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Wednesday, June 11, 2008
Nowhere is this more evident than in the educational realm. Islamists have taken what’s come to be known as the “soft jihad” into America’s classrooms and children in K-12 are the first casualties. Whether it is textbooks, curriculum, classroom exercises, film screenings, speakers or teacher training, public education in America is under assault.
Capitalizing on the post-9/11 demand for Arabic instruction, some public, charter and voucher-funded private schools are inappropriately using taxpayer dollars to implement a religious curriculum. They are also bringing in outside speakers with Islamist ties or sympathies. As a result, not only are children receiving a biased education, but possible violations of the First Amendment’s Establishment Clause abound. Consider the following cases:
Nowhere is this more evident than in the educational realm. Islamists have taken what’s come to be known as the “soft jihad” into America’s classrooms and children in K-12 are the first casualties. Whether it is textbooks, curriculum, classroom exercises, film screenings, speakers or teacher training, public education in America is under assault.
Equally problematic are the textbooks used in American public schools to teach Islam or Islamic history. Organizations such as Southern California’s Council on Islamic Education and Arabic World and Islamic Resources are tasked with screening and editing these textbooks for public school districts, but questions have been raised about the groups’ scholarship and ideological agenda. The American Textbook Council, an organization that reviews history and social studies textbooks used in American schools, and its director, Gilbert T. Sewall, have produced a series of articles and reports on Islam textbooks and the findings are damning. They include textbooks that are factually inaccurate, misrepresent and in some cases, glorify Islam, or are hostile to other religions. While teaching students about Islam within a religious studies context may be appropriate, the purpose becomes suspect when the texts involved are compromised in this manner.
Such are the complaints about “History Alive! The Medieval World and Beyond,” a textbook published by the Teachers’ Curriculum Institute, to the point where parents in the Scottsdale, Ariz., school district succeeded in having it removed from the curriculum in 2005. TCI is based in Mountain View, and the textbook is now being used in the state’s public schools, where similar concerns have arisen. A Marin County mother whose son has been assigned “History Alive!” has been trying to mount an effort to call school officials’ attention to the problem. Similarly, a San Luis Obispo mother filed an official complaint several years ago with her son’s school authorities over the use of Houghton Mifflin’s middle school text, “Across the Centuries,” which has been widely criticized for whitewashing Islamic history and glorifying Islam. Its inclusion in the Montgomery County, Md. public school curriculum among other districts across the country, could lead to further objections.
But the forces in opposition are powerful and plenty. They include public education bureaucrats and teachers mired in naivete and political correctness, biased textbook publishers, politicized professors and other experts tasked with helping states approve textbooks, and at the top of the heap, billions of dollars in Saudi funding. These funds are pouring into the coffers of various organs that design K-12 curricula. The resultant material, not coincidentally, turns out to be inaccurate, biased and, considering the Wahhabist strain of Islam promulgated by Saudi Arabia, dangerous. And again, taxpayer dollars are involved. National Review Online contributing editor Stanley Kurtz explains :
“The United States government gives money — and a federal seal of approval — to a university Middle East Studies center. That center offers a government-approved K-12 Middle East studies curriculum to America’s teachers. But in fact, that curriculum has been bought and paid for by the Saudis, who may even have trained the personnel who operate the university’s outreach program. Meanwhile, the American government is asleep at the wheel — paying scant attention to how its federally mandated public outreach programs actually work. So without ever realizing it, America’s taxpayers end up subsidizing — and providing official federal approval for — K-12 educational materials on the Middle East that have been created under Saudi auspices. Game, set, match: Saudis.”
Along with funding textbooks and curricula, the Saudis are also involved in funding and designing training for public school teachers. The Saudi funded Prince Alwaleed Bin Talal Center for Muslim-Christian Understanding at Georgetown University now offers professional development workshops for K-12 teachers. The workshops take place at the hosting institution and provide teachers with classroom material. They are free of charge and ACMCU throws in lunch to boot.
But this generosity likely comes with a catch, for the center is known for producing scholars and material with a decidedly apologist bent, both toward the Saudi Royal Family and Islamic radicalism. It’s no accident that ACMCU education consultant Susan Douglass, according to her bio, has been “an affiliated scholar” with the Council on Islamic Education “for over a decade.” Douglass also taught social studies at the Islamic Saudi Academy in Fairfax, Va., where her husband still teaches. ISA has come under investigation for Saudi-provided textbooks and curriculum that some have alleged promotes hatred and intolerance towards non-Muslims. That someone with Douglass’ problematic associations would be in charge of training public school teachers hardly inspires confidence in the system.
While groups such as People for the American Way, Americans United for Separation of Church and State, and the ACLU express outrage at any semblance of Christianity in America’s public schools, very little clamor has met the emergence of Islam in the same arena. An occasional press release, such as the one put out by the Minnesota chapter of the ACLU regarding TIZA, will surface, but by and large, the arbiters of separation of church and state or in this case, mosque and state, have gone silent. The same can largely be said for the federal government and, in particular, the State Department. No doubt, Saudi dollars and influence are part of the problem.
Probably the single greatest weapon in the arsenal of those trying to fight the misuse of America’s public schools is community involvement. As noted previously, a number of parental coalitions have sprung up across the country in an effort to protect their own children from indoctrination. The Stop the Madrassa Coalition has expanded its efforts beyond New York City by working on policy ideas for legislation and meeting privately with members of Congress. Also providing hope are Rep. Sue Myrick (R-N.C.), whose 10-point “Wake Up America” agenda includes a call to reform Saudi-provided textbooks, and the bipartisan Congressional Anti-Terrorism Caucus she co-chairs. Its focus on “jihadist ideology” demonstrates an all-too-rare governmental understanding of the nature of the current conflict.
The power to educate the next generation is an inestimable one and a free society cedes control at its peril. The days of the “silent majority” are no longer tenable in the face of a determined and clever enemy. The battle of ideas must be joined.
Cinnamon Stillwell is a San Francisco writer. She can be reached at cinnamonstillwell@yahoo.com. She also writes for the blog at campus-watch.org.
http://sfgate.com/cgi-bin/article.cgi?f=/g/a/2008/06/11/cstillwell.DTL
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After four separate Freedom of Information Law requests and four court hearings, the Department of Education has not responded to our demands for complete transparency. The reason for KGIA’s existence is to teach the Arabic language and Arabic Culture; however, the curricula and textbooks have not been revealed. As we pursue the truth, everyone continues to wonder exactly what is being taught in the Khalil Gibran International Academy. Are they learning that Muslims discovered America? If so, why? The answer is that if the Islamists can establish their presence as the original inhabitants of North America then the land becomes part of the Ummah, the Islamic lands. The caliphate now extends to the United States. According to the open source Wikkipedia the Ummah is-
Present day meaning–
Some modern Islamists use the term “Islamic Ummah” or “Muslim Ummah” to refer to all the people in the lands and countries where Muslims predominantly reside, and which were once under the control of the Islamic Caliphate. They thus include non-Muslim minorities as members of the ummah. Shariah (Islamic law) would apply to the citizens of the state. In such a unified “Islamic Umma,” the non-Muslim citizens would be subject to Dhimmi limitations and conditions.
The Council on American Islamic Relations has endorsed the school and stated that they are participating with KGIA. See CAIR-NY-founded American Muslim Lawyers Association and the American Mideast Leadership Network, run by a Hezbollah apologist. Considering its status as a named unindicted co-conspirator in the Holy Land terrorist funding case and its years of plying Islamic literature to American Public Libraries the question is, “What have they supplied KGIA’s library with?” This is just one of many questions we need answers to.
Following is a 2004 article reprinted from the American Thinker by Ed Lasky. Islamic propaganda in American public schools has been exposed for years. Exactly what was Mayor Bloomberg and the NYC Department of Education thinking when they endorsed and supported this school?
April 16, 2004
By Ed Lasky
A Native American tribe has forced distributors of an Arab studies guide for American teachers to remove an inaccurate and absurd passage that Muslim explorers preceded Columbus to North America, and eventually became Algonquin chiefs named Abdul—Rahim and Abdallah Ibn Malik!
The Middle East Policy Council, a Washington advocacy group that promotes this curriculum to school districts in 155 U.S. cities have apparently been somewhat unresponsive and dismissive of complaints. Ridiculous as this example is, it is illustrative of a far more disturbing development: the placement of propaganda in our schools by Muslim extremist groups. [Emphasis added] As the Thomas B. Fordham Foundation pointed out in a report issued this week titled, “The Stealth Curriculum:Manipulating America’s History Teachers” these efforts are intended “to use America’s public school classrooms to shape the minds of tomorrow’s citizens by manipulating what today’s teachers introducing into the lessons of today’s children”
The American Textbook Council has played a leading role in resisting Arab efforts to supply propaganda to our schools, and recently published a report, “Islam and the Textbooks”, by Gilbert T. Sewall, which reports this phenomenon. It can be found here.
These militants and their supporters have set their eyes on our children, and are attempting to brainwash them by supplying free textbooks which whitewash the truth regarding Muslim extremism, while promoting Arab and Palestinian political goals. These “teaching materials” also impugn and devalue America, Western nations, Israel. Judaism, and Christianity. The article, ‘Textbooks for Jihad,’ found here is a good analysis of these developments .
The Council on American—Islamic Relations, some of whose members have been “outed” as terror supporters, has an active program to supply these this type of propaganda to libraries across the nation. Naturally, like schools, the librarians are more than happy to accept inexpensive, or free, material to fill their shelves. Yet these same books and audio—visual material are filling our children’s minds with lies that are tantamount to propaganda that teach hate. Efforts should be made by local activists and PTA or PTO members to scrutinize the reading lists at our “educational” institutions. [http://www.americanthinker.com/2004/04/your_children_may_learn_that_m.html]
Reader comment on blog entry: “History Alive!,” Scottsdale Schools, and a Reader’s Comment at www.danielpipes.org
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