Social studies teacher participates in organization brings together Arab, U.S. educators
BY DENISE WIDMAN | During a family dinner one night before the recent presidential election, our sixth-grade daughter reflected, “I don’t understand why countries fight. Why can’t the leaders just talk and work things out?”
It seems so simple—in theory. Yet, during the last few years, our middle school children have witnessed significant world strife: the 9/11 attacks; the wars in Afghanistan and Iraq; and the Israeli-Palestinian conflict, among others. Is there a way to avoid such conflicts before they turn so destructive?
Jonathan Rabinowitz, 31, a sixth-grade social studies teacher at the Wellesley Middle School, is convinced he has found a way. Last summer, Mr. “R,” as he is affectionately called by his students, participated in a two-week program known as Beyond Borders. Sponsored by Seeds of Peace, an organization headquartered in Otisfield, Maine, and revered for its leadership camp, the Beyond Borders program brought together 25 adult educators from the United States and several Arab countries.
Led by experienced facilitators, the educators participated in an intensive exchange program. To begin the course, the group spent several mornings in sessions learning active listening and brainstorming skills. Also, in an effort to break down stereotypes, the participants exposed their preconceptions of each other’s cultures.
For Rabinowitz, who is Jewish, some of the stereotypical notions quickly hit home. He was surprised how much Arab views of America are intertwined with their opinions of Jewish people and the amount of misunderstanding that exists. While Jews represent only a tiny minority in the United States and internationally, Rabinowitz found himself dispelling the notions that “Jews control the world and the media.”
Conversely, some members of the Arab delegation were apprehensive that, while visiting the United States, American citizens would view them as terrorists.
“How the American side perceives Arab culture is often different from how they see themselves,” Rabinowitz said. “For example, there was much discussion about women’s rights in the Arab world. Democratic freedoms for women, such as the right to drive or vote, were not often viewed similarly by the Arabs and Americans. For instance, one Saudi Arabian woman felt she was treated very well in her home country, and lacking the privilege to drive was not a personal insult but simply part of her country’s cultural structure.”
In addition, contrary to what many Americans believe, not all Arabs oppose United States policies, he said. In fact, there is much disagreement among the various Arab nations regarding their positions on the war in Iraq, he added.
Next came an important part of the program. Each delegation was assigned two topics: “What do you as an American (or Arab) want the other delegation to know about your society?” and “What do you want to learn about the various Arab cultures (and vice versa)?”
The groups then prepared presentations that were delivered over the next few days. In addition to the structured exercises aimed at building relationships, the groups went on field trips to learn more about American culture. The Americans took their Arab counterparts to visit such Americana as a fire station, a bowling alley and a shopping plaza. Another outing was to the home of an elderly woman who lived alone and welcomed the team with homemade cookies.
The visit reinforced the concept of American independence, since the notion of older people living on their own is unusual in other cultures.
The second part of the Beyond Borders program is occurring as this article is published. The delegation is now in Jordan where Arabs and Americans will learn about Arab culture in “their backyard,” as the group again works through the steps of the leadership curriculum, this time on Arab soil.
Why did Mr. “R,” who was born in South Africa and emigrated with his family when he was 6 years old, choose to apply to the Beyond Borders program?
“As a teacher, it is imperative to get outside the classroom and experience what we teach. I wanted to bring fresh material back to the students for a discussion of stereotypes and religion. We are fortunate that Wellesley has a broad-based religion unit where we can explore these issues.”
When asked to summarize this invaluable experience, Rabinowitz pondered a moment. “It’s all about perceptions,” he responded thoughtfully.