Tag Archives: School

Daniel Haqiqatjou – Missionaries in Western Schools

“If I told you that Christian missionaries were going to your child’s school and aggressively proselytizing to them and pressuring them to leave Islam and become Christians, wouldn’t you be alarmed? Wouldn’t you be angry and concerned?

What if I told you these missionaries weren’t at your child’s school one day but were there every single day, just constantly pressuring your kid to accept Christianity and leave his Islamic faith behind. Would you keep your child at that school?

The reality is, virtually all schools in the Western world (and many in the Muslim world as well) are indoctrinating your children, but the religion being imposed is not Christianity. It is secular liberal materialism.

If you have ever wondered why our youth are leaving Islam in droves, there is a clear reason for it. It’s not some freak phenomenon that no one can control. It has a clear cause. We have to do something, anything, to protect our kids and counteract any damage that has already been done.”

~ Daniel Haqiqatjou

This Person Could Be Teaching Your Kids

Assalaamu Alaykum,

Though this letter is probably bogus, I am sure many of us have at times come across teachers like Adam Hilliker here, who regard questioning their authority as only a shade below questioning the will of God.

Though I am certain there are many great teachers out there, there are also way too many who teach by rote, rigidly according to the set syllabus, or else are themselves trapped in the mindset of modern western education, a methodology designed to mold and train our children and youth to become obedient workers rather than thinkers and creators of ideas.

This is one of the many reasons why myself and my wife chose to home school our kids and have stuck to that decision when many others have fallen by the wayside, gone over to the dark side of packing their kids off to secular schools in the UK.

You are the best nation produced [as an example] for mankind. You enjoin what is right and forbid what is wrong and believe in Allah .
Quran translation, Surah Ale ‘Imran, 3:110

How can we hope to rise up to that level and be the best nation when we have given up on  trying to change the crookedness of society around us?

May Allah subhanahu wa ta’ala protect all our kids, and allow us to be his instruments in raising up a generation who come to set a better example for the whole of mankind, not just to be conformists, but changers and reformers of society, enjoining the ma’roof and forbidding the munkar, ameen

Assalaamu Alaykum,




Christmas, it seems is another issue which annually crops up to force the “Muslim Question”, whilst curiously obviating the uncomfortable issue of religious rights to hold, and by implication exclude particular beliefs and practices. Of course, this discriminatory focus on Muslims (the Jewish minority, for instance, are comparatively absent from this discourse) has consequences. Over a week ago, it was reported that a Muslim woman in Australia was subjected to a brutal verbal and physical attack after she replied “happy holidays” to the attacker’s “merry Christmas”. Incidentally, I doubt Louise Casey would regarding uttering “merry Christmas” as a sign of vulnerability to “extremism” and consequently, “violent extremism”.

There are milder but still manifestly detrimental consequences here in Britain too.  Last year, Police Commander Mak Chishty moronically stated that children who regarded Christmas as religiously prohibited were subscribing to an “Islamist” view.  They were therefore not “moderate”. As I highlighted at that time, this absurd notion was discriminatory as other religious groups, such as orthodox Jews and Jehovah’s Witnesses, whom regard Christmas as deriving from pagan customs, held similar views, but were not tarnished with the rhetoric of securitisation.  It seems however, that this dangerously irresponsible statement is seeing some manifestation in the education context.

My sources have heard from parents that teachers have been overly keen to get Muslim children involved in Christmas celebrations.  Until recently, however, I have not been able to obtain any hard evidence to corroborate this anecdotal evidence.  My sources have now forwarded startling information in the form of a letter which disturbingly issues a PREVENT-based threat to a Muslim parent for effectively requesting that his child be removed from the school Christmas assembly.  The assembly entails singing the Christmas carol called a “Silent Night”, a poem written by the priest Joseph Mohr in 1816. Part of the poem includes the following:

Silent night, holy night
Son of God, love’s pure light
Radiant beams from Thy holy face
With the
 dawn of redeeming grace
Jesus, Lord, at Thy birth
Jesus, Lord, at Thy birth

My sources in London state that the distraught father, who does not speak English as his first language, simply stated that he did not want his child to join in with Silent Night, as it is for Christians. This however, has been interpreted “intolerance” and therefore contrary to “British values”.

The letter, signed by the head teacher, states that,

“I am writing to you to express my disappointment about the tone of your conversations a number of staff (sic), where I believe you expressed views that do not match the vision and values of the school. As you know we are by law required to uphold out statutory duty to promote British values…”

After citing Department for Education guidance which is irrelevant to the specific case of withdrawing children from religious assemblies, the head teacher highlights the “British value” of “mutual tolerance and respect”.  Noting that assemblies of different faiths are also conducted, the letter continues,

“I believe your comments, which you have now made on more than one occasion in front of others, about Christmas celebrations being for ‘people like us’, by which I believe you to mean teachers and others of a different faith than yours does not show what the statutory guidance terms as:

“An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated.

The head teacher then iterates various celebrations of different faiths and then states that there is an expectation that “all children… take part in these events whatever the religion they practise out of school in the same way I expect all staff to.”

The head teacher follows this with the threat:

“It is one thing to disagree but quite another to make assumptions about others. This type of behaviour shows, what appears to be, such blatant intolerance of other people’s belief that should this happen again I will have no other alternative but to refer the matter to the authorities. 

Attention for further information is drawn to the “PREVENT Strategy”.

My sources state that the “expressed views” which the head teacher is taking an issue with includes the removal of the child from the Christmas assembly. This is corroborated by the head teachers “expectation” that all children partake in “these events”.

The father feels he is unable to have his child removed.

Parents have a right, enshrined in School Standards and Frameworks Act 1998, section 71, to withdraw their children from religious education lessons as well as acts of collective worship at all schools. Furthermore, parents are not obligated to give a reason why.  This is not exactly controversial. There are Jewish schools where Christmas is banned, and even wrapping of Hanukah presents in paper which represents the Christmas tradition is prohibited. Last year parents at a school in Devon protested over the school taking their children to the mosque, based on their negative perceptions of Islam. Whilst their reasons are questionable, having their children removed is completely in concert with their rights as parents. Would the head teacher threaten these Jewish and Christian parents with a PREVENT referral for exemplifying “blatant intolerance”?  Acceptance and tolerance of different faiths does not mean having beliefs of different religions forced down children. How many orthodox Jewish parents are willing to let their children sing a poem declaring the Prophet Jesus, peace be upon him, as the Son of God? On the contrary, this is a violation of parental rights and coerced indoctrination.

And coercion is a quality intrinsic to PREVENT, which demands mental configuration to the state-defined beliefs.  The broken and blunt predictive toolthat is PREVENT is being used as a weapon of intimidation to bully parents into compliance by seemingly zealous head teachers.

It is yet another demonstration of just how deeply problematic the PREVENT Duty is.

Note: I have, for the moment, deliberately withheld information on the school and the head teacher.  This may change provided consent is obtained from the source.


TAKEN FROM 5 PILLARS – http://5pillarsuk.com/2016/02/21/the-mental-trauma-caused-by-prevent-on-muslim-children/

Research psychologist Amar Alam explains the mental trauma the UK Government’s Prevent and Channel programme has caused Muslim children.

Over the last year, the government’s controversial Prevent strategy has led to concerns pertaining to the long-term social and psychological impact of counter-extremism policies on Muslim children across Britain.

Following the implementation of the Counter-Terrorism and Security Bill in 2015, the Prevent statutory duty was enforced in schools in an attempt to prevent young people from being drawn into acts of terrorism. However, the decision left the entire education sector embroiled in controversy after the government was accused of implementing policies in schools that were not only being disproportionately used against Muslim children, but were being enforced heavy handedly.

During one incident in North London, a Muslim pupil was referred to a child protection officer for using the term “eco-terrorism” in a classroom discussion about environmental activism. It was later reported that the student was singled out and accused of terrorist affiliations for expressing ideas that would have been commended had they been expressed by non-Muslim children.

In other cases, Muslim children have been referred for deradicalisation through the government’s Channel programme for espousing political views widely held in Britain and for exhibiting characteristics typical of youngsters growing up in the West. More recently, Muslim children have been referred for deradicalisation simply for expressing normative Islamic ideas and uttering Islamic terminology. This week, news also emerged of a schoolboy who was questioned by police under the government’s counter-terrorism legislation after he wore a “free Palestine” badge to school.

The hysteria surrounding Muslim children in the context of counter extremism policies was further stoked by the Mayor of London,Boris Johnson, who called for Muslim children to be taken into care because “radicalised” parents were teaching them “crazy stuff”. Such actions have led to an atmosphere of fear and anxiety, whereby Muslim pupils are being warned by their parents not to express any form of political or religious beliefs in school in case they are referred to Channel.

The concerns surrounding the disproportionate targeting of Muslim children under counter terrorism policies were again exemplified when six primary schools in Walthamstow, East London were accused of religiously profiling Muslim year 5 students using a “counter extremism” questionnaire under the council’s “Building Resilience through Integration and Trust” (BRIT) scheme.

Fears about the profiling of Muslim pupils and singling them out for “counter radicalisation” programmes were highlighted by Melanie Newman of the Bureau of Investigative Journalism. She reported that black and ethnic minority pupils in three schools in Barnsley were being singled out for signs of radicalisation using the “Radicalisation and Extremism Risk Assessment”. She uncovered white children were exempt from the schools’ counter radicalisation assessments, as it was assumed they were at low risk of radicalisation “due to their skin colour”, despite all three schools being based in an area with a history of far-right activism.

The unhealthy focus on the actions of Muslim children has led to a toxic atmosphere in schools whereby Muslim children have become targets of regular racist and Islamophobic bullying. An annual report published by the NSPCC in 2014 reported a significant increase in the number of children being given counseling for racist abuse in schools. The report also documented a 69% increase in racist bullying in educational institutions while the common theme was for young people to be labeled as “terrorist” or “bomber”. Recently published research by academics from the universities of Newcastle, St Andrew’s and Edinburgh also found that a majority of Muslim pupils in Scottish schools have experienced Islamophobia with children routinely being called “terrorists” and “p***s”. Last year, the National Association of Schoolmasters Union of Women Teachers reported Muslim children were regularly being taunted with jibes such as “terrorists” in schools, with similar acts of bullying linked to a stunt in the psychological development of Muslim children.

In America, a program similar to Prevent was stopped before its launch in light of concerns that it would increase bullying of Muslim children while doing nothing to counter radicalisation. Naureen Shah, a director of Amnesty International, pointed out “programs designed to identify potentially radicalised children in schools would almost certainly increase bullying.”

Such incidents, along with McCarthyist policies implemented in schools have led to an atmosphere of anxiety and mistrust among Muslim students, who now fear being labeled as extremists or treated as such if they express themselves freely during classroom discussions. Within this climate of fear, Muslim students feel they have to “tread carefully” as they are being monitored by teachers who may misunderstand or misinterpret their convictions. A secondary school teacher also highlighted how Muslim children he taught felt they held devalued positions in society and they did not speak out about their treatment for fear of being “a burden on society”.

While there is very little data at the present time about the long-term impact of labeling and the demonisation of young people within the context of counter extremism policies, studies have found negative labeling can damage children’s self-perceptions by lowering their self-worth, which could predispose them to mental health issues such as depression.

The impact of referrals through the Prevent strategy is also a major concern. Especially in light of findings that only 1 in 5 people referred to Channel’s deradicalisation programme between 2006-2013 required “supportive intervention”. That means 80% of people were referred to Channel for the wrong reasons. This has far reaching consequences for children and families wrongly referred to the programme because the stigma and shame placed on them by their communities as a result of being singled out as potential extremists could alienate them within society. Crucially, while a referral from Channel can easily be dismissed, the subsequent stigma placed on a child and their family cannot so easily be removed.

Similar fears were expressed in Bradford two weeks ago during a meeting between 70 young people and politicians from the Home Affairs Select Committee. It was disclosed by young Muslims that an “unhealthy focus” was being placed on them by counter-extremism policies and coupled with the anti-Muslim bias in the media, they were left feeling stigmatised. These concerns were also conveyed to the Home Affairs Select Committee last week by David Anderson QC, the independent reviewer of terrorism laws, and expert witnesses who warned about the stigmatising impact of the Prevent duty on children, especially since stigma can lead to long-term identity and self-esteem issues in children.

Such developments are deeply worrying. At a time when the government have spent millions trying to prevent young people from being drawn into violent extremism, academic research on their own website suggests their own policies and bias media reporting against Muslims could be creating an environment that potentially pushes them on to the path of radicalisation.

The opinions expressed in this article are the author’s own and do not reflect the views of his employer.