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Scully – My Future. My Career. My RE.

Video length - 01:13
Published date - Oct 2018
Keystage(s) - 3 and 4

The film follows Seren, a mixed-heritage British girl, as she discovers what being British means to her, and how the service contributions of Black, African, and Caribbean men and women are recognised in today’s multi-cultural society.

Seren meets with a group of young Black and British persons each with different heritages – Ghanian, Jamaican, Barbadian, Nigerian, Zimbabwean – to discuss whether Black people and those from the Commonwealth feel included in Remembrance Sunday, when we honour the service and sacrifice of persons past and present. They discuss their feelings before watching an interview with a Captain born in London with Ugandan and Rwandan heritage, discussing his identity and service. 

Seren: Hi, my name is Seren and I like drama, pizza and I'm mixed race because my mum is black and my dad is white. I live in Wales, which makes me Welsh, but I'm also British. But what does that actually mean? It can't all be about cricket, tea and the weather, so it has to be about the people, right? But what sort of person makes Britain what it is. Well, the people like me and you. I've been finding out about a charity called the Royal British Legion, which looks after people who have helped to keep everyone in Britain safe and make our lives better. Work that's called service because the people serve us all. It's the Royal British Legion that organises Armistice Day on the 11th of November and Remembrance Sunday. The days when we wear poppies to help us remember the sacrifices that people have made over the years to protect us, even dying to serve Britain. And for over 200 years, people from Africa and the Caribbean have been serving the country, helping to make Britain the country it is today. We usually remember the people who served in the Army, the Royal Air Force or Royal Navy, sometimes fighting, but more often doing humanitarian work, which means saving lives and making lives better. But there are lots of other people who serve. Paramedics driving ambulances. Firefighters rescuing people from burning buildings. Doctors, nurses and volunteers who go to places where there's been a natural disaster, like an earthquake or a pandemic. I've come to this youth club to talk to some people around my age and hear what they think about being black and British.

 

Lore: I would think of myself as British, but I feel like I want to embrace my culture more.

 

Shaun: I would see myself as British because I live here.

 

Kendra: I think of myself as British since I was born and raised here.

 

Seren: Do you guys know anyone in your family or community that has been in the forces or emergency services?

 

Lore: Yeah, um, back in Nigeria, my great granddad, before he passed away, he had he was in the Navy. He had a ship called the seal and he used it to transport troops.

 

Shaun: I haven't had anybody in my family during the war, but I feel like if I was to, it would be to protect my country.

 

Seren: My grandfather was actually in World War two. He fought for Britain. And, uh, quite a few members of my family are doctors. And my neighbours training to be a paramedic.

 

Dontay: My granddad, um, fought in the Army for a few years, and. Yeah.

 

Seren: Did you know that people with heritage like ours have fought for Britain for over 200 years?

 

Kendra: And I actually knew this since I was taught at our school.

 

Seren: I wasn't taught it at school.

 

Anashe: Me neither.

 

Seren: Why do you think that? Some were and some weren't.

 

Kendra: Um, maybe depending on like what part of England you live in or what part of the UK living. Um, the curriculums may be different and they may not be taught in like a history class.

 

Seren: Okay, so lean in. Can you see I'm going to show you an interview with someone who's in the British Army right now.

 

Captain Nasif Mugisha: Hi, my name is Nasif Mugisha and I'm a captain in the Royal Engineers, where I'm from in London. Not many people I know joined the Army at all. Um, no one in my family has joined the British Army. Some people were a bit awkward about it, I think, because their idea of what the army was was purely just about fighting. And from what you see in films, I describe my heritage as Black British. So my parents are from Uganda and Rwanda, two countries in East Africa. Um, but I myself was born here in the UK. Um, but I still do feel that those places are very much a big part of who I am as well. So I'm also a muslim and I'm a practising Muslim in the British Army. And that's something that is seen not really seen that much. And probably people think that it's something that's not necessarily compatible. Um, and what I found actually is being a muslim, um, and practicing my Islam in the British Army. I've actually not had any real difficulties or issues with it. I'd be lying if I said that I've never had people make prejudiced comments or even racist comments whilst I've been in the army, and that's something that is quite frustrating. But one thing that I've had from my experience of both working in the Army and working outside the Army, is that sadly, racism is something that still exists in our society and the army recruits from our society. So sometimes some of those people do slip through the net. And when I have raised it, or when I have dealt with it and addressed it, people have been really supportive. And the Army itself has really strong and robust policies, so it's not tolerated at all. I really understand how some a lot of young people don't feel British or even feel included by British society. I think that's something that I used to myself experience and feel that way. Um, and I get that because what we're told is the definition of British society, of Britishness is usually quite narrow and is usually things that are associated to do with basically just whiteness, um, or things that we've not experienced. And it's the idea that being British is basically not what we are. You know, this country was as much as it was built by, of course, white people, but also built by the work of, you know, for example, Bangladeshi textile workers, by Caribbean nurses, by Jamaican bus conductors, by people from all over the world of all different colours and races. Those people all contributed to the history and the success of this country. Then I realised that I 100% am part of this, and not just that. That I have just as much claim to what it is to be British. And that's why I, as a black British person, feel comfortable being in the Army, because here it's whether you look a certain way or sound a certain way. Ultimately, what matters when you're training, when you're on the battlefield, or when you're doing disaster relief, it's about how good you are and whether you can deliver. And the Army recognizes that. The reason why I think Remembrance Sunday is important is, well, as a serving soldier, it's really important to understand and remember the sacrifice that was made by people who wore this uniform or uniforms like this. And in the past, serving Britain. I recognize all those people that chipped in from all over the world to take a stand, to make those sacrifices when necessary.

 

Seren: So what do you guys think of the film?

 

Lore: The video rejected, um, stereotypes of the army because he didn't look like the usual soldier.

 

Ethan: It really changed my perspective of black people in the army because I thought that people normally would face really severe racism and it would be really hard for them. But, um, the way he explained it in the video, it seems like he still faces some challenges, but not as much as I thought he would.

 

Anashe: He inspires me to express my culture much more.

 

Seren: How do you guys feel about Remembrance Sunday? Do you feel a part of it?

 

Dontay: I don't feel that like I'm a part of it that much.

 

Anashe: I think that schools could be doing activities after school on that day.

 

Seren: Do you think that over 100 years ago, when the First World War ended, do you think that black people and people from the Commonwealth were thought about during remembrance?

 

Kendra: A long time ago, like, um, the society wasn't as inclusive or they were like they were more closed minded. So I don't think that we took, um, people that were in the British Isles or people from countries that were in the British Empire into consideration. Not so much in the past, but I think as, um, is coming to the future and more remembrance days are being done. Uh, more recognition is coming from black people and toward black people. For example, um, you can buy a black poppy on Remembrance Day, and that symbolizes the black soldiers and World War one.

 

Lore: I feel like they are for about some time, but like, not nearly as much as they should be.

 

Seren: Will you guys be silent for two minutes on Remembrance Sunday this year. And what will you be thinking about?

 

Anashe: Yes, I will, because I'll be thinking about the people that die for our country.

 

Seren: What will you remember? And what do you think about the idea of service and serving our country in some way? How could we all help to make our country a better, safer place for everyone?

The Royal British Legion: Black and British; Sacrifice and Service (KS2)

Video length - 08.49
Published date - Oct 2022
Keystage(s) - 2
Downloadable resources

The film follows Seren, a mixed-heritage British girl, as she discovers what being British means to her, and how the service contributions of Black, African, and Caribbean men and women are recognised in today’s multi-cultural society.

Seren meets with a group of young Black and British persons each with different heritages – Ghanian, Jamaican, Barbadian, Nigerian, Zimbabwean – to discuss whether Black people and those from the Commonwealth feel included in Remembrance Sunday, when we honour the service and sacrifice of persons past and present. They discuss their feelings before watching an interview with a Captain born in London with Ugandan and Rwandan heritage, discussing his identity and service. 

The Royal British Legion: Black and British; Sacrifice and Service (KS3)

Video length - 09.49
Published date - Oct 2022
Keystage(s) - 3
Downloadable resources

Doreen’s War: Keep Smiling Through – Doreen was only 8 years old when World War 2 began. While many children were evacuated from London’s east end, Doreen stayed with her family in Plaistow and was homeschooled – even during the deadly Blitz between 1940 and 1941. Her best friend Marjorie had been evacuated to a different part of the country, but their relationship stayed strong and they’re still friends 75 years later.

Just before VE Day in 2020, this interview with Doreen recounting her memories of WW2 was recorded during lockdown conditions due to the coronavirus. Doreen compares how the nation felt then to how it feels during the pandemic.

This film includes an accompanying worksheet that can be used by pupils.

Doreen’s War: Keep Smiling Through

Video length - 04.32
Published date - May 2020
Keystage(s) - 2 and 3
Downloadable resources

Extremists – A back street brawl between two young men with extreme and opposing views – men who would never take the time to talk, to listen, to understand each other. And yet… a conversation begins. This provocative film reveals some challenging truths about prejudice, extremism and radicalisation, and shows that the best way to understand these problems is to talk.

The attached lesson materials featuring this film have been awarded the PSHE Association‘s Quality Mark.

CREDITS

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

AQA                                                                                                                                                                                    Component 2 - Religious, philosophical and ethical studies in the modern world Theme D - Religion, peace and conflict - Terrorism -Religious understanding of and attitudes to terrorism Component 2 - Religious, philosophical and ethical studies in the modern world: Theme F – Religion, human rights and social justice - Human Rights - Issues of equality, freedom of religion and belief including freedom of religious expression.

Edexcel                                                                                                                                                                             Section 4: Peace and Conflict -Section 4: Peace and Conflict - Issues surrounding conflict:divergent Muslim teachings and responses to the nature of problems involved in conflict – violence, war, and terrorism; how Muslims have worked to overcome these issues, including Malik's Muwatta 21. 3. 10; non-religious (including atheist and Humanist) views towards the issues surrounding conflict and Muslim responses to them. Area of Study 3 – Islam - Section 4: Equality - Muslim teaching on human rights: Muslim teachings and responses to the nature and purpose of human rights; why Muslims might support human rights as important, including Surah 5: 8; divergent Muslim responses to the need for and application of individual human rights, including the support offered by situation ethics; the problems human rights might cause for Muslims; Muslim responses to non-religious (including atheist and Humanist) arguments about human rights. 

OCR                                                                                                                                                                 Religion,philosophy and ethics in the modern world from a religious perspective - Religion, peace and conflict -Violence and conflict- Key philosophical and ethical concepts: • Forms of violence • War •Justificationof violence • Just War theory - The relationship between religion,politics and terrorism in the 21st century •Different religious attitudes towards terrorism and the causes of terrorism.

WJEC                                                                                                                                                                                    PART B - Theme 2: Issues of Good and Evil - Forgiveness  Peace and conflict: Just War Theory/Lesser Jihad, Pacifism and Conscientious Objectors  Islamic teachings about forgiveness: Qur'an 64:14, 42:30  Examples of forgiveness arising from personal beliefs Good, Evil and Suffering  Philosophical perspectives on the origin of evil: The Devil tests humans: Qur'an 2:34, 155  The belief in pre-destination (al Qadr)

EDUQAS                                                                                                                                                                          Component 1 (Route A) Religious, Philosophical and Ethical Studies in the Modern World - Theme 4: Issues of Human Rights - Human Rights and Social Justice ➢ Islamic beliefs, teachings and attitudes toward the dignity of human life: Qur'an 5:32 ➢ Islamic practices to promote human rights including equality: ummah in action ➢ An example of conflict between personal conviction and the laws of a country ➢ Censorship, freedom of religious expression and religious extremism (including Islamphobia) Prejudice and discrimination ➢ Islamic beliefs, teachings and attitudes towards prejudice and discrimination: Qur'an 5:8, 49:13 ➢ Islamic beliefs, teachings and attitudes towards racial prejudice and discrimination, including the actions of the Christian/Muslim Forum 

 

Extremists

Man 1      You bloody terrorist!

Man 2      What?

Man 1      You're a bloody terrorist.

Man 2      I'm not.

Man 1      What?

Man 2      I'm not a terrorist. I'm an extremist.

Man 1      Exactly.

Man 2      They're two different things.

Man 1      What?

Man 2      Terrorist and extremist. They don't mean the same thing.

Man 1      They do.

Man 2      They don't. Not all extremists are violent.

Man 1      Well, most of them are.

Man 2      Martin Luther King, Gandhi, Jesus.

Man 1      I was talking about Muslim extremists. You're all Islamists.

Man 2      Do you even know what an Islamist is?

Man 1      Yeah. All right. What's an Islamist?

Man 2      Someone who believes the world should be controlled by Islam. The government, law, society.

Man 1      Well, then.

Man 2      Do you know what Islam means?

Man 1      What, you mean-

Man 2      The word Islam.

Man 1      No.

Man 2      Submission or peace.

Man 1      Submission or peace?

Man 2      Yeah.

Man 1      How can it mean submission or peace?

Man 2      Because to me, submission is peace. I submit myself to the will of God and it brings me peace.

Man 1      But you want more?

Man 2      No, no, no, no, I want everyone in this country, everyone in this world, to submit themselves to the will of Allah Sharia Law.

Man 1      Exactly.

Man 2      Yeah, because then we'll all live in peace and harmony. That's what makes me an extremist. It doesn't mean I want to go around blowing people up. It just means I'm standing up for something. But you-

Man 1      Right, I'll stand up against people like you, trying to ruin this country.

Man 2      And how am I?

Man 1      We used to be the greatest country in the world until people like you started coming here.

Man 2      What do you mean? Brown people like me?

Man 1      Too right. You're all bloody the same, you want free schools and hospitals when you don't even belong here, you don't even try to fit in.

Man 2      And what gives you the right to decide who belongs?

Man 1      Because I was born here, British born and bred.

Man 2      I was born here too.

Man 1      Yes, but you're not English, though, are you? Where are your parents born?

Man 2      Pakistan.

Man 1      Exactly.

Man 2      But I was born here. You can't choose your parents and where you're born.

Man 1      All right, I'll give you that. But-

Man 2      Where was your parents born?

Man 1      Slough.

Man 2      What about your grandparents?

Man 1      England.

Man 2      Yeah, all of them? Do you know, as a white British man, you share a third of your DNA with the Germans? Nearly half with the French. So how does that make you feel? You racist.

Man 1      I'm not racist. I just hate Muslims. You just said it for yourself. You want to take over the bloody world. You're a bunch of medieval barbarians.

Man 2      Man, where'd you get this stuff?

Man 1      9/11, 7/7, ISIS, Al-Qaeda.

Man 2      Do you know, there's over 1.5 billion of us. We're not all the same. We're not all terrorists. We're not even all extremists. Most Muslims just want to live a quiet life.

Man 1      I've read about what you lot want.

Man 2      Where?

Man 1      Newspapers. What? It's the news. They have to check their facts.

Man 2      What you don't think they're going to choose to report some facts and not others?

Man 1      Yeah, they'll report the important ones.

Man 2      Newspapers want drama, blood, death, bad guy. They're never going to report 'Yesterday, millions of Muslims all over the world were living their lives in peace and harmony'. Real world Muslims aren't such a threat to you.

Man 1      Yeah, but you stand out like it's deliberate. I don't see why you can't just be like us.

Man 2      Because I'm a fundamentalist.

Man 2      That means I live my life strictly by the teaching of my religion, the Qur'an and the saying the Prophet Muhammad Sallallahu Alaihi Wasallam, peace be upon him.

Man 1      Why would you choose to live like that?

Man 2      I didn't choose, I was born a muslim.

Man 1      You can't be born a religion.

Man 2      Religion feels good. I look at myself in the mirror and I know who I am.

Man 1      Right. So you want to turn us all into Muslims because it makes you feel good?

Man 2      Yeah, okay, I do.

Man 1      Right, do you know how scary that is? You can't just come here and tell us to speak Arabic, cover up our women and chop off the hands of our criminals and not eat bacon. We're British. It's not the way we do things here. So of course we're going to fight back.

Man 2      So you're allowed to fight back, but we're not?

Man 1      What do you have to fight back against?

Man 2      It's not the British being attacked. I've been really attacked by soldiers, tanks, drones. My people are being oppressed. Of course I want to fight for them.

Man 1      But you said Islam means peace. Doesn't it say in your Qur'an that killing people is wrong?

Man 2      Except in a just cause, and this is a just cause. This is a just war. When America wants to wipe out the Muslim people.

Man 1      Where'd you get that from?

Man 2      What?

Man 1      America wants to wipe out Muslim people. Come on.

Man 2      The internet. What?

Man 1      There are 300 million people in America. They're not all the same either. Some of them are Muslims.

Man 2      Well, fine. But Iraq, Afghanistan, Palestine, Syria, Guantanamo. Look, there's a war to be fought, man.

Man 1      But you're not a soldier.

Man 2      I could be.

Man 1      What, so you want to go die in a desert?

Man 2      Yeah, maybe I do.

Man 1      Why?

Man 2      Because, because I want to feel a part of it. Yeah, danger and glory and brotherhood. It's exciting, okay yeah. Is it, is it so bad? And I, and I hate this country. I mean, how would you feel if-

Man 1      What?

Man 2      If you, if you grew up learning alcohol is wrong? Homosexuality is wrong. Women showing their bodies is wrong. Sex before marriage is wrong. Think how I feel when I walk the streets and I see women in their tiny skirts, tight tops and the sex on TV and movies and music videos, adverts.

Man 1      Jealous.

Man 2      Angry and disgusted and frightened. And, yeah, jealous, because I can't help seeing this.

Man 1      If you don't like it, go back to Pakistan.

Man 2      How did you get like this?

Man 1      Like what?

Man 2      How did you get so radicalised?

Man 1      Hey, I'm not radicalised.

Man 2      Yes, you are.

Man 1      You're the one who's radicalised.

Man 2      Of course I am, because I'm angry. I want the world to be somewhere I can feel safe. I want someone to blame for the things that scare me, and yeah I've met people who felt the same way, and it was like waking up. They understood me and it felt good. And bit by bit we made each other angrier. So yeah, we radicalised ourselves because we wanted to outdo each other, and you're the same

Man 1      I'm bloody not.

Man 2      You're an extremist, you're a racist. How did you get to be like this?

Man 1      Because-

Man 2      Why do you hate me so much?

Man 1      Because the world's a mess. I mean we can't trust the media or the banks. And there weren't any jobs. Dad never had a job, so there wasn't anything for us to do except, you know, watch telly, go online and see these adverts which tell you life's about having money, cars, phones and watches, and we couldn't have any of that. So you look around for something else to make you feel like you're a part of something, a football team, a band, a gang. And then you get older and you still don't have the money or the job or the stuff you're supposed to have, so you start to feel like cut off. Like, you got no, no reason, no purpose, and you look around for for someone to blame, anyone. It could be bankers, immigrants, paedos, and then you hear about these Muslim terrorists waging a war against your way of life, but you don't know any terrorists, but you know, some Muslims and bam! You found a purpose, an enemy, and you do something about it because it gives you a reason to exist, and that's what we all need. We need to feel like we know who we are.

Man 2      No society is perfect in this life.

Man 1      So why don't you think for yourself then?

Man 2      Why don't you?

Man 1      I do.

Man 2      Do you?

Man 1      Well, do you?

Man 2      All right. Maybe I don't always think for myself.

Man 1      Well, maybe I don't either.

Man 2      I still believe Sharia law is the right way to live.

Man 1      I still think the British way of life is disappearing because of people like you.

Man 2      So, what do we do?

Man 1      Well, I guess we keep on talking.

Man 2      All right. I've got to go.

Man 1      Me, too.

Man 2      My daughter.

Man 1      Got a daughter?

Man 2      Yeah.

Man 1      How old?

Man 2      Three.

Man 1      Mines five. You getting the bus?

Man 2      Yeah. 58.

Man 1      That's mine too.

Man 2      Alright.

Extremists

Video length - 09.03
Published date - Jul 2015
Keystage(s) - 4
Downloadable resources

7/7 – On Thursday the 7th of July 2005, four bombs were detonated in central London – three on tube trains and one on a double-decker bus. 52 innocent people were killed and over 700 more were injured in the first ever suicide bombings in the UK. We speak to people whose lives were directly affected by the attacks and hear their testimonies, as well as perspectives from an Imam and an expert in the study of terrorism.

CREDITS

7/7

Video length - 10.27
Published date - Jun 2015
Keystage(s) - 3 and 4
Downloadable resources

Faith on the Frontline – Meet Imam Asim Hafiz – Muslim chaplain to the British Armed Forces during the drawdown process in Afghanistan. Here he talks about the challenges he faced trying to break down barriers between the British and Afghan Muslims. You can see the full length version of the film (25 minutes) here.

Courtesy of Breakthrough Media.

Faith on the Frontline

Video length - 03.00
Published date - May 2015
Keystage(s) - 4

What is Jihad? – We hear the word “jihad” used all over the media, but what does it really mean? An Imam, a Muslim youth worker and a Muslim journalist describe what jihad means to them.

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

 

AQA

Component 1: The study of religions: beliefs, teaching and practices – Beliefs and teachings - Duties and festivals - Islam - Jihad: different understandings of jihad: the meaning and significance of greater and lesser Jihad; origins, influence and conditions for the declaration of lesser Jihad.

 

Edexcel

Area of Study 3 -Section 3: Living the Muslim Life - Jihad: the origins, meaning and significance of jihad in Islam; divergent understandings of jihad within Islam, including the difference between lesser and greater jihad; the conditions for declaration of lesser jihad, including reference to Surah 2: 190–194 and 22: 39; the importance of jihad in the life of Muslims.

 

OCR

Componet Group 1 - Islam - Practices - The importance of practices -The meaning of the Ten Obligatory Acts: Jihad: Struggle Jihad•The meaning and importance for different groups of Muslims of: •• Greater Jihad – the struggle of every Muslim to live according to ‘the straight path’ •• Lesser Jihad – the removal of evil from society with the goal of making the world an abode of peace • The precedence of Greater Jihad over Lesser Jihad •Conditions for the declaration and conduct of Lesser Jihad • The concepts of Munkar and Ma’ruf •Common and divergent views of different Muslim groups about if and when the holy war aspect of Lesser Jihad should be waged •Different interpretations and emphases given to sources of wisdom and authority by different Muslim groups

 

WJEC

2.2 Unit 2 PART A - Islam- Core beliefs, teachings and practices Beliefs –Practices - Muslim Identity and Ummah  Features of mosques in Wales and elsewhere: domes, minarets, qibla wall, mihrab, minbar  Pilgrimage to Mecca as an obligatory act: purpose and practices/rituals (Qur'an 3:18)  Clothing: hijab, niqab, burkha - diversity of attitudes and practices within Islam as seen in different Muslim communities in Wales  Lesser Jihad; the conditions for declaration of lesser jihad (Qur'an 2:190, 22:39) 2.1 Unit 1 PART A - Part A - Islam - Core beliefs, teachings and practices - Beliefs - The Nature of God  Allah as one God: Tawhid (Qur'an 3:18)  The qualities of Allah in the Qur'an; e.g. immanence, transcendence, omnipotence, beneficence, merciful (Qur'an 46:33), the 99 names of Allah  The meaning of Islam as 'submission' to Allah and how Muslims live a life in submission to the will of Allah, including the importance of Greater Jihad  Shahadah as a statement of faith in Allah, shirk as sin against Allah  Reasons for the prohibition of images of Allah or any human figure

 

Eduqas

Component 3 (Route A): Study of a World Faith: Option 3: Islam:Practices: Jihad ➢ Greater jihad: The daily struggle to live as a good Muslim Issues regarding living as a Muslim in Britain today and maintaining a Muslim lifestyle ➢ Origins,influence and conditions for declaration of Lesser Jihad in the Qur'an and Hadith: Qur'an 2:190, 22:39

What is Jihad?

Passer-by    It's like a holy war.

Passer-by    I'm not really sure. Not really sure at all.

Passer-by    Um.

Passer-by    Actually, no. Sorry.

Passer-by    War.

Passer-by    Um, terrorism.

Passer-by    Uh, when I hear the terms jihad, then I normally think of it in a terrorist context.

Passer-by    Um, I kind of think of the Middle East and stuff like that, I guess.

Passer-by    But then I've also heard that there are maybe multiple levels of jihad or something, that that's it's also like an inner fight for your own personal salvation and spirituality.

Imam Iftikhar Daad    My name is Iftikhar Daad. I'm an imam and I teach children basic Quranic education. Jihad is an Arabic word which means to strive and struggle. Jihad can be divided up into two different parts. So we have the greater jihad and we have a lesser jihad. And this concept has come from the Prophet Muhammad, peace be upon him, where he returned back with his companions from a battle, and he explained to them that we have returned from a lesser jihad to a greater jihad. To fight with your own ego, meaning your temptations and your desires, to control your own self is a greater jihad than to actually fight your own enemy physically.

Imam Iftikhar Daad    Once all avenues have been exhausted, of communication, trying to promote peace, and if peace is still not being achieved, then at that point the last resort will be to, uh, have a battle. And that battle has to be declared by a government which has to be advised and sanctioned by a panel of scholars, and when it does happen, there are a list of things that the army and the generals are briefed on. They have to make sure that it's only to achieve peace, they cannot kill women, they cannot kill children, they cannot destroy places of worship, they cannot destroy plantation and crops, they cannot kill animals.

Dr Bilal Hassam           My name is Bilal Hussein, and I work with a spectrum of young Muslims looking at how we can create better leaders in the Muslim community.

Dr Bilal Hassam           To be radical is a good thing, and it's something we should be proud of. And for me, Islam offers answers of how to channel my radicalism in a good way. Radicalism means, to be, to channel all that energy and zeal and idealism and wanting to make the world a better place. Often there's a concern that, oh, Islam plus radicalism equals terrorism. I can understand where that comes from, because there are times in the past where people have used Islam as an excuse to carry out terrible things. Now, how does Islam describe this idea and this notion of jihad? Within the concept of jihad, there is an idea of violent struggle, of picking up arms, and, and we have to look at, what, what does Islam actually say about this? Islam, Islam, is not a pacifist tradition, you know, if you see someone being attacked on the street, it's your duty as a Muslim to protect that person, and that might mean being violent, and it's only, and again, and this is expressed time and time again within the tradition, it's only as a last means, as a last resort.

Dr Bilal Hassam           Jihad is about correcting injustice. Whether I'm fighting with my brother, uh, or whether I'm struggling to wake up in the morning, I'm being unjust to myself. If I don't get up, that's, that's an injustice to myself, I owe my own self, I owe my own body rights, and I owe- I have a responsibility to myself, which means I've got to get up, I've got to eat healthy, I've got to exercise, I've got to be nice to my parents, I've got, this is all struggle. And within that, within the wider struggle, it means that there are ills in society that I should be really worried about and I should pray for, and I should look to correct them as best I can.

Passer-by    I think it's something that you sometimes see titled in news lines, um, stories, blogs, uh.

Passer-by    The media, just whenever you see the TV and something bad's happening, they'll, they'll bring up words like that, and I don't even know if that's what it means, so.

Passer-by    I think the sun or whatever, just, just talking a load of rubbish about, you know. Yeah, and they're just using that word.

Passer-by    The terms jihad I normally hear through news outlets, um, especially with the 24 hour news cycle. It's just kind of a buzzword that I think when it scrolls across the ticker tape or it gets mentioned kind of in the background, then people tend to perk up and and feel like there might be some kind of danger or something happening there.

Remona Aly    The job of a journalist is to convey a message to the people. It could be on topics like faith or the environment, or on human rights. It's about reaching the people, and also to provide a voice for people who don't always have a voice.

Remona Aly    The terms that are used about Muslims within the media can be really confusing. So, you've got words like jihadists and Islamic terrorists, Islamist. So, it can be really confusing for people when they read all these different terms and they all kind of, like, blend into one meaning. Uh, but that's really worrying because obviously they think that a fifth of the world's population could be just an extremist or a terrorist. If journalists do use religious terms, they have to be very sensitive to the true meaning of those terms. So they need to understand, what, what the root word conveys, and they have a responsibility to convey that true meaning to the reader.

Remona Aly    I think it's really important to challenge the poor image of Muslims in the media. In my own work, I led a media campaign called Inspired by Muhammad and that focussed on British Muslims who are inspired by Prophet Muhammad, peace be upon him, we focussed on the environment, human rights and social justice.

Imam Iftikhar Daad    My personal jihad is to make sure that I can control my temper.

Remona Aly    To carry on, even when the world seems to be against me.

Imam Iftikhar Daad    That I can establish my five daily prayers.

Remona Aly    To have some kind of voice and to be as positive as possible.

Dr Bilal Hassam           I want to make the world a better place.

Imam Iftikhar Daad    To make sure that I can become a good Muslim.

Dr Bilal Hassam           And my jihad is waking up to get round to doing it.

What is Jihad?

Video length - 06.47
Published date - Oct 2014
Keystage(s) - 3 and 4
Downloadable resources

Haringey People: Joan was born in Belgium to Jewish parents in 1940, and was just 3 months old when the German Army invaded. She moved first to France and then escaped to Spain and was finally fostered by an American family at the age of 3 and lived in the USA until the age of 7 when she was reunited with her parents in England. Joan tells her story and talks about her achievements since.

This film was made by young offenders taking part in a film training course run by VividEcho and funded by The Big Lottery: Awards for All and Haringey Council.

Haringey People: Joan

Video length - 07.19
Published date - Feb 2014
Keystage(s) - 3 and 4
Downloadable resources

Haringey People: Tim is an ex-Territorial Army soldier who drove a military ambulance during the Iraq War of 2003. He is now an Army Cadet instructor and helps to teach young people discipline and respect. He describes his experiences, and talks about his concerns for the young people in his community.

This film was made by young offenders taking part in a film training course run by VividEcho and funded by The Big Lottery: Awards for All and Haringey Council.

Haringey People: Tim

Video length - 03.08
Published date - Feb 2014
Keystage(s) - 3 and 4
Downloadable resources

Juliet’s Story – From child soldier to global campaigner. This is Juliet’s story.

Film courtesy of  War Child.

Juliet’s Story

Video length - 4.41
Published date - May 2013
Keystage(s) - 3 and 4