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Trojan Horse

 
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Iftikhar
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PostPosted: Mon Sep 01, 2014 8:42 pm    Post subject: Trojan Horse Reply with quote

Terrorism and sexual grooming is nothing to do with Masajid, Imams and Muslim schools. Those Muslim youths who have been involved in terrorism and sexual grooming are the product of western education system which makes a man st**id, selfish and corrupt. They find themselves cut off from their cultural heritage, literature and poetry. They suffer from identity crises and I blame British schooling.

Only less than 10% of Muslim children go to Muslim schools and over 90% go to state schools to be mis-educated AND DE-EDUCATED BY STATE SCHOOLS WITH NON-Muslim TEACHERS. All those Muslim youths who are in Syria and Iraq, are the product of state schools where they could not develop their linguistic, cultural Identities. They find themselves cut off from their cultural heritage and are unable to enjoy the beauty of their literature and poetry. It is an educational issue. It is nothing to do with integration or segregation.

The shocking level of targeting of the Muslim community of Birmingham is indicative of the normalisation of the dehumanisation of the Muslims of Britain. Under the pretext of "extremism", criminal undemocratic and unethical abuse of public institutions and the Muslims of the UK can occur without much accountability. This pervasive attitude, especially amongst officials like Michael Gove needs to change. Our schools are truly trying to develop our children to do well at schools so later in life they are able to stand on their own two feet, but if we stop our schools from doing this than our country will have up rise of unemployment, benefit issues, crime levels high, I think its time for you apologize and allow practitioners to do their job right.

This Trojan Horse is a stir up to put up an attitude amongst the British community upon Muslims AGAIN, this hysteria has all been blown up because they do not want non-Muslim youngsters falling to the idea of Islam. Jewish schools have a more strict approach to religion than the majority of Islamic schools or schools that are heavily influenced by Muslim governors, yet they are not gonna be investigated because any hysteria brought up would be labelled anti-Semitism to become increasingly anti-establishment and belligerent. And they would have every reason to if this garbage continues. Park view is not multi cultural. It is mono cultural. It is to all purposes an Islamic school posing as a British secular state school. This "Trojan horse" thing worries me...I do not think that Greek classical mythology necessarily falls within the frame of reference of Muslims.. This affair was started by a hoax letter , driven by Islamophobia , which achieved its end , courtesy of a Government paranoid about ' extremism ' without any definition of what it means , and a ' anti-terrorism industry ' trying to justify itself and its funding to the Home Office . Meanwhile Ofsted have become a political tool , a new thought police , with little relevance to the standards of education , and an agenda driven by paranoia in a society which constantly changes its moral goalposts , itself in moral flux and confusion . And let not forget where did this all started, with Al Qaeda, which was created and nurtured and armed by the West. Now everyone is complaining where do all these extremism come from. If you are serious about fighting Muslim extremism start by going to the source, in allied countries like Saudi Arabia, Kuwait, Qatar, and so on. But that would never happen because you also want your cheap oil. Hypocrite.

The Trojan Horse affair must not be allowed to hinder improvements that are urgently needed in educational provision, and in the representation of Muslims in educational policy-making and decision-making. Stop this hate against Muslims. It is not them who are terrorists , but all those who imply they are with the help of media you try bringing others to your side giving false details - twin towers wasn't Muslim either - that was the Americans - you will not win as Islam Will forever grow and prove it is peaceful through the will of God (Allah SWT)... amen. This is undermining confidence in the Muslim community and increasing Islamophobia. This is another example of the media whipping up hysteria against the UK Muslim community. The way our Govt treating British Muslims is as if all Muslims are terrorists unless they prove otherwise. Govt should focus on its job. Governors of this school worked hard to help a failing school achieve outstanding rating from Ofsted. Please fix Ofsted and stop demonising Muslims. Nick Clegg on LBC radio indicated that the DFE is full of right wing ideologues and extremist loons. Islamic schools protect Muslim children from the onslaught of Euro centrism, homosexuality, racism, and secular traditions. All education systems appear to be indoctrination systems. I went to a good private school. Guess how we were 'encouraged' to think about politics! Having a Muslim name in UK is a crime. All UK job application forms have sections ask your race and religions. Most UK employers simply reject your applications just by looking at this section.

A Birmingham school at the centre of the Trojan Horse investigation spent £50,000 on a taxpayer-funded trip to Saudi Arabia for students and staff. The school had described the Saudi Arabia tours as ''modern foreign languages trips'' with the ''double benefit'' of allowing students to perform Umrah, a religious pilgrimage. Last May 40 students and eight staff travelled to Mecca and Medina. The ten-day visit involved stays at luxury five-star hotels.

The 2013 trip to Saudi Arabia had initially won praise from Ofsted in a report last year. Talking about pupil feedback, the report stated: "For pupils who spoke to the inspectors, last year's trip had clearly been a life-changing experience.'' But in the new damning Ofsted report, inspectors raised concerns. "Governors have used the academy's budget to subsidise a trip to Saudi Arabia for only Muslim staff and pupils,'' it said.

On 25 July, Channel 4 News reported on research conducted by Birmingham City University relating to the impact of the Trojan Horse affair. ‘Previous studies,’ said the research director, ‘have shown that British Muslims felt very comfortable with their identity, they felt well integrated and proud to be British citizens. But much of this has been undone by what they feel has been relentless, unfair criticism.’ A mother said: ‘What’s the point of us trying to integrate, every time we do we are somehow told it’s not good enough, or we’re not getting it right.’

British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leaves schools with low grades. Racism is deeply rooted in British society. British schools are not doing enough to tackle racism and promote race relations. Many teachers are unaware of racist attitudes amongst pupils. Schools have a responsibility not only to deal with racist incidents but also to prepare pupils for life in a multicultural and multiracial society. At least one racist incident is reported daily in Bolton schools, according to stats obtained from Bolton Council by Manchurian Matters. Bolton Council of Mosques Manager, Ibrahim Kala, said the data is only the “tip of the iceberg” and that Islamophobia makes up a large portion of the reported incidents. Stats obtained through the Freedom of Information request show 2,397 cases of racism in Bolton schools in the years from 2004 to 2013, meaning on average there are 1.26 racist incidents occur daily – and these are only the ones being reported


Muslim parents and communities rightly want the education received by Muslim children and young people to be improved. In recent years there have been major improvements nationally in the achievement of Pakistani heritage and Bangladeshi heritage pupils, and nationally there is no longer a gap between the achievement of these pupils and the average for all pupils. But these improvements and greater equality of outcome are not evenly distributed through the country, and there continues to be a need, in Birmingham as elsewhere outside London, for attainment gaps to be narrowed and closed. Amongst other things this means there needs to be more recognition in schools for British Muslim identities, more attention to issues of bilingualism, more commitment to the human right to freedom of religion, more attention to Islamophobia, and closer relationships with parents and communities. Further, it means there is a need for more Muslims to be involved actively in school governance and leadership.

There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. There is no place for a non-Muslim child or a teacher in a Muslim school.
IA
http://www.londonschoolofisalamics.org.uk
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fish5133
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PostPosted: Mon Sep 01, 2014 9:41 pm    Post subject: Reply with quote

Iftikhar wrote
Quote:
Terrorism and sexual grooming is nothing to do with Masajid, Imams and Muslim schools. Those Muslim youths who have been involved in terrorism and sexual grooming are the product of western education system which makes a man st**id, selfish and corrupt. They find themselves cut off from their cultural heritage, literature and poetry. They suffer from identity crises and I blame British schooling.


It wasn't just Muslim youth involved in sexual grooming but older muslims as well. I would also say that the majority of Islamic terrorists have never had a western education. Keep pulling the wool over your eyes

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"for we wrestle not against flesh and blood but against principalities, against powers, against rulers of the darkness of this world, against wicked spirits in high places " Eph.6 v 12
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Iftikhar
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PostPosted: Wed Sep 03, 2014 3:33 pm    Post subject: Trojan Horse Reply with quote

A leading educationalist argues that the report by Peter Clarke into the ‘Trojan Horse’ affair, embraced by the new education secretary, is in fact a grave disservice. The basis on which they were made, however, was extremely unsound, for Clarke’s report is of very poor quality. So is the report by Ian Kershaw on the same subject which was published a few days earlier. And so is a raft of reports on the subject from Ofsted.

Most readers of this article will no doubt be familiar, at least broadly, with the affair. Some, however, may have been misinformed and misled by the appallingly partial coverage of it over the last four months in the majority of the UK press. Neither Clarke nor Kershaw refers to the media hysteria, and neither therefore seems to be aware that some of the people who gave evidence to them, perhaps indeed most of the people who gave evidence to them, would have been affected by it. At the very least they could have quoted from a statement by the Bishop of Birmingham and other local religious leaders which was made shortly after the affair began: ‘We are profoundly concerned that some of the public media have distorted the discussion on what has become known as Operation Trojan Horse, demonising sections of the community in a completely unacceptable way.’ Similarly Nicky Morgan made no reference, when she rose to address the Commons about the Clarke report, to the flagrant inaccuracies and distortions and the virulent racist and anti-Muslim stereotypes, in much of this summer’s press coverage.

Nick Morgan did not acknowledge that the government’s operational definition of extremism is extraordinarily vague – ‘vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs’ – and that Clarke’s evidence for the existence of such extremism in Birmingham schools is extraordinarily thin. A letter published in the Guardian earlier this week said that Clarke’s report is not ‘forensic’, as Nicky Morgan claimed in her House of Commons statement, but ‘a biased mix of uncorroborated smear, anecdote, hoax and chat room gossip’. The report, it said further, ‘reflects neoconservative assumptions about the nature of extremism; ignores significant testimony and viewpoints; implies the essential problem in Birmingham is simply the influence of certain individuals; discusses governance but not curriculum; ignores the concerns and perceptions of parents and young people; and is unlikely to bear judicial scrutiny.’

The malicious hoax letter which set off the Trojan Horse affair claimed there was a plot to run certain Birmingham schools on ‘strict Islamic principles’. Clarke quotes this, but does not bother to consider what Islamic principles might be, and how, if at all, they might be different from, for example, ‘British principles’. But if he had concerned himself with this fundamental question he could have valuably quoted verbatim from guidance issued in 2007 by the MCB, ‘to provide background information on relevant Islamic beliefs and practices and values, and to deal with issues arising within schools that are important to, and may be of concern to, Muslim parents and their parents’. ‘We have attempted’, said the authors, ‘to cover the issues most commonly raised by pupils, parents, teachers, schools and governors, while taking into account the diversity of belief and practice within the Muslim community’. They emphasised that the current climate, in which there is much negative portrayal of Islam and Muslims, required that recognition of Muslim identity ‘be given greater priority and impetus, to ensure that Muslim pupils are appropriately accommodated and become an integral part of mainstream school life, and thereby of society as a whole.’ MCB’s statements of principle included the following:

‘It is important for educators to appreciate and understand the centrality of knowledge and education in the philosophy of Islam and the substantial Muslim contributions to European and world civilisation. Within the educational context it is important to explore opportunities to emphasise common and shared aspects of Islamic and European civilisations in fields such as religion and culture, and linguistic and
‘Schools can play a vital role in facilitating the positive integration of Muslim pupils within the wider community and thereby preventing, or at least beginning the process of tackling, some of the problems of marginalisation. Closer cooperation and working between Muslim communities and schools can create an environment where Muslim children feel more included and valued. The statutory and moral responsibility to develop cohesive future generations must and can be achieved through commitment to change, mutual respect and understanding the beliefs, values and cultures of others.’
‘The faith of Muslim pupils should be seen as an asset in addressing constructively many of the issues that young people face today, including educational failure, disaffection, drugs, crime and sexually transmitted diseases. Islam is an important reference point for Muslim children, and has an extremely relevant message to convey to Muslims in all spheres of life, and also to contribute to wider society.’
‘The concept of haya, which is defined as ‘to encompass notions of modesty, humility, decency and dignity’, is a central value in Islam, as in many other faith traditions, and applies to all aspects of human behaviour and conduct. It is important to recognise and appreciate that different faiths and cultures may and often do differ in their demarcation between modesty and immodesty.’
During Ramadan, Muslims should focus on additional worship and God-consciousness, in order to improve themselves in all aspects of their lives and dealing with others, including their character, respect for others, kindness, forgiveness and avoidance of bad language and poor behaviour.

The moral worldview reflected in these quotes is worthy of respect, even by people who do not share its theological dimensions. But by failing to mention the worldview, Clarke in effect undermines it. Instead of considering fundamental values his report implies the MCB document is merely concerned with cultural customs and preferences. He implies also that the document is strident and demanding, when in fact it is reasonable, moderate, positive and helpful.

The cumulative effect of Clarke’s report is to present the neoconservative and profoundly offensive view that Islam is ‘a swamp’ in which noisome creatures such as crocodiles and mosquitos thrive and are given nourishment and support. ‘Peter’ has delivered what his political and media friends hoped and asked for. His report is a grave disservice, however, to very many millions of others.

On 25 July, Channel 4 News reported on research conducted by Birmingham City University relating to the impact of the Trojan Horse affair. ‘Previous studies,’ said the research director, ‘have shown that British Muslims felt very comfortable with their identity, they felt well integrated and proud to be British citizens. But much of this has been undone by what they feel has been relentless, unfair criticism.’ A mother said: ‘What’s the point of us trying to integrate, every time we do we are somehow told it’s not good enough, or we’re not getting it right.’

Researchers interviewed parents, teachers, governors and local residents. Some felt that the affair had left them feeling that everyone was looking at them and pointing at them as they walked down the street. One resident claimed that her neighbours had stopped talking to her as a result, adding: ‘In fact we have seen rubbish thrown in our front garden … We have all been labelled extremists and radicals.’ A huge concern was the impact of these labels on children. ‘What happens when they go for a job, or try to get work experience, and employers read that they’re from one of these so-called extremist schools?’ asked a teacher.

Such research is a powerful reminder that much rebuilding and restorative work remains to be done. Political leaders such as Nicky Morgan have key roles in the urgent process of restoration and support for curriculum renewal, for example a curriculum which truly reflects and promotes fundamental values. They will not be helped, and in certain respects they will be hindered, by the official reports of Clarke, Kershaw and Ofsted. They will, though, be helped by the strength and goodwill of people in Birmingham itself.

Muslim parents and communities rightly want the education received by Muslim children and young people to be improved. In recent years there have been major improvements nationally in the achievement of Pakistani heritage and Bangladeshi heritage pupils, and nationally there is no longer a gap between the achievement of these pupils and the average for all pupils. But these improvements and greater equality of outcome are not evenly distributed through the country, and there continues to be a need, in Birmingham as elsewhere outside London, for attainment gaps to be narrowed and closed.

Amongst other things this means there needs to be more recognition in schools for British Muslim identities, more attention to issues of bilingualism, more commitment to the human right to freedom of religion, more attention to Islamophobia, and closer relationships with parents and communities. Further, it means there is a need for more Muslims to be involved actively in school governance and leadership.

The Trojan Horse affair must not be allowed to hinder improvements that are urgently needed in educational provision, and in the representation of Muslims in educational policy-making and decision-making. More generally, the affair must not be permitted to hinder debate and deliberation about the role of religion and belief in modern society, and about the needs and tasks of an increasingly multi-ethnic and multi-religious society.
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ian neal
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PostPosted: Thu Sep 04, 2014 4:49 pm    Post subject: Re: Trojan Horse Reply with quote

Iftikhar wrote:
There is no place for a non-Muslim child or a teacher in a Muslim school. http://www.londonschoolofisalamics.org.uk


Perhaps if I write "There is no place for black children or black teachers in a white school" then you'll understand why I find this idea so obnoxious. Every parent has the right to educate their children as they see fit, just don't expect me to agree that my tax should pay for segregated education. My only solace is that your 40 year educational jihad and the londonschoolofislamics has clearly been a failure if your record on the charity commission is anything to go by.
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