CAIR IN THE CLASSROOM

Islam must be exorsized from the public school inodoctrination system. When we stopped educating young America, when we stopped teaching history and geography and dumbed down the curriculum, when we stopped teaching the greatness of our founding fathers and the enormous personal risks they took for an "idea" – a form of government based on the individual and self reliance instead teaching about fat greedy white men and how cruel we were to the Indians (savages), when we abandoned our basic fundamental principles,  we lost our way. We lost the core of American greatness. We abandoned reason  and abandoned education for pablum multicultural diversity horseshit which rendered us easy prey for Islam.

This is why the Islamists are so confident in the establishment of Arabic public schools.

Stand up! Get up! Stand for your life and the lives of our children, and our children’s children.

CAIR GOES BACK TO SCHOOL Front Page mag

These children will be attending two publicly-funded K-8 charter schools, International Academy of Columbus and Westside Academy, schools are
sponsored under an Ohio Department of Education contract with the Buckeye Community Hope
Foundation and operated by a politically-connected group of Islamic
extremists associated with both the national and Ohio chapters of the Council on
American-Islamic Relations (CAIR)

At least one of the
taxpayer-financed schools has been used during the last school year to play host
to an anti-Israel CAIR_OH teach in.

Even though many of the new students are
learning English as a new language, an essential tool for helping them integrate
into their new community, the schools instead focuses on Arabic as part of their
core curriculum. As a result, standardized test scores for the schools are well
below state standards; and yet Ohio educrats
continue to give the project new life, pumping millions of taxpayer dollars into
each school every year to keep the schools open and renewing their contracts.
One board member for both schools has even co-authored an article advocating an
educational policy of “selected acculturation” and “accommodation without
assimilation” to “encourage Somali youth to develop an adversarial identity that
will put them at odds with mainstream society” – thus trapping the students in a
cycle of perpetual cultural alienation and isolation.

Read it all.

UPDATE: Multiculturalism’s War on Education (Op-Ed from the Ayn Rand Institute)

By Elan Journo

[…]

Leaf through a school textbook and you’ll find that there is a definite
pattern behind multiculturalism’s reshaping of the curriculum. What
multiculturalists seek is not the goal they advertise, but something
else entirely. Consider, for instance, the teaching of history.

One text acclaims the inhabitants of West Africa in pre-Columbian times
for having prosperous economies and for establishing a university in
Timbuktu; but it ignores their brutal trade in slaves and the
proliferation of far more consequential institutions of learning in
Paris, Oxford and elsewhere in Europe. Some books routinely lionize the
architecture of the Aztecs, but purposely overlook or underplay the
fact that they practiced human sacrifices. A few textbooks seek to
portray Islam as peaceful in part by presenting the concept of "jihad"
("sacred war") to mean an internal struggle to surmount temptation and
evil, while playing down Islam’s actual wars of religious conquest

What these textbooks reveal is a concerted effort to portray the most backward, impoverished and murderous cultures as advanced, prosperous and life-enhancing. Multiculturalism’s goal is not to teach about other cultures, but to promote–by means of distortions and half-truths–the notion that non-Western cultures are as good as, if not better than, Western culture. Far from "broadening" the curriculum, what multiculturalism seeks is to diminish the value of Western culture in the minds of students. But, given all the facts, the objective superiority of Western culture is apparent, so multiculturalists must artificially elevate other cultures and depreciate the West.

If students were to learn the truth of the hardscrabble life of primitive farming in, say, India, they would recognize that subsistence living is far inferior to life on any mechanized farm in Kansas, which demands so little manpower, yet yields so much. An informed, rational student would not swallow the "politically correct" conclusions he is fed by multiculturalism. If he were given the actual facts, he could recognize that where men are politically free, as in the West, they can prosper economically; that science and technology are superior to superstition; that man’s life is far longer, happier and safer in the West today than in any other culture in history.

The ideals, achievements and history of Western culture in general–and of America in particular–are therefore purposely given short-shrift by multiculturalism. That the Industrial Revolution and the Information Age were born and flourished in Western nations; that the preponderance of Nobel prizes in science have been awarded to people in the West–such facts, if they are noted, are passed over with little elaboration.

The "history" that students do learn is rewritten to fit multiculturalism’s agenda. Consider the birth of the United States. Some texts would have children believe the baseless claim that America’s Founders modeled the Constitution on a confederation of Indian tribes. This is part of a wider drive to portray the United States as a product of the "convergence" of three traditions–native Indian, African and European. But the American republic, with an elected government limited by individual rights, was born not of stone-age peoples, but primarily of the European Enlightenment. It is a product of the ideas of thinkers like John Locke, a British philosopher, and his intellectual heirs in colonial America, such as Thomas Jefferson. 

It is a gross misconception to view multiculturalism as an effort to enrich education. By reshaping the curriculum, the purveyors of "diversity" in the classroom calculatedly seek to prevent students from grasping the objective value to human life of Western culture–a culture whose magnificent achievements have brought man from mud huts to moon landings.

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