This week, I successfully conducted initial meetings with the Saba Center and Rise Academy board of directors to discuss the project called: Fitrah & Fulfillment, aimed at developing a sex education curriculum aligned with the teachings of Islam to encourage religiously conservative families to enroll their children in compulsory sex education classes. Fitrah or فِطْرَة in Arabic means the innate disposition of a person, their desires, needs, and nature.
My first task was to meet the board directors. As I walked into the boardroom, I was struck by the diversity of expertise around the table—these were individuals who had built their careers in industries far removed from education, yet they were all deeply invested in the well-being of their community. The initial reactions were a mix of curiosity and cautious optimism. While they appreciated the vision behind integrating Islamic teachings with sex education, there was an underlying tension. Would this project respect the community’s values? Could it truly make a difference?
The discussions were lively and at times challenging. Board members raised insightful questions, reflecting their deep concern for maintaining the delicate balance between tradition and modernity. It quickly became clear that I would need to navigate this balance carefully, ensuring that every aspect of the curriculum was not only informative but also culturally sensitive and religiously sound.
What struck me most during these conversations was the sense of responsibility that each board member felt—not just as leaders, but as parents. They understood the necessity of this project, yet their protective instincts for their children’s upbringing were palpable. This made it clear that gaining their trust would require more than just a solid plan—it would require empathy, patience, and a genuine understanding of their concerns.
Beyond the boardroom, I took every opportunity to immerse myself in the life of the community. The first ten nights of Muharram were in full swing, and the Saba Center was alive with activity. I volunteered wherever I could, whether it was helping with charity drives, serving food, or simply being present during the lectures and teachings. This wasn’t just about showing commitment—it was about understanding the rhythms of the community, the values that were so deeply embedded in their daily lives.
During these nights, I saw firsthand the profound respect and reverence the community had for their faith, which only deepened my resolve to ensure that the project would honor these beliefs while providing the vital education that their children needed. The more time I spent with the community, the more I realized that this project was not just about education—it was about building bridges between the past and the present, between tradition and the challenges of the modern world.
By the end of the week, I felt that I had made significant progress in laying the groundwork for the project. The board members, though initially hesitant, began to see the potential of what we could achieve together. The community, through my participation in their rituals and traditions, started to accept me not just as an outsider with a mission, but as someone who genuinely wanted to contribute to their well-being.
This first week was more than just meetings and volunteering—it was about earning trust, building relationships, and starting to understand the interplay of faith, culture, and community that would guide the success of this project. The journey had just begun, but already, it was clear that this was going to be an experience that would challenge and change me in ways I hadn’t anticipated.