The Somali Population

Challenges and Opportunities

Perspectives

Background information Women’s perspective First generation perspective Literary perspective Youth perspective

Heroes all of them—at least the/re my heroes, especially the new immigrants,

especially the refugees. Everyone makes fun of New York cabdrivers who can*t speak English: they’re heroes. To give up your country is the hardest thing a person can do: to leave the old familiar places and ship out over the edge of the world to America and learn everything over again different that you learned as a child, learn the new language that you will never be so smart or funny in as in your true language It takes years to start to feel semi- normal. And yet people still come—from Russia, Vietnam and Cambodia and Laos, Ethiopia, Iran, Haiti, Korea, Cuba, Chile, and they come on behalf of their children, and they come for freedom. Not for our land (Russia is as beautiful), not for our culture (they have their own, thank you), not for our system of government for they don’t even know about it, may not even agree with it), but for freedom. They are heroes who make an adventure on our be ha lf showing by their struggle how precious beyond words freedom is, and Vwe knew their stories, we could not keep back the tears. Garrison Keillor

Background Information Somalia is located on the

Eastern “horn” of Africa. Somalia gained its

independence in1960 from first British control and then the U.N.

The capital is Mogadishu. Somalia is mostly desert

with a very hot climate.

People:

The population is approximately 7 million people.

People are nomads, semi-nomads, crop farmers, fishermen and urban dwellers.

The main language is Somali.

The people are predominantly Sunni Muslim.

Clans make up the heart of Somali culture.

Why do Somali people live in the United States?

Somali sailors first came in the 1920’s.

Civil war broke out in 1991.

Tribal war has caused over 400,000 people to lose their lives.

People have fled to neighboring countries such as Kenya and Ethiopia as well as the U.S.

Current Situation:

Minnesota has over 15,000 Somali refugees.

The majority live in Minneapolis, Rochester, Owatonna, and St. Cloud.

Focus on finding work and housing, coping with cultural adjustments and loss, and learning English.

Women’s Perspective

The following questions are samples of what a teacher might use to gain understanding of the perspective of Somali women by personally interviewing them.

In your mind, what is the best part of living in the United States?

What communication do you have with your family in Somalia?

Do you think about returning home to Somalia when the current situation improves, at least for a visit?

What are the disappointments you have found here?

What are your fears and concerns about being here in the United States?

Do you think it’s important for you to learn English?

First Generation Perspective

Advantages: Peace

• Safety and security Public assistance

• Medical care• Subsidized housing

Employment opportunities

Concerns:

Dietary guidelines Absence of Mosques Winter weather Loss of traditional nobility

Concerns about the second generation: Loss of religion Cultural assimilation Loss of traditional family obligation Respectful treatment from peers at school

Future plans:

First generation may return home Second generation will definitely stay in the

US Parents would like to see their children

become professionals and productive contributors to Society

Literary Perspective

My Literature focus is dedicated to enhancing understanding, empathy and appreciation of Somali students in Anglo/Non-Somali teachers and students. It is dedicated to supporting self-esteem and a sense of belonging in Somali students. It includes easily accessible or desirable literature in English.

Print Literature, Suitable for use in Working With Children in Schools

I. Audience A. Teacher: give background, enhance empathy B. Somali Students: give background, support, self-

esteem, sense of belonging C. Non-Somali Students: background, empathy,

appreciation. Making Somali students real people in their minds

II. Materials A. Juvenile non-fiction B. Juvenile fiction C. Adult non-fiction D. Adult non-fiction E. Other

III. Some Local Sources of Information A. Libraries: Public, University, School B. Cultural Centers C. Conferences and Workshops D. Online Sites (e.g.search engine: www.google.com) E. Newspapers

Somalia, Annotated Bibliography

Juvenile Books Fox, Mary Virginia. Somalia. (Enchantment of the World Series).

New York: Children’s Press, 1996.

Graf, Mike. Somalia. (Countries of the World Series). Mankato, Minnesota: Capstone Press, 2002.

Hassan, Marian. Bright Star, Blue Sky. St Paul, Minnesota: St Paul and Ramsey County Children’s Initiative, 200_.

Hassig, Susan M. Somalia. (Cultures of the World Series). Singapore: Times Books International, 1997. * Comment: great color pictures and maps! Upper elementary.

Hoffman, Mary. The Color of Home. New York: Penguin Putnam Books for Young Readers 2002. *Comment: ESL child communicating through art. Aliki’s effort is more successful.

Peoples of Africa, Vol. 8: Reunion-Somalia. New York: Marshall Cavendish, 2000. * Comment: Excellent introduction, orderly, readable.

Ricciuti, Edward R. Somalia: A Crisis of Famine and War. (Headliners Series). Brookfield, Connecticut: Millbrook Press, 1993.

Schemenauer, Elma. Somalia. Chanhassen, Minnesota: The Child’s World, Inc., 2002. *Comment: Good photos, good maps, many camels! Mid-elementary.

Windham, Jeanette P. On the Horn of Africa: Let’s Travel to Somalia Together. (Windows on the World Series). Tampa, florida: global Age Publishing, 1995. Comment: Children take virtual trip based on Author’s real travels.

Adult Books

Abdullahi, Mohamed Dirye. Culture and Customs of Somalia. (Culture and Customs of africa Series). Westport, Connecticut: Greenwood Press, 2001. *Comment: good background; thorough.

Baez, Joan, Sr. One Bowl of Porridge: Memoirs of Somalia. Santa Barbara, California: John Daniel, Publisher, 1986.

Dirie, Waris and Cathleen Miller. Desert Flower: The Extraordinary Journey of a Desert Nomad. New York: Harper Collins, 1999. *Comment: Autobiographical story of a Somali woman.

Farrah, Nruddin. Gifts. New York: Penguin books, 2000. * Fiction. Setting: Mogadiscio. Other works: From a Crooked Rib, 1970; Naked Needle, 1976; Sweet and Sour Milk, 1979; Sardines, 1981; Close Sesame, 1983; Maps, 1986; Gifts, 1992; Secrets, 1998. *Fiction. Literary Goal: “to keep my country alive by writing about it.”

Hudson, Peter. A Leaf in the Wind: Travels in Africa. Part three: Somalia. New York: Walker and Company, 1988.

General Supportive Resources

Brandenberg, Aliki. Painted Words and Spoken Memories. New York: Greenwillow books, 1998. *Comment: Greek ESL child telling her story through her art, then later in the year through her English words.

London Times Atlas of the World.

Times Concise Atlas of the World. *Comment: good maps of cities.

National Geographic Atlas of the World. New York: National Geographic Society.

Youth perspectiveSomali kids as seen by their coaches

Challenges Limited linguistic proficiency Limited social network Too much dependence on support Some kids are not serious about school as long as

they have a big and supportive family The pre-conceived notions they have about others

and others have about them

Opportunities

Peace Big and supportive family An amazing ability for fast learning Youth oriented programs that promote

• Responsibility• Respect for the self and others • Positive self-esteem and higher

achievements

Somali kids as they see themselves Very athletic

100% of the interviewed boys practice either basketball or soccer

Approximately 80%of girls mentioned a certain type of physical activity as something to do for fun.

Out-going 80% of the interviewed

girls mentioned chatting, talking on the phone, or hanging out as one of their fun activities.

Have different school preferences. Boys are mainly interested

in math, computers and gym.

More than 50% of the girls like gym and lunch most, then math. 40% are interested in all the other subjects.

All the interviewed kids have a positive attitude toward at least one school teacher.

They have clear future projects For boys there is a tendency to have a sport career. 9/14 of

the interviewed boys want to be either NBA or soccer players.

Girls have a variety of future projects. 25% want to be teachers and 30% want to be doctors. For the rest their dreams vary from fashion designer to a cop.

Very sociable Only one girl mentioned that she has a friend called Julie.

The rest mentioned Somali names for their friends.

Boys

Girls

Dependable

Honest Fun to hang up With

Trustworthy

Cool and helpful

Fun to be with

personality

trustworthy

What they value about their friends

What they like to do together

Boys like • To play soccer or basketball• Ride the bike • Hang out • Play games or watch movies

Girls like• Listen to music read hang out• Play ball draw go to movies and parties• Play touch and run talk on the phone dance• Ride the bike learn together skate drive be goofy• Come to the girls and boys club