2012-08-17 UK: Monet koulut jättämässä muslimeille herkkiä aiheita?

[Blanc73]

http://www.examiner.com/article/british-schools-drop-holocaust-from-history-lessons-so-as-not-to-offend-muslims?cid=PROD-redesign-right-next

Muslimien nuoleskelu saa uusia ulottuuvuuksia briteissä:

A report by Britain's Department for Education and Skills notes that an increasing number of schools are dropping the teaching of the Holocaust from history lessons to avoid offending Muslim students. The report, titled Teaching Emotive and Controversial History, also observes that many teachers are reluctant to discuss the Crusades because the lessons frequently contradict what is taught in local mosques.

Pakkomokutusta:

The article further notes that 30 non-Muslim students at Parkview Primary School in Scotland were required to visit a mosque in Glasgow. During the two-hour-long field trip, in April of 2012,

..ja lisää:

Muslim leaders are demanding that Islamic preachers be sent to every school in Scotland to teach children about Islam, ostensibly in an effort to counter negative attitudes about Muslims.

In London, 85 of 90 schools have implemented "no pork" policies, reflecting a nationwide trend toward banning pork from lunch menus, all once again to avoid offending Muslim students.

Surullista ja järkyttävää, eurooppalainen yhteiskunta sekä kulttuuri ovat saattohoidossa...


-- Korjasin otsikon, josta saattoi saada väärän käsityksen asiasta.

[Fiftari]

Jos totuus on epämiellyttävä niin siitä ei puhuta? 

[Elcric12]

Uutisankkaa tämäkin?

http://en.wikipedia.org/wiki/Holocaust_teaching_controversy_of_2007

[kekkeruusi]

Jotain mätää brittien maalla. On tuossa se hyvä puoli, että mitä järjettömämpiä toimia tehdään, sen enemmän kansan silmät aukeavat niille. Jossain kohtaa tulee raja vastaan, saa nähdä mitä käy ennen sitä. Voipi tulla jos jonkinlaista kansalaisvastustusta, huonoimmillaan väkivaltaa.

[Emo]

Jotain mätää brittien maalla. On tuossa se hyvä puoli, että mitä järjettömämpiä toimia tehdään, sen enemmän kansan silmät aukeavat niille. Jossain kohtaa tulee raja vastaan, saa nähdä mitä käy ennen sitä. Voipi tulla jos jonkinlaista kansalaisvastustusta, huonoimmillaan väkivaltaa.

Jotain mätää, alkaa i-kirjaimella.

Nuijasota tulee, briteiltä on tietääkseni aseet jo kerätty pois.

[jmm]

Uutisankkaa tämäkin?

http://en.wikipedia.org/wiki/Holocaust_teaching_controversy_of_2007

Tässä uutisoinnissa viitataan tuohon samaan UK:n opetusministeriön dokumenttiin vuodelta 2007. Näyttää äkkiä katsoen saman kohun uudelleenlämmittelyltä.

Se löytyy täältä:
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RW100

[Blanc73]

Uutisankkaa tämäkin?

http://en.wikipedia.org/wiki/Holocaust_teaching_controversy_of_2007

A report by Britain's Department for Education and Skills notes

Jos kohu holocaustin osalta on pelkkä kupla, niin hyvä. Mutta tuossa examinerin jutussa on myös muuta vastenmielistä matskua...

[Elcric12]

Jos totuus on epämiellyttävä niin siitä ei puhuta? 

Ja jos uutinen miellyttää, niin lähdekritiikki unohtuu.

http://adage.com/article/media/creates-content-matter-marketers/144286/

Tuollahan voi olla käytännössä mitä vaan kenen toimesta vaan.

[Emo]

^ ^ ^ Vaikka olisikin uudelleenlämmittelyä, niin ansaitsee kyllä tulla lämmitetyksi. 99% ihmisistä ei tästä tiedä, tuskin edes Hommalla tämä on kaikkien tiedossa.

[Blanc73]

Miksi eurooppalaisen yhteiskunnan tulee taipua muslimisiirtolaisten kivikautisten tapojen ja uskomuksien edessä? Islamistien väkivallan pelossa vai mikä vallitsevaan typeryyteen on syynä?

[jmm]

^ ^ ^ Vaikka olisikin uudelleenlämmittelyä, niin ansaitsee kyllä tulla lämmitetyksi. 99% ihmisistä ei tästä tiedä, tuskin edes Hommalla tämä on kaikkien tiedossa.

Tässä UK:n kouluministerin vastaus viime kerralla:

Schools Secretary Ed Balls says he wants to "put an end once and for all to the myth" spread by the e-mail.

He says teaching the Holocaust remains "non-negotiable" in England.

The government is now acting to refute the e-mail, sending a statement to embassies and the "world media".

"I want to put an end once and for all to the myth that the Holocaust is not being taught in schools or is being removed from the curriculum," writes Mr Balls.

"I am pleased to confirm that this is absolutely not the case. Teaching of the Holocaust is compulsory in all secondary schools between the ages of 11 and 14.

"We are clear that there are certain non-negotiable subjects, which are protected in schools; one of those is the Holocaust.

"There is no evidence that schools are breaking the rules and not teaching the Holocaust.

http://news.bbc.co.uk/2/hi/7226778.stm

[intense]

Jotain mätää brittien maalla. On tuossa se hyvä puoli, että mitä järjettömämpiä toimia tehdään, sen enemmän kansan silmät aukeavat niille. Jossain kohtaa tulee raja vastaan, saa nähdä mitä käy ennen sitä. Voipi tulla jos jonkinlaista kansalaisvastustusta, huonoimmillaan väkivaltaa.

Jotain mätää, alkaa i-kirjaimella.

Jep, islamisaatio-hölynpöly.

Kultti, jonka jäsenet suostuvat uskomaan miten typeriä väittämiä tahansa kerta toisensa jälkeen, kunhan se tukee omaa todellisuudesta vieraantunutta "Apua, muslimit tulevat ja valloittavat"-maailmankuvaa.

[Emo]

^ ^ No hyvä jos opettavat.

[Miniluv]

Lakkaapas intense nimittelemästä. Muuten tarjoan kaikille kulteille ja nöpönenille  banaania oikein Juniksen siukkiksella.

[jmm]

There are also those issues which are emotive and
controversial because they continue to have general
contemporary significance or personal resonance for
students. Potential examples of such issues from Key
Stage 3 include the Crusades, the Partition of India, the
Holocaust, the transatlantic slave trade, Irish history and
the history of immigration to Britain. In contemporary
Britain, where ethnic and cultural divisions occasionally
lead to direct interracial violence and where recent events
have led to heightened racial tensions, learning about the
legacy of Britain's colonial past and about the relationship
between the West and Islam are potentially the most
controversial and challenging aspects of the Key Stage 3
history curriculum.

For example, a history department in a northern
city recently avoided selecting the Holocaust as a
topic for GCSE coursework for fear of confronting
anti-Semitic sentiment and Holocaust denial among
some Muslim pupils. In another department, teachers
were strongly challenged by some Christian parents
for their treatment of the Arab-Israeli conflict and
the history of the state of Israel that did not accord
with the teachings of their denomination. In another
history department, the Holocaust was taught despite
anti-Semitic sentiment among some pupils, but
the same department deliberately avoided teaching
the Crusades at Key Stage 3 because their balanced
treatment of the topic would have directly challenged
what was taught in some local mosques.

Tuollaiset kohdat löytyvät tuosta raportista. Ei siinä ehdoteta että holocaustin opetus lopetettaisiin mutta se esitetään ongelmallisena aiheena muslimien kannalta.

EDIT: laajensin lainauksia.

[Emo]

^ Miksi aihe on "ongelmallinen" muslimien kannalta? Osaako joku vastata, vai pitääkö itse yrittää?

[Blanc73]

Eli täällä pari jäsentä on sitä mieltä että hölmö poliittinen korrektius Islamin edessä on ok ja me euroopplaiset emme taivu syväkyykkyyn muslimien vaatimuksien ja tapojen edessä? Ok, asia selvä.

[intense]

Eli täällä pari jäsentä on sitä mieltä että hölmö poliittinen korrektius Islamin edessä on ok ja me euroopplaiset emme taivu syväkyykkyyn muslimien vaatimuksien ja tapojen edessä? Ok, asia selvä.

Ei vaan täällä on - itselleni suurena ja varsin positiivisena yllätyksenä - jäljellä pari jäsentä, joilla on edes jonkinlaista alkeellista kykyä lähdekritiikkiin ja luetunymmärtämiseen silloinkin kun keskustelunaihe liittyy islamiin.

[Miniluv]

intense ja muut lakkaavat laskemasta oikein- ja väärinajattelijoita.

[Blanc73]

Eli täällä pari jäsentä on sitä mieltä että hölmö poliittinen korrektius Islamin edessä on ok ja me euroopplaiset emme taivu syväkyykkyyn muslimien vaatimuksien ja tapojen edessä? Ok, asia selvä.

Ei vaan täällä on - itselleni suurena ja varsin positiivisena yllätyksenä - jäljellä pari jäsentä, joilla on edes jonkinlaista alkeellista kykyä lähdekritiikkiin ja luetunymmärtämiseen silloinkin kun keskustelunaihe liittyy islamiin.

Itselläni ei ollut aikaisemmin tietoa koko raportista ja siitä käydystä debatista. Jos holokaustin kieltäminen muslimien miellyttämiseksi on myytti,niin hyvä niin. Examinerin jutusta löytyy muutakin mielenkiintoista asiaa, kaikki hyvin briteissä?

[jmm]

^ Miksi aihe on "ongelmallinen" muslimien kannalta? Osaako joku vastata, vai pitääkö itse yrittää?

Koska monissa UK:n moskeijoissa saarnataan että holocausti on juutalaisten huijaus jonka avulla he saivat ryöstettyä Palestiinan muslimeilta.

[Emo]

Examinerin jutusta löytyy muutakin mielenkiintoista asiaa, kaikki hyvin briteissä?

Ehdottomasti kaikki oikein hyvin.

Luton 2012

http://www.youtube.com/watch?v=psZBaJU_Cvo

[Elcric12]

^ Miksi aihe on "ongelmallinen" muslimien kannalta? Osaako joku vastata, vai pitääkö itse yrittää?

Koska monissa UK:n moskeijoissa saarnataan että holocausti on juutalaisten huijaus jonka avulla he saivat ryöstettyä Palestiinan muslimeilta.

Mikä ei tarkoita, että kaikki UK:n muslimit olisivat samalla kannalla.

[Emo]

^ Maailmassa onkin varmaan monta asiaa, joista KAIKKI ovat täsmälleen samaa mieltä.

[Sputnik]

Jos joku vaivautui lukemaan tuon raportin mihin Examinerin "laatu-uutisointi" viittasi, niin ei siinä rapparissa ollut mielestäni mitään ongelmallista. Siinähän vaan käytiin läpi historianopetuksen eri tasoja ja samalla annettiin ohjeita/neuvoja miten erilaisia potentiaalisesti herkkiä aiheita voi käsitellä jotta oppi menisi parhaalla mahdollisella tavalla perille.

Opettajia kannustettiin "ottamaan riskejä" opetuksessa sekä kouluja tukemaan opettajia suhteessa esim. vanhempiin ja myös liittämään näitä yksittäisille oppilaille, kotitaustasta riippuen, mahdollisesti herkempiä teemoja osaksi koko koulun opetusta (sen sijaan että se rajoittuisi vain historiantunneille.

Eli "uutinen", kuten jo aiemmin on todettu, on täysi ankka.

[Seal]

Holokausti-juttu on uutisankka.. muuten tuo onkin kai totta.

[Leso]

^ Miksi aihe on "ongelmallinen" muslimien kannalta? Osaako joku vastata, vai pitääkö itse yrittää?

Koska monissa UK:n moskeijoissa saarnataan että holocausti on juutalaisten huijaus jonka avulla he saivat ryöstettyä Palestiinan muslimeilta.

Nojjaa, aika lailla sama, kerrotaanko siitä holokaustista, koska jos ei kerrota, niin elämä käy vielä kiintoisammaksi täällä Euroopassa.
On toinenkin "ryhmä" kuin muslimit, joiden pirtaan holokausti ei käy.
Puolisuomennettuna neonatsit.

[Mursu]

Siis asiassa on totuuksia ja valheita sekaisin. Se, sähköposti, joka sanoi, että Holokaustin opettanen kiellettäisiin, oli huijaus. Tämä ei sano mitään muista samansuuntaisista väitteistä sen suhteen, mitä yksittäisissä kouluissa on tehty.  ihan Periaatteessa yksittäinen opettaja voi jättää asian opettamatta tai vähentää sen painoarvoa ihan itsenäisesti. Meillä koulussa piti sukupuoliopetus olla biologissa kahteen kertaan. Ensimmäisellä kerralla sanottiin, että näitä ei tarvitse nyt opettaa, kun ne opetetaan myöhemmin. Toisella kerralla sanottiin, että näitä ei nyt tarvitse opettaa, kun ne on jo opetettu aiemmin. Opettajat osaavat kiertää arkoja aiheita.

Jos haluat tehdä jotain salassa, paras on levittää huhua, jossa asiasta puhutaan liioitellusti. Kun tämä huhu sitten kumotaan ei haittaa, vaikka se, mitä teet paljastuisi, koska sehän on jo kumottu.

[chacha2]

Jep, islamisaatio-hölynpöly.

Hölynpölyä, niinkö? Ranskan tilanne :

The Obin Report (Rapport Obin)  submitted to the Minister of Education in 2004 by Jean-Pierre Obin, General Inspector of Education, studied the impact of religious signs and manifestations in French public schools. Its conclusions regarding the spread and impact of Islam on the young and the dangers to national cohesion were so alarming that the report was temporarily shelved. Due to fear.

Fortunately, after a year of silence, the French education ministry finally found the courage to publish the report on the internet. As a result, we can now read the original PDF file on the official site of the French education ministry, in French and, using Google translate, in any other language, including English.

Anyone wanting to understand the mechanisms of what has been called the "Islamisation" of the young in French public schools should read this report.

It is especially relevant in the wake of the Toulouse massacres of Jewish children and French soldiers perpetrated in the name of Islam by the 24-year-old Frenchman of Algerian origin Merah.

http://www.laurelzuckerman.com/2012/04/france-the-obin-report-on-religious-signs-and-manifestations-in-french-schools.html

Raportista:

The 37-page report is the product of a study carried out between October 2003 and May 2004 by a team of 10 inspectors, including Obin. In addition to examining the recent literature on religion and schools in France, they visited 61 academic and vocational high schools in 24 départements, chosen not as a cross-section of public schools, but rather as schools typical of those where religious expression has become a problem because of the high concentration of ethnic and religious minorities. Many are located in ethnically segregated neighborhoods now often referred to, the report says, "by analogy with the United States, as 'ghettos.'"

In each school, inspectors interviewed the management team, staff, and teachers, as well as lay people from the community, including parents, social workers, and elected officials. In addition, regional education officials were asked to submit accounts of their experiences in primary schools.

Amid much diversity--some of the schools were rural, some urban; some had fairly homogeneous student populations, others immigrants from many different countries--the inspectors report two consistent findings: a marked increase in religious expression, especially Muslim expression, in schools; and denial on the part of officials at all levels--from the classroom, to the principal's office, to the regional administration--that this phenomenon is occurring.

The researchers began by studying the neighborhoods surrounding the schools. Mostly, these were depressed areas abandoned by anyone with a secure income. The report describes the flight of "French" residents and "European" shops--sometimes after they have been the targets of violence--in tandem with the arrival of immigrants and the collapse of real estate values.

Scores of informants told the Obin team that these neighborhoods were undergoing a "rapid and recent swing" toward Islamization, thanks to the growing influence of religious activists. These young men, intense and highly intellectual in their piety, are sometimes former residents of the neighborhood who have been to prison, where they were converted to Islam. More often, however, they are educated men with degrees from universities in France, North Africa, or the Middle East. They have come to be known as "bearded ones" (distinctive beards are a marker of Muslim purists and extremists--think of bin Laden) or "big brothers" (a name evocative of the worldwide jihadist movement's Muslim Brotherhood), and they offer young people a proud identity--Muslim--in place of the dismal identity of unassimilated immigrant.

The biggest social change entailed by this Islamization, Obin reports, is a deterioration in the position of females. Teenage girls are forbidden to play sports and are constantly watched by an informal religious police made up of young men, sometimes their own younger brothers. Makeup, skirts, and form-fitting dresses are forbidden; dark, loose trousers are the strongly recommended attire. To go to the blackboard in front of a class, some Muslim girls put on long coats. Often, they are forced to wear the headscarf, or hijab, and forbidden to frequent coed movie theaters, community centers, and gyms, or even to go out at all on weekends. Lots of young women were afraid to tell the Obin team what punishments are in store for them if they disobey. Not only female students but also female teachers, Muslim and non-Muslim alike, are frequently subjected to sexist remarks by male teenagers.

In primary schools, the report cites instances of first grade boys' refusing to participate in coed activities and Muslim children's refusing to sing, dance, or draw a face. In one school, restrooms were segregated: some for Muslim students and some for "French." Some lunchrooms were segregated, by section or table. Some students required halal meat; at one school, the principal provided only halal meat for everyone.

With Muslim proselytizing on the rise, the report states that students are under pressure to observe Ramadan, the annual month during which Muslims fast during the day. In some high schools, it is simply impossible for Muslim kids not to join in, whether they like it or not. Obin cites one student who tried to commit suicide because of intimidation and threats from other kids over this issue. Obin also emphasizes that many conversions to Islam are taking place under duress.

Inevitably, the report records rampant "Judeophobia," to use the term in vogue in France. Among even the youngest students, the term "Jew" has become the all-purpose insult. Obin deplores the fact that principals and teachers do not strenuously object to this, treating it simply as part of the youth culture. Even more serious is the increase in assaults on Jews or those presumed to be Jewish. Usually the assailants are Muslim students. Sometimes the victims are, too: One Turkish high-school girl was relentlessly harassed and bullied at school because her country is an ally of Israel. The section of the report on anti-Semitism winds up with this sad conclusion: In France today, Jewish kids are not welcome at every school. Many are forced to switch schools or even conceal their identity to escape anti-Semitism.

According to the report, Muslim students perceive a large gap between the French and themselves. Even though most of the Muslim kids are actually French citizens, they see themselves as Muslims first, and more and more of them hail Osama bin Laden as their hero. In their eyes, he represents a victorious Islam triumphing over the West.

FINALLY, THE REPORT DISCUSSES a host of difficulties teachers encounter in dealing with specific subjects in the classroom. Most Muslim kids refuse to participate in sports or swimming, the girls out of modesty, the boys because they do not want to swim in "girls' water" or "non-Muslim water." When it comes to literature, French philosophers such as Voltaire and Rousseau are very often boycotted because of their supposed Islamophobia. Molière, the father of French satiric comedy, is among the writers most often boycotted.

As for history, Muslim students object to its Judeo-Christian bias and blatant falsehood. They loudly protest the Crusades, and commonly deny the Holocaust. Under the circumstances, many teachers censor their own material, often skipping entire topics, like the history of Israel or of Christianity. The report cites one teacher who keeps a Koran on his desk for reference whenever a thorny issue arises. It cites Muslim students who refuse to use the plus sign in mathematics because it looks like a cross. Field trips, especially to churches, cathedrals, and monasteries, are boycotted.

Contrary to conventional wisdom, these pathologies are now present across France. Muslim "ghettos" are found not only in the suburbs of major cities but in towns and villages as well. Obin describes them as islands of counterculture, sealed off and opposed to modern democratic society.

Summing up, Obin explains his disturbing findings as the result primarily of indoctrination orchestrated over years by international Muslim organizations. From an early age, students are taught what to think, what to believe, and to regard their school teachers as liars. The goal of the radical groups seeking to segregate Muslim communities and denouncing integration as oppression, Obin writes, is to take the Muslim residents of France out of the French nation and make them think of themselves as part of the international Muslim community.

In a particularly interesting observation, Obin notes that it is the schools that have reached accommodations with the extremists that are most plagued by violence against girls, Jews, and teachers. Schools that refuse to tolerate the intolerable have coped much better with the problems described in the report. As a result, Obin calls for a policy of no compromise with Islamist demands.

Still unclear is how French educators can be expected to hang tough while their government refuses to own up to the problem--as demonstrated by its failure to make public the Obin report. With the Muslim share of the French population already over 10 percent and growing, the schools are only the tip of the iceberg. [/i]

http://www.freerepublic.com/focus/f-news/1401971/posts boldaus oma

Edit,
Toivottavasti jaksoit lukea raportin läpi (oikeastaan tiivistelmän läpi) .
Minkälaisia ajatuksia tämä teksti herätti sinussa? Yhäkö olet sitä mieltä että kaikki puheet islamisaatiosta ovat hölynpölyä vaan?

[chacha2]

Jep, islamisaatio-hölynpöly.

Hölynpölyä, niinkö? Ranskan tilanne :

The Obin Report (Rapport Obin)  submitted to the Minister of Education in 2004 by Jean-Pierre Obin, General Inspector of Education, studied the impact of religious signs and manifestations in French public schools. Its conclusions regarding the spread and impact of Islam on the young and the dangers to national cohesion were so alarming that the report was temporarily shelved. Due to fear.

Fortunately, after a year of silence, the French education ministry finally found the courage to publish the report on the internet. As a result, we can now read the original PDF file on the official site of the French education ministry, in French and, using Google translate, in any other language, including English.

Anyone wanting to understand the mechanisms of what has been called the "Islamisation" of the young in French public schools should read this report.

It is especially relevant in the wake of the Toulouse massacres of Jewish children and French soldiers perpetrated in the name of Islam by the 24-year-old Frenchman of Algerian origin Merah.

http://www.laurelzuckerman.com/2012/04/france-the-obin-report-on-religious-signs-and-manifestations-in-french-schools.html

Raportista:

The 37-page report is the product of a study carried out between October 2003 and May 2004 by a team of 10 inspectors, including Obin. In addition to examining the recent literature on religion and schools in France, they visited 61 academic and vocational high schools in 24 départements, chosen not as a cross-section of public schools, but rather as schools typical of those where religious expression has become a problem because of the high concentration of ethnic and religious minorities. Many are located in ethnically segregated neighborhoods now often referred to, the report says, "by analogy with the United States, as 'ghettos.'"

In each school, inspectors interviewed the management team, staff, and teachers, as well as lay people from the community, including parents, social workers, and elected officials. In addition, regional education officials were asked to submit accounts of their experiences in primary schools.

Amid much diversity--some of the schools were rural, some urban; some had fairly homogeneous student populations, others immigrants from many different countries--the inspectors report two consistent findings: a marked increase in religious expression, especially Muslim expression, in schools; and denial on the part of officials at all levels--from the classroom, to the principal's office, to the regional administration--that this phenomenon is occurring.

The researchers began by studying the neighborhoods surrounding the schools. Mostly, these were depressed areas abandoned by anyone with a secure income. The report describes the flight of "French" residents and "European" shops--sometimes after they have been the targets of violence--in tandem with the arrival of immigrants and the collapse of real estate values.

Scores of informants told the Obin team that these neighborhoods were undergoing a "rapid and recent swing" toward Islamization, thanks to the growing influence of religious activists. These young men, intense and highly intellectual in their piety, are sometimes former residents of the neighborhood who have been to prison, where they were converted to Islam. More often, however, they are educated men with degrees from universities in France, North Africa, or the Middle East. They have come to be known as "bearded ones" (distinctive beards are a marker of Muslim purists and extremists--think of bin Laden) or "big brothers" (a name evocative of the worldwide jihadist movement's Muslim Brotherhood), and they offer young people a proud identity--Muslim--in place of the dismal identity of unassimilated immigrant.

The biggest social change entailed by this Islamization, Obin reports, is a deterioration in the position of females. Teenage girls are forbidden to play sports and are constantly watched by an informal religious police made up of young men, sometimes their own younger brothers. Makeup, skirts, and form-fitting dresses are forbidden; dark, loose trousers are the strongly recommended attire. To go to the blackboard in front of a class, some Muslim girls put on long coats. Often, they are forced to wear the headscarf, or hijab, and forbidden to frequent coed movie theaters, community centers, and gyms, or even to go out at all on weekends. Lots of young women were afraid to tell the Obin team what punishments are in store for them if they disobey. Not only female students but also female teachers, Muslim and non-Muslim alike, are frequently subjected to sexist remarks by male teenagers.

In primary schools, the report cites instances of first grade boys' refusing to participate in coed activities and Muslim children's refusing to sing, dance, or draw a face. In one school, restrooms were segregated: some for Muslim students and some for "French." Some lunchrooms were segregated, by section or table. Some students required halal meat; at one school, the principal provided only halal meat for everyone.

With Muslim proselytizing on the rise, the report states that students are under pressure to observe Ramadan, the annual month during which Muslims fast during the day. In some high schools, it is simply impossible for Muslim kids not to join in, whether they like it or not. Obin cites one student who tried to commit suicide because of intimidation and threats from other kids over this issue. Obin also emphasizes that many conversions to Islam are taking place under duress.

Inevitably, the report records rampant "Judeophobia," to use the term in vogue in France. Among even the youngest students, the term "Jew" has become the all-purpose insult. Obin deplores the fact that principals and teachers do not strenuously object to this, treating it simply as part of the youth culture. Even more serious is the increase in assaults on Jews or those presumed to be Jewish. Usually the assailants are Muslim students. Sometimes the victims are, too: One Turkish high-school girl was relentlessly harassed and bullied at school because her country is an ally of Israel. The section of the report on anti-Semitism winds up with this sad conclusion: In France today, Jewish kids are not welcome at every school. Many are forced to switch schools or even conceal their identity to escape anti-Semitism.

According to the report, Muslim students perceive a large gap between the French and themselves. Even though most of the Muslim kids are actually French citizens, they see themselves as Muslims first, and more and more of them hail Osama bin Laden as their hero. In their eyes, he represents a victorious Islam triumphing over the West.

FINALLY, THE REPORT DISCUSSES a host of difficulties teachers encounter in dealing with specific subjects in the classroom. Most Muslim kids refuse to participate in sports or swimming, the girls out of modesty, the boys because they do not want to swim in "girls' water" or "non-Muslim water." When it comes to literature, French philosophers such as Voltaire and Rousseau are very often boycotted because of their supposed Islamophobia. Molière, the father of French satiric comedy, is among the writers most often boycotted.

As for history, Muslim students object to its Judeo-Christian bias and blatant falsehood. They loudly protest the Crusades, and commonly deny the Holocaust. Under the circumstances, many teachers censor their own material, often skipping entire topics, like the history of Israel or of Christianity. The report cites one teacher who keeps a Koran on his desk for reference whenever a thorny issue arises. It cites Muslim students who refuse to use the plus sign in mathematics because it looks like a cross. Field trips, especially to churches, cathedrals, and monasteries, are boycotted.

Contrary to conventional wisdom, these pathologies are now present across France. Muslim "ghettos" are found not only in the suburbs of major cities but in towns and villages as well. Obin describes them as islands of counterculture, sealed off and opposed to modern democratic society.

Summing up, Obin explains his disturbing findings as the result primarily of indoctrination orchestrated over years by international Muslim organizations. From an early age, students are taught what to think, what to believe, and to regard their school teachers as liars. The goal of the radical groups seeking to segregate Muslim communities and denouncing integration as oppression, Obin writes, is to take the Muslim residents of France out of the French nation and make them think of themselves as part of the international Muslim community.

In a particularly interesting observation, Obin notes that it is the schools that have reached accommodations with the extremists that are most plagued by violence against girls, Jews, and teachers. Schools that refuse to tolerate the intolerable have coped much better with the problems described in the report. As a result, Obin calls for a policy of no compromise with Islamist demands.

Still unclear is how French educators can be expected to hang tough while their government refuses to own up to the problem--as demonstrated by its failure to make public the Obin report. With the Muslim share of the French population already over 10 percent and growing, the schools are only the tip of the iceberg. [/i]

http://www.freerepublic.com/focus/f-news/1401971/posts boldaus oma

Edit,
Toivottavasti jaksoit lukea raportin läpi (oikeastaan tiivistelmän läpi) .
Minkälaisia ajatuksia tämä teksti herätti sinussa? Yhäkö olet sitä mieltä että kaikki puheet islamisaatiosta ovat hölynpölyä vaan?

Minne Intense katosit? Aihe ei kiinnostanut vai? Odotin innolla vastaustasi, mutta turhaan kai.