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Mukadam - Nut, Brittle

Written by Dominic Whiteman

Monday, 02 March 2009

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This contrasts with expectations contained in the British Government’s Faith in the System, p. 15:

‘The(British) Government would normally expect any new faith Academy (other than one replacing an existing faith school) to give priority for at least 50 percent of their places to pupils of other faiths or none, in order to promote parental choice and to ensure that parents with a wide range of beliefs have the opportunity to send their children to the Academy. The providers of faith schools that give priority to members of their faith recognize and accept that where they are under subscribed with members of their faith, they cannot keep places unfilled.’

Rather than attempting to make up your minds for you on Mr Mukadamor the new report, I have copied the Civitas press release below and left a link for you to access the full report. (Our findings were often so shockingthey were left out of the report and passed to the relevant authorities - in an effort not to disrupt social cohesion).

The Civitas press release reads:

Some Muslim schools are threatening the social cohesion of Britain by promoting a fundamentalist version of Islam that encourages children to despise the British society in which they live and to confine themselves to enclaves. In Music, Chess and Other Sins,Denis MacEoin presents the findings of his study of websites belonging toMuslim schools in Britain and their links.

'When a fatwa bank linked from a school tells a boy that dreaming of playing cricket for Pakistan is forbidden because it is a sacrilegious waste of time, or stipulates that reading Harry Potter books is prohibited; or another argues that pupils must not read 'shameless novels and fiction books', that Ludo, Monopoly, draughts and chess are forbidden because 'the Holy Prophet stated the person who plays chess, is like the one who dips his hands in the blood of a swine (pig)', and condemns 'the evil system of the Western culture'; or when a site run by an educational institution writes an article stating: 'One should abstain from evilaudacities such as listening to music'; and when a graduate of the last institution speaks of the 'evils of music', calls the Royal College of Music'satanic', and claims that music is the way in which Jews spread 'the Satanic web' to corrupt young Muslims-how are we to respond?

'It means that no child attending an all-Muslim schoolof this nature will ever visit an art gallery, attend a concert of classical or non-classical music, experience the transcendence of listening to a great operatic tenor perform, pass an evening mesmerized by a production of Romeo and Juliet performed by the National Ballet They represent some of the greatest achievements of Western civilization. To deny young Muslims access to the finest things in our culture, for what are the most puritanical of reasons, is to undermine the very foundation on which our education system is built If literature, art, dance, drama, and music are closed off, where do the most talented young Muslims go in order to achieve the things that so many youngJews and Christians take for granted?' (pp.31-34)

Nor is it only the artistic culture of the country thatsome schools are criticising. On the website of the Madani Secondary Girls'School, East London, we read: 'Our children are exposed to a culture [i.e. British culture] that is inopposition with almost everything Islam stands for.'

'This is a bruising comment that indicates what a negative picture of Western life and civilization will be imparted to pupils.To see everything Western as the clear opposite of all one is taught to believeto be right has the potential to damage young minds for life. This should be taken seriously in the light of the 7/7 bombings, where hatred of what non-Muslims stand for was adduced as an excuse for massacre. We do not say that schools teach terror, but we do ask if they do not make some of their pupils likely to fall prey to even greater extremism. If all that is Islamic is right and lovely, and all that is non-Muslim is corrupt and evil, how might an impressionable mind understand his or her role in British life?' (p.52)

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