School Retaliates Against Student For Parent’s Pro-Israel Stance

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You may have seen my past posts on the problems with anti-Israel/anti-semitic class material in the Newton, MA public schools:

I received the following email yesterday from the president of Parents for Excellence in Newton Schools (PENS),  Evan Jacobi, indicating the problems are ongoing and perhaps even worse:

A state education department found that a school district and School Committee Chair retaliated against a student because of her parent’s complaint about inaccurate and biased materials.

The decision by the Massachusetts agency found that the Newton Public Schools (NPS)  and School Committee Chair Matthew Hills sent confidential information about the student and her family to local media, which published it. The media entities – a newspaper and a blog – also published false claims that the parent was associated with anti-Muslim groups.

The student’s family said that both the newspaper and blog knew that the family had previously been stalked and that publishing the false allegations put them in danger. They also stated they suffered emotional distress and other harm due to the district’s actions.

Parents and education groups have accused the school of distributing inaccurate and anti-Israel material, resulting in the removal of several widely used resources. One resource, the Arab World Studies Notebook, has been been subject to intense criticism by education groups and removed from other school districts. The district also removed a website and whited out a textbook’s claim that the Catholic church was “reconsidering polygamy as a Christian option”.

Parents’ complaint are supported by organizations including the Committee for Accuracy in Middle East Reporting in America (CAMERA), Scholars for Peace in the Middle East, StandWithUs, and Zionist Organization of America.

Last September, the education research organization Verity Educate issued a report on materials used in NPS history classes. The report found numerous inaccurate and deceptive material, including altered primary source documents. It also found substantial anti-Israel bias, including material described as ‘neutral’ which had been prepared by anti-Israel activists.

The district denies that any bias or inaccuracies exist. Officials also told parents that they would ‘never’ read the report issued by Verity Educate or any other organization and that parents upset about deceptive or racist class material “should find another school for their children”.

“The retaliation by school officials against a child because of a parent’s legitimate complaints about biased and deceptive class materials is outrageous”, said Evan Jacobi, president of the group Parents for Excellence in Newton Schools (PENS). “Their goal is to further intimidate  parents who object to their children being told that biased and grossly inaccurate material is true.”

Hills was also found to have violated state Open Meeting law several times in 2014 in an attempt to cover up a plagarized speech given by Newton Superintendent David Fleishman, and advised Fleishman and others to violate state and federal law by withholding documents from responses to public records requests. No sanctions have been imposed on Hills for these violations.

Contact PENS President Evan Jacobi at NewtonExcellence@gmail.com for more information.

And much more information is available at  www.newtonexcellence.org.

Also see this Truth Revolt report from Sep. 8, 2014:

Vanderbilt Professor Under Attack for Criticizing Islam

carol-228x350Frontpage, January 23, 2015 by Mark Tapson:

Last week, in response to the Paris massacre at the offices of Charlie Hebdo, Carol M. Swain, an openly conservative professor of political science and law at Vanderbilt University, wrote an op-ed for The Tennessean titled, “Charlie Hebdo attacks prove critics were right about Islam.” Naturally, any critique of Islam from our leftist-dominated campuses is going to be met with frothing outrage, and Professor Swain’s article was no exception.

“What would it take to make us admit we were wrong about Islam?” the professor began. “What horrendous attack would finally convince us that Islam is not like other religions in the United States, that it poses an absolute danger to us and our children unless it is monitored better than it has been under the Obama administration?” Good questions, and ones that those of us whose eyes have long been opened to the threat of Islamic fundamentalism have been asking ever since September 11, 2001, if not before.

But the fact that such questions were being put forth by a major university professor, even a conservative one (with a very impressive résumé, no less), was notable. Swain pulled no punches:

More and more members of the PC crowd now acknowledge that Islam has absolutely nothing in common with Christianity, nor is it a worthy part of the brotherhood of man I long felt was characteristic of the Abrahamic religions. A younger, more naive version of myself once believed in a world where the people of the Book could and would get along because they all claimed Abraham as their father. No more!

Those were strong, clear sentiments about Islam that one doesn’t often – or ever – hear from American academics. She concluded with a statement that dared to challenge the West’s false idol of multiculturalism: “It becomes clearer every day that Islam is not just another religion to be accorded the respect given to Christianity, Judaism, Buddhism, Baha’i and other world religions.” The attack on Charlie Hebdo, she wrote, “once again illustrates that Islam is a dangerous set of beliefs totally incompatible with Western beliefs concerning freedom of speech, freedom of assembly and freedom of association.”

Swain’s solutions included “remov[ing] the foxes from the henhouses,” “institut[ing] serious monitoring of Islamic organizations,” and expecting Muslim immigrants to assimilate culturally. “If we are to be safe,” she wrote, “then we must have ground rules that protect the people from those who disdain the freedoms that most of the world covets.”

Among those who took umbrage at this blunt op-ed and complained to theVanderbilt Hustler, the school paper, were: an international student from Pakistan who felt mortified by the piece; an agnostic junior who condemned Swain as xenophobic, hateful, and intolerant; a sophomore who accused Swain of “logical leaps” and “casual bigotry”; a graduate who warned against “fear of the Other”; another who purported to “debunk” Swain’s claims about Islam; and a Muslim undergrad who declared the op-ed to be hate speech and wondered, “How could such an educated, informed woman, a professor at Vanderbilt in charge of educating our youth, publish such ignorance?”

That same student, Farishtay Yamin, happens to be the publicity chair for Vanderbilt’s branch of the Muslim Students Association. She organized a student protest of Swain, saying, with no apparent trace of irony, “What I’m really trying to show [Swain] is that she can’t continue to say these kinds of things on a campus that’s so liberal and diverse and tolerant.” So much for the campus being liberal and diverse and tolerant.

The Muslim Students Association, the Muslim Brotherhood’s oldest offshoot in America, issued a statement, offering Professor Swain “kindness and respect” and forgiveness, pointing out that “she has allowed the acts of people who have distorted Islam to shape her views on an entire community of 1.6 billion people who practice peacefully.” Vanderbilt’s MSA invited her and others to attend their Islamic Awareness Month event called “Terrorism: Who Is to Blame” on Feb. 8. “Please join us for the event so that misconceptions can be cleared,” they urged helpfully.

The Vanderbilt Hustler editorial team responded by defending Swain’s right to free speech but denouncing her “brand of conservatism” as “disgusting and disappointing.” She has “undoubtedly abused her position” by “perpetuating a myth that seeks to shut down debate and discourage the legitimacy of the place that Muslim individuals hold in American society… In fact, many feel that Swain’s actions have created an environment that feels unsafe to some of her students.”

It’s ironic that Islam has created unsafe environments all over the world for Jews, Christians, women, gays, cartoonists, and even Muslims themselves, but the Vanderbilt Hustler editors blame Professor Swain for creating an unsafe campus environment for pointing that out (the Dean of Students even felt it necessary to reassure Muslim students that they are still safe on campus). Ironic, too, that – in the wake of the Charlie Hebdo assault – the editors claim that it is Swain who is seeking to shut down debate about Islam.

Last Sunday Professor Swain released a statement acknowledging that her op-ed “could have been written with a milder tone.” But given a chance to clarify her position in an interview, Swain did not back down. She told the Vanderbilt Hustler that, “What we don’t want in the United States is a repeat of what has happened in Europe… It would be beneficial,” she said, “if more Muslims would stand up and condemn jihadic violence against Christians, Jews, homosexuals and others.”

Asked how she reconciles the First Amendment with her “obligation as a professor to maintain a safe and civil environment” for “students who might feel threatened by your speech,” Swain replied,

I feel no special obligation to engage in politically correct speech. I think it is unfortunate that hate speech has become whatever makes a non-Christian uncomfortable… Any student who is threatened by a discussion of ideas cannot fully benefit from a liberal arts education… If a student takes one of my courses, then he or she has entered a political correctness free zone tolerant of divergent views.

Bravo. Thanks to the mental straitjacket of political correctness, no one who took exception to Professor Swain’s op-ed seems capable of grasping – or willing to grasp – the distinction between the ideology of Islam and its adherents. Criticism of the former is not the same as bigotry toward the latter. We must not allow the conversation about the world’s undeniable Islam problem always to be derailed by kneejerk accusations of mythical Islamophobia and intolerance. Unfortunately, freeing university students from that mental straitjacket will require an army of Professor Swains.

***

Follow Prof. Carol Swain on twitter @carolmswain 

Visit her website at http://bethepeopletv.com/

and facebook -  https://www.facebook.com/profcarolmswain

Also see:

Harper Collins ‘Erases’ Israel

harper-collins-israel-map-gaza-palestineTruth Revolt, by Jeff Dunetz:

Publisher Harper-Collins was able to do something that the Arab League hasn’t been able to achieve in sixty-six years: erase Israel from the map.

The publishing giant’s subsidiary Collins Bartholomew has removed Israel from [maps] it publishes for English-speaking schools in the Arab Middle-East.

First reported in The Tablet, a Catholic weekly newspaper published in Great Britain, instead of showing Israel, “The Collins Middle East Atlas,” has Jordan and Syria extending to the Mediterranean Sea only broken up by the West Bank and Gaza.

Collins Bartholomew, the subsidiary of HarperCollins that specialises in maps, told The Tablet that including Israel would have been “unacceptable” to their customers in the Gulf and the amendment incorporated “local preferences”.

Bishop Declan Lang, chairman of the Bishops’ Conference Department of International Affairs, told The Tablet: “The publication of this atlas will confirm Israel’s belief that there exists a hostility towards their country from parts of the Arab world. It will not help to build up a spirit of trust leading to peaceful co-existence.”

The Tablet has also learned of customs officers in one Gulf nation allowing school atlases to reach their intended recipient only once Israel had been struck out by hand.

Dr Jane Clements, director of the Council of Christians and Jews, told The Tablet that maps that excluded Israel risked causing confusion and de-legitimising the nation in the eyes of the students who used the atlases.

She said: “Maps can be a very powerful tool in terms of de-legitimising ‘the other’ and can lead to confusion rather than clarity. We would be keen to see relevant bodies ensure that all atlases anywhere reflect the official UN position on nations, boundaries and all political features.”

Allah in our schools

sysliderimagee1377122791697vi1-viAmerican Thinker, By Carol Brown, Dec. 28, 2014:

Jihad, in its many guises and forms, is being waged across America. No aspect of our society has been untouched by this relentless attack. Including our schools.

Our education system has been infiltrated by the enemy, as the next generation of Americans is brainwashed with white-washed Islam.

The assault is coming from all directions and it never sleeps.

Muslim Brotherhood front groups have been, and continue to be, integrally involved in the development of Common Core curriculum. They make sure a false picture of Islam is integrated into lessons, from K – 12. Our children are exposed to all manner of “educational” activities that amount to Islamic propaganda, which is now endemic in the school system.

In addition to Muslim Brotherhood front groups, Saudi Arabia exerts outside influence on school curricula. The Saudis spread a lot of money around, giving it to organizations that promote Islam throughout our institutions. Schools receive a hefty sum of brand name sickness called Wahhabism. As Stanley Kurtz wrote in NRO several years ago: “…the Saudis have figured out how to make an end-run around America’s K-12 curriculum safeguards, thereby gaining control over much of what children in the United States learn about the Middle East.” (To learn more about how the Saudi’s achieved this, see here and here.)

Then there are garden variety Muslims bent on advancing Sharia law in our schools who also wield enormous power. Take, for instance, Fethullah Gulen. Gulen is a Muslim committed to the advancement of the Islamic state. He has called for the destruction of the United States and all infidels. And he has set up a network of publically-funded charter schools.

Factor in political leadership that is clueless (at best) or willfully collaborating with the enemy (at worst) along with an electorate that has been marinating in politically-correct-multicultural-moral-equivalence “thinking,” and you’ve got a powerful force mangling the minds of our youth.

I wish I could call what is going on a battle. Or a war. But I can’t. Because thus far America has hardly put up a fight. And so, Islam advances. Marching through the halls of our schools.

To get a taste of what’s going on, please take the abbreviated tour below. (See here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, and here). The following all have taken place at one or more schools:

  • Students are taught the five pillars of Islam.
  • Students recite “all people must submit to Allah,” “there is no God but Allah,” and “Allah is great,” among other Muslim prayers. Sometimes students recite these words in Arabic. Students also recite the Pledge of Allegiance in Arabic, saying: “One nation under Allah.”
  • Lesson plans promote Sharia law, polygamy, and burqas.
  • Classes unrelated to history or religion often morph into Islamic propaganda.
  • A Saudi-funded 3-week program on Islam has students living as Muslims, during which time, among other things, they recite Muslim prayers and chants and are prohibited from wearing a cross or saying the name “Jesus.”
  • Students are taught that Muslims worship the same God as Christians and Jews.
  • Students must write about how, if they were a travel agent, they would create a travel package promoting the Golden Age of Islam.
  • Textbooks include the Muslim call to prayer, whitewash Islam, denigrate Christians and Jews, and describe Muhammad as a wise spiritual leader; a gentle merchant with a strong moral compass; and a man who was deeply concerned about the mistreatment of others.
  • Student field trips bring them to mosques where students are given Korans, kneel down and pray to Allah, and are told that Muslims treat those they conquer better than minorities are treated in the United States. One field trip was to the mosque the Tsarnaev brothers attended, where non-Muslim boys joined adult males in prayer and girls were told Islam is pro-woman (among other egregious things).
  • A curriculum used a video that framed non-Muslims as bigots and enforced blasphemy laws.
  • Lessons teach more about Islam than any other faith.
  • Students must write essays about what it would be like to travel to Mecca.
  • Fill-in-the-blank assignments include answers that read: “Islam, at heart, is a peaceful religion” and “Most Muslims faith is stronger than the average Christian,” among other lies.
  • Korans are introduced into the classroom.
  • Muslim clerics, members of CAIR, and representatives from Islamic centers come into classrooms to observe and/or lecture.
  • Female students wear burqas as part of a lesson on Islam.
  • Lessons teach that terrorists must be called freedom fighters.
  • Students are required to study Arabic.
  • A teacher is forced to resign after making critical statements about Obama and Islam on a talk radio program. CAIR accuses a teacher of being a “racist” because she drew an analogy between the Taliban and Hamas during lessons on bullying. Christian teachers are harassed by Muslims in the school hierarchy.
  • Muslim students are given special privileges that students of other faiths are not afforded, including several times during the school day when they are allowed to leave the classroom to pray.
  • Muslim holidays are added to school calendars.

The list above is by no means exhaustive, but you get the idea. Needless to say, everything that is being taught is the taqiyya version. Would that it were the truth, we could take heart that our children were learning about an enemy intent on cutting their lives short. Instead, brainwashing is taking place that will help the enemy advance with even less resistance than it currently faces. (And it faces precious little.)

In many situations parents were kept in the dark about the Islamic propaganda being peddled in their children’s schools and only learned about it after seeing something on their child’s homework assignment.

In some cases, after parents found out about what was being taught, they challenged the school and/or pulled their children out of school. Some have pursued legal action and there have been some victories because parents became informed, took action, and fought back.

On the flip side, many parents appear unaware, unconcerned, or even supportive of this dangerous assault – otherwise known as “soft jihad” – against the minds of our young people. In addition, in many cases power brokers in the school system have stood behind the twisted ways Islam is impacting the education of our youth.

Moral equivalence, ignorance, and dhimmitude have taken hold.

So how are we dealing with this avalanche of jihad reigning down on our children?

Poorly.

In dribs and drabs. Here and there. With a barely perceptible, momentary flicker of light. And then it goes out. While the forces we are up against are organized and gaining ground by the day.

Here’s an example of the kind of slick organization that is operating to advance Sharia. It’s called the Islam Project. Their mission statement is filled with buzzwords so many Americans have come to embrace. It’s Exhibit A for taqiyya-in-action and is an example of the first stage of the 3 stages of jihad:

The PBS films Muhammad: Legacy of a Prophet and Muslims are the keystones of the Islam Project, which also includes a national community engagement campaign to raise public awareness, build community bridges, support dialogue, offer educational resources, and explore workplace issues as they relate to Muslims.

The Islam Project is partnering with interfaith and other community-based organizations to focus attention on issues facing Muslims in America and throughout the world. The campaign includes a range of tools — both video and print — for use by community organizations, educators, civil rights leaders, policymakers, journalists, employers, and those in the general public who want to learn more about Muslims and Islam.

Communities in ten cities — Atlanta, Boston, Chicago, Cleveland, Dallas, Detroit, Los Angeles, San Francisco, Washington, D.C., and Wichita, Kansas — have launched campaigns based on the tools of the Islam Project….

The Cliff Notes for the above would be: If you believe any of what you just read, you’re an idiot. Our goal is submission and we will achieve this goal by any and all means. Useful idiots welcome. Until you’re no longer needed.

An army is on the march. Where is our army to beat back this beast?

We cannot afford to lose one more child – and certainly not another generation – to the deadly influence of Islam in our schools.

Speak out. Get involved. You don’t have to start from scratch. You can, for example, join ACT! for America, a large organization dedicated to national security and battling Islamic supremacism. ACA has 280,000 members and nearly 900 chapters across the country. Become a member and help our army swell to millions.

Additional ideas for taking action can be found here (action items at end of article).

To read more about how Islam is taking hold in our schools, see here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here and here. To read about a 2008 study by the American Textbook Council called Islam in the Classroom, see here.

Hat tip: While I used multiple sources for my research, I’d like to express a special word of acknowledgement to the website Bare Naked Islam which was an extraordinary resource.

High School: Islamic vocabulary lesson part of Common Core standards

muslimworksheet

Fox News, By , December 19, 2014:

Parents in Farmville, North Carolina want to know why their children were given a Common Core vocabulary assignment in an English class that promoted the Prophet Muhammad and the Islamic faith.

“It really caught me off guard,” a Farmville Central High School student who was in the class told me. “If we are not allowed to talk about any other religions in school – how is this appropriate?”

The Islamic vocabulary worksheet was assigned to seniors.

“I was reading it and it caught me off guard,” the student told me. “I just looked at it and knew something was not right – so I emailed the pages to my mom.”

“In the following exercises, you will have the opportunity to expand your vocabulary by reading about Muhammad and the Islamic word,” the worksheet read.

The lesson used words like astute, conducive, erratic, mosque, pastoral, and zenith in sentences about the Islamic faith.

“The zenith of any Muslim’s life is a trip to Mecca,” one sentence read. For “erratic,” the lesson included this statement: “The responses to Muhammad’s teachings were at first erratic. Some people responded favorably, while other resisted his claim that ‘there is no God but Allah and Muhammad his Prophet.”

Another section required students to complete a sentence:

“There are such vast numbers of people who are anxious to spread the Muslim faith that it would be impossible to give a(n)___ amount.”

I spoke to one parent who asked not to be identified. She was extremely troubled by what her child was exposed to in the classroom.

“What if right after Pearl Harbor our educational system was talking about how great the Japanese emperor was?” the parent asked. “What if during the Cold War our educational system was telling students how wonderful Russia was?”

The parent said the material was classwork disguised as Islamic propaganda.

“It’s very shocking,” she said. “I just told my daughter to read it as if it’s fiction. It’s no different than another of fictional book you’ve read.”

A spokesman for Pitt County Schools defended the lesson  – noting that it came from a state-adopted supplemental workbook and met the “Common Core standards for English Language Arts.”

“The course is designed to accompany the world literature text, which emphasizes culture in literature,” the statement read.

The problem is it’s emphasizing a specific culture and religion – and the school district acknowledged there were concerns “related to the religious nature of sentences providing vocabulary words in context.”

“Our school system understands all concerns related to proselytizing, and there is no place for it in our instruction,” the statement goes on to say. “However, this particular lesson was one of many the students in this class have had and will have that expose them to the various religions and how they shape cultures throughout the world.”

I asked the school district to provide me with a copy of vocabulary worksheets that promoted the Jewish, Hindu and Christian faiths.

The school district did not reply.

I also asked for the past or future dates when the students would be given those vocabulary worksheets.

The school district has yet to reply.

The student I spoke with told me they have not had any other assignments dealing with religion – other than the one about Islam.

Why is that not surprising?

Based on its official statement, Pitt County Schools seems confident that the vocabulary lessons are in compliance with three Common Core standards related to literary. If you want to look up those standards, reference CCSSELA-Literary L11-12.4.A, 12.4.D and 12.6.

Since the Common Core folks seem to be infatuated with sentence completion – let me try one out on them.

Use “Islamic” and “proselytizing” in the following sentence: Somebody got their ____ hand caught in the ____ cookie jar.

Todd Starnes is host of Fox News & Commentary, heard on hundreds of radio stations. Sign up for his American Dispatch newsletter, be sure to join hisFacebook page, and follow him on Twitter. His latest book is “God Less America.”

***

Also see:

If you or someone you know has a child in the public school system who is experiencing this form of forced dawah, please contact me (pamelageller@gmail.com). We will help you fight this indoctrination.

Pamela Geller has published the text of the workbook: 

Islamization of the Public School Curriculum: Workbook+Section

“Islamophobia” Joins the Rainbow Coalition

IslamophobiaThreat-300x181Jihad Watch, by Andrew Harrod, DECEMBER 4, 2014:

“Same-sex marriage bans” and “anti-sharia/anti-‘foreign law’” bills seek “to disenfranchise historically marginalized groups,” according to the Institute for Social Policy and Understanding (ISPU)’s latest “Islamophobia” study, “Islamophobia: A Threat to All.” An audience of around fifty at a recent panel discussion on the study at Georgetown University’s Prince Alwaleed bin Talal Center for Muslim-Christian Understanding (ACMCU) witnessed an unconvincing attempt to integrate combatting “Islamophobia” into a broad leftist coalition.

The study’s “manufacturing bigotry” section analyzes correlations between “restrictive legislative agendas” in American state legislatures across six areas: “voter identification,” “immigration laws,” “right-to-work,” “laws restricting abortion rights and access,” and the aforementioned topics. Assessing the study, panel moderator Dalia Mogahed—ISPU research director and longstandinganti-Israel apologist for radical Islam—proclaimed that an “injustice to one is really a threat to all.” ISPU, she added, is however “focused on the Muslim-American community.”

Lead study researcher Saeed Khan dismissed American alarm over sharia law encroachments as prejudice. This lecturer in the department of classical and modern languages, literatures, and cultures at Wayne State University, Detroit is a regular speaker at the University of California, Berkeley’s annual Islamophobia conferences. In light of Obama’s successful elections, Khan strained credulity by predicting that the future replacement of the country’s historic white protestant majority with a “majority-minority country” would cause a “moral panic that America is irreversibly changing.” “Islamophobia within this broader demographic shift,” he argued, “is not really an isolated or unique phenomenon.” Accordingly, one of his PowerPoint presentations recommended that Muslims, “explore potential intersections with other issues,” however unrelated to Islam.

Georgetown labor historian Joseph McCartin—Jesuit employer and Catholic undergraduate education notwithstanding—portrayed anti-sharia efforts as “connected to other regressive policies,” such as opposition to abortion and homosexuality. According to McCartin, homosexuals, feminists, and others allegedly targeted by “regressive policies . . . have to stand together” with sharia’s defenders. Laughably, in his imagination, the “things that unite us are more important than the things that divide us.” Drag queens, burka-clad Muslims, and union workers of the world unite!

In leftist jargon, McCartin described the “othering” of Islam within a “carefully orchestrated attack” on workers and voting rights, while assuming that enforced unionization and a lack of identification safeguards, respectively, best protect these interests. Referencing past animosity towards Irish-Catholic immigrants, while seemingly oblivious to modern American diversity, McCartin reiterated the worn out trope that Americans are only comfortable with minorities “as long as they don’t have power and voice.”

National Black Caucus of State Legislators policy director Ajenai Clemmons, meanwhile, was “incredibly grateful” for a study that is “deeply reaffirming to our experience” of “structural racism.” A “large part of the electorate,” Clemmons claimed, advocates “policies that are especially destructive to people who don’t look like them,” such as racially neutral right-to-work laws. She dismissed voter identification laws, or “legislation ostensibly combatting voter fraud,” as merely “intensifying efforts to suppress the vote.”

While decrying “ultra-conservative messages,” Clemmons praised Democratic congressman Keith Ellison as a “great” example of a Muslim politician. She seconded McCartin’s superficial unity appeal, emphasizing “how important it is for all our communities to collaborate” by “seeing your fate and stakes as one” in “transformational coalition building.” Fortunately, no rousing “kumbaya” rendition followed.

Madihha Ahussein, an attorney with Muslim Advocates (MA), praised the study’s findings that Muslims like her—or those supposedly suffering from “Islamophobia”—are “not alone.” Accordingto the Investigative Project on Terrorism, MA “reflexively criticizes counter-terrorism investigations.” Ahussein claimed there had been a “noted increase” in FBI-recorded anti-Muslim hate crimes since 2010, although 2012 figures show the majority of America’s religiously motivated hate crimes targeting Jews—a longstanding trend. Lamenting that the “industry of hate . . . particularly the anti-Muslim hate network, is very large” and “extremely vocal and active,” she warned that a “huge population on the Internet . . . can mobilize very quickly . . . within seconds.” Rather than the term “Islamophobia,” Ahassein pointed out that MA prefers “anti-Muslim hate or bigotry,” for Islam’s critics “are not afraid of Muslims” and are “very deliberate.”

Jonathan Brown, ACMCU Chair of Islamic Civilization, boasted that co-host ACMCU is a “huge supporter” of research on “civil liberties, Islamophobia,” and “bigotry.” He argued that “to deprive a group of Americans of rights” via “Islamophobia” calls into question American exceptionalism, or Americans’ belief “that there is something special about their country.” Apparently for Brown, victimhood promotion looms larger than America’s considerable human rights legacy.

Although IPSU’s study seeks to foment the type of leftist-Muslim alliance seen throughout the world, most recently in Ferguson, Missouri’s racial unrest, reception attendees indirectly demonstrated the unwieldiness of this coalition. Deepa Iyer, for example, formerly led South Asian Americans Leading Together, a group that has collaborated with the Council on American-Islamic Relations, a radical faux civil rights group. Yet, demonstrating that not all South Asian “people of color” think alike, Harsh Voruganti’s Hindu-American Foundation has focused on Muslimrepression of Hindus.

Such disparate and, at times, mutually contradictory ethnic and political interests cannot effectively coalesce with some Muslims’ concerns, genuine or not, over “Islamophobia.” Muslims, in turn, risk alienating conservative Americans with ill-considered leftist political alignments. Yet anti-Western Islamic groups have no choice for support and legitimacy other than the political left, given the unifying hatred of Judeo-Christian, bourgeois society in the United States, Israel, and elsewhere. Observers of Islamist groups should carefully consider these political tactics.

Andrew E. Harrod is a freelance researcher and writer who holds a PhD from the Fletcher School of Law and Diplomacy and a JD from George Washington University Law School. He is a fellow with the Lawfare Project; follow him on twitter at @AEHarrod. He wrote this essay for Campus Watch, a project of the Middle East Forum.

Profs Blame ISIS on ‘Islamophobia’ and ‘Grievances’

reza-450x241By Cinnamon Stillwell:

President Obama’s infamous proclamation that ISIS (the Islamic State in Iraq and Syria) is “not Islamic” was received sympathetically within the ranks of Middle East studies. While many scholars of Islam and the Middle East have condemned ISIS’s heinous actions, a stubborn refusal to acknowledge their theological underpinnings lingers. Those who do concede ISIS’s Islamic supremacism are branded “Islamphobes.” Others attribute ISIS’s rampage of mass murder, beheadings, rape, slavery, and strict Sharia law in pursuit of a caliphate to Western-inspired “grievances” or “root causes.”

John Esposito, director of the Prince Alwaleed bin Talal Center for Muslim-Christian Understanding at Georgetown University, is at the forefront of such obfuscation. Disregarding ISIS’s adherence to Quranic literalism, Esposito declared:

I do not think that this is a very Islamic vision at all. . . . Theirs is a kind of religion that is extraordinarily full of violence and abuse that is not in accordance with the Quran, the traditions of the Prophet or even with Islamic Law.

Hatem Bazian, director of the Islamophobia Research & Documentation Project at the University of California, Berkeley, lived up to his title by invoking victimhood. Bazian claimed that:

When Islamophobes point to the Koran and Islam as the problem, they are epistemically reinforcing ISIS’s claims and also pushing every Muslim into the same categorization. . . . For me, religion is a rationalization rather than the root cause.

Responding to British Prime Minister David Cameron’s public acknowledgement that British Muslims are joining ISIS, University of Michigan history professorJuan Cole ranted, “It’s just a way of beating up on the Muslims in the UK. . . . Cameron is grandstanding about this and it’s Islamophobia, it’s just racism.” Perhaps Cole is unaware that Cameron, speaking at a reception for British Muslims, kowtowed to political-correctness by declaring that ISIS has “nothing to do with the great religion of Islam, a religion of peace.”

Meanwhile, Sahar F. Aziz, Texas A&M University law professor, condemned those who are “blindly blaming religion . . . rather than root causes,” lamenting that, “Thousands of miles away from the Middle East, it is tempting for Americans to view the atrocities committed by the Islamic State (ISIS) as further evidence that something is wrong with Islam.” Instead, she asserted, “The politics of authoritarianism, rather than religion, explain the rise of ISIS.” Given that ISIS arose in a power vacuum, there is little basis for blaming authoritarianism.

Going to ridiculous lengths, Omid Safi, director of Duke University’s Islamic Studies Center, faults humanity itself:

I am mindful of the fact that much of the Islamophobic discourse of today holds Muslims in the West accountable for atrocities of ISIS. In that context, it makes a fundamental mistake. . . . All of us, Muslims and Jews and Christians and Hindus and Buddhists and people of no faith and people of occasional faith, we are all responsible.

That is, since everyone is responsible for ISIS, no one is responsible.

After conceding that “Muslims have a responsibility to speak out against ISIS,” Safi then entreated,

[A]ll of us to speak out with the same vehemence . . . about the victims of the American drones, about the victims of the allies of the United States? Can we mourn Palestinians? Can we mourn Mike Brown and Trayvon Martin? Can we mourn the 2.5 million Americans caught in a penal industrial complex?

A better question for Safi would be whether there is any unrelated societal ill that cannot be associated with condemning ISIS?

University of California, Riverside creative writing professor Reza Aslan denied that ISIS has any appeal whatsoever to devout Muslims, marveling over “how little religion plays a role in this group, how little the idea of reading the Koran or praying or those kinds of things play a significant role on the ground among these militants.” Granting that “religion is the sort of underlying, unifying aspect of it,” Aslan then contradicted himself: “But the idea that ISIS is drawing excessively religious people to it is factually incorrect.” Elsewhere, he alluded to the “grievances . . . that a lot of Muslims around the world have” and warned that ISIS’s appeal would remain, “unless those grievances can be addressed.”

Tariq Ramadan, professor of contemporary Islamic studies at Oxford University, suggested that Muslim scholars respond to ISIS by proclaiming:

What you are doing, killing innocent people, implementing so-called “Sharia” or the so-called “Islamic State”, this is against everything that is coming from Islam. . . . It is not a caliphate. It is just people playing with politics referring to religious sources.

While it is indeed necessary for Muslim moderates—a group that does not include Ramadan—to condemn ISIS, it is self-defeating to deny the Islamic basis for its behavior.

Read more at Frontpage

Cinnamon Stillwell is the West Coast Representative for Campus Watch, a project of the Middle East Forum. She can be reached at stillwell@meforum.org.

Islamic Fundamentalists Successfully ‘Infiltrating Social Studies And History Texts’

We are seeing isolated incidents of parents throughout the nation complaining about Islamic indoctrination in their children’s textbooks. The reasons for their concerns seem to center mostly around history and social studies texts that lean heavily towards Islam without any counter weight from other religions. The complainants also state that the texts actually teach the religion.

Most surprising is the small scale of objections being raised about books that leans towards indoctrination and way beyond promoting understanding and knowledge.

Dr. William Saxton, Chairman of Citizens for National Security (CFNS) issued a 92-page report on errors in one such book titled “World History” by Ellis Esler. It was reprinted in Florida because of parental complaints.

Saxton said that Islamic fundamentalists have been successful in infiltrating social studies and history texts in Florida and in other states.

CFNS is the country’s leader in the struggle to rid K-12 public-school classrooms of Islam-biased textbooks – and getting unequaled results. But Dr. Saxton states: “It’s going to be a long, uphill battle, and we can’t stay in it without financial support.”

This is the result of 50 years of infiltration to erode our cultural and societal norms according to Saxton.

Saxton believes that the Council for Islamic Education, which he calls an arm of the Islamic Brotherhood, exerts influence on U.S. textbooks from both ends. The “bad guys” act as go-betweens, lobbying publishers on behalf of school boards and school boards on behalf of publishers. They sit on the committees that choose the textbooks and act as editors and advisers to the textbook industry.

He provided a summary of the kinds of things his task force found when researching the problem:

“…because humans rejected Allah’s earlier messengers, Allah sent his final revelation to Mohammed.” [task force note: “This de-legitimizes Christianity and Judaism by turning Jesus and Abrahm into Muslims, and marginalizing them.]

“Women, as wives and mothers, have an honored place in Saudi Society.” [task force: “It is well known they are limited members of Saudi society.”]

“Jesus was offended by what he perceived as Jewish religious and political leaders’ excessive concern with money and power…” [task force gloss: “Sets Jesus in opposition to Jewish leaders using some of the worst stereotypes of Jews as justification.”]

“The land now called Palestine consists of Israel, the West Bank, and the Gaza Strip.” [“Self-serving inaccuracy speaks for itself.”]

He said it is not limited to Florida – it’s epidemic. He first noticed the extent of it in his grandchildren’s textbooks in California.

When asked if he was overreacting, Saxton said, “Make no mistake.They’re out to kill us. They’re out to sabotage our miserable nation. And they’re right on schedule.”

Examples of parents concerned about Islamic indoctrination have been showing up in the news recently.

KTLA TV reported Thursday that the Muslim religion is being taught in a Manhattan Beach middle school according to the parents of one middle school boy. They pulled their son out of class when they discovered he was being taught Islam, not the history, but the actual religion.

The parents don’t want any religion taught in school.

The father was stunned at the “audacity” of these schools who think they can “sit these children down and teach them any religion they please.”

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The children in the class were made to fill in bubbles with the answers being: “the one true God is Allah”; “all people must submit to Allah”; and so on.

They were taught about the five pillars of Islam and “one of the five pillars is shihada which is the testimony of a faithful Muslim that Allah is the one true God”.

His mother said “the students shouldn’t be asked to know this”. They should be taught the history behind religions but not the religion.

In January of last year, CAIR asked that Islam be taught in Puyallup, Washington public schools.

CAIR is a front for the Muslim Brotherhood. CAIR said they believe it would reduce bullying. The parents rejected the idea.

The text CAIR wanted used is the same text the parents in Manhattan Beach complained about.

Read more at The Independent Sentinel with video

Why Did Hundreds Common Core Implementers Meet in Dubai?

new-logo1By Creeping Sharia:

via Common Core in Dubai ?! h/t Lisa

A concerned Williamson County [Tenn.] parent stumbled upon this, “On October 24 and 25, hundreds of schools, leadership teams, and teachers from across the region will gather in Dubai, to learn about the Common Core State Standards, share curricula and best practices, and network with each other.”

If Common Core is local and state-led why are they holding Common Core conferences in the Middle East including more than 20 other nations? If Williamson Strong is local and parent-led why is their logo included among the international organizations sponsoring this event?” asks Julie West. And, what is MENA? Middle East North Africa Common Core. Yep. Great article here explains it all!

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Williamson Strong’s LOGO looks strangely and exactly like the Global Progressive Propaganda Group K.D.S.L.’s LOGO! Link here. Pearson’s (TN Textbooks) LOGO also appears as a sponsor to this Dubai Common Core Conference.

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The big secret = Common Core is the indoctrination of Global Marxism!!!!

Redstate did some digging and found out the true origin of Common Core:

“Back in 2002 the US Department of Education, with help from Bill Gates (Microsoft Corp), Steve Jobs (Apple), AOL Time Warner, Dell Computer, Cable in the Classrooms, Cisco Systems and the National Education set up an organization called: Partnership for 21st Century Skills or P21.org for short. I originally found p21.org from a link on the TeachUNICEF website… Yep, UNICEF is still part of the United Nations. The link was titled: Have you seen the Partnership for 21st Century Skills’ new report on Global Education? Among other things I found on the site were articles titled “A Framework For State Action on Global Education and P21 has embarked on a year long project to redefine and reimagine 21st century citizenship.

So we have what appears to be a Non Government Organization, set up by some huge corporations and the US Department of Education to promote something that sounds a whole lot like Common Core on a Global Scale.

It gets better….”

Read rest of this very informative article here.

Common Core was NOT created by “the Governors” as the Liberals repeatedly lie. It was not a “state-led” initiative. It began with the United Nations, (who now control all of America’s national monuments, facts here.)

Now, how does all of this information affect Williamson County citizens? Well, there is an ongoing local war surrounding this Common Core “thing” where Progressives like Superintendent Looney, Huffman, Haslam, and a new SEIU organization called “Williamson Strong” are attacking and intimidating Christians and Conservatives, most recently at the Centennial High School “Let’s Talk Schools” event, where newly elected District 12 School Board Member, anti-Common Core, Susan Curlee was placed in a room alone with school attorney Jason Golden. Superintendent Looney, for the first time ever separated school board members into separate rooms and told parents/citizens to go room to room, with 15 minutes allotted to ask questions to each board member individually. Strangely, a group of Williamson Strong Progressives stopped and stayed in one room for over an hour, the Curlee/Golden room.


Do read it all and ask yourself, why are U.S. educators, textbook publishers and other Common Core profiteers meeting in the Islamic country of Dubai?  Could this explain in part why the growing trend of Islamic bias and propaganda in U.S. textbooks?

See Creeping’s Education category to read previous posts on how Islamic indoctrination is creeping into your child’s education.

Geller: Public School Parents Frantic As Allah and Muhammad Replace Secular Studies

five-pillars-of-islamAtlas Shrugs, By Pamela Geller, Oct. 30, 2014:

In my book Stop the Islamization of America, I describe and warn of the islamization of the curriculum and the school room. The book was a primer on how to fight the encroaching Islamic supremacism and sharia. The past few days, I have published news stories here and here of parent protest to Islamic dawah in the classroom.

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I have been fielding calls from distraught parents all week — two moms today — reeling from the proselytizing for Islam in their children’s “Social Studies” or “World History” classes. They are not teaching the children “world history,” which would include the 1,400 year history of jihadi wars, land appropriations, cultural annihilations and enslavements, not to mention the extermination of the entire Jewish Banu Qurayza tribe of Arabia.

Instead, children are forced to recite the shahada (it’s what one says in order to convert to Islam). Instead, they are forced to learn the five pillars of Islam.

Department of Education, Pearson, the Gates Foundation, publishing companies and the testing companies have been hijacked by Islamic supremacists and have hijacked our public school curriculums and textbooks (i.e., Common Core).

Jesus was mentioned once as a Jewish prophet in the first chapter and the second chapter briefly discussed the division within the Christian Church.  Chapter three is dedicated completely to Islam and the story of Muhammad, with multiple quotes from the Qur’an throughout the chapter. The book even goes on to say that “. . .Muhammad revealed the purest version of God’s truth” and that Muhammad is the final prophet of God’s truth with the most complete version of that truth. 

This is a violation of the establishment clause, and maybe a mass class action suit should be filed. This is something we are looking at.

One mom whom I spoke to earlier told me that her 12-year-old son came home from school yesterday “depressed” and “sick.” Coming from a “good Christian home,” he was confused and “hurt” that he had to write and say the Muslim declaration of faith (the shahada) and write it repeatedly. The mother was beside herself.

When Muslims force Christians to convert, they are forced to say the shahada (the Muslim declaration of faith). The Arabic writing on the black flag of jihad (also known as the al Qaeda flag or ISIS flag) is the shahada. This chant of supremacism and imperialism is being forced on American school kids.

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Another mom told me that one of her son’s friends who was raised as a atheist said after these lessons that she began to think differently. So now the schools are converting children to Islam.

One parent on Facebook wrote, “Parents be concerned and check your child’s assignments. My son came to me last night to get help with his Social Sciences assignment about the one God (Allah) and the Five Pillars of Islam. As you can imagine, we were completely shocked. Now to clarify, I have no problem with my child learning about the various cultures around the world and the religions they practice, but for a school to emphasize and actually teach a single religion to children while discouraging the others is beyond deplorable. If you are worried that your child may be forced to endure these teaching please see the ACLU website. By law children are allowed to be excused from any lessons or discussions they object to on religious grounds without consequence. We will be opting out of this one.

The ACLU ain’t going to help you, lady. They are part of the problem.

EXCLUSIVE: Here is what happened to one family. The mother writes:

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I want to share my story with you and I hope that I can be a shining light of hope.

About a month ago my daughter asked for my help with her homework.  She is in 7th grade and usually does not ask me for help. She gave me her vocabulary words for Social Studies and simply asked me to type it for her. I started typing the first few words, and then I came to Qur’an, Mosque, Alms, Caliph, Jihad, Sunnis, Shiites. I instantly became alarmed and asked to see her Social Studies book. My husband and I spent the next 3 hours reading through her book and I have to tell you that my life changed on that day.

I kept my daughter home from school for the next two days and met with the principal. I attended my daughter’s class when she went back to school. Her assignments continued; draw detailed pictures of the 5 pillars of Islam and write a word collage of all that is good with Islam. We met with the teacher and principal together and questioned the curriculum.

We received the party line responses of “state standards” and “Common Core” for every question we had.  I was concerned with the nature of the material that was being taught in the classroom, and whether it was being presented in a truthful manner and that all aspects were told.  This was not happening.  Simply from viewing the Table of Contents one can see that Islam is the dominant religious focus throughout the book.  I was amazed upon further review of the book how they were able to slip Muslims into China, and how Spain is only referred to as Muslim Spain.  The chapter on West African Civilization contains The Growth of Islam in West Africa.  The teacher explained to me that they had discussed Christianity in the first two chapters, but when I reviewed them personally, I found that Jesus was mentioned once as a Jewish prophet in the first chapter and the second chapter briefly discussed the division within the Christian Church.  Chapter three is dedicated completely to Islam and the story of Muhammad, with multiple quotes from the Qur’an throughout the chapter. The book even goes on to say that “. . .Muhammad revealed the purest version of God’s truth” and that Muhammad is the final prophet of God’s truth with the most complete version of that truth. 

As I mentioned my life changed that day. That was October 6, 2014. I began writing letters to the ACLU, all of my state and US legislators, journalists, anyone who would listen to me. I contacted our school board and I started daily postings on Facebook about what was happening. Through Facebook I connected with a local parent who in turn connected me to a Trustee on our School Board. I met with that Trustee last night. He is appointing me to ourMaterial Review Committee for our school district which oversees 50,000 students. He is also putting the book in question, Prentice Hall’s Medieval and Early Modern Times published by Pearson Publishing, on the agenda to be reviewed.

Through my daily research I came to the Center for Public Education’s website at www.centerforpubliceducation.com and found the following statement:

The Constitution uses 16 words—known as the “religion clauses”—to create rules about how faith and government interact. One clause gives citizens the right to freely exercise religious convictions; the other prohibits government (including taxpayer-funded public schools) from establishing religion, meaning granting favorable treatment.

I believe that the book in my daughter’s classroom is in direct violation to this clause as described above, and thus violates our First Amendment rights.  This is the argument that I have presented to the ACLU, however, I have not had a response from them to date.

The book in question was adopted to our district in 2007, they only keep books for about 7 years so the timing will be perfect to have it removed. I am now on the Material Review Committee and will have a direct influence on the next book that is chosen to replace it.

Beyond having this book removed from my children’s school district I hope to have this book removed from the California Department of Education’s list of approved materials. I will then seek to remove any other books of this bias nature from our school system in California and across the nation.  By bias I specifically mean that this book provides favorable treatment to the Islamic faith and does not provide the same treatment to Christianity or Judaism.

Over the last few weeks I have learned that this is a national issue of indoctrination of our children and I want to be able to shed light on this issue nationally and locally. We need to;

  1. Become aware and change the narrative in our schools
  2. Become involved in our children’s education and understand exactly what is being taught to them and why.
  3. Question curriculum when we feel that it is not presented in an unbiased manner.

I am just one parent in one school district in America, but if we each begin to stand up in our communities and take action to be the agents of change we will be able to make a collective difference in our country.

I am in the process of developing a web page atwww.parentsunitedforamerica.com and I have created a Facebook page under Parents United For America.  I am hoping that we can connect and work towards the change we wish to see.  Please join me and together we will be the shining hope of light that America needs to restore our values and our beliefs in our education system.

VOCABULARY WORDS

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Table of Contents 1Prentice Hall Book

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MESA and IIIT: Islamists Infiltrating Academia

MESA-logoBy Cinnamon Stillwell:

The field of Middle East studies has a troublesome penchant for partnering with Islamist organizations. Case in point: The 2014 annual conference of the Middle East Studies Association of North America (MESA) will host an International Institute of Islamic Thought (IIIT) reception at the Marriott Wardman Park Hotel in Washington, DC on November 23.

The true nature of IIIT, a Virginia-based think tank, was revealed during the 2007 U.S. v. Holy Land Foundation terrorism-financing trial, which unearthed a 1991 Muslim Brotherhood memorandum naming IIIT as one of the likeminded organizations in the U.S dedicated to a “grand jihad” aimed at “eliminating and destroying Western civilization from within” so that “God’s religion [Islam] is made victorious over all other religions.” Middle East studies professors have long shared the podium with the Council on American-Islamic Relations (CAIR), another Islamist outfit linked by the United States government to Hamas and the Muslim Brotherhood.

As far back as 1988, an FBI investigation exposed IIIT’s goal to “get inside . . .  American universities” for the larger purpose of instituting “the Islamic Revolution in the United States.” Clearly, IIIT is making headway. Consider the following:

IIIT has on ongoing relationship with Hartford Seminary, including a $1 million donation in 2013 to endow a faculty chair in Islamic chaplaincy. According to one M.A. graduate, its Islamic studies program has been “an institution promoting Islamization” for the better part of a decade. Ingrid Mattson, the previous director of the Macdonald Center for the Study of Islam and Christian-Muslim Relations at Harford, is also former president of the Islamic Society of North America (ISNA).

In 2011, IIIT contributed approximately half of a $2 million endowment for a new chair in Islamic studies at Huron University College in Ontario, Canada. Soon after, Ingrid Mattson was appointed as the first London and Windsor Community Chair in Islamic Studies at its Faculty of Theology.

IIIT donated $1.5 million to George Mason University in 2008 to establish an endowed chair in Islamic studies at the College of Humanities and Social Sciences.

In 2008, Temple University declined a $1.5 million gift from IIIT to endow a chair in Islamic studies, citing ongoing federal investigation of IIIT’s possible involvement in funding for Palestinian terrorists. Shaykh Taha Jabir al-Alwani, a cofounder and former president of the IIIT, had been named an unindicted co-conspirator in the trial of Sami al-Arian, a former University of South Florida professor and North American head of Palestinian Islamic Jihad (PIJ). IIIT was the primary funder of Al-Arian’s think tank and PIJ front, the World and Islam Studies Enterprise.

Read more at American Thinker

Cinnamon Stillwell is the West Coast Representative for Campus Watch, a project of the Middle East Forum. She can be reached at stillwell@meforum.org.

Qatar Awareness Campaign – Letter to TUSD Warning of Qatar’s Academic Jihad #StopQatarNow

10444640_541029836027957_3198265898780002919_nAdelita S. Grijalva
Tucson Unified School District
1010 E. Tenth St.
Tucson, AZ 85719
Dear Ms. Grijalva:

This letter is being sent to you on behalf of the Qatar Awareness Campaign Coalition.  The purpose is to inform you and the public of the activities of Qatar.  The Tucson Unified School District has accepted grant money from the Qatar Foundation to fund an Arabic language program.  Qatar is a state-sponsor of terrorism, including Hamas, who routinely use civilians, including children, as human shields.

Qatar is the host country of the Muslim Brotherhood, a stateless political organization which came to maturity at the same time as the Nazi Party in Germany.  Indeed, the Muslim Brotherhood and the Third Reich shared many of the same aims in World War II, including the extermination of Jews.  Their collaboration is well-documented.

A socially-minded, subversive organization, one particular focus of the Muslim Brotherhood has always been education.  In fact, the most prolific Brotherhood author and “philosopher” was the racist Sayyid Qutb, an inspector for the Egyptian Ministry of Education.  Likewise, Qatar as their host country, funds various educational initiatives around the globe, primarily through the Qatar Foundation.

Although Hamas’s disregard for civilian and children lives is notable, it is eclipsed by the wholesale violence committed by the Qatari-financed Islamic State (aka ISIS).  Mass executions of innocents shock the conscience, and the Islamic State enthusiastically cleanses its conquered territory of all who oppose it: Christians, Yazidis, and more secularly minded Muslims included.  The Islamic State even beheads young children, and teaches other children how to behead.

Here are additional facts regarding Qatar’s inroads to public education in the United States:

  • The Qatar Foundation International operates an Arabic Language and Culture program in partnership with public school systems. This includes, as of September 2013, the New York City Department of Education.
  • In May 2014, the Hurst-Euless-Bedford school district in Texas sent ten high school students to Qatar to learn Arabic through a grant by Qatar Foundation International. A few months later, Qatar-backed Hamas began a rocket offensive aimed at Israeli citizens.
  • The Al Harma Academy in Shrewsbury, Massachusetts is partnered with the Qatar Foundation International to offer full-immersion courses in Arabic. Al Hamra was accredited by the New England Association of School and Colleges 2007.
  • The Qatar Foundation’s WISE Initiative focuses on bringing Qatari ideals to education around the world. In this endeavor, they have a partner in the United Nations.

In light of your partnership with the Qatar Foundation consider that Qatar is arguably the preeminent sponsor of terror in the world today.  It is a benefactor of the genocidal armies of ISIS, al Qaeda, and Boko Haram; it is involved in Taliban narcotics trafficking through a relationship with the Pakistani National Logistics Cell; and profits from operating a virtual slave state.  Qatar has leveraged its relationships with violent jihadi groups to its own benefit, and to the detriment of the United States and her allies.

The QAC Coalition and petitioners ask that you consider the attached sourced report on Qatar’s activities.  The links cited are vetted and credible sources.  We hope you take the time to verify the truth of the statements for yourself.

After doing so, the Coalition of the Qatar Awareness Campaign calls on you to exert due influence on the Qatari government to cease any type of involvement in all forms of Islamic terrorism, slavery, and drug trafficking!

Sincerely,

Lt. Col. Allen B. West (US Army, Ret) – AllenBWest.com

Charles Ortel – Washington Times

Frank Gaffney, Jr. – Center for Security Policy

Pamela Geller –  Atlas Shrugs

Paul E Vallely, US Army (Ret) – Chairman, Stand Up America

Robert Spencer – Jihad Watch

Walid Shoebat – Shoebat.com

& the entire Qatar Awareness Campaign Coalition.

Qatar Research Report: http://www.stopqatarnow.com/p/research-report.html
Sign the Petition! Visit www.stopqatarnow.com
Facebook: Stop Qatar Now
Twitter: @stopqatarnow

Select signatures as of 9/27.  The Qatar Awareness Campaign Coalition is comprised of more than 25 journalists, national security experts, publishers, and independent researchers. To view all Coalition participants, please visit the Campaign’s website.

CC: Mayor Bill De Blasio, New York City.  Al Hamra Academy.  Hurst-Euless-Bedford Independent School Distict.

Congress: Stop Subsidizing Biased Middle East Studies

by Daniel Pipes
TheBlaze.com
October 8, 2014

In return for receiving taxpayer funds for foreign regional studies, universities must agree, according to Title VI of the Higher Education Act (HAE), to conduct “public outreach” programs aimed at K-12 teachers and the general public.

Problem is, as shown in research by Campus Watch and others, the Middle East studies centers betray a relentless bias in their Outreach programs against the United States and its allies, especially Israel, while showing a willful blindness to radical Islam. Three examples:

  • Gilbert Achcar of the University of London began a lecture at the University of California, Berkeley, in October 2011 by declaring, “Don’t expect me to take a pro-Israel view. I’m an Arab.” Achcar went on to declare that “The Shoah [Holocaust] ended in 1945, but the suffering of the Palestinians is never-ending.”
  • Ilan Pappé of the University of Exeter in the U.K. spoke at UCLA in February 2012 and charged Israel with being a “settler-colonial state” that engages in “criminality” by its very existence. He also offered this apologia for Palestinian terrorism: “Peace is not the only means of bringing an end to an oppression, in this case colonization, dispossession, and ethnic cleansing.”
  • Sherman Jackson of the University of Southern California said at Harvard in November 2013 that the U.S. Constitution “can be challenged, modified or even abandoned” to conform to Islamic law, or Shariah.
 

Sherman Jackson.

To remedy this torrent of bias, critics convinced the U.S. Congress to pass reforms in 2008 requiring that government grants be made on the condition that the Outreach programs “reflect diverse perspective and a wide range of views and generate debate on world regions and international affairs.” In other words, don’t just offer the usual anti-American screeds but also something mainstream.

However, the 2008 legislation failed to provide an enforcement mechanism to hold universities accountable and so, in the end, it proved toothless.

To fix this problem, a group of ten organizations announced on September 17 an effort to cut off taxpayer support from biased, anti-American, and anti-Israel Middle East studies programs at American universities.

Those ten organizations are: the Middle East Forum, Accuracy in Academia, AMCHA Initiative, American Association of Jewish Lawyers and Jurists, Endowment for Middle East Truth, Louis D. Brandeis Center for Human Rights Under Law, Scholars for Peace in the Middle East, Simon Wiesenthal Center, Union of Orthodox Jewish Congregations, Zionist Organization of America.

2971This initiative calls on Congress, when reauthorizing HEA (which is now underway), to take two small steps to address the problem of bias:

First, require universities receiving Title VI funds to establish grievance procedures in case programs do not in fact “reflect diverse perspective and a wide range of views.”

Second, instruct the U.S. Department of Education to establish a formal complaint-resolution process such as that already in use to enforce Title VI of the Civil Rights Act of 1964.

These two steps should help. But if they do not fix the problem, Congress should defund any Title VI Middle East studies centers that flout the law, mislead the public, and undermine the country’s security.

Mr. Pipes (DanielPipes.org) is president of the Middle East Forum. © 2014 All rights reserved by Daniel Pipes.

Centers for Islamic Studies: a Cold-War-Style Influence Operation?

hjby Oleg Atbashian:

The launch of a new Center for Global Islamic Studies at the extremely leftist University of Florida in Gainesville may have been planned as a purely academic affair, but the announcements in the local and national media, including AP and Fox News, exhibited more than a purely academic interest in this event. To compare, one doesn’t often see national media announcements about, let’s say, a local center for the study of viruses — unless the virus is Ebola. And just like with any news about Ebola studies, any news about studies of Islam attracts attention from the general public, who want to know if there’s a hope for the cure, containment, and safety from danger.

Unfortunately, these may not be the kind of Islamic Studies that answer those hopes. The Center opened on September 18th with a conference on “Global Islam and the Quest for Public Space,” headlined by none other than Georgetown professor John Esposito, a known apologist for radical Islam and founding director of the Saudi-sponsored Prince Alwaleed Bin Talal Center for Muslim-Christian Understanding in the Walsh School of Foreign Service.

A small group of protesters picketed the event outside the Pugh Hall on the university campus, with a dozen creative posters and a vinyl banner pointing out that John Esposito and the leader of ISIS both hold PhDs in Islamic Studies: “Same goal, different tactics.” The video of the protest can be seen online.

The protest organizer, Randy McDaniels of ACT for America and the Counter-Terrorism Advisory Group, stated that our students certainly need to study Islam, as long as such studies are based on scientific objectivity and critical analysis. But the presence of John Esposito as the keynote speaker indicated that the new Global Islamic Studies Center was likely to go the way of many other universities, opening their doors and exposing our children to political Islam under the guise of education, with programs funded by Saudi Arabia, Qatar, and other state sponsors of Islamic fundamentalism.

While many among the leftist faculty and the students were visibly upset with the protest, complete with occasional angry obscenities, a few others were interested in the message and asked for a flyer. Some of them asked, “What’s wrong with having an Islamic Studies Center, even if it’s financed by foreign money?”

The short answer would have been to compare such a project to active measures undertaken in America by the KGB during the Cold War — except that, unfortunately, most American students aren’t familiar with this term. Their knowledge of the Cold War has been thoroughly sanitized by the leftist faculty, especially if the professors are Marxists who used to root for the other side. The resulting perceived absence of the Soviet subversion, propaganda, disinformation, and other influence operations inside the U.S. and around the world creates the impression of an ideologically neutral world, in which America’s response to protect liberty can very easily be misconstrued as imperialist aggression against the innocent.

Ignorance about the enemy leads to confusion about one’s own nation’s role in the world, regardless of the historical era or the current adversary. Whether we admit it or not, we are now in a new global conflict that has many parallels with the Cold War; it is often fought by similar means and sometimes even by the same actors.

Now, just as it was then, we’re up against a supremacist collectivist ideology whose goal is to establish a totalitarian utopian society on a global scale. The two deadly pipe dreams — global communism and the global caliphate — may have their differences, but in practical terms they both view the United States as the main obstacle in their quest of world domination. There is no reason why one can’t learn from the other’s vast experience in subverting this country.

Read more at Front Page

Also see:

Qatar Awareness Campaign – Georgetown School of Foreign Service

Graduates from Georgetown's School of Foreign Service in Qatar (SFS-Q) with His Highness Sheikh Hamad bin Khalifa Al Thani, the Emir of Qatar. The SFS-Q students were held to the same academic and intellectual standard as those in Washington, D.C. http://www.georgetown.edu/story/qatarfacultyreturn.html

Graduates from Georgetown’s School of Foreign Service in Qatar (SFS-Q) with His Highness Sheikh Hamad bin Khalifa Al Thani, the Emir of Qatar. The SFS-Q students were held to the same academic and intellectual standard as those in Washington, D.C.
http://www.georgetown.edu/story/qatarfacultyreturn.html

President John J. DeGioia
Office of the President
204 Healy Hall
37th & “O” Streets, NW
Washington, DC 20057-1789

Dear Dr. DeGioia:

This letter is being sent to you on behalf of the Qatar Awareness Campaign Coalition.  The purpose is to inform you and the public of the activities of Qatar, the country whose capital hosts a campus of Georgetown University’s School of Foreign Service.  Since 2005, the Qatar Foundation has borne all campus development costs associated with the School in Qatar. (Also see here.)

The question to keep in mind when reading this letter is: Would Roosevelt have trained his diplomatic corps in Berlin in 1940?

With an academic staff of sixty professors, the School educates students in international relations, diplomacy, history, and government.  As the School of Foreign Service states on its website: “The University’s on-going academic discussions with policymakers,

independent actors and decision makers, positioned in Washington, D.C and in Doha, Qatar as the center of east-west relations has ensured the relevancy and vibrancy of Georgetown’s programs of study for the coming century.”  Given the influence of Georgetown academics and graduates in this nation’s capital, it is imperative to question whether accepting money from the Qatar, a haven for the Muslim Brotherhood, is in America’s best interests.

We urge to you read the information below, which includes evidence that Qatar is arguably the preeminent sponsor of terror in the world today.  It is a benefactor of the genocidal armies of ISIS, al Qaeda, and Boko Haram; it is involved in Taliban narcotics trafficking through a relationship with the Pakistani National Logistics Cell; and profits from operating a virtual slave state.  Qatar has leveraged its relationships with violent jihadi groups to its own benefit, and to the detriment of the United States and her allies.

So the public understands why this letter is addressed to you:

  • In 2001, the Qatar Foundation funded an initiative in Doha, the Education City.  It welcomed six American universities, Georgetown among them (in 2005), to build campuses in the complex. The Qatar Foundation, which has noted links to terrorism, pays all associated campus development costs.
  • In 2009, Mohammed bin Hamad bin Khalifa Al Thani, the sixth son of the then-Emir of Qatar, graduated with the School’s first class. He later obtained a Masters from Harvard, which also partners with the Qatar Foundation.
  • The Georgetown School of Foreign Service offers a scholarship program from Qatar University, an institution which includes the College of Sharia and Islamic Studies. Sharia law is the basis for both Taliban and ISIS rule.

The QAC Coalition and petitioners ask that you consider the attached sourced report on Qatar’s activities.  The links cited are vetted and credible sources.  We hope you take the time to verify the truth of the statements for yourself.

After doing so, the Coalition of the Qatar Awareness Campaign calls on you to exert due influence on the Qatari government to cease any type of involvement in all forms of Islamic terrorism, slavery, and drug trafficking!

Sincerely,

Lt. Col. Allen B. West (US Army, Ret) – AllenBWest.com

Charles Ortel – Washington Times

Frank Gaffney, Jr. – Center for Security Policy

Pamela Geller –  Atlas Shrugs

Paul E Vallely, US Army (Ret) – Chairman, Stand Up America

Robert Spencer – Jihad Watch

Walid Shoebat – Shoebat.com

**

& the entire Qatar Awareness Campaign Coalition.

Qatar Research Report: http://www.stopqatarnow.com/p/research-report.html
Sign the Petition! Visit www.stopqatarnow.com
Facebook: Stop Qatar Now
Twitter: @stopqatarnow

** Select signatures as of 9/27.  The Qatar Awareness Campaign Coalition is comprised of more than 25 journalists, national security experts, publishers, and independent researchers. To view all Coalition participants, please visit the Campaign’s website.

CC: Gerd Nonneman, Dean, School of Foreign Service in Qatar.  Rachel Pugh, Director of Media Relations.