'One Nation Under Allah': The Islamization of American
Public Schools
by Pamela Geller 29 Apr 2014
Endless concessions and
accommodations to Islamic demands only give way to more demands for even more
Islam, as shown in the recent blockbuster revelations of an Islamic takeover of
UK
public schools. What is less well known is the same kinds of things are
happening here in the United
States.
So outrageous were the allegations
that the usually subdued and sharia-compliant British authorities initiated an
investigation into the charges that devout Muslims covertly sought to
“Islamize” the public schools in the UK. The bombshell was dropped last
month in a leaked letter, describing an operation purportedly named “Trojan
Horse.” According to Andrew Gilligan in The Telegraph, the jihad ringleader of
the Trojan Horse plot constructed and implemented a “detailed blueprint for the
radical ‘Islamisation’ of secular state schools.” The plot was so severe that a
number of UK
schools now face “special measures,” which is the British term for (at worst)
closings and (at best) a takeover of the school administration.
The plot called for “girls [to] be
covered except for their hands and faces,” gender segregation/apartheid for
some school activities, and an Islamic curriculum. Mirroring the Muslim
Brotherhood strategic goal for the U.S., which according to a captured
internal document was to work toward “eliminating and destroying Western
civilization from within, and sabotaging its miserable house by their hands and
the hands of the believers,” this plot also sought to use the system to destroy
the system.
The plot was indeed undertaken.
Non-Muslim headmasters and headmistresses were targeted for termination. Muslim
parents were the foot soldiers. Muslim education officials were used to force
schools that didn’t want to comply to fall into line with the “views and
aspirations of Muslim parents and the local community.”
They succeeded. In one school,
Christian students had to teach themselves religious education because the
teacher was devoting all his time to Muslim students. One school, Park View,
instituted forced and discriminatory gender apartheid, with “boys sitting
towards the front of the class and girls at the back or around the sides.”
Students recounted in biology class, the teacher “briefly delivered the theory
of evolution to comply with the syllabus.” According to a non-Muslim teacher,
Park View’s principal, Mozz Hussain, spewed “mind-blowing” anti-American
“propaganda” at assemblies. And Asif Khan, a Muslim teacher of Arabic, admitted
that he made students sing chants attacking Christmas and Christian beliefs.
The same kinds of things are
happening here in America,
but when my colleagues and I warn about them, we are called conspiracy
theorists. Well, there is conspiracy theory and conspiracy fact. And we do see
attempts to further the Islamization of the classroom here, in innumerable
large and small ways, pushed by both Muslims and non-Muslims. A Muslim group is
pushing for taxpayer-funded halal food in New
York City public schools.
Just last year, a Colorado high
school principal defended his decision to allow high school students at Rocky
Mountain High School to recite the Pledge of Allegiance in Arabic — “one nation
under Allah.” Do students even begin to understand the implications of a nation
under Allah and the sharia?
Non-Muslim Michigan high school girls wore hijabs in
school for a class lesson to “explore religion and identity.” In Michigan, a Christian
College established a
prayer room for Muslims. In Minnesota,
a Catholic university installed mini-mosques and Islamic footbaths for Muslims.
School curricula bash Judaism and
Christianity and present Islam in an uncritically positive light, without a
single word about Islam’s 1,400-year history of jihadi wars, land
appropriations, cultural annihilation, and enslavement. Islamic supremacist groups
have for quite some time consulted with public school textbook publishers and
made sure that material presented on Islam was heavily slanted, even to the
point of proselytizing. Combine that with the anti-Western multiculturalist
bias of the publishers themselves, and the result is a large number of public
school textbooks that denigrate Judeo-Christian Western civilization and
portray Islam in a glowingly positive light.
The American Textbook Council, an
independent national textbook monitoring organization, issued a report in 2008
that showed that many commonly used public school textbooks “present an
incomplete and confected view of Islam that misrepresents its foundations and
challenges to international security.” For example, the popular middle school
text Across the Centuries defines jihad as a struggle “to do one’s best to
resist temptation and overcome evil.” Another middle school text in common use,
History Alive! The Medieval World and Beyond, is just as distorted: “Muslims
should fulfill jihad with the heart, tongue, and hand. Muslims use the heart in
their struggle to resist evil. The tongue may convince others to take up worthy
causes, such as funding medical research. Hands may perform good works and
correct wrongs.” Not a word about war, conquest, or subjugation.
Islam’s history of conquering and
Islamizing non-Muslim cultures is whitewashed as well. A high school textbook,
Medieval and Early Modern Times, calls medieval al-Andalus, Islam-ruled Spain, a
“multicultural society.” Likewise, History Alive! says that in medieval Spain “a unique culture flourished in cities
like Cordoba and Toledo, where Muslims, Jews, and Christians
lived together in peace.” But in reality, Jews and Christians in medieval Spain were
subjugated as dhimmis and never had equal rights with Muslims. Even historian
Maria Rosa Menocal, who has done a great deal to spread the myth of a tolerant
medieval Muslim Spain, admits that in al-Andalus, Jews and Christians “were
required to pay a special tax — no Muslims paid taxes — and to observe a number
of restrictive regulations: Christians and Jews were prohibited from attempting
to proselytize Muslims, from building new places of worship, from displaying
crosses or ringing bells. In sum, they were forbidden most public displays of
their religious rituals.”
Why are the textbooks this bad?
The American Textbook Council report reveals that “Islamic organizations,
willing to sow misinformation, are active in curriculum politics. These
activists are eager to expunge any critical thought about Islam from textbooks
and all public discourse. They are succeeding, assisted by partisan scholars
and associations.”
In late May 2010, Wellesley, Massachusetts,
public middle school students took a field trip to the Islamic Society of
Boston Cultural Center — the controversial Saudi-funded mega-mosque run by the
Muslim American Society of Boston, where the Boston Marathon jihad murderers
Tamerlan and Dzhokhar Tsarnaev went to mosque. There, the students were
separated by gender and the boys were asked to join the Muslim adults in their
prayer. Several of the public school boys took part.
The implications of this cannot be
understated. This is an outrage. Your taxpayer dollars were going to brainwash
our children to Islam.
In May 2010, the Islamic Web site
Sound Vision published a six-step plan by the founding director of the Council
on Islamic Education, Shabbir Mansuri, on how to pressure public school
authorities into allowing special accommodation for Muslims.
These included “knowing what laws
and regulations govern the issue of religious accommodation”: Islamic groups
make skillful use of government directives requiring reasonable accommodation
of religious practices. Mansuri also directed Muslims to make friends with a
teacher and enlist him or her as an ally, even inviting the teacher over for
dinner; to “leave a paper trail, but first, be really nice” (at first!); and to
repeat these steps as necessary with the school principal and even the district
superintendent. The Muslim complainant is never to give up until the
concessions are granted.
Look at the cynical and
manipulative way in which Mansuri directs Muslim parents to push for prayer in
the school:
“[The first thing I would do is]
arm myself with that piece of information and then set up a meeting with the
principal of the school along with one of my favorite teachers at the school
who will be very supportive, requesting that my son or daughter should be
either permitted to [for example] go out to perform Juma prayer at a local Masjid
and/or be allowed to perform Juma prayer along with other Muslim students on
the school campus.” [emphasis added]
This Islamic supremacist was
directing Muslims to make friends with teachers and education officials in
order to use them, and to take advantage of procedures and practices instituted
by short-sighted American multiculturalists to gain yet another advantage for
Islam.
This is open source. Imagine what
we don’t see. If this guide shows us anything, it’s what idiots they take us
for. This is, of course, an outrage. None of this should be introduced into the
public school. If this is what Muslim parents want, they should send their
children to madrassa.
Instead, they’re turning our
public schools into madrassas.
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