadan or Eid celebrations can go a long way. This approach needs to be consistent across the entire workforce.
