THE SOMALI CULTURE AND BELIEFS
BY
HASSAN MOHAMED
I. ORIGIN OF SOMALI CULTURE
The origin of Somali culture is from Islamic tradition and from their ancestors. If the culture is corning from the Islamic tradition is unchangeable especially when it is related to the faith. The tradition, however, is changeable if it is harmful to the life of person. In this essay, I will be discussing how Somali students can be successful students in the American education system without rejecting their culture. In my discussion, I will try to build a home that can peacefully meet and live in both the American education system and Somali culture. I am going to talk about traditions that may create barriers that can affect on the life of the Somali students. In other words, traditions, which may have, impact on the success of Somali students in this new environment. In my essay, you will read that most of the elements of Somali tradition have roots from their religion as other people's cultures do. All my discussion will be based on my knowledge and experience of both Somali culture and American education system. In my essay, I will also address the meaning of dress, food, prayer, greeting in Somali culture and other important elements of the tradition. I will talk about how Somali students see the American schools. I believe understanding the Somali culture related to the behavior of Somali students will be very helpful tools to the American school staff who want to help Somali students reach their educational goal.
II. DRESS IN SOMALI TRADITION
In Islamic tradition, the form of dress is important for Somali women and men. For example, Women should wear HIJAB which is a dress that covers the body except for the hands and face. Men should also wear clothes that cover the body between waist and knees according to the tradition. They should both start dressing this way when they are between seven and nine years old. Somali parents teach their kids how to dress before they reach the age of maturity or puberty. With these traditions in mind, Somali families have the following expectations from the American schools:
a) That the schools should separate the girls from the boys when they have mixed or body-touching activities such as swimming class.
b) That the schools should allow the Somali girls to dress in uniforms that reflect their culture if the school has uniforms.
c) That the schools should give options to the students, especially girls, about any activity related to dress, for example, playing baseball or going to the school gym with sports dress. This should not be obligatory for the girls who do not want to participate.
d) That the schools should consult with students’ parents should any conflict related to dress come up.
The families have a high expectation from the American schools especially with things related to the culture and religion. Somali parents expect that the schools will consult them about their children's activities and education in schools.
III. FOOD IN SOMALI TRADITION
Like the dress, food is important in Somali culture and religion. Because of the Islamic tradition, it is prohibited to eat any food related to pork and alcohol. Therefore, parents expect from the school to listen to the following advice:
a) The school should send home the school's menu for the month.
2) The school should know basic information about students cultural food in order to serve them better.
3) The school should give out Somali translated menu which help students get the meaning of some American foods. For example, the meaning of hot dog should be translated to the Somali language. One time in our school we had a Somali student who didn't have her lunch in the school for almost one week. When a teacher asked the student why she didn't eat the school lunch, she answered that American students eat dogs and I don't.
Then, the teacher called me for help. I found out that the student's brother read the menu of HOT DOG and told his sister not to eat the school lunch because American students eat dogs. This misunderstanding and ethnocentrism from both cultures could cause students and their families to have many concerns about anything related to the school lunch. Therefore, it is good to have a translated menu if it is possible.
IV. PRAYERS
Like other Muslims, Somalis pray five times every day wherever they are. Back home, all schools have a place for prayer in order to help the students continue their education without interruption of their daily school program. Most Somali students and their parents have questions about where their children can pray and how the American schools can meet the needs of their students related to the prayer. In terms of the prayer, the following are the expectations of the Somali families in America:
a) Their children will be allowed to go to the Friday prayer or will have group—Friday prayer in schools.
b) The schools should have resources or basic information about prayer in Islam, school-year prayer schedule and how it is different from other faith's prayers.
c) The schools should take seriously any advice about the prayer coming from students and their parents. Because of the culture clash about the time of the prayer and the place, students will not concentrate on their studies. Instead, they think about solving the problems of the new culture.
V. ABLUTION AS REQUIREMENT OF THE PRAYER
The students should make ablution before they pray. Ablution is to wash the face, arms, legs in
the bathroom. This tradition is new in American culture and it may create clashes between the
two cultures. The American student may take offense when a Somali student uses the sink to
wash his face and legs. The Solution is that Somali students should have their ablution at home,
before they come to the school. If the ablution is invalidated during the school hours, the school
should give a place for ablution to Somali students or explain to the American students why
Somalis are doing this. In addition to that, students should clean their private part with water
before they go to the process of the ablution. It is the student's responsibilities to clean up the
bathroom floor before and after the ablution. Finally, the schools and families should have
agreements and guidelines about the prayer issues. Then, the agreed guidelines will help reduce
the cultural clashes in the school site.
VI. RAMADAN IN SOMALI TRADITION
Ramadan is the most important month of Moslem people around the world. It is the month that was revealed Holy Quran. Therefore, all Moslems fast a whole month to follow the guidance of the Quran. In the second chapter of the Quran. Allah (God) prescribed fasting for Ramadan to all Moslems. Ramadan is the ninth month of Islamic calendar based on the lunar system. This month is observed as sacred with fasting practiced daily from dawn to sunset. No eating and drinking during those hours. Muslims fast twenty nine or thirty days depends on the moon sight. Like all Moslems, Somali people fast and celebrate this holy month full of inspiration. Somalis prepare many things before this month starts. For example, they beautify their homes with flowers and different lights. They also buy different foods such as more dates for breakfast. Not only adults but also children who have reached puberty practice fasting in this month. Unlike the adults, the children who have not reached puberty can fast half day if they can't finish their full day. However, once puberty starts the young adult should fast all month same as adults do from dawn to sun set. Afur is Somali term of breakfast and it is an important time that all family members sit and eat together to break the fast. This happens at sunset every day of Ramadan. Children are very happy because they eat with their family and play around with other kids. Kids like to play outside with other kids while their families are breaking the fast although the weather in the USA has its own count. Somalis eat special food at breakfast time such as date, Bur and Sambusi, which is Somali food. After the breakfast, people go to the mosque or prayer place for Tarawih. Tarawih is the prayer that takes place every night of Ramadan after the breakfast. The Tarawih prayer contains at least eleven rakat( bowing down for worship) which also could be physical exercise after the big feast. Tarawih prayer isn't t obligatory but it s recommended. All family members can participate this Tarawih gathering regardless of their ages, genders. There is also Suhur food, which is the food that Moslems eat between midnight and close to dawn. Suhur is another important time to eat food in order to fast next morning. Back home, in Somalia, there is a system helps Somalis wake up and eat their Suhur. This Islamic announcement system called Adan, which is the same like calling for prayer. In addition to that, In Somalia, Somalis use drum to wake up people. Volunteers of the village do all those announcements. In the United States, however, Somalis use alarm clock for Suhur time. Some families call each other by telephone for Suhur time. Then, all members of the family wake up and eat together again. At Suhur time, they usually eat big meal such as rice or corn. Suhur may take one to two hours to finish eating and cleaning up. Suhur is also important for kids in order to keep them strong while they are in -school during the day. Therefore, the American school system, especially food service department should know all this in order to know how much food they serve to their students during the month of Ramadan This fasting will not affect the student's daily activities except the first two days. In Somalia, all Somali students were going to schools while they were fasting and they were doing fine. In Ramadan Como high school is good example to follow because they have the following activities: a) room for students who fast b) an announcement at the beginning and the end of Ramadan c) Ramadan and its meaning is its school news letter.
VII. SOMALI MAIN TRADITIONAL HOLIDAYS
At the end of Ramadan, Somalis celebrate the first holiday. They come together at a big place where they can hold a prayer and big festival. This normally happens the next morning after the last day of Ramadan. This big holiday is expected on 29th or 30th of January 1998. It depends on the moon sight again. It is one of the biggest holidays for Moslems. Somalis take a day off from their lobs and schools for Id celebration. It is for three days of eating and drinking all types of traditional foods. These days, every member of the families should wear new and beautiful cloth and feel happy for their completion of Ramadan. Families and friends bring different types of gifts and visit each other. They say to each other “ Id Mubarak “ which means have a happy and blessing holiday. Parents bring their kids to children's place and buy toys for them. During these days, even poor people will be happy and wear new and beautiful cloth. During the month of Ramadan each family member should pay Fitri which is an amount of $ 7 dollar to the poor families. So, poor families can also have happy holiday after Ramadan
The second holiday is 10th day of the last month of the Islamic lunar calendar. Somalis have a big feast in these holidays. The Somali students do not go to schools these days because they are special days for them. School should be aware of these days in order to help Somali students have happy holidays.
VIII. TRADITIONAL GREETINGS
Every culture has its own way of greeting. Like other Muslims who practice Islam, men don't shake a woman's hand for greeting except if they are spouses. The Somali women don't shake men's hands either. Therefore, some students and their parents may have difficulties when they meet Americans who don't know this tradition. They can't explain this matter because of language barriers. Therefore, they prefer not to come to school meetings.
Again, this culture clash could be avoided if each cultural group educate other group in order to have plat form that can meet both cultures in positive way.
IX. FEMALE CIRCUMCISION
Somali girls go through the process of female circumcision after they are born. This custom came originally from Egypt and it is one of the bad sides of Somali custom. After 1980, the old government tried to outlaw this practice but people were still practicing it underground. In short, this practice means to remove the clitoris and surrounding part of a girl's private parts. This practice doesn't t relate to the Islamic tradition at all. Now, in many places, many Somali families fight against this practice. This practice has impact on the life of Somali girl especially the period time. Not only they miss classes but also they become sick about three to seven days in every month. Therefore, schools should consider the situation of circumcised girls.
X. PETS AND SOMALIS
In Islamic tradition, Muslims are prohibited to touch the Saliva of dog. Once the person's hand touches the saliva of dog, he or she should wash her/his hand seven times before they pray. Although one can touch the body of dog, Somalis do not even like to be close to dogs as custom. Somali people may escape from dogs in order to protect their ablution for prayer otherwise it is invalidated. They avoid dogs as much as possible.
XI. EDUCATION IN SOMALIA
At the age of three, most Somali children go to Qu.ranic school in order to learn how to read and write the Holy Quran. At the age of seven most of the children know how to read and write Arabic which is the language of Quran. In Somalia, at the age of five, parents may send their children to kindergarten if they wish. After age six, children living in urban areas attend school regularly, although attendance in mandatory by law, it is not enforced in rural areas. The official language of these schools is Somali. Arabic is the second language taught in all public schools. The Somali education system does not have special education programs. The country has only one university. About 70% of Somali people are illiterate. Since January 1991, Somalia has had no solid educational system because of civil unrest. Children who have been born since the civil war began are not receiving reliable education. There are a number of private schools which are offering classes to students whose families can pay. Therefore, American schools may have different types of Somali students who require different educational services.
First of all, let me divide Somali students into two groups:
A) Students who knew and experienced the school system in their country.
B) Students who are new to the education system.
The first group has positive eyes for the American schools although they have language problems. The successful education of this group depends on how far the school programs meet their needs as new Americans. This group will have fewer problems in the American school system compared to the second group except for the cultural problems, which I mentioned above.
The second group will have more problems coping with American education system for the following reasons:
1— they have never been in any school system before.
2— they have never spoken another language other than their native language.
3- in their daily life, most of them have never lived in big and
sophisticated cities like Minneapolis and St. Paul.
4- they have never experienced a culture other than their home
culture.
These four reasons and other reasons will give group “B†a harder time adjusting to the American education system. The question is whether they can survive in their new home. How they could get systematic help until they cope with the new education system. Their first time, this group might have a negative reaction to the American education system. They think that everything is against them. For example, one day I met a Somali student who just came to America in the TESOL placement office. When I finished her school processing, she told me that she wished she were back in the refugee camp. When I asked her why? She told me that nothing is helpful in this new life and everything is against her. She said why do they ask me questions in English when I don't even know
the difference between pen and pencil in Somali language. “ This is a classic example that gives an idea about their feeling as new students in American schools. In Minneapolis and St. Paul public schools there is very large number of TYPE B. Hence in my opinion, this group should get an American education program that fits to their needs in order to help them succeed in their education.
In conclusion, these components which relate to the Somali tradition and the Somali student's background will help the staff of the American schools get a suitable and successful education system for these new Americans.
