The headline on the far left Huffington Post’s latest conglomeration of lies posing as news is “American Kids Are Learning ‘Islamophobia’ From Their Textbooks.”
You don’t have to be a frequent visitor to BNI to know it is just the opposite. American public schools, which have adopted the Common Core curriculum (funded by the Islamic state of Qatar), are spending way more time teaching about the Islamic religion than all the other faiths combined. And most of it paints a rosy picture of IslamIt really got ramped during the 8 year reign of our first Muslim president – Barack Hussein Obama.
Before you read the rest of this story, go to the bottom of the page and take a quick scroll down the many posts about the indoctrination of Islam in our public schools
Huffington Post Donald Trump’s travel ban, recently upheld by the Supreme Court, is wreaking havoc on Muslim families, forcing some to leave the United States for countries in the midst of devastating wars in order to reunite with loved ones.
The resilience ― and, among some Americans, popularity ― of the travel ban is emblematic of how enshrined Islamophobia has become in American culture. Even our highest court of justice has endorsed a discriminatory law rooted in misconceptions about the instability, oppression and violence of the Middle East and Islamic faith.
While many people blame these persistent misconceptions on mass-media depictions of Arabs and Muslims, that’s not where they begin. We need to examine the pervasiveness of”anti-Arab and anti-Muslim information in the American education system ― and, in particular, in textbooks.” (You mean, like the history book below that used in America schools?)
Most Americans’ exposure to the Middle East and Islam starts with what they learn in high school history class.World history textbooks in the United States only allocate around 3 percent of space to discussions of these topics. (yet 99% of it is discussions about Islam).
And the story those textbooks tell in that limited space is a disturbing one. (Yes, it is disturbing because they never mention the constant wars for Islamic supremacy around the world or the ongoing genocide of Christians in Muslim majority countries, or the 270 million or so non-Muslims slaughtered by Muslims since its inception in the 7th Century. But they do glorify Muslims with the myths about them being leaders in science and technology, behind 1001 inventions which allegedly changed the world for the better.).
My research on world history textbooks used across the country finds that sections about Islam and the Middle East advance a “rise and fall” narrative. That story goes like this: In the medieval period, the Middle East was a flourishing and advanced civilization, but due to an inability to modernize, the region has subsequently declined into chaos, oppression and violence. This sensationalized version of history reduces the region to a bygone society and fails to account for the vibrant and dynamic contemporary reality of the Middle East.
American history textbooks similarly tend to degrade Arabs and Muslims by situating them as foreign and antithetical to the American national narrative. (Not according to the history books they are using now)
While Arabs and Muslims have been integral members of the United States since before the country’s inception, (HuffPo offers no proof, just conjecture from PBS using undocumented sources)
When the first Muslims came to the land that would become the United States is unclear. Many historians claim that the earliest Muslims came from the Senegambian region of Africa in the early 14th century. It is believed they were Moors, expelled from Spain, who made their way to the Caribbean and possibly to the Gulf of Mexico.
When Columbus made his journey to the United States, it is said (by whom?) he took with him a book written by Portuguese Muslims who had navigated their way to the New World in the 12th century.
Others (who?) claim there were Muslims, most notably a man named Istafan, who accompanied the Spanish as a guide to the New World in the early 16th century in their conquest of what would become Arizona and New Mexico.
Figures vary, but experts estimate that between four and seven million Americans are Muslim. (Experts? You mean like CAIR? A simple visit to the Government’s statistics on Muslims in America put the number at 2.3 million in 2010, and in 2016, it was 3.3 million)
American history textbooks strip U.S. history of its Arab and Muslim influences. These textbooks fail to acknowledge the significant contributions of Arab and Muslim Americans to all aspects of American life, from sports to technology to government. (Like these? THEY CAME. THEY SAW. THEY PLAGIARIZED. 1001 so-called Muslim inventions, virtually none of which were actually invented by Muslims)
Students don’t learn that there would be no Apple iPhones or Macbooks without the genius and innovation of an Arab American Christian, Steve Jobs. Students aren’t taught that Muhammad Ali was motivated by his Muslim faith to dedicate his life to social justice and civil rights. (Too bad his idea of “social justice” was refusing to serve in the armed services when he was drafted)
In failing to tell this part of the American story, these educational materials construct a national identity that alienates Arab and Muslim Americans. Instead, both world history and U.S. history textbooks portray Arabs and Muslims as the undemocratic and tyrannical people that the United States strives to defeat in order to secure democracy and peace throughout the world. (If only they did that, it would be wonderful)
They tell stories about“ the ever-volatile Middle Eastern pot” that “continued to boil ominously,” describing Iranian hostage takers as “a howling mob of rabidly anti-American Muslim militants.” (They ARE) This framing leads students to view the Middle East as a tempestuous, threatening and mysterious region in a constant state of turbulence. (Actually, a constant state of war against Muslims and non-Muslims alike)
These textbook portrayals of Arabs and Muslims are not neutral, apolitical truths. Rather, the decisions about what information to include — and what to omit — are part of larger debates over what students should learn about themselves and others. As a for-profit industry, textbook production is bound to economic and political forces that influence the content and distribution of every textbook. (Is that why so many American schools are using history books produced and funded by Arab Muslims?)
The best way for publishers to increase their profits is by tailoring their textbooks to appeal to large markets like Texas, where a state committee approves a list of textbooks from which school districts can choose. (That’s why there are so many lawsuits against school districts that are using Qatar-funded history books)
In Texas, the Christian right has managed to amass considerable influence in the textbook adoption process through political appointments and elections to the textbook selection committee. Because textbook publishers wish to secure spots on Texas’ statewide list of approved textbooks, publishers tailor their textbook content to align with the views of these powerful Christian stakeholders, many of whom see Arabs and Muslims as incompatible with American values. (THIS Texas?)
Nineteen states, mostly concentrated in the South and West, use this statewide textbook adoption system. Although the textbook selection committee is only mandated to evaluate textbooks for factual correctness and compliance with the state’s social studies standards, in reality the committee assesses how closely the narratives put forth in the textbooks conform to its members’ ideological and religious values.
High school textbooks are an important mechanism for forming young students’ attitudes about the world, and the lessons they’re learning about Arabs and Muslims are inaccurate and intolerant. (Yes they are inaccurate because they never tell the truth about Arabs and Muslims)
These messages come with the clout and authority of a textbook, which most young people consider to be neutral and objective. While these sources are in fact not neutral or apolitical, there is enormous power in them being presented and perceived as such.
For Arab and Muslim American students, using textbooks that portray them and people like them as violent and inherently un-American can have a negative effect on how they view themselves and their own communities.
If you’re a parent, read your child’s textbooks. You should know what they’re learning and what, in some cases, you’re paying for. Call your state’s Board or Department of Education, which is often responsible for selecting textbooks, and express any concerns you have about your child’s textbook. Attend textbook adoption hearings and even consider applying to serve on your state’s textbook adoption committee. Write to textbook publishers explaining your observations about textbook content.
NEW JERSEY federal judge refuses to dismiss a lawsuit filed by a Chatham mother who says the school district forced her son to watch Islamic conversion videos while ignoring the study of Christianity and Judaism.