Islam21c Articulating Islam in the 21st Century 
The Coolness of Hind blog today unveiled a shocking revelation…
Christmas, it seems is another issue which annually crops up to force the “Muslim Question”, whilst curiously obviating the uncomfortable issue of religious rights to hold, and by implication exclude particular beliefs and practices. Of course, this discriminatory focus on Muslims (the Jewish minority, for instance, are comparatively absent from this discourse) has consequences. Over a week ago, it was reported that a Muslim woman in Australia was subjected to a brutal verbal and physical attack after she replied “happy holidays” to the attacker’s “merry Christmas”. Incidentally, I doubt Louise Casey would regarding uttering “merry Christmas” as a sign of vulnerability to “extremism” and consequently, “violent extremism”.
There are milder but still manifestly detrimental consequences here in Britain too. Last year, Police Commander Mak Chishty moronically stated that children who regarded Christmas as religiously prohibited were subscribing to an “Islamist” view. They were therefore not “moderate”. As I highlighted at that time, this absurd notion was discriminatory as other religious groups, such as orthodox Jews and Jehovah’s Witnesses, whom regard Christmas as deriving from pagan customs, held similar views, but were not tarnished with the rhetoric of securitisation. It seems however, that this dangerously irresponsible statement is seeing some manifestation in the education context.
My sources have heard from parents that teachers have been overly keen to get Muslim children involved in Christmas celebrations. Until recently, however, I have not been able to obtain any hard evidence to corroborate this anecdotal evidence. My sources have now forwarded startling information in the form of a letter which disturbingly issues a PREVENT-based threat to a Muslim parent for effectively requesting that his child be removed from the school Christmas assembly. The assembly entails singing the Christmas carol called a “Silent Night”, a poem written by the priest Joseph Mohr in 1816. Part of the poem includes the following:
Silent night, holy night
Son of God, love’s pure light
Radiant beams from Thy holy face
With the dawn of redeeming grace
Jesus, Lord, at Thy birth
Jesus, Lord, at Thy birth
My sources in London state that the distraught father, who does not speak English as his first language, simply stated that he did not want his child to join in with Silent Night, as it is for Christians. This however, has been interpreted “intolerance” and therefore contrary to “British values”.
The letter, signed by the head teacher, states that,
“I am writing to you to express my disappointment about the tone of your conversations a number of staff (sic), where I believe you expressed views that do not match the vision and values of the school. As you know we are by law required to uphold out statutory duty to promote British values…”
After citing Department for Education guidance which is irrelevant to the specific case of withdrawing children from religious assemblies, the head teacher highlights the “British value” of “mutual tolerance and respect”. Noting that assemblies of different faiths are also conducted, the letter continues,
“I believe your comments, which you have now made on more than one occasion in front of others, about Christmas celebrations being for ‘people like us’, by which I believe you to mean teachers and others of a different faith than yours does not show what the statutory guidance terms as:
“An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated.”
The head teacher then iterates various celebrations of different faiths and then states that there is an expectation that “all children… take part in these events whatever the religion they practise out of school in the same way I expect all staff to.”
The head teacher follows this with the threat:
“It is one thing to disagree but quite another to make assumptions about others. This type of behaviour shows, what appears to be, such blatant intolerance of other people’s belief that should this happen again I will have no other alternative but to refer the matter to the authorities.”
Attention for further information is drawn to the “PREVENT Strategy”.
My sources state that the “expressed views” which the head teacher is taking an issue with includes the removal of the child from the Christmas assembly. This is corroborated by the head teachers “expectation” that all children partake in “these events”.
The father feels he is unable to have his child removed.
Parents have a right, enshrined in School Standards and Frameworks Act 1998, section 71, to withdraw their children from religious education lessons as well as acts of collective worship at all schools. Furthermore, parents are not obligated to give a reason why. This is not exactly controversial. There are Jewish schools where Christmas is banned, and even wrapping of Hanukah presents in paper which represents the Christmas tradition is prohibited. Last year parents at a school in Devon protested over the school taking their children to the mosque, based on their negative perceptions of Islam. Whilst their reasons are questionable, having their children removed is completely in concert with their rights as parents. Would the head teacher threaten these Jewish and Christian parents with a PREVENT referral for exemplifying “blatant intolerance”? Acceptance and tolerance of different faiths does not mean having beliefs of different religions forced down children. How many orthodox Jewish parents are willing to let their children sing a poem declaring the Prophet Jesus, peace be upon him, as the Son of God? On the contrary, this is a violation of parental rights and coerced indoctrination.
And coercion is a quality intrinsic to PREVENT, which demands mental configuration to the state-defined beliefs. The broken and blunt predictive toolthat is PREVENT is being used as a weapon of intimidation to bully parents into compliance by seemingly zealous head teachers.
It is yet another demonstration of just how deeply problematic the PREVENT Duty is.
Note: I have, for the moment, deliberately withheld information on the school and the head teacher. This may change provided consent is obtained from the source.
Source: Coolness of Hind
Muslims are supposed to respect and tolerate those who are different. It is the native Brit who has never learn to respect and tolerate those who are different. A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.
What do you expect from British schooling which is the home of institutional racism? Native teachers are chicken racists. It is a crime against humanity to send Muslim children to state schools with non-Muslim teachers. I would like t see each and every Muslim child in a state funded Muslim school with Muslim teachers. Muslim children must develop their cultural, linguistic and spiritual identity before they are exposed to wider society, otherwise, they would be lost in the western jungle.You do not want to see Muslim schools and you would be happy to see future generations of Muslims lost in western jungle, indulging in anti-social behaviour and incivility.
Muslim community in all western countries need Masajid, state funded Muslim schools , Halal meat,time off for Friday afternoon prayers, two religious official holidays per year and Muslim cemeteries. West must learn to respect and tolerate those who are different. Don’t these hypocrites idiots know what their ancestors did to Native American Indians they slaughtered 150 millions of Native American Indians! and also do they know that Great Britain invaded 80% countries around the world? They should call them terrorist first and as well call their ancestors terrorist! British did the same to Native American Indians and sadly they still treat Native American Indians badly! So Americans Indians know how you Muslims feel! They stolen Indian land and killed 150 millions of Indians the British did! They were forced to go to the white man’s school and learn the language, culture and faith of the white man. Inspite of that, they are still the under dogs of the American society.
Muslim children need state funded Muslim schools with Muslim teachers as role models during their developmental periods. There is no place for a non-Muslim child or a teacher in a Muslim school. The West has never been at ease with Islam since the Crusades. It is unfortunate that huge oil supplies lie under the Arabian Deserts. It is the West that stirred the trouble that led to 9/11. That attack was a desperate act of by men prepared to lose their life. We need to get to grips on who is the terrorist? On 24 November 1963, Lyndon Johnson said, “the battle against communism… must be joined… with strength and determination. Some three million lives were lost in the consequential battles. The US had to pull out due to Public Opinion. Communism lived on. So who was the terrorist?
The demand for Muslim schools comes from parents who want their children a safe environment with an Islamic ethos. Parents see Muslim schools where children can develop their Islamic Identity where they won’t feel stigmatised for being Muslims and they can feel confident about their faith. Muslim schools are working to try to create a bridge between communities. There is a belief among ethnic minority parents that the British schooling does not adequately address their cultural needs. Failing to meet this need could result in feeling resentment among a group who already feel excluded. Setting up Muslim school is a defensive response. State schools with monolingual teachers are not capable to teach English to bilingual Muslim children. Bilingual teachers are needed to teach English to such children along with their mother tongue. According to a number of studies, a child will not learn a second language if his first language is ignored.
You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a “school hijacker” by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meagre resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.
Speaking English does not promote integration into British, American and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to state schools with monolingual non-Muslim teachers and English language. English language is not only a lingua franca but also lingua frankensteinia. Human right are also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime. Language is not just a language. It defines one’s culture, identity and consciousness. It defines how we think, communicate and express ourselves. The fact is the most South Asian Muslims have come to know Islam by way of Urdu, the children’s alienation from the language that connects them the heritage of their parents and grandparents is disturbing. As a matter of fact, one has to get to know his mother tongue well if one is to master any other language.
The British establishment is wrong in thinking that Imams are to blame for extremism. Imams are not solution to the problem for extremism. Extremism is nothing to do with Imams. Extremism is not created from abroad, it is coming from within. Britain fails to help Muslim communities feel part of British society. Race trouble is being predicted by the Daily Express, because of an ethnic boom in UK major cities. Muslim communities need imams for the solutions of their needs and demands in their own native languages. Muslim parents would like to see their children well versed in Standard English and to go for higher studies and research to serve humanity. The fact is that majority of Muslim children leave schools with low grades because monolingual teachers are not capable to teach Standard English to bilingual Muslim children. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit.
Terrorism and sexual grooming is nothing to do with Masajid, Imams and Muslim schools. Those Muslim youths who have been involved in terrorism and sexual grooming are the product of western education system which makes a man stupid, selfish and corrupt. They find themselves cut off from their cultural heritage, literature and poetry. They suffer from identity crises and I blame British schooling.
The shocking level of targeting of the Muslim community of Birmingham is indicative of the normalisation of the dehumanisation of the Muslims of Britain. Under the pretext of “extremism”, criminal undemocratic and unethical abuse of public institutions and the Muslims of the UK can occur without much accountability. This pervasive attitude, especially amongst officials like Michael Gove needs to change. Our schools are truly trying to develop our children to do well at schools so later in life they are able to stand on their own two feet, but if we stop our schools from doing this than our country will have up rise of unemployment, benefit issues, crime levels high, I think its time for you apologize and allow practitioners to do their job right.
Indiscipline, incivility, binge drinking, drug addiction, gun and knife crimes, teenage pregnancies and abortion are part and parcel of British schooling. These are the reasons why majority of Muslim parents would like to send their children to Muslim schools with Muslim teachers as role models during their developmental periods. Only less than 5% attend Muslim schools and more than 95% keep on attending state and church schools to be mis-educated and de-educated by non-Muslim monolingual teachers.
There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.
IA
http://www.londonschoolofislamics.org.uk