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Hijab is an Islamic concept of modesty and privacy. This concept is not unique to Islam, but embraced by other religions, such as Judaism (where the concept of modesty is called Tzuniut) and Christianity. The Islamic concept of hijab is most often expressed in women's clothing. Hijab garments range from simple head scarves (called khimaar or simply hijab) to head-to-toe cloaks such as abayas and burqas. This photo gallery illustrates some of the many types of hijab clothing.

Although firmly rooted in Islamic tradition, hijab is not strictly defined in the Muslim holy book, the Quran. It is often a personal and cultural concept, not a religious one. Expression of hijab varies within the Muslim world and beyond. These verses of the Quran offer insight into hijab and relevant ideas about modesty, respect, privacy, and humility: Chapter 24, verses 30 and 31; Chapter 33, verses 32 and 33; and Chapter 33, verses 53 and 54.

Public expression of hijab is a very controversial issue. It is, first and foremost, an act of worship among Muslim women. In the United States, wearing hijab clothing is a right guaranteed by the First Amendment-as freedom of speech and freedom of religion. However, hijab clothing has also become a potent indicator of identity, with many non-Muslims viewing it as a political statement. Some communities interpret hijab as a sign of Islamic fundamentalism, the refusal of immigrants to integrate into mainstream society, or the oppression of women.

Governments address hijab coverings in different ways. Some restrict wearing any religious clothing, including hijab, in public. Two nations (Saudi Arabia and Iran) require women to wear hijab coverings. Most nations do not have either restrictions or requirements concerning hijab clothing.

Consult the Fast Facts in the following tab for five examples of how nations try to address the expression of hijab.

Teaching about religion can be challenging. Charles Haynes, director of the Religious Freedom Education Project at the First Amendment Center, encourages educators to remember the "Three Rs of religious liberty".

Rights: "Religious liberty, or freedom of conscience, is a basic and inalienable right founded on the inviolable dignity of the person. In a society as religiously diverse as the United States, it is essential that schools emphasize that the rights guaranteed by the Constitution are for citizens of all faiths and none."

Responsibilities: "Religious liberty is not only a universal right, but it also depends upon a universal responsibility to respect that right for others, treating others as we ourselves desire to be treated. All citizens must recognize the inseparable link between the preservation of their own constitutional rights and their responsibility as citizens to defend those rights for all others."

Respect: "Debate and disagreement are vital to classroom discussion and a key element of preparation for citizenship in a democracy. Yet, if we are to live with our differences, particularly our religious differences, how we debate, and not only what we debate, is critical. At the heart of good citizenship is a strong commitment to the civic values that enable people with diverse religious and philosophical perspectives to treat one another with respect and civility."

These "Three Rs" can be useful when teaching about hijab, clothing, and civil rights:

Is there a dress code at your school?

If there is a dress code, how does it balance the rights of individuals with their responsibilities to civic society?

Hijab is a very visible expression of religious conviction. What are some other public expressions of religious or atheistic identity? (Answers might include: jewelry with religious significance, such as crosses; restricted diets, such as kosher or halal; or celebratory prayers at sporting events.)

Do you think hijab or other expressions of religious identity are discussed with respect in your community? How could community members increase respect in the discussion? (Answers may include: a suggestion to spend informal time, such as meals, with members of a different faith or atheists; classroom education about public expressions of faith or atheism; or engaging in an art, such as a style of music, associated with a religion or spiritual movement.)

Credits

Media Credits

The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited.

Writer

Caryl-Sue, National Geographic Society

Editor

Sean P. O'Connor, BioBlitz Education Consultant

Expert Reviewers

Zahra Billoo, Council on American-Islamic Relations
Anas Daghmoumi, Council on American-Islamic Relations

Producer

Caryl-Sue, National Geographic Society

Works Cited

First Amendment Center. "Teaching about Religion." Accessed January 18, 2013. http://www.firstamendmentcenter.org/teaching-about-religion

Last Updated

Feb. 11, 2013

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Hijab is an Islamic concept of modesty and privacy. This concept is not unique to Islam, but embraced by other religions, such as Judaism (where the concept of modesty is called Tzuniut) and Christianity. The Islamic concept of hijab is most often expressed in women's clothing.

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The main communities of Malaysia are Malay, Chinese and Indian, each of which has its own traditional clothes. Most Malaysians dress like westerners. It is mostly on special occasions only that the citizens wear the traditional dress of Malaysia. All the multi-ethnic traditional clothes of Malaysia are multi-coloured, bespoke of their culture and radiating vibrancy.

Let us have a look at the traditional clothes of Malaysia and its different communities.

Malay

The Pakaian dress of Malays (Source)

Chinese

The traditonal dress of the Chinese (Source)

Trade between Malaysia and India is quite smooth, because of which Malaysian Indians get a fair share of traditional clothes from their country. Thus, the Indians in Malaysia have stuck to their roots in terms of traditional dresses.

Men: Indian men in Malaysia wear kurta-pyjama, dhoti-kurta or lungi-kurta. Kurta is typically a knee length shirt. Another popular version of kurta is sherwani, which is worn during weddings and other festivals. Dhoti and lungi are types of baggy lowers.

Women: Most Indian women in Malaysia wear saree and blouse. Sari is a six yard piece of cloth, draped around the body in a way that it looks like a skirt with pleats in the centre and part of the same cloth covers one shoulder and hangs below till the knees. Some women also wear salwar kurta, which is a tunic worn with loose bottoms and long scarf called dupatta.

Apart from the above mentioned dominant communities, there are some minority communities residing in Malaysia as well. These groups also have specific traditional dresses. Some of these are discussed below.

Peranakan (Baba Nyonya)

Peranakans are Chinese immigrants who married Malays. They worship their ancestral gods and follow their original traditions, but have adapted to the culture of the Malays, including learning their language.

Peranakans, also called Baba Nyonya, dress in baju panjang. Baju panjang is a long dress adapted from Malay's traditional baju kurung. Baju panjang is a batik sarong worn with three kersang (brooches) and beaded slippers, known as kasot manek.

Kadazan

A group of Kadazans in their traditional clothes (Source)

Iban

A painting depicting a young Iban couple in
their traditional dress(Source)

Portuguese Immigrants

A Portuguese couple in their traditional costume (Source)

Apart from the above mentioned communities, Malaysia also has descendants from Portugal, who have their own traditional dresses.

Men: Portuguese men in Malaysia wear jackets with trousers and waist sashes.

Women: Women have layered skirts, mostly in black or red colours.

Malaysia is the hub of traditions and culture, especially during festivals. The diverse range of communities with their specific traditional outfits make the country unique. It beautifully symbolizes oneness amongst the ethnic groups by the virtues of mutual respect and acceptance of diversity. A visitor in Malaysia gets to witness the beautiful array of festivities and culture quite often. This increases awareness and instils a sense of unity amongst the viewers. Got another reason to visit Malaysia?

This post was published by Sonal Adwani

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