Learning More About Each Other

By Cindy Reitzi

January 2003

We are “a nation of immigrants.” We are also a nation of ex-slaves, cultural runaways, and native peoples, all of which certainly shapes our view of our American experience. Historically speaking, my ancestors came here a short time ago. My parents and grandparents were World War II refugee immigrants, and I am first generation. I occupy an interesting position, and I don’t always feel as though I am wholly “American,” whatever that is.

When someone asks me, “What are you?” my gut answer is, “German and Croatian” even though I am technically an American citizen. My brother-in-law, whose ancestors came over on the Mayflower, answers “American” to that question. If you asked someone else, their gut answer might be, “Muslim,” “Buddhist,” or “Christian.”

Even though I identify myself by my European origins, I still hold some very “American” beliefs in democracy, equality of opportunity, and freedom. My ideas about how to interpret those concepts may differ sharply from other American interpretations of those beliefs. This is also a very American idea. Given my position in history, so to speak, I sometimes wonder at what point do “foreigners” become “Americans?” Not to other people, but to themselves? When do they feel at home here? When are they a neighbor and not a visitor from another land? It is these types of wonderings that make subbing ESL (English as a Second Language) classes interesting to me. How do students identify themselves? And what do they want to teach me about that identity?

Recently I was in an ESL class when a cluster of enthusiastic students walked in. I could almost hear their stomachs growling when they mentioned Ramadan. “Is today the first day of Ramadan?” I asked.

“Yes,” one girl replied.

“So you must be hungry.”

“Oh, yes.”

“What is Ramadan?” another student asked.

“Do you want to explain it to him?” I offered. About five students became the teachers and between the five of them explained that Ramadan is a Muslim holy period that is observed in part by fasting or not eating for a month. After we got some puzzled looks, the Muslim “teachers” explained that they could eat when the sun was down, but had to fast between sun-up and sundown. I sensed that some students wondered why Muslims fasted.

“Last year, a Muslim student of mine told me that the purpose of Ramadan was to sacrifice, was to feel hungry so that you would have sympathy for people who have less than you, less to eat,” I suggested.

“That’s true, but Ramadan is not just about food. For example, if you lie, you break the fast,” one boy said.

“I didn’t know that. So how you act is part of the fast?”

“Oh, yes.”

“So Ramadan is also about fasting to make yourself a better person?”

“That’s right.”

“So, does every Muslim have to fast? Are there any exceptions?”

“If you’re under 15 years old you don’t have to or if a woman is going to have a baby. Also, if someone is sick or old.”

I explained that other religions also incorporate fasting. Catholics, for example, fast on Ash Wednesday, all Fridays in Lent, and Good Friday. For many centuries, Catholics were forbidden to eat meat on all Fridays, but since the mid-1960s, Friday fasting has been a matter of local discretion.

“Catholics were not supposed to eat meat on Fridays, but they could eat fish,” I explained. “So restaurants started to have fish frys in places like Wisconsin and Minnesota where there are a lot of Catholics. So when you see ads that say Fish Fry, well, that’s where that came from,” I said, contributing my cultural piece.

“Let’s see what else you know about Islam,” I smiled, and wrote, “The Five Pillars of Islam” on the board. My five teachers got excited and supplied the following general answers:

1. Fasting – Ramadan.
   
2. Giving to the poor (tithing).
   
3. Praying five times a day to Allah.
   
4. The Profession of Faith.
   
5. A pilgrimage to Mecca.
   

“You only take a trip to Mecca if you can afford it,” clarified one of the boys.

“So,” I said turning to my Muslim teachers, “if anyone asks you about Islam, be sure to answer their questions. That’s how we learn about each other.”

A quiet boy who had been listening to the presentation sighed, “Why do there have to be so many religions?” in a tone of voice that suggested, “Gee, there’s a lot of rules to keep track of.”

Another student turned to one of the Muslim “teachers” and quipped, “So, you can’t lie, eh…” with a sly glint in his eye.

“Hmm, I think he’s trying to test your faith,” I said, smiling. He smiled back.

Posted December 20, 2002