It does not matter who the Principal of the school is. The philosophy, curricula, and political perspective are that of its founder and creator, Dhabah Almontaser, still employed by the NYCDOE.The DOE has been operating KGIA in secrecy since September 4th, refusing to respond to Freedom of Information Act requests. In August the DOE stated they would have the “complicated” 6th grade curricula ready on September 21st. Their response to our fourth FOIL request is that KGIA will have its curricula by October 21st. What are they using now? As of today the Department of Education and the school are still not revealing what is being taught. They will not tell the public what textbooks are being used in the school. There is no transparency.
KGIA’s DOE website states, “The school will require that all students take Arabic as a second language to fulfill the Arabic Regents requirements”. There is no NY State Arabic Regents requirement because a Regents test in Arabic does not exist. This false statement, made by those who know better, is another indication that the need for a separate school teaching Arabic is being used to further the Islamic culturization agenda in our public schools. Once again Stop the Madrassa recommends the money be better spent by offering Arabic as a language elective in several middle and high schools across the city. Many more students would be afforded the opportunity at much less the cost.
KGIA’s main partnering groups are a strong indication of the Islamist influence the school will have on its students. The Arab-American Anti-defamation League (ADC) is listed as KGIA’s main partner. ADC – the American-Arab Anti-Discrimination Committee (ADC) has produced a substantial Middle East bibliography for educators (1993b) and a guide for helping Arab parents serve as a resource for teachers (ADC, 1993a). Followers of Islam in particular (Arab Americans as well as other Muslim communities) want to feel respected, and providing teachers with information about the religion promotes understanding. Several groups, such as the Arab World and Islamic Resources and School Services, conduct workshops; others, including the Council on American-Islamic Relations (1997), have published materials for educators.
CURRICULUM COURSE CONTENT
Arab references can be infused across the curriculumto familiarize students with Middle East culture and dispel myths: Arab music, Arab art, photographs of Arab countries, American words with Arab roots, notable Arab Americans, etc. (ADC, 1993a). Courses in religious tolerance need to include Islam. [http://www.ericdigests.org/1999-4/arab.htm]
Education Chancellor Joel Klein promised the school would be monitored.
- Where is the plan developed to monitor the school?
- Who is doing the monitoring?
In fact, there is no plan. There is no legal authority in place to monitor this controversial school. There has been no oversight since the very beginning. The public and parent’s concerns have never been addressed.
It appears the DOE established KGIA prior to investigating the potential violation of separation between Church and State. The school’s association with radical Islamic fundamentalist organizations was never considered. Given the status quo, Stop the Madrassa suggests a legitimate oversight board of citizens who are concerned about the school rather than a board of radical Imams dedicated to the Muslim Brotherhood.