A new animated film is introducing medieval Islamic scholars to the screen for cinema audiences across Britain. Time Hoppers: The Silk Road, produced by Canadian filmmakers Flordeliza Dayrit and Michael Milo, tracks four young protagonists who travel back in time to meet the scientists and mathematicians whose discoveries still shape our contemporary society. From Al-Khwarizmi, the “father of algebra”, to Ibn al-Haytham, a innovator of optical science, the film highlights the remarkable contributions of Islamic scholars during the medieval period. The time-travel adventure film marks a notable achievement to represent Muslim characters and histories in family entertainment, whilst making certain the story appeals to audiences of all backgrounds encountering these pivotal figures for the first time.
A visual journey through mediaeval excellence
The film’s narrative unfolds as a gripping pursuit through time and space. The four young heroes – Abdullah, Aysha, Khalid and Layla – find a time-travel device in a laboratory, only to be chased by a dangerous sorcerer intent on exploit its capabilities. As they race to recover the machine and defend important historical personalities from tampering, the children meet some of history’s most remarkable figures. Their expedition leads them across thriving ancient settlements and along the vast Silk Road trade network that formerly linked three continents, transforming what could have been a tedious history lesson into an thrilling family experience.
The filmmakers were intentional in their choice of characters, guaranteeing inclusion went beyond the traditionally celebrated male scholars. Alongside Al-Khwarizmi and Ibn al-Haytham sits Maryam al-Astrulabi, a 10th-century Syrian woman who developed the astrolabe, an intricate astronomical instrument that reshaped navigation and timekeeping. The addition of Mansa Musa, the immensely prosperous ruler of the Malian empire, further broadens the geographical and cultural scope of Islamic scientific achievement. Dayrit highlights that the film was not designed solely for Muslim audiences; rather, it aims to inspire fascination in all children learning about these remarkable historical figures and their enduring legacies.
- Al-Khwarizmi, the foundational mathematician credited as the father of algebra
- Ibn al-Haytham, who studied optical science and the principle of the camera obscura
- Maryam al-Astrulabi, a Syrian woman inventor of the astrolabe
- Mansa Musa, the immensely prosperous leader of Mali during the medieval period
Why representation counts: Muslim children and the need for these narratives
The production team of Time Hoppers identified a notable absence in mainstream children’s entertainment. “Muslim kids are really underrepresented,” Dayrit observes, pointing out how animated features and adventure narratives rarely feature characters with Islamic heritage or acknowledge the substantial impact of Muslim scholars to modern science. This absence conveys a subtle but powerful signal to children about which narratives merit telling and what accomplishments warrant recognition. By placing four Muslim children at the centre of an exciting time-travel narrative, the filmmakers deliberately challenged this imbalance. The film transcends mere entertainment; it serves as a reflection for young Muslims to view themselves as protagonists, explorers and custodians of a profound cultural heritage that formed the world.
The effect extends beyond mere representation. When children from all backgrounds come across these stories, they acquire a more sophisticated understanding of history and science. Rather than regarding Islamic civilisation as distant or separate from modern achievement, young viewers begin to acknowledge the direct line connecting medieval scholars to contemporary discoveries. This understanding of context cultivates genuine respect and curiosity. Dayrit notes that when children watched the film, they proved “remarkably open-minded” and “enjoyed discovering” about other places and histories, suggesting that well-crafted narratives can naturally break down cultural boundaries. By integrating education naturally into adventure, Time Hoppers demonstrates that representation and engagement need not be mutually exclusive goals.
Creating confidence through public presence
Visibility in the cultural mainstream deeply affects how children view themselves and their communities. For Muslim children who infrequently find protagonists reflecting their beliefs or cultural heritage in standard animated productions, Time Hoppers offers something precious: a sense of inclusion in the adventure narrative itself. The four young heroes are not sidekicks or supporting characters; they are central to the story, moving the narrative along and taking crucial choices. This positioning holds tremendous importance, as it communicates to young Muslim viewers that their stories, their perspectives and their presence are deserving of the big screen. The film simultaneously shows to non-Muslim audiences that different types of heroes can sustain powerful tales that resonate universally that appeal to everyone.
The filmmakers’ focus on authentic representation covers the key figures from history the children encounter. By including women like Maryam al-Astrulabi alongside celebrated male scholars, the film questions assumptions about both the history of Islam and women’s contributions in scientific advancement. This deliberate curation conveys several key points: that scientific accomplishment surpasses gender boundaries, that Islamic societies valued intellectual contributions from all its members, and that children ought to understand the more complete and inclusive picture of history. Such prominence builds confidence in young audiences by expanding their understanding of what is achievable and who gets to be celebrated as a figure worth celebrating.
From educational platform to worldwide film triumph
Time Hoppers started not as a major commercial venture but as a humble learning-focused initiative. The project initially developed as an digital book, designed to introduce children to Muslim scholars and the ancient trade routes through engaging narrative experiences. From there, the developers built upon this concept, developing a interactive game that allowed young audiences to interact with historical figures in a deeper and more engaging way. A television series was also produced, though it remained unreleased. This multi-platform approach reflected the creators’ recognition that modern children access material across multiple platforms, and that educational material needed to meet them where they naturally gather their news and entertainment.
The theatrical release constitutes a significant evolution in scope and audience. By bringing Time Hoppers to cinema screens across the UK and further afield, the filmmakers have converted what began as a niche educational project into a genuine cultural event. This expansion reflects growing demand for varied, culturally-informed children’s content that refuses to patronise its young audience. The film’s progression from ebook to screen illustrates how persistence and a clear creative vision can overcome sector doubt about whether narratives focused on Islamic history possess broad audience reach. The answer, the theatrical release implies, is an emphatic yes.
| Region | Theatre expansion |
|---|---|
| United Kingdom | Wide theatrical release across major cinema chains |
| North America | Expanded distribution following UK success |
| Europe | Growing festival circuit and independent cinema bookings |
| Commonwealth territories | Targeted releases through cultural institutions |
Grassroots momentum and local advocates
The film’s rise in popularity owes much to ground-level support and community support rather than standard promotional channels. Muslim organisations, schools and universities and community cultural spaces have advocated for the film as an key moment in representation. Teachers have identified its teaching potential, incorporating screenings into classroom conversations about Islamic history and scientific achievement. Parents have arranged group screenings, acknowledging that Time Hoppers offers their children something rarely available: mainstream entertainment that validates their heritage and contributions to knowledge. This grassroots passion has generated word-of-mouth momentum that no promotional investment could match, establishing a genuine movement around the film’s release and establishing it as a key cultural reference point for families from different backgrounds seeking inclusive storytelling.
Honouring women and overlooked contributors in the history of science
One of Time Hoppers’ most notable accomplishments lies in its conscious commitment to highlight the contributions of female academics and researchers whose contributions have been consistently sidelined by historical accounts centred on male figures. The film prominently showcases Maryam al-Astrulabi, a 10th-century Syrian polymath who developed the astrolabe, an astronomical instrument of profound importance to navigation and scientific advancement in the medieval period. By placing such figures at the heart of the adventure, the filmmakers challenge the enduring assumption that scientific progress was solely a male domain. Dayrit underscores this commitment, explaining: “We wanted to demonstrate that it’s not only men that were academics or researchers – there were also a lot of women who were at the forefront.” This deliberate curation conveys a strong message to young viewers, notably girls, that intellectual achievement and scientific advancement are not gender-bound pursuits.
The film’s approach goes further than mere representation, instead weaving women’s scientific achievements into the storytelling structure of the story itself. Rather than confining female scholars to footnotes or secondary roles, Time Hoppers positions them as essential figures whose discoveries directly shaped the modern world. This representative storytelling resonates particularly deeply with audiences looking for entertainment that reflects historical reality rather than perpetuating outdated gender hierarchies. By illustrating that women made significant discoveries in mathematics, astronomy and engineering during the Islamic Golden Age, the film provides young viewers with historical evidence that challenges contemporary stereotypes about women in STEM fields. The result is instructional programming that entertains whilst simultaneously enhancing children’s understanding of who can be a scientist or scholar.
- Maryam al-Astrulabi invented the astrolabe, revolutionising astronomical practice and navigation methods.
- Women scholars made significant contributions across mathematics, medicine, and engineering disciplines.
- Historical narratives have systematically overlooked female scientists’ achievements and innovations.
- Inclusive storytelling demonstrates that intellectual achievement surpasses gender boundaries entirely.
- Young audiences are enriched by observing diverse role models across scientific and academic fields.
The broader perspective: reshaping which histories count
Time Hoppers: The Silk Road emerges from a conviction that the narratives we share with young people shape their understanding of the world and their place within it. By centring Islamic intellectuals and researchers, the creators deliberately challenge the Western-centric narratives that dominate mainstream media for young audiences. Dayrit explains that the project was never intended as content exclusively for Muslim audiences: “We hoped the rest of the world to experience it too.” This broad-minded strategy reflects a deeper understanding that all young people gain from experiencing multiple historical viewpoints, independent of their own heritage. When young viewers watch the film, they develop familiarity of intellectual traditions and achievements that have fundamentally shaped modern culture, yet continue to be underrepresented from standard educational accounts.
The value of this reframing is difficult to overstate. By positioning medieval Islamic scholars as key figures rather than peripheral historical figures, Time Hoppers recognises their influence over contemporary science and mathematics. Children who watch the film discover that algebra, the science of optics, and tools of astronomy arose out of specific historical moments and remarkable scholars across the Islamic world. This knowledge fundamentally alters how young people grasp scientific progress itself – not as a linear Western achievement, but as a truly worldwide effort crossing continents and stretching across centuries. In doing so, the film fosters a more nuanced, historically accurate worldview that identifies the interconnected nature of human learning and scientific discovery.