Somali People

By JP Lindgren

Jonathan HodgeJeremy Valentine

Nate JohnsonJulie McGinnis

Gender Roles

• Father’s Role– Decision Maker– Wage Earner– Interacts with society outside of the home– After the age of 10 years old, father takes a role in

training the male children– If the father is gone, decision making gets turned

over to an older male relative or an adult son

Gender Roles

• Mother’s Role– Women wield considerable influence in the

household– Care for the children– Prepares the food– Children are highly valued• Women’s status enhanced by having more children

– Expected to cover entire body including hair, most do not wear full face veil

Gender Roles

• Elder’s Role– Are respected– Continue to have an active role in family for as

long as they can– Addressed as Aunt or Uncle even when strangers

Somali Clan Structure

• Somalis belong to clans and sub-clans• Each is said to originate with a single male

ancestor• These are a central fact of Somali life• Understanding how Somali people relate to

one another requires knowledge of the clan system

The Clan System

• Clans combine forces for protection, access to water, good land, and political power

• Very unstable system, characterized by (3) changing alliances and temporary coalitions.

• This system stave off conflict as well produce conflict

Somali clans

• The 2 principal clan divisions in Somali culture:– Samaale• Dir, Isaaq, Hawiye, Daarood

– Saab• Digil, Raxanweyn

– Reference (4)

Clans Social Structure

• Decision making within Somali clans is democratic

• Many time a poor person with little social status speaks frankly about an issue

Occupation

• Known as a nomadic people• Most farmers in Somalia• People here according to 2000 census (5)– 10 % service occupations– 12 % Sales and office occupations– 16 % Production, transportation, and material

moving occupations– Only 2% Unemployed with no work since 1995

Educational Levels (5)

Educational Level Percent

Less than 9th grade 40%

9th-12th Grade, no diploma 19%

High school graduate 17%

Some college, 7%

Associate Degree 2%

Bachelor’s degree 4%

Graduate Degree 1%

Naming Practices

• All siblings will share the same second and third names

• When women marry they so not change their name– They keep it to hold a connection with her family

• Important to know– Kids and parents will have different last names

Naming Practices

• Names have 3 parts• Given Name– Specific to an individual

• Second Name– Name of child’s father

• Third Name– Name of paternal grandfather

Child-Rearing Practices

• Infant Care– New baby and mother stays indoors for first 40

days, time known as, Afatanbah– Female friends and relatives help to take care of

them– Baby wears a string of herb called Malmal to ward

of the Evil Eye– Incense is burned twice per day to keep baby from

ordinary smells of the world

Infant Care Continued

• Nutrition– Breastfeeding is common until the age of 2 years

old– Supplementation with animal milk early in

neonatal period is common– They do not use bottles, but use cups instead– Mix of rice and milk introduced at about 6 months

Infant Care continued

• Diapering not used• When awake mother will hold basin under

baby at regular time intervals• Said to potty train their kids faster

Parental Involvement

• Mothers handle things in the house• Fathers will help train sons starting at the age

of 10 years old• Fathers expect discipline to start in the schools

and will reinforce at home (6)

Marriage

• Divorce is common • Being that children become adults at the age

of 15 many marry at 15 or very young• Can be arranged or personal choice

Space

• Do not attempt to try to shake a mothers hand, because it may be insulting or cause embarrassment to them

• Not acceptable by Islamic law for physical contact between men and women who are not in the circle of those they can not marry

• Children have less of a personal bubble than because of their living conditions

Symbolic Systems

• Both sexes are expected to dress modestlyMen

• Not supposed to wear silk or gold• Is acceptable for the men to be bare chested,

only if necessary• But, always make sure they are covered from

waste to knee

Symbolic Systems cont.

Women• Wear a veil not by force, but rather out of tradition• Not acceptable to wear tight or see through clothing• Hair is traditionally covered by a scarf• Many of their dressing costumes come from Islamic

practices

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Accommodations for students who celebrate Ramadan

As teachers we must be aware of this holiday occurring and keep a close eye on our Muslim students • Students may have less energy because of not

eating• Encourage the students to get up early and eat a

hearty breakfast before they come to school– This may be difficult because it is really early– Physical activity could completely drain students energy

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Food Preferences

• Traditional staples of their diet– Rice, beans, bananas, and meet of sheep, goat,

cattle, and camels– Coffee’s and tea’s are preferred drinks– All meat must be ritually slaughtered according to

Islamic law – Food is only eaten with right hand– It is custom for men and women to eat separately

Rites, Rituals, and Ceremonies

Ramadan• The 9th month on the Lunar Calendar• According to Islamic teachings it was during

this month that Mohammed received his 1st revelation of Qur’an

• Muslims abstain from eating, drinking, and sex from dawn till dusk

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Rites, Rituals, and Ceremonies cont.

Id-al-Fitir• The Day after Ramadan ends• The students are excused from school

Dhul Haj• The biggest Muslim Festival • Comes two months and ten days after Id-al-Fitir• Symbolizes the courage of faith and Allah’s mercy– Celebrate by slaughtering animals

• Shows Abraham’s success in Allah’s test of Faith

Rites, Rituals, and Ceremonies cont.

Secular Holidays• June 26th

• Independence from the British

• July 1st

• Independence from the Italians

• The Somali Republic was formed

Oral Poetry- a verbal art

Used to;–Preserve cultural history–Record family lineage–Document political change– Tell stories– Influence decisions

Why Educators Need to Know

• Poetry is one of the country’s greatest artistic achievements

• Memorization- students might not write everything down

• However, do not expect all Somali student to excel in poetry & memorization

• Come up with ways to incorporate poetry in class

Music

• Heavily influenced by poetry– Puts emphasis on vocals

• Loud, fast paced music not appreciated in traditional music

• Western styles are influencing modern Somali music– Rap has heavy appeal to young Somalis

• There is an Islamic restriction on listening to music

Why Educators Need to Know

• Somali students might not be familiar with Western music

• Somali students might not want to go against Islamic faith

Art

• Objects of everyday life best express their artisan skills– Woven mats, carved woods, basketry, pottery & worked

leather• Islamic faith prohibits the images of humans or

animals in art• Islamic art is rich with geometric designs & lines with

a huge emphasis on balance• Painting & photography have recently caught the

attention of modern Somali artists– Portraits and pastoral scenes are now popular

Mohamed Buwe Osman

Why Educators Need to Know

• Art can teach a lot about people of a certain culture

• Muslim Somali student might not want to create images of people & animals

• Have alternative assignments available

ReferencesAbdullahi, M. (2001). Cultures and Customs of Somali. Westport, CT: Greenwood Press.

Adam, A. (2005). Somali and the Somalis: A Handbook for Teachers. St. Paul Public Schools, Office of Instructional Services.

Esse, A (April 30, 2008). SOMALIA:. Retrieved October 5, 2008, from History, Culture & Health Web site: http://www.health.state.mn.us/divs/idepc/refugee/globalbbsom.pdf

Farid M. and McMahan D. (2004) Accommodating and educating Somali students in Minnesota schools. Saint Paul, MN. Hamline University

Hassig, S. & Latif, Z. (2008). Cultures of the World; Somalia. New York: Marshall Cavendish Benchmark.

Korbel, Velma (2008). Somali Culture and Customs Web site. Retrieved September 28, 2008, from Minnesota department of human rights: http://www.humanrights.state.mn.us/somali_culture.html

Williams, S.T (2001). For Somali, refugees, mental illness often a wordless struggle. Minneapolis Star Tribune. Pp. A1, A7.(2003). Cultural and Medical Traditions. Somali Culture and Medical Traditions, http://xpedio02.childrensmn.org/stellent/groups/public/@xcp/@web/@

clinicsanddepts/documents/policyreferenceprocedure/web025020.asp

Toby Lewis, MD, 1996, Somali Cultural Profile. 1995-2008;University of Washington Harborview Medical Center, October 5, 2008, http://owl.english.purdue.edu/owl/resource/560/10/

Somalia Holland Online, The Somali Social Structure, October 5, 2008, http://somaliaholland.free.fr/

Somali Clans, Minneapolis Police Study, October 5, 2008, http://www.ci.minneapolis.mn.us/police/about/mcu/SomalianClans.pdf

Bruce P. Corrie, PhD, Economic Contributions of Somalis in Minnesota, October 5, 2008, http://www.ethnictrends.info

Birman, Dina, Bacchus, Natalia, November 2001 http://www.dhr.state.md.us/mona/pdf/somali.pdf

www.islamonline.netwww.mapoftheworld.comwww.somaliculture.net

• (1)http://xpedio02.childrensmn.org/stellent/groups/public/@xcp/@web/@clinicsanddepts/documents/policyreferenceprocedure/web025020.asp • (2)http://ethnomed.org/ethnomed/cultures/somali/somali_cp.html#infancy • (3)http://somaliaholland.free.fr/somali_social_structure.htm • (4) http://www.ci.minneapolis.mn.us/police/about/mcu/SomalianClans.pdf • (5) http://www.ethnictrends.info/pdfs/Somali%20Economic%20Contributions.pdf • (6) http://www.dhr.state.md.us/mona/pdf/somali.pdf