He squirmed in his seat as his Middle East history professor–yet again–made a subtle jab about Islam, this time about the jizyah. This professor claimed to be pro-Arab and pro-Islam and was part of a university department that touted itself for presenting history and narratives that are typically left out of the West’s Eurocentric social studies sequence. Still, she would subjectively only present an Orientalist interpretation of Islam. Ahmad* sighed. He felt bad just thinking about what all his classmates at this esteemed university thought about Islam and Muslims. He was also worried about fellow Muslims in his class who had not grown up in a practicing household-what if they believed her? He hated how she was using her position as the “sage” in the room to present her bias as absolute truth. As for himself, he knew deep down in his bones that what his professor was alleging just could not be true. His fitrah was protesting her coy smile as she knowingly agitated the few Muslims in her class of one-hundred-fifty. Yet, Ahmad had never studied such topics growing up and felt all his years of secondary education left him ill-equipped as a freshman in college. He tried to search for answers to her false accusations after class and approached her later during office hours, but she just laughed him off as a backward, orthodox Muslim who had obviously been brainwashed into believing the “fairy tale version” of Islam.
Asiyah* graduated as class valedictorian of her Islamic school. She loved Biology and Physics and planned to major in Engineering at a top-notch program. While both family, friends, and peers were proud of her (some maybe even wishing they were in her shoes), they had no idea of the bitter inner struggle that was eating away at her, tearing her up from the inside out. Her crisis of faith shook her to the core and her parents were at their wits’ end. While she prayed all her prayers and even properly donned her hijab, deep down she felt……..sort of….……atheist. Physics was her life–her complete being. She loved how the numbers just added up and everything could be empirically proven. But this led to her greatest anguish: how could certain miraculous events during the time of the Blessed Prophet have occurred? How could she believe in events that were physically and scientifically impossible? She felt like an empty body performing the rituals of Islam.
An Unwelcome Surprise
Islam is a way of life. Its principles operate in every avenue of one’s life. However, English, History, Science and Mathematics are often taught as if they are beyond the scope of Islam. It is commonly assumed that moral teaching happens, or should happen, only in the Islamic Studies class. Yet, if we compare what is being taught in the Islamic Studies class with what is being taught consciously or unconsciously in other classes, an unwelcome surprise awaits us. Examining typical reading material in English classes, for example, reveals that too much of the material is actually going against Islamic norms and principles. Some of the most prominent problems with traditional English literature (which directly clash with Islamic moral and ethical principles) include: the mockery of God and religion, the promotion of rebellion against parents and traditional family values, the normalization of immoral conduct such as lying and rude behavior, and the condoning of inappropriate cross-gender interactions. Additionally, positive references about Islamic culture are either nonexistent or rare. Toxic themes of secularism, atheism, materialism, liberalism, and agnosticism are constantly bombarding our young Muslim students, thus shaping the way in which they view and interact with the world.
Corrective Lens: The Worldview of Islam
We need our children to develop an Islamic worldview, one that provides a framework for Muslims to understand their world from the perspective of the Qur’an. It is impossible for the Islamic Studies classes alone to successfully teach Islamic behavior and nurture moral commitment unless the other classes also reflect the Islamic worldview- an outlook that emphasizes the idea that all our actions should be focused on pleasing Allah and doing good for ourselves and others. Therefore, the majority of what is taught in all academic disciplines should be based on Islamic values, aiming to improve the life of the student by promoting sublime ethical conduct. The unfortunate reality is quite the opposite: a typical child in a school in the West spends a minimum of 576 periods (16 periods of core classes/week * 4 weeks/month * 9 months) of classroom instruction annually on academic subjects that are devoid of Islam and contain minimal teaching of morality that aligns with Islamic principles. How much Islam a child learns depends on whether their parents choose Sunday school, Islamic schools, and/or other forms of supplementation to provide religious knowledge. However, rarely does that supplemental instruction undo the thousands of hours of the atheistic worldview that children soak in by the time they finish high school through the study of secular subjects. By not having an Islamic worldview and not having Muslims’ heritage and contributions to humanity infused into the teaching of academic subjects, we witness the problems experienced by the likes of Ahmad* and Asiyah*–problems that plague modern Muslim youth.
Identifying the Unlikely Suspect
This realization is perhaps the missing piece in the puzzle when it comes to our bewilderment: how are large swaths of youth from some of the kindest, sweetest, practicing Muslim families going astray and getting confused? When we shepherd our flock and find one or more of our “sheep” lost and off the beaten path, we think of the likely suspects, which include negative influences from peers, family, movies, social media, etc. We may even blame the lack of inspiring role models. We are less likely to suspect that the very literature that our children are consuming day in and day out through our well-intentioned efforts to make them “educated” and “sophisticated” could cause them to question Islam or fall into moral abyss.
Ibn ‘Umar reported that the Prophet, may Allah bless him and grant him peace, “All of you are shepherds and each of you is responsible for his flock. A man is the shepherd of the people of his house and he is responsible. A woman is the shepherd of the house of her husband and she is responsible. Each of you is a shepherd and each is responsible for his flock.”
Islamic Infusion in Academic Study as a Solution
There have been efforts across the globe to infuse Islam into academic study of worldly subjects. Universities such as the International Islamic University of Malaysia(IIUM), which has a dedicated “Centre for Islamisation (CENTRIS),” is an example. At the secondary school level, most brick and mortar Islamic schools do offer Arabic, Qur’an, and Islamic studies; however, few Muslim teachers are trained in how to teach core academic subjects using principles of Islamic pedagogy.
How exactly can educators infuse an Islamic perspective into their teaching? And how can Muslim children have access to high quality education from the worldview of Islam, taught by talented and dynamic educators?
Infusing Islam & Muslim Heritage in Core Academic Subjects, According to the Experts:
- Dr. Nadeem Memon, professor of Islamic pedagogy, states that for a pedagogy to be Islamic, it should not contradict the aims, objectives and ethics contained in revelation (Qur’an) and should closely reflect an Islamic ethos that is based on revelation, the sunnah of the Prophet(pbuh), and the intellectual and spiritual heritage of his followers. It should also effectively develop the student’s intelligence (`aql), faith (iman), morality and character (khuluq), knowledge and practice of personal religious obligations (fard ain) and knowledge, skills and physical abilities warranted by worldly responsibilities and duties (Ajem, Ramzy and Nadeem Memon, “Prophetic Pedagogy: Teaching ‘Islamically’ in our Classrooms”)
- Dr. Susan Douglass, expert in Social Studies, promotes a panoramic study of the world by global eras–emphasizing the interdependence of nations–rather than an isolationist civilizations approach (which in Western societies focuses only on Western civilization). Such study includes Islamic history and Muslims’ contributions to humanity throughout the ages.
- Dr. Freda Shamma, pioneer in promoting culturally inclusive and ethical literature, emphasizes that English classes should carefully select literature aligned with Islamic moral values and include works by both Western authors and those from other cultures, i.e. literature that 1-features Muslim main characters and 2- is authored by Muslims.
- Dr. Nur Jannah Hassan at CENTRIS, stresses that Science classes should be designed to awaken the student’s mind, to inspire a complete awe of and servitude towards the Creator and Sustainer, to instill the purpose of creation, vicegerency and stewardship of the earth and its inhabitants, to enable students to decipher God’s Signs in nature and in the self, to infuse responsibility in sustaining balance and accountability, and should include Muslims’ legacy in the field.
- Dr. Reema alNizami, specialist in Math Education, advocates that Math classes should instill creative thinking, systematic problem solving and an appreciation of balance; include a survey of Muslims’ contributions to the field; and utilize word problems that encourage charitable and ethical financial practices.
Technology Enables Access to Islamically Infused Schooling for grades 6-12
Technology has now enabled this Islamic infusion for middle schools and secondary schools to become a reality on a global scale, alhamdulillah. Legacy International Online High School, a college preparatory, online Islamic school serving grades 6-12, whose mission is “Cultivating Compassionate Global Leaders”, offers all academic subjects from the Islamic worldview. Pioneered by leading Muslim educators from around the globe with background in Islamic pedagogy and digital learning, Legacy is the first of its kind online platform that is accessible to:
- homeschooling families seeking full-time, rigorous, Islamically infused classes
- Public school families looking for a part-time Islamic studies or Arabic sequence
- Islamic schools, evening programs, and Sunday schools that are short-staffed and would like to outsource certain courses from the Islamic worldview
- Schools and entities needing training/workshops to empower Muslim educators on how to teach from the Islamic worldview
Strengthening Faith & Identity in College and Beyond
For those seeking supplementary resources to address the most prevalent hot topic issues plaguing young Muslims of our times, Yaqeen Institute, whose initial publications were more targeted towards a university audience, is now working to make its research more accessible to the general public through both its Conviction Circles initiative and its short videos featuring infographics.
Another online platform, California Islamic University, offers a comprehensive course sequence which allows college students to graduate with a second degree in Islamic studies while simultaneously completing their undergraduate studies at any accredited community college or university in the United States. Qalam and AlMaghrib Institute also offer online coursework in Islamic studies.
What We Hope to Avoid
While volunteering at his son Sulayman’s* public school with ten student participants, Ibrahim* was saddened when he met a young boy named Chris*. When Chris met Ibrahim, he piped up and eagerly told Ibrahim, “my grandparents are Muslim!” Through the course of the conversation, Ibrahim realized that he knew Chris’ grandparents, a very sweet elderly couple (and currently very practicing) who had not made the Islamic worldview a priority early on in their children’s lives. A mere two generations later, Islam is completely eliminated from their family. *names changed
Legacy IOHS recommends the following to Muslim families/educators and Islamic schools:
- Instill in our children a strong grasp of the foundational sciences of Islam, while preparing them with the necessary contemporary knowledge and skills
- Teach our children in their formative years to view the world (including their “secular” academic study) through the lens of Islam
- Follow this up with relevant motivational programs that assist them in understanding challenging issues of today and coach them on how to respond to the issues in their teenage years.
We pray that with the above, we will have fulfilled our duty in shepherding our flock in a comprehensive way, with utmost care. It is Allah’s help we seek in these challenging times:
رَبَّنَا لَا تُزِغْ قُلُوبَنَا بَعْدَ إِذْ هَدَيْتَنَا وَهَبْ لَنَا مِنْ لَدُنْكَ رَحْمَةً ۚ إِنَّكَ أَنْتَ الْوَهَّابُ
‘Our Lord, do not let our hearts deviate after You have guided us. Grant us Your mercy: You are the Ever Giving. [Qur’an 3:8]
رَبَّنَا هَبْ لَنَا مِنْ أَزْوَاجِنَا وَذُرِّيَّاتِنَا قُرَّةَ أَعْيُنٍ وَاجْعَلْنَا لِلْمُتَّقِينَ إِمَامًا
‘Our Lord, give us joy in our spouses and offspring. Make us good examples to those who are aware of You’. [Qur’an 25:74]
يَا مُقَلِّبَ القُلُوبِ ثَبِّتْ قَلْبِيْ عَلَى دِيْنِكْ
“O turner of the hearts, keep my heart firm on your religion.”
Freda Shamma has a M.A. from the University of California, Berkeley, and an Ed.D. from the University of Cincinnati in the area of Curriculum Development. A veteran educator, she has worked with educators from the United States, South Africa and all over the Muslim world to develop integrated curricula based on an Islamic worldview that meets the needs of modern Muslim youth. She serves as Curriculum Advisor for Legacy International Online High School.
An avid student of the Islamic sciences, Zaheer Arastu earned his M.Ed from The George Washington University and completed his training in Educational Leadership from the University of Oklahoma. his experience in Islamic education spans over 15 years serving as both teacher, administrator, and dean of innovation and technology. He currently serves as the Head of School for Legacy International Online High School.
How Grandparents Can Be Of Invaluable Help In A Volatile ‘Me First’ Age
I grew up in a small rural village of a developing country during the 1950s and 1960s within a wider ‘extended’ family environment amidst many village aunties and uncles. I had a wonderfully happy childhood with enormous freedom but traditional boundaries. Fast forward 30 years, my wife and I raised our four children on our own in cosmopolitan London in the 1980s and 1990s. Although not always easy, we had a wonderful experience to see them grow as adults. Many years and life experiences later, as grandparents, we see how parenting has changed in the current age of confusion and technology domination.
While raising children is ever joyous for parents, external factors such as rapidly changing lifestyles, a breath-taking breakdown of values in modern life, decline of parental authority and the impacts of social media have huge impacts on modern parenting.
Recently, my wife and I decided to undertake the arduous task of looking after our three young grandchildren – a 5½-year old girl and her 2-year old sibling brother from our daughter, plus a 1½-year old girl from our eldest son – while their parents enjoyed a thoroughly deserved week-long holiday abroad. My wife, who works in a nursery, was expertly leading this trial. I made myself fully available to support her. Rather than going through our daily experiences with them for a week, I highlight here a few areas vis a vis raising children in this day and age and the role of grandparents. The weeklong experience of being full time carers brought home with new impetus some universal needs in parenting. I must mention that handling three young grandchildren for a week is not a big deal; it was indeed a sheer joy to be with these boisterous, occasionally mischievous, little kids so dear to us!
- Establish a daily routine and be consistent: Both parents are busy now-a-days earning a livelihood and maintaining their family life, especially in this time of austerity. As children grow, and they grow fast, they naturally get used to the daily parental routine, if it is consistent. This is vital for parents’ health as they need respite in their daily grind. For various practical reasons the routine may sometimes be broken, but this should be an exception rather than a norm. After a long working day parents both need their own time and rest before going to sleep. Post-natal depression amongst mums is very common in situations where there is no one to help them or if the relationship between the spouses is facing difficulty and family condition uninspiring.
In our trial case, we had some struggles in putting the kids to sleep in the first couple of nights. We also faced difficulties in the first few mornings when our grandson would wake up at 5.00am and would not go back to sleep, expecting one of us to play with him! His noise was waking up his younger cousin in another room. We divided our tasks and somehow managed this until we got used to a routine towards the end of the week.
- Keep children away from screens: Grandparents are generally known for their urge to spoil their grandchildren; they are more relaxed about discipline, preferring to leave that job to the parents. We tried to follow the parents’ existing rules and disciplinary measures as much as possible and build on them. Their parents only allow the children to use screens such as iPads or smartphones as and when deemed necessary. We decided not to allow the kids any exposure to these addictive gadgets at all in the whole week. So, it fell on us to find various ways to keep them busy and engaged – playing, reading, spending time in the garden, going to parks or playgrounds. The basic rule is if parents want their kids to keep away from certain habits they themselves should set an example by not doing them, especially in front of the kids.
- Building a loving and trusting relationship: From even before they are born, children need nurture, love, care and a safe environment for their survival and healthy growth. Parenting becomes enjoying and fulfilling when both parents are available and they complement each other’s duties in raising the kids. Mums’ relationship with their children during the traditional weaning period is vital, both for mums and babies. During our trial week we were keenly observing how each of the kids behaved with us. We also observed the evolution of interesting dynamics amongst the three; but that is a different matter. In spite of occasional hiccups with the kids, we felt our relationship was further blossoming with each of them. We made a habit of discussing and evaluating our whole day’s work at night, in order to learn things and plan for a better next day.
A grandparent, however experienced she or he may be, can be there only to lend an extra, and probably the best, pair of hands to the parents in raising good human beings and better citizens of a country. With proper understanding between parents and grandparents and their roles defined, the latter can be real assets in a family – whether they live under the same roof or nearby. Children need attention, appreciation and validation through engagement; grandparents need company and many do crave to be with their own grandchildren. Young grandchildren, with their innate innocence, do even spiritually uplift grandparents in their old age.
Through this mutual need grandparents can transfer life skills and human values by reading with them, or telling them stories or just spending time with the younger ones. On the other hand, in our age of real loneliness amidst illusory social media friends, they get love, respect and even tender support from their grandchildren. No wonder the attachment between grandparents and grandchildren is often so strong!
In modern society, swamped by individualism and other social ills, raising children in an urban setting is indeed overwhelming. We can no longer recreate ‘community parenting’ in the traditional village environment with the maxim “It needs a village to raise a child’, but we can easily create a productive and innovative role for grandparents to bring about similar benefits.
Our Struggles – Mental Health And Muslim Communities | The Family and Youth Institute
By Elham Saif, Sarrah AbuLughod and Wahida Abaza
Fariha just started her freshman year at university. Overnight, she was separated from her support system of family and friends and thrust into a foreign environment. She was facing many new challenges, including a heavier workload, new friends, student clubs and organizational responsibilities. She was drowning in endless assignments, exams, and meetings.
Fariha never thought much about mental health issues beyond the few “mindfulness” posts that she’d scroll through on her Instagram feed, but recently she was starting to feel out of sorts. She started to feel anxious as a hijab-wearing woman on campus especially after hearing about anti-Muslim incidents on the news. All of the possibilities of what could go wrong played over and over again in her head–and kept her up at night. Everything was beginning to feel overwhelming. She started having trouble getting out of bed in the morning and was losing motivation to complete her assignments. She felt confused and at times, even afraid.
According to the National Institute of Mental Health, close to 50 million Americans suffered from mental health issues in 2017. One in 5 adults in America is living with a mental health illness at this very moment. American Muslims are not an exception to these statistics. According to different studies, like Fariha, 15-25% of American Muslims report suffering from anxiety disorders and 9-30% report mood disorders. Many of these mental health issues in the Muslim population go unaddressed and unresolved because of lack of knowledge, stigma and shame experienced in many Muslim households and communities.
When these issues go unaddressed, people report that the pain and suffering they experience rises and that overall their problems tend to get worse. Sadly, their struggles can snowball into additional illnesses that were not present before, such as self-harm or addiction. According to the research, mental illnesses such as depression, anxiety, and bipolar disorder are sometimes not considered to be “real” illnesses. Community members often see mental illness as a sign of weakness, a mark of poor faith, or something that doesn’t affect Muslims. They may also see it either as a “test from God” or sometimes as possession by evil spirits. Even when there is an awareness, many of these illnesses and issues are culturally stigmatized as shameful and kept hidden within the person or family. People may be concerned about the reputation of their family or their marital prospects should a psychiatric diagnosis be disclosed.
The irony is that Islam ought to be more of a protective factor given how intertwined Islamic history is with the fields of psychiatry and psychology. The contribution of Islamic scholarship to the field of psychology is documented in our history and legacy from health promotion in the Quran and Sunnah, to early scholarly diagnosis, treatment, and intervention. Alaa Mohammad, FYI researcher and co-author of the chapter “Mental Health in the Islamic Golden Era: The Historical Roots of Modern Psychiatry” in Islamophobia and Psychiatry points out that,
“there was a lot of focus on concepts like ‘sanity’ and the significance of mental capacity as well as the general mental/emotional state in many of the early Islamic texts especially in regards to Islamic rules and law.”
Early Islamic scholars described the “cognitive components of depression and sadness, anxiety and fear, obsessions, and anger in detail and suggested a variety of therapies and treatments.” Learning more about this rich history and pulling from these stories in the Prophet’s (SAW) seerah is a key step towards opening the way for people to get the help they need and learning how to support one another.
Fariha knows that she needs help. She was considering seeing one of the mental health workers on campus, but she’s afraid of what her parents would say if they found out she shared so much with a stranger, especially one that is not a Muslim.
What can parents do?
Research has found that in the face of rising Islamophobia, supportive parenting serves as a protective factor and helps strengthen young Muslims’ sense of identity while unsupportive parents who don’t help their children navigate their experiences end up weakening their identity, which then increases their chances of participating in more risky behavior.
When Fariha finally shared her fears and anxieties with her parents, she was surprised and relieved to hear that they took her seriously. They listened to her and she didn’t feel like they were ashamed of her, only concerned for her well being. They were eager to find her the help she needed to feel like herself again.
As Muslims, we need to shift our mindset around mental illness and the effects of Islamophobia. Like Fariha’s parents, it is imperative that we listen carefully and look more deeply at the issues facing our youth. It is through this openness that we can reduce the stigma and encourage more people to seek help.
The Family and Youth Institute recently released an infographic that talks about some of the struggles facing our American Muslim communities. They teamed up with Islamic Relief USA to get this infographic printed as a poster and will be sending them to over 500 masajid/community centers around the United States in the coming months.
What can you do to help?
- Reduce the stigma by sharing this article and infographic and starting a conversation with your friends and family members. The more we talk about it, the more we normalize and destigmatize mental illness and move towards mental health.
- Organize a community conversation around the issue of mental health. Invite a mental health specialist to come speak to your mosque youth group or parent group.
- Seek therapy when needed. Connect with SEEMA and the Institute of Muslim Mental Health for a list of Muslim therapists. If you are seeing a clinician who is not Muslim, share this book Counseling Muslims: Handbook of Mental Health Issues and Interventions with them to give them a better sense of the specific religious and cultural needs of their Muslim clients.
- Educate yourself – There is a plethora of information out there about mental wellness and wellbeing. For help navigating through it all, sign up for The FYI’s daily article share to receive vetted infographics, articles and videos on this topic. Mental health affects our whole life. Whether you are struggling with bullying, helping a loved one with depression, living with and caring for an elder or wanting to build the best environment for your new baby, we have a resource for you!
These steps are just small ways we can begin to shift the conversation away from shame and stigma and towards help and healing. Mental illness and mental health issues can be scary, but they do not need to be faced alone and in isolation. As the Prophet Muhammad said, “The parable of the believers in their affection, mercy, and compassion for each other is that of a body. When any limb aches, the whole body reacts with sleeplessness and fever.” Together, we can fight the existing stigma and misconceptions, provide support, educate the community and advocate for our brothers and sisters suffering with mental illness and their families.
Aftab A., & Khandai, C. (2018). Mental Health Facts for Muslim Americans. APA Division of Diversity and Health Equity, Washington, DC.
Basit A, & Hamid M. (2006). Mental health issues of Muslim Americans. The Journal of Islamic Medical Association of North America, 42(3), 106-110.
Ciftci A., Jones N., & Corrigan, P.W. (2013) Mental health stigma in the Muslim community. Journal of Muslim Mental Health, 7(1), 17-32.
Hodge, D.R., Zidan, T. & Husain, A. (2016). Depression among Muslims in the United States: Examining the role of discrimination and spirituality as risk and protective factors. Social Work, 61(1), 45-52.
Zong, X., Balkaya, M., Tahseen, M., & Cheah, C.S.L. (2018). Muslim-American Adolescents’ Identities Mediate the Association between Islamophobia and Adjustment: The Moderating Role of Religious Socialization. Poster session presented at the biennial meeting of the International Society for the Study of Behavioural Development, Queensland, Australia.
Loving Muslim Marriage | Is it Haraam to Talk About Sex?
Female sexual nature and female sexual desires are often misunderstood, especially among Muslims. There are some classes and seminars by Muslim speakers that offer advice to Muslim couples about intimacy but unfortunately, the advice is not exactly aligned with correct female sexual nature.
So we decided to come together to clarify these misunderstandings and explain the sexual nature of women and their desires, so we can help build healthy intimacy within Muslim marriages leading to happier Muslim marriages.
This is going to be a series of videos that we will release every week, inshaAllah.
What should be expected out of these videos?
Each video will address a specific myth or misconception about either female sexuality, or Muslim marriage to help men better understand women. We will also explore male sexuality and other subjects.
– to help better quality marriage
– to help couples- both men and women- get a more satisfying intimate life
– to help women navigate intimate life in a manner where they are fulfilled, paving the way for involvement and desiring of intimacy; breaking the cycle of unsatisfying intimate lives for both husband and wife
Please keep in mind that these videos are for people with normal sexual desires — they are not meant to address asexuality.
The content of these videos is a mean to provide marital advice based on mainstream orthodoxy as well as best practices and relationships.
Some experts joined us in these videos to offer their expertise from an Islamic and professional perspective:
Shaikh AbdulNasir Jangda: He was born and raised in Dallas, Texas and at the age of 10 began the road to knowledge by moving to Karachi, Pakistan, and memorizing the entire Qur’an in less than one year. After graduating from high school, he continued his studies abroad at the renowned Jamia Binoria and graduated from its demanding seven-year program in 2002 at the top of his class with numerous licenses to teach in various Islamic Sciences. Along with the Alim Course he concurrently completed a B.A. and M.A. in Arabic from Karachi University. He also obtained a Masters in Islamic Studies from the University of Sindh. He taught Arabic at the University of Texas at Arlington from 2005 to 2007. He served as the Imam at the Colleyville Masjid in the Dallas area for three years. He is a founding member and chairman of Mansfield Islamic Center.
He is the founder of Qalam Institute and he has served as an instructor and curriculum advisor to various Islamic schools. His latest projects include Quran Intensive (a summer program focusing on Arabic grammar and Tafsir), Quranic analysis lectures, Khateeb Training, chronicling of the Prophetic Biography, and personally mentoring and teaching his students at the Qalam Seminary.
In these videos, Sh. Jangda helped present the Islamic rulings and corrections of various misconceptions regarding intimacy and female sexuality.
Dr. Basheer Ahmed: He is a Board Certified Psychiatrist with 18 years of teaching experience at various medical schools. He started off his career by teaching at Albert Einstein College of Medicine in New York as a Psychiatrist in 1971. Then he started his own private practice in 1984 till the present time. Meanwhile, he continued to teach at various universities around the U.S.
He is also the Chairman of MCC Human Services in North Texas.
In these videos, Dr. Basheer explained several psychological conditions that women may suffer through when they are sexually dissatisfied in a marriage.
Zeba Khan: She is the Director of Development for MuslimMatters.org, as well as a writer, speaker, and disability awareness advocate.
She helped address the uncomfortable myths and misconceptions throughout these videos and helped provide the correct perspective of female and marital intimacy for Muslim couples to enjoy a better marriage.
Usman Mughni: He is a Marriage & Family Therapist and holds a Master’s of Science degree
Northern Illinois University and a B.S. in Psychology from the University of Maryland, along with a degree in diagnostic medical imaging. He worked as a therapist at Alexian Brothers Behavioral Health Hospital in the Center for Addiction Medicine. Usman has experience providing counseling to individuals, couples, and families at Northern Illinois University’s Family Therapy Clinic along with experience working with individuals, couples, and families struggling with chemical dependency and mental health diagnoses and running psychoeducational group therapy at Centegra Specialty Hospital’s partial hospitalization and intensive outpatient programs.
Since Usman enjoys working with couples to help bring tranquility back into the marriage and providing premarital counseling to couples who hope to have a successful marriage at a time when divorce seems to be on the rise, he especially joined us in this series to offer his expertise. He highlighted the most common intimacy issues in Muslim marriages that he has observed throughout the years of his experience as a therapist. His insights and knowledge has helped us clarify many misconceptions not only regarding female sexual nature but also about men and marital intimacy.
Ustadha Saba Syed: She has a BA degree in Islamic Studies. She studied Arabic Language and Literature at Qatar University and at the Cairo Institute in Egypt. She also received her Ijaazah in Quranic Hafs recitation in Egypt from Shaikh Muhammad al-Hamazawi.
She’s been passionately working towards empowering Muslim women through the correct and untainted teachings of Islam. She is a pastoral counselor for marriage, family, women and youth issues. She has hosted several Islamic lectures and weekly halaqas in different communities all over U.S and overseas. SHe also hosted special workshops regarding parenting, Islamic sex-ed, female sexuality, and marital intimacy.
She took the initiative of putting together these videos because through her pastoral counseling experience she realized that there are many marital intimacy problems in Muslim marriages, mainly due to the misunderstandings and misconceptions regarding female sexuality and female sexual nature.
Hence, with the speakers above, and with these videos we hope to clarify and explain as many myths and misconceptions that we believe have become a hindrance to happiness and success in Muslim marriages. We welcome your comments and suggestions in order to make this series more successful.