Kent State Fired Prof for ‘Road Rage;’ Keeps Jihad-Tied Prof

Prof. Julio Pino (Photo: Video screenshot)

Prof. Julio Pino (Photo: Video screenshot)

Clarion Project, by Ryan Mauro, Feb. 1, 2016:

Kent State University is refusing to terminate Professor Julio Pino, despite his documented support for terrorism including Al-Qaeda and ISIS and ongoing FBI investigation.

However, while KSU’s tolerance for free speech extends to advocacy of terrorism and genocide, it apparently doesn’t extend to non-violent road rage. Last April, the university fired a professor of 10 years after a video emerged of his involvement in a confrontation with a driver that he says nearly struck a girl because he was texting while driving.

Yes, you read that correctly. Kent State University fired a non-tenured professor after he was charged with a misdemeanor for losing his temper at another driver. Yet, the university is refusing to fire a pro-terrorism tenured professor who violates faculty rules, isunder FBI investigation for possibly recruiting students for ISIS and is arguably guilty of the same misdemeanor as the terminated professor (see below).

The terminated professor, Linden Adkins, says he confronted the driver after he saw him texting while driving, drove through a stop sign and a student had to jump out of the way. Akins is seen yelling that the driver is a “moron” and leaning onto the windshield, at which point it sped away and knocked him to the ground. Adkins says he did so to see the face of the driver more clearly than through the side window that was tinted.

“I didn’t get violent. I didn’t get threatening. But I did want to make my point to him…Maybe I shouldn’t have been quite as intense, but at the same time, is it possible that my being that intense saved a future life?” he said.

Adkins was charged with a fourth-degree misdemeanor of “aggravated menacing.” Ohio law defines the violation as when someone “knowingly cause[s] another to believe that the offender will cause serious physical harm to the person or property of the other person, the other person’s unborn, or a member of the other person’s immediate family.”

It continues, “the other person’s belief may be based on words or conduct of the offender that are directed at or identify a corporation, association, or other organization that employs the other person or to which the other person belongs.”

Shouting “Death to Israel” at a former Israeli diplomat on campus hosted by the Jewish Studies Program at KSU—as Pino did in 2011—certainly fits that definition of “aggravated menacing.” So does several other outrageous activities of his, such as a threatening letter to pro-Israel academics, support for suicide bombings of Jews, and support for Al-Qaeda and ISIS terrorists who target all Americans. But Pino has tenure and wasn’t charged.

In another related development, the Beacon Journal obtained performance reviews of Pino. While the “vast majority were positive,” the negative ones are shocking.

Six complaints came from one class last year and referred to offensive sexual jokes made in the classroom. One wrote, “No professionalism at all considering every class he mentioned how he was going to get high and drunk and find 18-year old girls to have sexual relations with.”

Another wrote, “No respect shown when he talks about being high and drunk and raping little girls.”

Two others more broadly called him “obnoxious” and “rude.”

As we wrote previously, other students complained about Pino’s extremist beliefs (including support for violence and torture committed by other countries), disrespect for the KSU leadership and repeated use of the word “nigga [slang for nigger].” There are also more generic complaints posted online.

Pino responded to the negative performance reviews by saying they are “fabrications and falsifications,” a denial that brings to mind his claim that his social media posts are merely “entertainment” open to interpretation.

KSU has more than enough reason to terminate Professor Pino or to at least put him on an extended leave of absence. Yet, the school didn’t even increase security after news broke that the FBI was investigating him as a possible ISIS recruiter.

Thankfully, students and others in the area see the seriousness of the situation. The danger is not lost on Kent State student Sophia Witt, who is studying global strategy with a minor in Jewish studies and founded Students Supporting Israel on campus. Here is her well-stated summary of the problem:

“You can tell that there’s something off about this guy from his comments that he’s previously made and the anti-Semitism that he’s been known for. I’m fearful for campus, especially the pro-Israel community.

“The problem is you can’t ensure someone’s safety when it comes to terrorism. A person can grab a knife right now and stab someone. [KSU] President Warren doesn’t have the say-so of whether someone does that.

“I feel that it’s the university’s duty as an establishment to ensure the safety of its students and I don’t feel like that’s being done. It’s really disheartening and it shows a little bit of a lack of integrity for Kent State.”

For further background on this developing controversy, please read the Clarion Project‘s previous reports here:

Clarion Project Research Shows Extremism of Prof Investigated by FBI for ISIS Ties

“The Kelly File” Covers Clarion Project Research on Prof. Pino

 Kent State Students Speak Out About Prof’s Terror Support, Professionalism

Kent State Prof Violates Faculty Rules by Supporting Terror, Keeps Job

 Kent State Honored Prof After His Support for Terrorism Became Known

Kent State Fails to Increase Security Despite Investigation into Pro-ISIS Prof

The Politics of Censorship at Exeter

Phillips_Exeter_Academy_buildingCommentary, by Michael Rubin, Jan. 29, 2016:

Exeter Academy is one of the most elite college preparatory schools in the United States. Recently Exeter alum and teachers on campus banded together to try (successfully, it seems) to dis-invite former Congressman and radio talk show host and commentator Fred Grandy, an Exeter alum, from teaching a senior seminar on “Politics in Media.” The Exonian explained:

Actor turned politician, Grandy gave a well-received assembly in September, after which he worked with Director of Studies Brooks Moriarty and Institutional Advancement to create a club, structured as a seminar open only to seniors by application, as an opportunity for students to explore the relationship between politics and media. Moriarty will advise the club, which will meet six times over the course of the presidential primary season this winter term. Participation in the seminar is entirely voluntary and there is no credit earned by the students. However, since the club’s conception, faculty and students have raised concerns about Grandy’s commentary on his radio show and his affiliation with the Center for Security Policy, a right-wing think tank run by Frank Gaffney, following his resulting resignation from WMAL.

Now, I neither always agree with Frank Gaffney nor the Center for Security Policy, though they are an important pole of the debate one that if disagreed with should be refuted rather than censored. (Full disclosure: I have spoken at Center for Security Policy events before, and I agree with their skepticism of both the Iran deal and the direction of Turkey. I have also spoken at events sponsored by think tanks and universities that lean far more to the left on many of the same issues). And no one can doubt that a former congressman and radio host is well positioned to talk about the confluence of politics and media.
The Exonian highlighted complaints by some alumni and teachers which took issue with the Center for Security Policy’s positions, but to prioritize affiliation over personal writing both chills debate and is based on a false assumption that think tanks on either the left or right are homogeneous in opinion. Through self-selection, many think tanks lean more toward one side or another, but many Washington think tanks probably encompass more ideological diversity than the faculty of an average liberal arts college. And, even when they do not, the think-tank community appears more open to debating real ideological opponents than university or prep school colleagues who too often simply host self-affirming “teach-ins.”

At any rate, what caught my eye in The Exonian piece was this:

Head of the MLK Day Committee and English instructor Mercy Carbonell expressed her discomfort and disappointment with the school’s apparent endorsement of Grandy’s views on Islam. “I sat in the Assembly [on anti-Muslim sentiment] and listened to us respond to the national hate rhetoric, the Islamophobic language that is in the presidential race, that is in the newspapers I still pick up and read in ink. How will we explain that we chose to side with Islamophobia?”

Let’s put aside the fact that Grandy is neither speaking nor teaching about Islam. Carbonell added, perhaps as an attempt to suggest high-mindedness that, according to The Exonian:

“There is always a benefit in bringing together people who may share differing opinions.” However, she believed that “If it is a conservative voice we want to teach this course, there are plenty of decent, serious, non-inflammatory, likely-more-qualified alums we could choose.”

What is especially telling is that, about a decade ago, Carbonell published a comment in the New York Times expressing her disappointment in the 2006 elections. Here’s what she had to say:

When will PA or any state for that matter get a candidate who is beyond the realm of the “liberal” label? Does anyone in this unbelievably idiotic country have any radically left ideas anymore? The students I teach think Hillary Clinton is “left;” how completely misinformed they really are. There are no models and there may be no room in politics for the “left” in the America we have constructed today. And even when those models come along, they are portrayed as “freaks” rather that people who simply have an ideologically different perspective to propose. And then they are dismissed. Tragic!

How tolerant a person Carbonell must be to dismiss those who disagree with her as “unbelievably idiotic.” Elections and the will of the people must be so inconvenient in comparison to having a captive, even if “misinformed” class of students. Perhaps Exeter might want to remind Carbonell and her peers, though, of what irony is. One example might be complaining about the dismissal of those with divergent opinions, all the while trying to dismiss those with “an ideologically different perspective.” At the very least, Exeter might want to look at this current controversy to spark a real discussion of the value of free speech and thought in education, as well as the importance of challenging the ingrained assumptions of not only students but also faculty through broad, respectful debate.

Former Congressman Banned from Teaching Seminar at ​Elite ​New Hampshire School After ‘Islamophobia’ C​​harge

Screen-Shot-2016-01-28-at-10.03.33-PM-640x480Breitbart, by Jordan Schachtel, Jan. 29, 2016:

Fred Grandy (R-IA), a former Republican Congressman and actor, has been ​disinvited​ from hosting a seminar series on “Politics in Media” this winter at New Hampshire’s prestigious Phillips Exeter Academy, after individuals involved with the school raised concerns about his “Islamophobic ties.”

Grandy, who graduated from Harvard University and attended the Phillips Exeter Academy for high school, ​was the host of a very popular morning talk show on WMAL in Washington, D.C., and ​worked with the Center for Security Policy following his tenure in Congress. The Center is known for its advocacy of Ronald Reagan’s “peace through strength” foreign policy, and has been on the front lines of the battle against Islamic supremacists in America.

The Congressman told​ Breitbart News he wanted to give back to his high school alma mater and provide his expertise for the dozen or so students who had​ already​ signed up for his class.

He wanted to teach students how “politics and the media in this country have evolved, where they are now, and how campaigns operate.” Throughout the conversation, Grandy reiterated that he never planned on introducing any outside topics nor his allegedly controversial views on foreign policy and Islam.

Identifying as a former Republican Congressman didn’t seem to be a problem at first, he said: “What was a problem, evidently… was that somebody, somewhere decided to rummage through commentary that had been made about me.”

Here, Grandy is referring to “hit pieces” referenced in the The Exonian article that calls for him not to be allowed to teach the class. Left-wing blogs Mother Jones and the Huffington Post are referenced in the piece, which designate the accomplished actor and representative as an “Islamophobe.” The articles, for the most part, do not quote Grandy verbatim, but instead attack him for his views on terrorism committed in the name of Islam.

“The Exonian Published this article branding me as an ‘Islamophobe’ and purveyor of hate-speech,” he tells Breitbart News. “They didn’t even contact me beforehand to ask about these charges” relayed from the left wing outlets, he said.

“The attitude right now is that I’m a danger to the campus,” Grandy expressed. “There was a movement in the faculty to shut this [class] down.”

“I had no day in court. I had no recourse. Based on two articles, I’ve been tried and found guilty with no chance to plead my case,” he added.

“I was in Congress for eight years. I was on the radio and television for eight years doing news and commentary, and I felt that combination would be valuable,” Grandy said in noting his credentials to teach the class.

But since the “Islamophobia” issue came to light, Grandy ​told​ Breitbart News he has been on the receiving end of a “defamation assault as an alumnus who is simply trying to volunteer my time and expertise.”

“This is the new blacklist,” he said with regard to the attempted silencing of individuals who attempt to explore the ideologies within Islam. “The Islamic advocacy organizations have become adept at spinning” legitimate critiques and designating it as “hate speech,” he concluded.

Public School System Sued for Pushing Islamic Propaganda

High school / AP

High school / AP

Former Marine fought daughter’s high school for promoting Islam

Washington Free Beacon, by Morgan Chalfant, Jan. 28, 2016:

A public school system in Maryland is being sued for promoting Islam over other religions.

The lawsuit was filed in federal court Wednesday on behalf of a former Marine and his wife who fought back at their daughter’s high school for forcing students to complete assignments that endorsed Islam.

The Thomas More Law Center filed the civil rights complaint in the U.S. District Court for the District of Maryland, accusing leaders at the Charles County Public Schools of violating the plaintiffs’ constitutional rights.

John Kevin Wood, who served eight years in the Marine Corps, and his wife Melissa objected when they discovered that their daughter’s World History class at La Plata High School was circulating assignments that amounted to Islamic propaganda.

Their daughter and her fellow students were instructed to write out the Islamic creed “Shahada,” which says, “There is no god but Allah, and Muhammad is the messenger of Allah.” When recited by non-Muslims, the creed amounts to conversion to Islam.

Students were also required to memorize and recite the Five Pillars of Islam and were subjected to disparaging teachings about Christianity.

“Most Muslims’ faith is stronger than the average Christian,” one worksheet read.

The class also spent one day covering Christianity, while teachers devoted two weeks to instructing about Islam.

Upon learning of the lessons prioritizing Islam, Wood, who is Christian, contacted the school and demanded alternative assignments for his daughter. The school refused to allow his daughter to opt out of the assignments and threatened her with failing grades if they were not completed. She elected not to complete the worksheets.

The complaint filed Wednesday charges that the school discriminated against Wood’s daughter “by removing her from the academic environment of her World History class, relegating her to the student library, and issuing her failing grades on assignments because [she] refused to deny and insult her Christian beliefs.”

Following Wood’s complaints, the school principal also banned him from entering school grounds.

The lawsuit was filed against the Charles County Public Schools, the Board of Education, and the principal and vice principal of La Plata High School. It seeks a declaration from the defendants that they violated the plaintiffs’ constitutional rights, in addition to a temporary and permanent injunction barring them from promoting Islam over other religions and from banning Wood from school grounds.

In announcing the complaint, the president and chief counsel of the Thomas More Law Center warned that schools across the nation are forcing such “Islamic indoctrination.”

“Parents must be ever vigilant to the Islamic indoctrination of their children under the guise of teaching history and multiculturalism. This is happening in public schools across the country. And they must take action to stop it,” Richard Thompson, the law firm’s president, said in a statement.

Lawmakers File Bill “To Stop Islamic Religious Indoctrination In Tennessee Schools”

allahBy Creeping Sharia, Jan. 22, 2016:

It’s come to this. via Northeast Tennessee Legislative Delegation Files Bill “To Stop Islamic Religious Indoctrination In Tennessee Schools” – Chattanoogan.com  h/t Shoebat

The Northeast Tennessee legislative delegation, including Rep. Matthew Hill (R-Jonesborough), Rep. Timothy Hill (R-Blountville) and Rep. Micah Van Huss (-Johnson City)  announced they have filed legislation “to officially stop Islamic religious indoctrination in Tennessee schools.”

They said the decision comes “after intense public outcry from parents, students, and school administrators that current school textbooks overemphasize Islam while excluding other religions like Christianity and Judaism.”

Rep. Hill said, “I have heard from people all over our community who share my deep concern about the leeway that is allowed in the current standards. “We have been working on this issue for almost two years now, with no clear solution. My colleagues and I in the General Assembly see there is now a direct need to file legislation on behalf of citizens across Tennessee if we hope to solve this problem once and for all.

“No one has a problem with world religions being taught from a historical perspective. The problem is that right now in Tennessee, the standards are so broad they open the door to proselytizing our public school students. While other bills have been filed in an attempt to fix this problem, this piece of legislation has real teeth, and we believe it will be a giant step forward in fixing this important issue.”

“I did not fight radical Islam in Iraq just to come home and find our children being indoctrinated,” Rep. Van Huss said.

They said, In 2015, middle school parents in Maury County were up in arms after learning their children were being instructed to recite and write “Allah is the only god” as part of a world history project. In another section of their work, students were assigned a Five Pillars of Islam project that included the translation of the pillar of “Shahada” as being, “There is no god but Allah; Muhammad is his prophet.” Similar situations have been reported across the state, including multiple instances in the tri-cities area, the legislators said.

Under the newly filed House Bill 1905, any inclusion of religion in textbooks, instructional materials, curriculum, or academic standards can only be for educational purposes and are strictly prohibited from being used to promote or establish any religion or religious belief.

In addition, the legislation places into law several key measures that they said constituents have requested, including:

  • Requiring local school boards to adopt a policy regarding the appropriate inclusion of religion in local curriculum and instructional materials, with the opportunity for public comment before adoption;
  • Requiring local education agencies to make publicly available a syllabus for all grade 6-12 social studies, science, math, and English courses. The syllabus must include a course calendar detailing standards, objectives, and topics covered, major assignments required, and procedures for parents to have access to all instructional materials to be used;
  • Requiring the state board of education to initiate a revision process for the Tennessee social studies standards adopted in 2013 to ensure new standards do not promote religion and do not amount to indoctrination or proselytism in any way.

The war has been raging in the classrooms and in the media. Propaganda in it’s purest, most vile forms. It’s now spilling onto the streets of America. Eventually, as history has proven, we will have to fight back…or lose it all.

More than 170 posts on Tennessee in the our archives. Read’em and weep.

Also see:

Kent State Professor Under Investigation for Link to ISIS

Julio Pino in Mecca, Saudi Arabia

Julio Pino in Mecca, Saudi Arabia

Clarion Project, by Ryan Mauro, Jan. 20, 2016:

Julio Pino, an associate history professor at the Ohio-based Kent State University is under investigation for possible links to the Islamic State (ISIS/ISIL). Pino, who has a documented history of extremism, reportedly posted ISIS propaganda pictures on social media and may have been recruiting students for the terrorist group.

Shockingly, Pino is still teaching two classes this semester despite the investigation and his known extremism. Over 20 students have been interviewed and the investigation has been going on for about a year and a half. He has taught there since 1992 and converted to Islam in 2000.

In an interview after the news broke, Pino said he has not broken the law or encouraged anyone else to break the law. He said his freedom of speech should be respected and denied being under investigation or suspicion. When asked if he would say he’s a supporter of the Islamic State, he replied, “No, I would not say that.”

But his apparent Facebook page tells a different story.

A review of his Facebook page shows a history of troubling postings. His page says he studied “overthrowing the government” at UCLA, a description that could be brushed off as a joke if it weren’t for the reams of extremism he expressed.

Pino-Overthrow-Gov

In a May 2015 thread, he praised “Sheikh Osama” for “kicking off thisjihad” but said Al-Qaeda and Al-Qaeda’s Syrian wing, Jabhat al-Nusra should now join ISIS. He even portrayed ISIS as merciful towards its prisoners by offering them the chance to repent.

Pino-May--2015-Sheikh-Osama-Supports-ISIS

On at least two occasions in 2014, he posted ISIS propaganda photos. He sarcastically wrote underneath one, “Keep it a secret: That’s me on the left!”

Pino-2014-Joke-1

Pino-2014

He also posted propaganda photos of Hamas and young boys armed for jihad:

Pino-2013-Jihad-kids

Pino-2012-Hamas

On February 16, 2014, he commented underneath a picture of him in front of the U.S. Capitol building, “I come to bury D.C., not to praise it.”

Pino-Bury-DC

In a November 2013 thread, he recalled his time in the Arabian Peninsula and how “all I kept thinking about was Palestine and al-Shams and all the other jihad lands.” He said a Saudi in Mecca pushed him to leave, saying, “Go, get outta Mecca and just go, cause you look just like a jihadi and you just might be an AQ [Al-Qaeda] member, baby, go! You gotta go go go go go go!”

Pino-Kept-Thinking

Kent State and the media have known about Pino’s extremism since at least 2002 when he wrote a letter praising a female suicide bomber in Israel as a “shining star.” He also asked Allah to “protect the soldiers of Islam fighting in Palestine” and argued that such terrorists should be called “martyrdom bombers.”

This isn’t even the first time he’s come up in a federal investigation. In 2009, the Secret Service confirmed it interviewed him. Two years prior, the school confirmed that he had written for a pro-Al-Qaeda website named Global War.

The website had pictures of a 9/11 hijacker and Abu Musab al-Zarqawi, former leader of Al-Qaeda in Iraq (the predecessor to ISIS). It described itself with the statement, “We are a jihadist news service, and provide battle dispatches, training manuals and jihad videos for our brothers worldwide. All we want is to get Allah’s pleasure. We will write ‘jihad’ across our foreheads and the stars.”

At another point, its homepage had the heading, “The worldwide web of jihad: Provocation, inspiration, and preparation for jihad. Manuals, videos, battle reports, building the Islamic resistance starts here!”

Pino-Jihadi-Website-1

Pino-Jihadi-Website-2A columnist published what he says is an email from Pino praising the 9/11 hijackers as “martyrs.” The school took no action. He continued teaching and the extremism continued.

In 2011, he was again noticed after he shouted “Death to Israel” at a former Israeli diplomat speaking on campus.

On August 2, 2014, the History News Network published a rage-filled letter condemning supporters of Israel in academia as being complicit in the deaths of innocents. It ended with, “Jihad until victory!” The school condemned it as “reprehensible” because “we value collegiality and mutual respect. Assailing the public with broad statements of culpability violates these principles.” The statement did not address his call to jihad.

On August 8, 2014, KentWired.com published a threatening letter to the editor addressed to “a child, burnt by fire, in Gaza” that lamented that he’s been accusing of supporting terrorism and promising to “avenge” the child’s death:

“Forgive me, sister, if words are all I have to offer you today. At home I am accused of stirring hatred, promoting terrorism and maliciously accusing those who seek to harm you. My anger is only for the Evil Minded, and my sole purpose is to enrage the Good Ones of these United States to assemble in order to save you. We are the majority on this planet, not the earth-scorchers. We will protect you. We will avenge you, and our revenge will be your smile on the first day of freedom for Palestine.”

Since 2002, Pino has been blatantly expressing support for terrorism while representing Kent State University as a professor. He was presented to class after class as a trusted academic authority they should learn from.

All along the way, Pino has shielded himself by saying it’s free speech and that he is merely “explaining why” terrorism happens.

Universities with extremist professors need to ask themselves two serious questions: Is all free speech exempt from disciplinary action, even if it includes incitement to terrorism? And, do your students deserve better?

Islamist running 140 tax-funded charter schools in U.S.

Muhammad Fethullah Gulen heads a global empire of schools and Islamic cultural centers and is one of Turkey’s most influential spiritual leaders. He lives in exile in the United States and has 140 charters schools in 26 states.

Muhammad Fethullah Gulen heads a global empire of schools and Islamic cultural centers and is one of Turkey’s most influential spiritual leaders. He lives in exile in the United States and has 140 charters schools in 26 states.

WND, by Leo Hohmann, Jan. 17, 2016:

Muhammad Fethullah Gülen is a Turkish Islamist, writer and preacher with a secret plan for bringing Shariah law to America.

Arguably Turkey’s most influential spiritual leader of the past 50 years, Gülen left that country in the late 1990s and now directs his cult-like Islamic movement from a guarded compound in the Pocono Mountains of Pennsylvania.

Part of his empire consists of a thriving network of more than 140 charter schools in 26 states that sell themselves to parents as a secular and more academically rigorous alternative to public schools.

As the second largest chain of charter schools in the United States, Gülen schools rake in tens of millions of U.S. taxpayer dollars every year.

But the schools — which have innocent-sounding names like the Horizon Science Academies in Illinois, Harmony Schools of Excellence in Texas, Dove Science Academies in Oklahoma and Magnolia Science Academies in California — have long been the subject of investigations into alleged corruption scandals involving influence peddling and visa abuse.

USA Today reported recently that the Gülen faith movement secretly funded 200 overseas trips for congressional lawmakers and staff since 2008.

“Turkish leaders have asked the United States to extradite Gülen from the remote compound in rural Pennsylvania where he has lived for 20 years.

The movement has founded hundreds of charter schools across the United States and around the world, has its own media organizations, and was deeply entrenched with the Turkish regime until a falling out two years ago. That led President Recep Tayyip Erdogan to declare Gülen was running ‘a parallel state’ inside the country with the intent of undermining the government.”

Critics argue that the schools also covertly engage in Islamic missionary outreach, usually after-hours or during school extra-curricular activities.

Anti-Shariah activist Pam Geller says Gülen has been dubbed “the Turkish Khomeini” for a reason.

“It has been widely reported for years that he wants ultimately to restore the Islamic caliphate in Turkey. That alone should make his charter schools in the U.S. a subject of law enforcement scrutiny, but it largely hasn’t,” Geller told WND. “There have been allegations that funds from these schools have gone to a Turkish Islamization movement, Hizmet. The U.S. government shouldn’t be funding Gülen’s schools; it should be investigating them and shutting them down.”

See list of 140 Gülen charter schools in 26 states.

See sampling of state and federal grants to Gülen schools.

Most of the parents of students who attend Gülen charter schools have no idea about Gülen’s background as a Turkish Islamist and believer in civilizational jihad — which is a form of nonviolent jihad focused on infiltrating and overcoming Western nations over time through immigration and exploitation of the civil liberties available in those nations.

But a new book on Gülen and his U.S. schools hopes to blow the lid on his cloak of secrecy.

GulenClare Lopez, co-author with Christopher Holton of “Gülen and the Gulenist Movement: Turkey’s Islamic Supremacist Cult and its Contributions to Civilizational Jihad,” says the movement is extremely secretive but there’s no small amount of information for those willing to dig. She and Holton decided to peel back the layers.

“There have been many articles and of course the movement itself puts out a great deal of material and Fethullah Gülen himself is a prolific author of articles and books,” Lopez told WND.

Lopez, who is vice president of research and analysis for the Center for Security Policy, a Washington, D.C.-based think tank operated by former Defense Department analyst Frank Gaffney, said Gulen is “fundamentally jihadist in outlook,” while promoting orthodox Islamic tenets within a worldwide movement.

Gulen is also heavily involved in the global interfaith movement, which seeks to build bridges between the major faiths of Christianity, Islam and Judaism.

“While not very well known by many Americans he is nevertheless quite influential and works through the schools, cultural organizations and the media to promote not only the orthodox teachings of Islam, but also a positive outlook towards Turkey,” Lopez said. “We’re concerned about its influence on our children, civic leaders and elected officials.”

Listen to Clare Lopez talk about the subject of her new book, the shadowy Gülen movement.

Traditionally the centers of Islam have been based in Saudi Arabia for Sunnis and Iran for Shiites.

But Turkey has always been the wild card. Students of history will recall that it served as the head of the Ottoman Empire for more than 500 years, but crashed and burned in the aftermath of World War I and was steered into a more Western mindset by Ataturk.

Under Erdogan’s AKP party, however, that has all changed, as documented in the film “End Times Eyewitness” by Christian author and filmmaker Joel Richardson.

Erdogan has overturned the secularized Western influence that had banned the hijab and the fez in public places and eliminated the many Shariah-compliant restrictions placed on society.

Asylum in American

Gülen’s cultural empire, including his schools and media companies, had a lot to do with the return of Islamist values in Turkey. But Gülen lost out on the political power struggle and in 1998 fled to the U.S., where he was offered asylum.

In the U.S., Gülen schools are not outwardly Islamic. Any influence in that regard is subtle, Lopez said.

map-of-gulen-organizations-in-US

But he has become expert at buying influence from politicians in Washington and in state Capitols.

“There have been many allegations of abuse of the visa system, kickbacks in salaries, and attempted influencing of school administrators, parents and teachers, journalists, priests and rabbis, everyone,” Lopez said.

Sign the petition! Urge Congress to ‘halt Muslim immigration now!’

In 2013 Gülen and Erdogan had a final falling out.

“These are two powerful men each intent on seizing power for themselves, not that they disagree in any way over the direction to take Turkey, which is away from the West and toward the neo-Ottoman Islamic caliphate,” Lopez says.

The U.S. gave Gülen legal permanent resident status in 2008, and he is now eligible for citizenship.

Soaking the U.S. taxpayer

The amount of public taxpayer money Gulen’s charter schools receive every year runs into the tens of millions. A charter school is essentially operated like a private school only it receives taxpayer funding and does not answer to any widely elected school board.

“There’s all kinds of charter schools in the U.S. that receive taxpayer funding and that is how the Gulen movement has developed its network of schools in the U.S., making them attractive by making them STEM schools, which parents love,” Lopez said.

And when Congress passed the re-authorization of No Child Left Behind late last year, it included increased funding for taxpayer-funded charter schools run by unelected boards.

“Gulen Charter Schools exemplify the unconstitutionality of tax-funded school choice,” writes Charlotte Iserbyt, a former education adviser to President Ronald Reagan, in her blog, “The ABCs of Dumb Down.”

“There is no citizen accountability or oversight,” Iserbyt says. “No wonder there is corruption. Those who think that charters are the solution for Common Core, forget it.”

And for all of the taxpayer money flooding into the Gülen schools, most of the teaching positions go to foreigners who come to the U.S. on H-1B guest-worker visas from Turkey. This is the visa program that GOP presidential hopeful Sen. Marco Rubio wants to expand through his I-Squared bill, tripling the cap on such visas from about 66,000 per year to 195,000 per year.

“To the best of my knowledge in all the research I’ve done, I don’t see that the Gülen schools are being accused of teaching Islamic ideology in the schools, that’s not the issue, rather it’s the abuse of H-1B visa system to bring in Turkish teachers instead of hiring Americans,” Lopez said. “There is alleged abuse of the teachers who are required to kick back a percentage of their salaries, and they do teach a cultural emphasis on Turkey and Islam.”

Charges of influence peddling

The schools also are known for offering lavish, all-expenses paid trips to Turkey for friendly politicians at the state, local and federal level.

The USA Today investigation accuses the Gülen movement of falsifying its funding of trips for U.S. congressional members.

Lopez said teachers and parents have complained that the schools’ main purpose is to promote a love not only for Turkish culture but Islam.

“You’ll see in the book former teachers or people who’ve broken away from the movement who say there is an attempt to inculcate a positive view of Turkey and Islamic culture,” she said.

An Islamist with a hidden agenda

Joel Richardson is a Bible teacher, author and documentary filmmaker.

Joel Richardson is a Bible teacher, author and documentary filmmaker.

Richardson, the Christian author and filmmaker, said Gülen is without a doubt an Islamist with an hidden agenda. His strategy mirrors that of the Muslim Brotherhood, which advocates non-violent civilizational jihad as the means to infiltrate and influence Western societies.

“In the past, he has made very overt comments about the need to infiltrate the arteries of the system and so forth,” Richardson told WND. “On the other hand, he is definitely non-violent and has furthered the idea, popular within some of the Turkish-Islamist movement of non-violent Islamism.”

Erdogan struck harshly against the Gülen movement in Turkey, rooting numerous Gülen supporters out of the government and throwing them in prison. Erdogan has called for the U.S. to extradite Gülen for allegedly subverting the Turkish government.

“In terms of the danger that Gülen represents to the United States, I would say that five years ago, Gülen and his charter schools were a bigger concern,” Richardson said. “They still need to be defunded by the U.S. government. Today, however, compared to the much larger dangers we are facing, including the very real Islamists that Obama has allowed into the U.S. government, or the very real, very violent Islamists that have infiltrated the country, Gülen, with his ideological jihad, is a relatively small fish, in an ever-expanding pond of violent Islamists.”

Lopez said the Gülen movement helped drag Turkey back to its Islamic roots and so his influence should not be under-estimated in the U.S., and certainly should not be given taxpayer funding.

“Look what’s happened to Turkey, the Islamists were voted in, and Erdogan is on a neo-Ottoman path to take Turkey back to its roots as a jihadist state, so I think there is ever good reason to be concerned about his activities (in the U.S.),” Lopez said.

Seeking Volunteers to Stop the Stealth Jihad in America: The Truth in Textbooks Project

DesktopCitizen Warrior, Jan. 16, 2016:

Truth in Textbooks (TNT), formerly known as Truth in Texas Textbooks (TTT) along with Textbook Alert are combining and joining ACT for America Education to form the most extensive teams of social studies textbook reviewers in the country. TNT is seeking volunteers to review social studies textbooks. Training classes will begin in April, July and Oct 2016. You can write to tnt@actforamerica.org to learn more about the details of the program.

The goal is to have a total of 300-500 volunteers fully trained by the end of this year. Upon completion of the specialized TNT training, graduates will be asked to donate 6 weeks a year to assist teachers, parents and concerned citizens with not just social studies textbook review but requested reviews of any supplemental material, videos and other instructional material submitted to TNT. A full report including clear documentation of any errors will be provided free of charge to the submitters of the material. TNT will also provide experts to assist in helping you work with schools, school boards and other educational entities to affect change.

The first class, 2016 A, made up of volunteers from 18 states is undergoing training and completes their training in late March for a review of textbooks in North Carolina. Recruitment, screening and selection for Class 2016 B is underway now and you can write totnt@actforamerica.org to express your interest in participating. You will receive more information and a survey to complete.

The examples below are only 4 of the 1500 errors found by the textbook reviewers so far. Of the 1500 findings, over 60% of the material was either removed or changed.

McGraw Hill, in their 2014 edition of their World History textbook submitted for Texas approval, said the following about the spread of Islam: “In the conquered territories of Asia and North Africa there were peaceful interactions among Muslim, Christian, and Jewish societies.”

Houghton Mifflin said the following in their 2014 World History textbook “Sharia law requires Muslim leaders to extend religious tolerance to Christians and Jews.”

In in the 2014 McGraw Hill World Geography textbook purposefully left out key elements to describe the 9/11 attacks as related to Islam, Islamic ideology, or the countries of the attackers with this rather simple statement: “Terrorism became a major concern of many Americans after September 11, 2001, when terrorists hijacked four passenger planes, crashing them into the World Trade Center, the Pentagon, and a Pennsylvania field. After such devastation, the United States launched a war on terrorism…”

Multiple publishers described our form of government as a “democracy,” not a constitutional republic.

Two executive summaries with many more examples can be found here.

Fifty concerned citizens ensured 5 million children in Texas will have more factually correct and less politically biased textbooks for the next 10 years. The summary of TTT findings can be found in this brochure.

Please join this national effort. Participating will help your state and your school district down the road as the publishers will peddle the same books to the educators in your state eventually. Trying to do this on a state by state basis is duplicating effort that doesn’t need to be done. Centralizing the training with a “rapid response” team of reviewers standing by, ready to respond, is a more efficient way to help our children. Please consider participating by writing to tnt@actforamerica.org to learn more.

Islamic School Projects

islamic_student_article_banner_1-3-16-1.sized-770x415xcPJ MEDIA, BY DAVID SOLWAY JANUARY 5, 2016:

The Islamization of America is proceeding at speed as the political and educational elites are desperately playing catch-up with Europe’s looming immigration and refugee disaster. We have just learned that Paul Ryan’s “House-passed omnibus [bill] will bring in nearly 300,000 Muslim migrants in the next 12 months alone, including roughly 170,000 who will be permanently resettled…” The political nomenklatura on both sides of the aisle are hastening the ruination of the country. As Roger Simon remarks, “Europe is in a double-bind situation that we are not.  As their domestic populations decline, they have to admit a substantial amount of Muslims to support their welfare states.  We do not need this.” However, there are no doubt electoral and fiscal considerations that would profit, on the one hand, the political fortunes of the Democrats (as well as “fundamentally transforming” America according to Obama’s sinister intentions), and on the other, the financial prospects of those involved in migrant resettlement programs and of employers seeking a low wage labor force.

The education establishment is no less complicit. Common Core, which has been enthusiastically embraced by both Brahmin and shudra, effectively mandates the study of Islam, which often takes precedence over the traditional focus on American and Western history. As columnist and author Edward Davenport reports for Freedom Outpost, “An astounding 32 pages of the World history textbook are devoted to Muslim cavitation. Students in two Texas schools–Cross Timbers intermediate and Kenneth Davis–will be required to learn Arabic…thanks to a 1.3 million grant from the Department of Education’s Foreign Language Assistantship program.” Much of American political and military history has been airbrushed out of the materials students are expected to master. Qatar has also been lavish in promoting Islamic propaganda at the expense of objective scholarship; indeed, Qatar Foundation International, directed by Islamic apologist Tariq Ramadan, funded the “One World Education” concept from which Common Core originated.

Davenport points out that “Title VI of the Higher Education Act has become a ‘magic carpet’ for Saudi influence over American schools. Title VI requires Middle East study centers receiving federal funding to engage in cultural-exchange programs with U.S. schools. Outreach coordinators, funded by the Saudis, then create lesson plans for American K-12 teachers.” Publishing giant Pearson Education, which advertises itself as designing “education products and services to institutions, governments and direct to individual learners” and certifies teachers, dominates a significant part of the Common Core industry. According to the Washington Times, Pearson is owned by the Libyan Investment Authority, which controls 26 million shares in the company. The Times concludes: “The $632 billion the federal government spends each year on public school ‘education’ is being wasted on violating the First Amendment, by the federal government instituting a religion through the teaching of Islam in public schools.” The Federal “Race to the Top” initiative, part and parcel of Common Core, has ensured the precipitous chute to the bottom.

What we are observing are the effects of a macropolitical strategy, reinforced not only by curricular structures and testing practices, but by the ostensibly innocent maneuvers that feature on the mirco-tier of educational procedures. The nexus between sectarian politics and partisan education is now firmly entrenched in the American cultural mindscape, and we can see how this plays out on the level of primary and high school “learning projects.” We have read accounts of elementary and high school students pledging allegiance in Arabic, observing Muslim holy days, being drilled in Islamic vocabulary, prayers and culture, being taught the five pillars of Islam and world history from an Islamic perspective, reciting the Shahada (“There is no God but Allah and Mohammed is the messenger of Allah”) and being taken on field trips to mosques (but not to churches, synagogues or Hindu temples).

A recent controversy illustrating this tendency involves high school students in Blaine, Minnesota, instructed to perform a song in their Christmas concert that includes the Arabic phrase Allahu Akbar, which CBS considerately explains in its report on the event “means God is Great.” No, not quite. As Carol Brown comments in American Thinker, it means “Allah is supreme. As in Islamic supremacy.” It is also the cry uttered by legions of jihadists as they commit their acts of terror, slaughtering innocents at will. But students, to the detriment of all of us, are not informed about the implications of the phrase.

Another such controversy involves a homework assignment in Arabic calligraphy given to students at Riverheads High School in Staunton, Virginia, in which they were required to copy out the Shahada. Parents objected and the school briefly closed down on the ridiculous pretext that such objections posed a “risk of harm.” Several articles have circulated dealing with the row, one of the most interesting by political commentator Rick Moran. While acknowledging that “whoever designed that lesson plan is clearly out of touch with the sentiments of parents and others in the community,” Moran’s summation of the episode conveniently skirts the critical issue. “[T]his a huge overreaction by parents,” he writes; “You can’t close your child off from the rest of the world simply because you have a different notion of God or politics.  That leads to kids who are half-educated and narrow-minded – hardly a recipe for success in life.”

Moran is right, but only up to a point—at which his argument falters and lapses into a kind of special pleading owing to what it leaves out of the equation. Certainly, students may with educational advantage transcribe the Shahada, but only if they are also directed to copy out another ayah from the Koran which reveals an equally crucial aspect of Islamic theology and balances the ledger. For example, passages from suras which command believers to kill Jews and Christians if they do not convert or pay the Jizya tax (Koran 8:12; 47:4), practice taqiyya, or lie to strengthen the faith (Koran 3:54; 9:3; 16:106; 40:28), follow the verse of the sword which enjoins the faithful to kill and be killed for Allah (Koran 9:5), or to kill apostates (Koran 2:217; 4:89), among innumerable other such bloody injunctions. The Shahada may be the doctrinal basis of the faith but it is not the essence of the faith, which is to be found in the Medinan Koran and the Hadith. Clearly, students are not being taught about the composition of the Koran, that is, its earlier Meccan and later Medinan components, nor about the principle of nasikh, or abrogation, in which a later, often violent passage supersedes an earlier one. Probably none have a clue about the Hadith—and neither, I suspect, do their teachers.

I can see no objection to learning about Islam if students are given the full story, which is far more complex and troubling than they are led to believe. At this stage in the educational burlesque that is being enacted, truth, honesty and genuine scholarship are plainly contra-indicated when treating the historical category of the program (as is the case across the board). And the reason for this is evident. Truth, honesty and genuine scholarship would provide a Common Cure for Common Core.

But government officials and school administrators, typically men and women without spines, moral convictions, historical awareness and general intelligence, are committed to advancing the syndrome until it can no longer be reversed. It is perhaps no exaggeration to assume that the day may come in many schools across the country when the Shahada replaces the Oath of Allegiance.

Islam in our schools

is (2)American Thinker, by Carol Brown, Jan. 6, 2016:

Creeping sharia infiltrates every nook and cranny of America. Including our classrooms. Among other things, the Muslim Brotherhood (as well as the Saudis) wields enormous influence over curriculum that threatens not only public schools, but private and parochial schools as well.

After reporting on Islamic supremacy in our schools a year ago, I thought it worthwhile to see how things have progressed since then, for better or for worse. (Guess which it is.) When last we left off, here’s where things stood. In most cases, information only came to light because parents stumbled upon homework assignments or their child told them something of concern.

Students learned to recite allegiance to Allah along with Muslim prayers and chants. Students were also taught the Five Pillars of Islam, that Muslims pray to the same God as Christians and Jews, that Mohammed was a man with strong moral values, that terrorists are “freedom fighters,” that Muslims treat those they conquer better than America does, along with the taqiyya version of CAIR’s mission. Sharia law was promoted, Qurans were introduced into classrooms, students studied Arabic, female students wore burqas as part of a lesson on Islam, and special courses on Islam prohibited students from wearing a cross or saying the name “Jesus.”

Homework assignments required students to promote the “Golden Age of Islam” while students also had to write about what it would be like to travel to Mecca. All the while, Muslim students were given special privileges that Christian and Jewish students were not afforded, including time off during the day to pray.

Textbooks whitewashed Islam while diminishing Christians and Jews, videos framed non-Muslims as bigots and validated enforcement of blasphemy laws, a Muslim author gave a lecture that stretched over four days about her Islamic-themed book, and field trips to mosques (including the one the Tsarnaev brothers attended) involved non-Muslim students praying to Allah, with non-Muslim boys joined adult Muslims in prayer while girls were told Islam is pro-woman.

Teachers who spoke out were punished. An elementary school teacher was forced to resign after making critical comments about Islam on a talk radio program, CAIR attempted to smear another teacher by accusing her of being a “racist” after she drew an analogy between the Taliban and Hamas during a lesson on bullying, and Christian teachers were harassed by Muslims in the school hierarchy.

(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, here, here, here, here, here, here, here, and here.)

So where do things stand today? Sadly, we have more of the same. Much more of it, as Islamic supremacy continues to gain ground in our schools. (See here, here, here, here, here, here, here, here, here, here, here, here, and here.)

A workbook for a three-week course on Islam told students that for the duration of the course they will “become Muslim” by selecting Muslim names and wearing them on ID tags around their necks, dressing up as Muslims and acting the part in order to receive a good grade, being told jihad is a struggle against oppression, playing a dice game called Jihad that pits one group of students against another, reading the opening chapter of the Quran and analyzing various other verses, and memorizing the Shahada (the prayer for conversion to Islam).

Students across various school districts were told that Islam had nothing to do with the 9/11 terror attacks, were taught an Islamic fight song that implied that Allah is the only God, completed a project that involved making pro-ISIS propaganda posters, and a Palestinian activist gave a presentation to third graders that urged them to become “freedom fighters for Palestine.”

Homework assignments included analyzing statements by bin Laden, material from an ISIS blog featuring a female recruiter, and statements from Obama’s Cairo speech that demonized the West and framed Muslims as victims. Students also had to write the Shahada (including the oath “There is no God by Allah”) and sing “Allahu Akbar” in an Arabic song. And a Muslim cleric who was a public school teacher peddled sharia and routinely left school early to conduct prayer services at his mosque. (He’s since been fired.)

Meanwhile Muslims continued to press for special accommodations, such as school closures for Muslim holidays. Mind you, federal law allows students of minority religions to take off from school on their religious holidays without any penalty. But this is not good enough for many Muslims who offer all manner of rationales for why they need more. Some cite relatively high (emphasis on relatively) percentages of Muslims who live in certain districts. But even when their numbers are scant the same pressure is applied, as in Baltimore where no tests are scheduled on Muslim holidays, despite the fact that Muslim students comprise a mere two-to-three percent of the student body.

In one case, a Muslim community leader argued that Muslim students don’t want to miss class even if the absence is excused because it would place an undue burden on them to catch up for the day they missed. So he wants school policy to prohibit tests on Muslim holidays and the day after so Muslim students won’t have any pressure to study during their observance. He admits the ultimate goal is for the school district to close schools completely on those days because: “We want our sons and daughters to feel as American as anyone else and to be on equal footing as everyone else.” (Nice try. How about Muslim students cope just like Jewish students and Hindu students and students from other religious minorities who have been faring just fine? Deal with it!)

Another example of we-are-a-tiny-minority-but-you-owe-us rationale can be found in Anne Arundel County, Maryland, where Muslims comprise less than two percent of the population. No matter. Sporting events are banned the night prior to Muslim holidays and no tests are administered on the holidays themselves.

Then there’s this rationale offered up in Burlington, Vermont, where it is being recommended that schools close for Muslim holidays because most Muslim students are recently arrived refugees who don’t speak much English and missing school will have a negative effect on their learning. But as often happens in these cases a domino effect kicks in, and now the small Hindu community in Burlington wants school closures on their holidays. However no accommodations will be made for Hindus.

Here’s another scenario. In Irvington, N.J., where the superintendent had no idea how many Muslim students were in the school system, schools are closed on Muslim holidays based on “inclusion” rather than necessity. Riiiiiiiiight. And what “necessity” could one ever argue in any of these cases?

But who needs “necessity” when you can stand on the soap box of “rights,” as Kaity Assaf, a Muslim teenager in New Jersey did when she claimed it comes to down having the “right” to have the two most important Muslim holidays acknowledged publicly by closing all schools in her district.

Then there are those who claim victimhood and make loud demands, as happened a couple of months ago in Jersey City, NJ, when the school board made a “difficult and gut-wrenching” decision and refused to close schools for Muslim holidays after Muslims in the community requested this accommodation on six days notice. One Muslim in attendance screamed, “My child should be able to celebrate the holiday!” (as if anyone was stopping that from happening) while another stated “We feel alienated!” (what’s new?). Still another stepped up to the microphone and smirked: “We’re no longer the minority. That’s clear from tonight. We’re going to be the majority soon.”

Arrogance, demands, victimhood, threats, and above all, being above all.

Hat tips: Fox News, Counterjihad Report, Breitbart, Jihad Watch, The Clarion Project, Atlas Shrugs, The Right Scoop, Legal Insurrection, Front Page Magazine

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Also see:

http://counterjihadreport.com/category/pro-islam-textbook-bias/

Public School Students Told to Practice Calligraphy by Writing ‘There is No God but Allah’

Riverbends-High-Header-600.sized-770x415xcBY PJ MEDIA, DECEMBER 16, 2015:

Students at Riverheads High School in Greenville, Virginia, were told to practice academic jihad calligraphy by writing out the statement “There is no god but Allah. Muhammad is the messenger of Allah.” The assignment was given by classroom teacher Cheri Laporte.

That statement is known as the Muslim statement of faith or the shahada.  The school district defended the assignment last week when it met with outraged parents.

“Neither these lessons, nor any other lesson in the world geography course, are an attempt at indoctrination to Islam or any other religion, or a request for students to renounce their own faith or profess any belief,” the district said in a statement provided to Fox News.

Parents told The Schilling Show that their children were not given the translation of what they were writing.

Riverheads High School Principal, Max Lowe, did not directly acknowledge an inquiry requesting confirmation of the incident, clarification of policy, and disciplinary measures, if any, taken against Ms. Laporte.

The school district defended the assignment.

“The statement presented as an example of the calligraphy was not translated for students, nor were students asked to translate it, recite it or otherwise adopt or pronounce it as a personal belief,” the district stated.  “They were simply asked to attempt to artistically render written Arabic in order to understand its artistic complexity.”

Further, the district said the assignment was “consistent with the Virginia Department of Education Standards of Learning and the requirements for content instruction on world monotheistic religions.”

But parents say that other religions were not represented. Parents told The Schilling Show that“the Koran was presented to students, the Bible was not. The teacher reportedly declined to provide a Bible because all the students have either read or seen a Bible.”

Female students were also encouraged to wear a hijab, it was reported.

When asked about the hijab, the district explained the students were merely being taught about “modest dress adopted by many in the Islamic faith and were invited to try on a scarf as a part of an interactive lesson about the Islamic concept of modest dress.”

“The scarf used in the activity was not an actual Islamic religious hijab,” the district stated.

This isn’t the only instance of students learning about Islam in a way that would probably not be permitted for Christianity. At Vernon Hills High School in Chicago, the Muslim Student Associationheld an event that “gave students of other religions an opportunity to wear the hijab in tan attempt to challenge stereotyping of Muslims.”

Charli Mosley, a junior at the school, said while wearing a red hijab: “With more people wearing a hijab around school, it could bring more acceptance to the religion and have more people become more aware.”

Where does the ACLU stand on this?

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What Is the Shahada? (answeringmuslims.com)

Also see:

Stop the Jihad on Campus Campaign Combats Pro-Terror Groups

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Exposing the true motivations of terrorist proxies and challenging their genocidal propaganda.

Frontpage, by Mark Tapson, Nov. 27, 2015:

Two weeks ago, a series of posters was placed anonymously on the campuses of George Washington University and American University in Washington, D.C. and those of UCLA, UC-Irvine and UC-San Diego in Southern California. The images were hashtagged #StopTheJihadOnCampus and pulled no punches in denouncing a pair of campus organizations for what they are: supporters of violent, Jew-hating jihad.

One poster depicted a bloody knife and photos of children being trained to become terrorists. Referring to a group known as the Students for Justice in Palestine (SJP), the caption read, “Students for ‘Justice’ in Palestine: Supporting a Culture that Teaches Children to Slaughter Jews.” A second poster linked the late terrorist Anwar al-Awlaki to the Muslim Students Association (MSA), a national campus organization. A third targeted the anti-Israel Boycott, Divestment, and Sanctions (BDS) movement and the current “stabbing intifada” in Israel with the image of a bloody knife stabbing a Star of David. Its caption read, “The Real BDS: Boycott, Divest, Stab.”

Naturally, the posters sparked instant controversy and angry condemnations, because the campus supporters of jihad weren’t accustomed to having their agenda challenged or being caught in the harsh spotlight of truth. In response to the discovery of the posters, the Hillel organization at American University predictably issued a statement decrying them as threatening, “Islamophobic” hate speech and condemning “any efforts to demonize any racial or religious group.” Likewise, the statement from the Students for Justice in Palestine at American University labeled the posters as “the intimidation tactics of bigoted ideologues,” as “falsehoods” propagated about BDS (which the statement described as “the epitome of effective non-violent resistance”), and as “vitriolic, hateful rhetoric deliberately targeting Muslims, Arabs, those who may appear Muslim, and supporters of Palestinian rights.”

The following week, the David Horowitz Freedom Center took credit for distributing the posters as part of a major campus initiative called Stop the Jihad on Campus. The poster campaign targeted SJP and MSA, both of which were spawned by the Muslim Brotherhood, the same terrorist organization that launched al-Qaeda and Hamas. As a Freedom Center statement put it, both groups “are the chief campus sponsors” of the BDS movement “designed to destroy the Jewish state.”

UCLA’s Daily Bruin posted an article labeling the “offensive posters” as Islamophobic, to which David Horowitz himself responded with a letter in the Bruin correcting that and other “misleading impressions” in the initial article. “Shame on the students who spread the genocidal lies of Hamas on the UCLA campus,” he wrote. “Shame on them for supporting the 70-plus-year Arab aggression against the Jewish state and the 70-plus-year oppression of Palestinian Arabs by Fatah and Hamas.”

It is typical of these campus supporters of terrorism to attempt to suppress their critics by falsely accusing them of racism and Islamophobia, even though no racial or religious group was specified in the poster campaign. The posters were aimed at the two campus groups not because their membership is entirely Muslim (it’s not), but because they hold “Israeli Apartheid Weeks,” spread Jew-hating propaganda, support intifadas like the current one in Jerusalem and the West Bank, and support terrorist parties in Gaza and the West Bank that call for the destruction of the Jewish state and the extermination of the Jews of the Middle East.

The Stop the Jihad on Campus campaign seeks to raise awareness of how such anti-Israel terrorists have infiltrated American universities, spreading terrorist propaganda and messages, with university funding and support. Along those lines, it offers teach-ins to raise student awareness and combat pro-terrorist propaganda on American campuses. It has since gone on to post a list of the “Top 10 American universities most friendly to terrorists.”

The campaign’s demands are simple: no campus support for jihad terrorists, no campus privileges for anti-Israel hate groups, and no student funding for apartheid hate weeks. “Our goal in placing these posters on prominent campuses across America,” explains David Horowitz, “is to expose the true motivations of these terrorist proxy-groups and challenge their genocidal propaganda.” He continues:

These terrorist support groups are afforded campus privileges, including university offices and the right to hold events on campus grounds that would be denied to any other group that preached hatred of ethnic groups or supported barbaric terrorists who slaughter men, women and children as part of a demented mission to cleanse the earth of infidels.

Below are photos from the “Palestinian Wall of Lies” display recently set up at the University of South Dakota in conjunction with the Stop the Jihad on Campus campaign, as part of the Freedom Center’s efforts to counteract campus propaganda. The Wall lists and then debunks the major Palestinian lies about Israel and the Jews, which are often propagated unquestioned by the mainstream media and swallowed whole by impressionable college students. Needless to say, the Wall has proven to be quite a conversation piece whenever it has appeared on American campuses awash in leftist indoctrinationabout the Israeli-Palestinian conflict.

To donate to Stop the Jihad on Campus, click here.

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Also see:

When Students Cheer Jihad

we_are_all_hamasFrontpage, by David Horowitz, Nov. 10, 2015:

Reprinted from the Washington Times

Editor’s note: The following op-ed marking the launch of the Freedom Center’s new Stop the Jihad on Campus campaign appeared November 5, 2015 in the Washington Times. Click here to view the campaign’s list of the Ten Top American Universities Most Friendly to Terrorists. 

Calling things by their right names is a prerequisite for seeing them as they really are. Last spring I spoke at more than half a dozen universities, including Ohio State and Stony Brook, where I was confronted by mobs of students cheering Hamas, a terrorist organization whose declared goal is the extermination of the Jews. And this is only the tip of the iceberg. On virtually every major university campus in America organizations exist whose leadership is dedicated to spreading the propaganda lies of Hamas designed to weaken and delegitimize the Israeli state, and promoting Hamas campaigns like Boycott, Divestment and Sanctions (BDS) whose goal is its destruction.

The two leading organizations in this terrorist proxy campaign are the Muslim Students Association (MSA), which poses as a cultural group but is really a recruiting tool for its founding group, the Muslim Brotherhood, and Students for Justice in Palestine (SJP), which was also created by a Brotherhood operative and takes an even more aggressive pro-terrorist role on campus defending Hamas rocket attacks on Israel and advancing its propaganda wars.

There are many ways to criticize Israeli policy, both reasonably and unreasonably. But what distinguishes these two groups is the relentless adherence of their members to the propaganda lines — and lies — of the terrorist organization Hamas, and their unwavering defense of Hamas’ aggressive wars against Israel and the Jews. A prominent slogan of SJP and MSA, chanted at ritual campus protests, is “From the River to the Sea Palestine will be Free.” The river is the Jordan, the eastern boundary of Israel, the sea is the Mediterranean, its western boundary. These groups are committed to the destruction of the Jewish state — an act of genocide.

It is true that some chapters of the Muslim Students Association, which is a sponsor of the Israel-hate fests called “Israeli Apartheid Week,” do not participate in these political activities. But name one of them who has dissociated itself from their hateful agendas.

Even more telling is an infamous panel of four maps which is a standard feature of the “apartheid walls” (another Hamas propaganda lie — the security fence is designed to keep terrorists out, not ethnic groups) that are centerpieces of their protests. The first map shows a green state called Palestine with the date 1947. There was no state called Palestine (indeed there was no people calling themselves Palestinians) in 1947. The next three maps with expanding patches of white purport to show the infiltration and occupation of the non-existent Palestinian state by the colonialist Jews. These lies are easily checked. There is no occupation by Israel of Arab land. Israel was created the same way Jordan, Lebanon, Iraq and Syria were created — on land that belonged to the Turks for 400 years previously.

The fidelity of the Muslim Students Association and Students for Justice in Palestine to Hamas’ genocidal agendas is no mystery since both were created by agents of the Muslim Brotherhood. The mystery is why American universities like Brandeis, UCLA and scores of other schools are funding operations of a terrorist organization to conduct Jew-hating propaganda on American campuses. Any other group that preached hatred of ethnic groups or supported barbaric terrorists who slaughter men, women and children as part of a demented mission to cleanse the earth of infidels would face campus sanctions, disciplinary action, and be charged with conduct code violations. But these two groups, hiding behind the rhetoric of diversity and the cloak of political correctness, are instead lauded by university administrators, granted university offices, departmental funding for their hate-fests and a stage for their terrorist-supporting propaganda.

To expose this travesty and raise these questions the David Horowitz Freedom Center has launched a campaign (www.stopthejihadoncampus.org) on American campuses. The campaign has issued a report on “The 10 Colleges Most Friendly to Terrorists.” These include San Francisco State whose students scrawled “My Heroes Have Always Killed Colonizers” across the concrete stage at an anti-Israel rally. They include UCLA, where student government officers attempted to bar candidates for student government from accepting trips to Israel sponsored by pro-Israel organizations. They include Harvard University whose Dining Services administrators made a unilateral decision to ban products from the Israeli company SodaStream; and Rutgers University, whose Students for Justice in Palestine chapter displayed signs calling for a new Intifada (terrorist attack) against Israel at a recruitment drive.

It is a mistake to assume that these hate groups will be satisfied with mere rhetoric. Numerous leaders of the Muslim Students Association have gone on to high-level positions in al Qaeda and other terrorist organizations. The most notorious of these was Anwar al-Awlaki, the head of al Qaeda in Yemen, who inspired the Fort Hood massacre and who before that was president of the Muslim Students Association at Colorado State. A recent student leader of the General Union of Palestinian Students at San Francisco State University spoke openly on social media about his desire to stab Israeli soldiers and leave school to join the Popular Front for the Liberation of Palestine, a terrorist group waging war against Israel. His postings led the Joint Terrorism Task Force and the FBI to place him under investigation. How many other student leaders are out there who are less forthcoming about their desires?

Also see:

Yale University: Weighed and Found Wanting

Study of Islamic Law and Civilization at Yale Law School, left, and Muslims in New Delhi in 2006 protesting publication in the West of cartoons of Muhammad, right. (Photos: PPD/ Saurabh Das/AP)

Study of Islamic Law and Civilization at Yale Law School, left, and Muslims in New Delhi in 2006 protesting publication in the West of cartoons of Muhammad, right. (Photos: PPD/ Saurabh Das/AP)

People’s Pundit Daily, OCTOBER 26, 2015 BY

In 2008 Basak Otus, a writer for Yale Daily News, the leading news source for Yale University wrote an article that started:

English majors getting tired of Shakespeare and Wordsworth will soon be able to turn to Yale’s libraries for a poet of a different kind altogether: Osama bin Laden.

The backlash to this article should have been taken as a prophetic warning of what was to come, akin to the handwriting on the wall of King Belshazzar of Babylon in the Book of Daniel. In that story, the fingers of a man’s hand appeared and wrote on the wall an ominous warning that the Prophet Daniel interpreted as meaning:

1) God has numbered your kingdom, and finished it.

2) You have been weighed in the balances, and found wanting.

3) Your kingdom has been divided, and given away.

Basak Otis’ article in 2008 pointed out that Yale University no longer had America’s best interests at heart, but was in a love affair with one of the most notorious men of the modern era: Osama bin Laden. Perhaps the article would have faded into the background and remained forgotten if Yale woke up when it was attacked that June by a jihadist firebombing, which was intended to destroy their power plant.

But the wake-up call was ignored.

Yale University reverted to its love affair with Osama bin Laden in September 2009 and published a sharia compliant version of a book about Muhammad cartoons, by censoring the illustrations from being printed. This was less than three months after the attempted fire-bombing.

It was Yale University’s overt attempt to display “dhimmitude”–submission to Muslims–rather than show their heritage as great defenders of the First Amendment. Yale had the opportunity to take a strong stand for America and her beliefs in liberty for all of her citizens! It was a chance to be seen as the University that defends the First Amendment. Yale, however chose to become an example of “being weighed and found wanting” in their defense of the US Constitution.

In 2014 Yale Law School hosted Rachid Al-Ghannouchi to speak to its students and thecommunity as well. Rachid is a member of the Ennahda Party in Tunisia. Ennahda is the Muslim Brotherhood entity in Tunisia. Osam bin Laden was and is still counted as a member of the Muslim Brotherhood. Yale University has people that vet public speakers. How is it possible they did not know that Al-Ghannouchi was a staunch defender of Hamas, a US declared terrorist entity?

Yale’s last act of dhimmitude was their receipt of $10 million dollars from the son of Saleh Abdallah Kamel, a documented financer of al-Qaeda with banking ties with Osama bin Laden, himself. Yale has agreed to place an Islamic Law Center in their Law School, but refuses to acknowledge that Islamic law is sharia. This act equates Sharia with the US Constitution.

The act of placing an Islamic Law Center at Yale forces the university to fight itself. Those studying at Yale to earn degrees in its seminary must take a stand, it is their Christian duty. The Music School also must fight this as Sharia requires the destruction of musical instruments and the very concept of a Music School.

The writing was on the wall in 2008. It seems 2015 is the year that Yale becomes divided against itself and will soon no longer exist as the great educational institution it once was.

Can Yale survive its Dhimmitude? I think not.

Paul Sutliff is an educator and research writer particularly focused on Islam, whose work has been recognized by Ryan Mauro of Clarion Project and FOX News. His latest book is Civilization Jihad and the Myth of Moderate Islam.

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