UK: Forced Indoctrination of Schoolkids by Absurd Political Correctness

Islam in Education

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Islam in Education

By Matthew Roberts

As a teacher I am saddened by the way in which the educational elites have robbed English children of the right to know and understand their heritage and history. There is no question that today English children know very little about who they really are, where they have come from or their very rich and wonderful culture. Ask any English child about the iconic dates of English history such as Hastings and Waterloo and your chances of getting a correct answer are very small. Ask them to explain to you the importance of King Alfred the Great and the famous Battle of Edington 878 A.D. and the chances are they will not even have heard of them. Ask them to tell you about the Anglo-Saxons and the creation of England and they won’t have a clue. I emphasise English children in particular here because it is my opinion that the English have been the victims of a systematic cultural cleansing.

Unfortunately, I can tell you from my personal experience working in education that the English child is more likely to be able to explain the importance of Ramadan than Easter and know more about other cultures than his or her own. This process of deculturalisation on the English has had dreadful consequences as I shall explain later. How is it that the British education system has ceased teaching the story of the nation? Why do the educational and political elites no longer want to promote the indigenous history and culture? Why no longer the transmission of British values and customs? The answer I believe is due to immigration and multiculturalism.

Up until the 1970s the view of the pro-immigration elites was that immigrants should assimilate into British culture and essentially become British, sharing British customs, values and culture; this was referred to the ‘Assimilationist Model’ and was promoted as being progressive and forward looking. However, it was becoming very obvious that this model was not working and by the end of the 70s the Left was strongly attacking the Assimilationist Model as oppressive and racist. Thus was born Multiculturalism! Multiculturalism became the accepted official dogma from the 80s onwards and this new dogma was to have a sinister impact on the British education system and especially the curriculum.

Multiculturalists believe that all cultures are equally valid and therefore must be given equal respect. To promote any one culture as superior was considered racist and oppressive. They became suspicious of the host majority culture and saw it as imperialistic, discriminatory and exclusive. Ethnic children in British schools, it was argued, should be taught their own culture and history and be actively encouraged to embrace these. The positivity of these cultures was promoted and all teaching materials were purged of any traces of racism and sexism. What this move towards supposed equality meant in reality was the radical deconstruction of the majority culture, the idea of the nation and the values of Western democracy. It became increasingly fashionable to suggest that there was no such thing as ‘truth’ only different ‘discourses’ or ‘perspectives’; any suggestion therefore that one civilisation or culture was objectively superior to another was seen as racist and oppressive.

English history and culture ceased to be taught in schools in any meaningful way from this time on and the history of Britain and England was only discussed in order to constantly denigrate it for being oppressive, e.g. the transatlantic slave trade and colonialism are always promoted by left-wing teachers as examples of British history and how imperialistic and racist it is. This has created ethnic ‘victim groups’ in society who express an antagonism for the host culture, and it has damaged our young children who grow up with a sense of historic guilt and self-loathing for their country. Our children spend the best part of their early education feeling that they have no sense of place or history, no culture to be proud of as the cultures of those around them are promoted and celebrated and their own denigrated. To disinherit children of their heritage is one of the greatest crimes committed by the liberal/ left elite in this country and surely one day they will be held accountable for this.

There are of course other consequences for society when people are robbed of their heritage and culture. Children who have been socialised into a proper history of their country and grounded in their culture are more likely to grow up with a respect for their country and their fellow citizens. They are more likely to be committed to law and order and to be hard working conscientious citizens who have a respect for others. Social solidarity tends to be stronger and societies more stable with lower crime rates and less dysfunction. However those not integrated into the culture and history of a country are less committed to the whole and this, in my opinion, is why there are the levels of crime and rioting that we have seen in recent years. The crime figures demonstrate very clearly that ethnic minorities are overrepresented in both the crime statistics and the prison population. This cannot be understood or divorced from the fact that they perceive themselves to be ‘victims’ of British society, subject to racism and discrimination, a view constantly promoted by the left and in the education system. This inculcates feelings of marginalisation in these groups, especially amongst the young who then see no reason to subscribe to the values of a society they hate!

Over the last 20 years the curriculum in schools has also increasingly begun to reflect the Islamic demographic and influence in society. Islam and the teaching of it is now firmly embedded in the curriculum in the British education system and if you have children in primary or secondary school then I’m afraid they will be taught basic Islamic doctrines as well as some Islamic culture. There is a good chance that they may enjoy a pleasant trip to the local mosque! These developments are increasingly seen throughout schools in Britain. For example in Scotland, 30 non-Muslim children from the Parkway Primary school recently were required to visit a mosque in the Yorkhill district of Glasgow. At the mosque the children were required to recite the shahada, the Muslim declaration of faith which states: ‘There is no God but Allah and Mohammed is his messenger’. Muslims are also demanding that Islamic preachers be sent to every school in Scotland to teach children about Islam, ostensibly in an effort to end negative attitudes about Muslims. It is inconceivable that Muslim children would be invited to a church to recite the Christian declaration of faith: ‘I have sinned and accept the need for forgiveness by accepting Jesus Christ as my Lord and Saviour’. This course of action would undoubtedly result in mass protests from the Islamic community. Will this school be taking Muslim children to the local synagogue to promote tolerance and understanding?

In many schools British children are having to role-play Muslim historical events such as the trips between Mecca and Medina made by Mohammed. They are required to dress like 7th century Muslims and learn some basic phrases such as ‘in sha Allah’ or ‘Allah willing’. Of course they are not taught about how the prophet slaughtered the various Jewish tribes of Medina!

British children are being served up more than just Islamic propaganda in schools however; they are also being served Halal meat. The default position of most schools now is to serve Halal meat without notifying either parents or children. Many parents and children are totally unaware of this and therefore denied a choice if they want this meat or not. It is further evidence, if any were needed, of the creeping Islamisation in Britain and the privileged position that Islam has in our society. Would these education authorities for example ban the sale of meat in schools for fear of upsetting vegetarians who believe the slaughter of animals is cruel and unacceptable? The answer of course is no! Why therefore do they pander to one specific group? It is becoming increasingly clear that Islam has acquired a special status in Britain and that its influence is being demonstrated in all spheres of life, but especially in education. We see here the ideological manipulation of our children to prepare them for their future demographic and cultural displacement.

For those poor children who like pork, especially sausages, they will no longer be able to indulge in this culinary delight because many schools are no longer serving up the good old British sausage. Or in fact any sausage! The London Borough of Haringey, a heavily Muslim district in North London, recently switched to a menu that is fully Halal. The Haringey Town Council issued ‘best practice’ advice to all schools in its area to ‘ban all pork products to cater for the needs of staff and pupils who are not permitted contact with these for religious reasons.’

At the Cypress Junior School in Croydon, South London, school administrators announced in the school newsletter dated June 1, 2012 that the school has opted for a pork-free menu ‘as a result of pupil and parental feedback’. In Luton, where more than 15% of the population is now Muslim, 23 out of 57 schools have banned pork.

Lunch menus are not the only area in which ‘cultural sensitivity’ is escalating in British schools. In West Yorkshire, the Park Road Junior Infant School and Nursery School in Batley has banned stories featuring pigs, including the ‘The Three Little Pigs’ in case they offend Muslim children. Many people laugh this off as political correctness gone mad. It is far more sinister than this. All these developments undermine and weaken the cultural integrity of the nation and the social engineers are using the education system as a means to create a multicultural utopia which can only happen if the host culture is deconstructed, weakened and finally thrown away like a sweet wrapper.

Many teachers like me have to keep quiet about the real nature of Islam of course. To discuss the Islamic trans-Saharan slave trade or the destruction of all the non-Muslim tribes throughout the Saudi Arabian peninsula or the slaughter of 50 million Hindus or the slaughter that took place at Constantinople or the obvious contemporary barbarity of Islam is to invite opprobrium and dismissal. We are all forced to live the lie that ‘Islam is a religion of peace’.

It is obvious that all the major institutions in Britain have been captured by the liberal/ left and are promoting multiculturalism and diversity. What we have witnessed during the post-war period is Gramsci’s march through the institutions and it has undoubtedly been very successful. It is time however for a counter-cultural revolution to purge these institutions of the destructive ideology of cultural relativism and multiculturalism. Let’s hope that this fightback gains momentum soon before it’s too late.

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