Taking the Omani Experience of “Shiwa” into the Classroom Setting
By
Dr. Osman Hassan Osman
In Oman, during Eid al-Adha, the tradition of Shiwa brings together family members and neighbours in a spirit of collaboration and shared celebration. As a matter of fact, this ceremony involves collaborating in preparing a hole called a tannour, placing the meat in it, setting it on fire, and sealing it to cook slowly in the heat. More than just a cooking ritual, Shiwa carries with it a deeper meaning of unity and cooperation. In fact, these cultural values can be used to enhance collaborative learning in theclassroom.
1. Teamwork and Shared Responsibility
It can be observed that, during the Shiwa ceremony, everyone participates in the preparation of the meat, working together in the early stages of the process. However, the final stage becomes an individual’s responsibility to collect the cooked meat and share it with the close family circle. This collaborative yet independent approach resembles the concept of cooperative learning in the classroom. This balance of teamwork and personal accountability provides a powerful model for how collaboration can work in educational settings.
In the classroom, this could help students collaborate, for example, on a research project, essay writing, or the preparation of a short speaking task by dividing the work, sharing ideas, and supporting one another throughout the process. Ultimately, however, each student remains responsible for presenting their own findings or completing their own section of the work. The idea is to create an environment where cooperation is encouraged and more able students can support those who may need additional assistance, while each student still maintains ownership of their contributions.
2. Building a Sense of Community
Much like the social nature of Shiwa, collaborative learning fosters a sense of oneness within the classroom. Working together on tasks can help students build social relationships, develop communication skills, and create a supportive network of peers. Just as Shiwa involves sharing the workload while also recognising individual responsibilities, cooperative learning can help students develop a sense of collective achievement while reinforcing personal growth.
This is especially important in diverse classrooms, where students from different parts of Oman or from abroad can share their perspectives and learn from one another. The shared experience of collaboration helps students feel connected and valued, much like how gathering around the tannour builds solidarity in Omani culture.
3. The Balance of Independence and Interdependence
One of the most striking features of Shiwa is the balance between working together and doing things independently. While the group participates in the preparation, each person’s individual responsibility is clear-cut: they must ensure that the meat is properly packed, cooked, and ready to be served. Similarly, in collaborative learning, students should be encouraged to work together while also being given the space to complete their individual tasks independently. This strikes a balance between independence and interdependence.
In the classroom, this concept can be emphasised by structuring assignments in which students work together in groups to share resources or discuss ideas. This method promotes collaborative learning, self-reliance, and autonomous learning.
4. Developing Problem-Solving Skills Together
The preparation and cooking of meat during Shiwa have their challenges. The group must make decisions about how and where to build the tannour, manage the cooking process, and ensure that the food is properly prepared and packed. Similarly, when students work together on complex problems or projects, they must collaborate to come up with solutions, overcome difficulties, and think critically as a group. This kind of cooperation encourages critical thinking skills and helps students overcome challenges together, while still allowing for personal contributions and ideas.
5. A Celebratory Outcome
At the end of the Shiwa ceremony, everyone enjoys the outcome of their work, with each person sharing in the success of the collective effort while also appreciating the unique contribution they made. In education, the achievement could be the completion of a project, a short speaking task, or a research project in which every student feels proud of what they have accomplished together. Just as in Shiwa, where the result is shared but also reflects individual contributions, a successful group project or collaborative learning experience leaves students feeling fulfilled by both their teamwork and their individual achievements.
Conclusion: Bringing the Shiwa Spirit into the Classroom Setting
Bringing the spirit of Shiwa into the classroom setting may foster teamwork while respecting individual contributions. Therefore, by doing so, educators can create a classroom environment that reflects the positive aspects of Shiwa: a blend of collective effort and personal accountability that ultimately leads to a successful and meaningful outcome.
