The Council on Islamic Education, the Arab-American Family Support Center, and The Khalil Gibran International Academy

The Arab-American Family Support Center (AAFSC) is a lead partner for the Khalil Gibran International Academy. The organization is providing on-site supervision for the school as noted in their Executive Summary. The second Freedom of Information Law request produced this document, the only information released by the New York City Board of Education on the Khalil Gibran International Academy: The KGIA Executive Summary. The Stop the Madrassa Coalition is still waiting for the NYC Department of Education to inform the public as to what textbooks, lesson plans, teacher handouts, and website sources the school will be using.

The Council for Islamic Education (CIE) is linked to the AAFSC website for issues regarding education. This organization’s focused agenda has been to revise the historical record of American history textbooks used in taxpayer-funded public middle and high schools for the past twenty years. There is remarkable rewriting of Islamic history, and according to information we find on their home page, the CIE is encouraging the teaching of religion. In order to further their preferencing of Islam they encourage bringing in outside speakers to classrooms specifically for the purpose of teaching religion.

The CIE home page publishes two articles dealing with the issue of religion in the public school. Apparently the fundamental American idea of separation of Church and State is not conducive to their desire to undermine the neutral safe space our Constitution provides American students. Many educators and taxpayers feel that this is not what belongs in a public school. The separation of Church and State has allowed public schools to be free of the preferencing of any one particular religion. The CIE is paving the way for Islam to be taught under the guise of inclusion based on multiculturalism.

On the internet you will find two sites called Sound Vision [ http://www.soundvision.com ] and DawaNet [ http://www.dawanet.com/ ]. Muslim parents are being advised to use a 6 step methodical technique of how to go about getting religious accommodation and prayer in the public school. It accomplishes this by telling them to be nice and polite at first but always leave a paper trail. The 6 Step guideline is written by Shabbir Mansouri who is the founder of CIE.

For more on the Council on Islamic Education’s revisionist history of American public school history textbooks please read the following excerpt:

[This article has been reprinted from FamilySecurityMatters.org Contributing Editor Gilbert T. Sewall is Director of the American Textbook Council, a former history instructor at Phillips Academy and an education editor at Newsweek. The American Textbook Council is an independent New York-based research organization established in 1989. The Council reviews history textbooks and other educational materials. It is dedicated to improving the social studies curriculum and civic education in the nation’s elementary and high schools. To read the entire article: http://www.familysecuritymatters.org/terrorism.php?id=1385640><p><strong>Exclusive:]

Islam and the Textbooks: A Reply to the Critics

(Part Two of Two)

Gilbert T. Sewall

Click here for Part One.

Implications

It is dismaying to watch educational publishers and their paid consultants embrace Islamist activists, accepting as authoritative their biased educational materials. What is even more distressing, these educational publishers bear a public trust as government suppliers and profit from tax-generated revenues. These publishers have ignored some of the report’s most troubling questions: Where is the Council on Islamic Education’s money and funding coming from? Who are its benefactors and why do they fail to operate under 501(c)(3) status? What indeed is the Council’s legal status? Where can anyone obtain public reporting and a clear picture of the Council’s past, present and future? (I have requested this information repeatedly for four years, without any success.) Publishers fail to explain why they ignore fundamental questions of motives, funding, legal status and strong-arm tactics in the Islamic organizations that they listen to, appease, and defend.

If our nation’s cultural underpinnings are in conflict with religious dogma and values that are intent on replacing or even eradicating them, should not children and their teachers be made aware? Just as pro-Soviet enthusiasms, Mao worship, and Cold War evisionism seem naïve today, currently prescribed views of Islam may also some day seem like dangerous nonsense. And what key points might replace the obvious flaws in the current generation of textbooks? That militant Islam is a real force in the world today, an insurgency that is a real threat to the nation’s democratic way of life and freedoms that its citizens often take for granted.

“We live in a time when great efforts are being made to falsify the record of the past and to make history a tool of propaganda; when governments, religious movements, political parties, and sectional groups of every kind are busy rewriting history as they would wish it to have been,” observed the historian Bernard Lewis a dozen years ago. Since he wrote this, Islamists have succeeded in doing the very thing. Publishers – not only Houghton Mifflin – have some explaining and work to do.

Textbooks that are used in U.S. classrooms should explain the historically potent strain of Islam that promotes separatism and theocracy. Instead, they are trying to trim history to please Islami[st] pressure groups and allied ideologues. The implications for U.S. civic education are immense, especially if students are unaware of or even accept the idea that for politically esthetic reasons they are being lied to or emotionally manipulated. To become discerning and self-preserving citizens, U.S. students must learn how consensual government, individual freedom and rights, and religious toleration based on separation of church and state are their unusual birthrights. But history textbook publishers adhere to a “multiple perspectives” ideology and bow to Muslim pressure. There is no easy or quick solution to the problem since the imperatives of selling history textbooks put educational publishers in a commercial dilemma.

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Copyright © 2006 American Textbook Council. All Rights Reserved.

 

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