2002 November 16 Saturday
Kenan Malik: Diversity Is Not An End In Itself

While I disagree somewhat with Kenan Malik about the origins of multiculturalism (I think it was cooked up by lefties who basically hate Western Civilization) he makes some good points in this essay on multiculturalism:

The real failure of multiculturalism is its failure to understand what is valuable about cultural diversity. There is nothing good in itself about diversity. It is important because it allows us to compare and contrast different values, beliefs and lifestyles, make judgements upon them, and decide which are better and which worse. It is important, in other words, because it allows us to engage in political dialogue and debate that can help create more universal values and beliefs. But it is precisely such dialogue and debate, and the making of such judgements, that multiculturalism attempts to suppress in the name of 'tolerance' and 'respect' - as, for example, in David Blunkett's attempt to outlaw incitement to religious hatred.

Its easy to see that multiculturalists oppose making of judgements only about other cultures. They are more than willing to condemn capitalistic America and do so at every opportunity. They are really just trying to convince the people who live in Western civilization to abandon an intellectual defense of their own culture. Other cultures are seen as useful tools to use to dilute the cultural beliefs that they oppose.

Share |      By Randall Parker at 2002 November 16 04:47 PM  Cultural Wars Western


Comments
Iftikhar said at January 5, 2005 11:08 AM:

Established 1981
London School of Islamics
An Educational Trust
63 Margery Park Road London E7 9LD
Email: info@londonschoolofislamics.org.uk
www.londonschoolofislamics.org.uk
Tel/Fax: 0208 555 2733 / 07817 112 667


Dress Code
A Muslim girl could not attend her school for the last two years because she could not wear the Jilbab banned by her school. Jilbab is considered to be a health and safety hazard and is likely to lead to an unhealthy competition among its pupils to dress more Islamically. The High Court upheld the decision of the school which is worrying and objectionable in the opinion of the MCB. The ruling is “a regrettable limitation of personal freedom”, according to the Daily Telegraph. The school has 90% Muslim girls and a western educated Muslim head teacher who had imposed the ban to prevent students from falling prey to extremist groups. She wanted to protect other Muslim pupils from fundamentalists. It is a multi-cultural and multi-faith secular school which is not suitable for bilingual Muslim girls. They need Muslim community school with bilingual Muslim teachers as role models. In the opinion of Fiona MacTaggert MP, the native teachers do not have the linguistic skills or relevant social and theological know-how to tackle the issues of the Muslim pupils in secular state schools.

State funded Muslim school with Muslim teachers is a proper place for Muslim children than a secular multi-faith school. The case should not have gone to court in the first place. The school should have tolerated what she wears as long as it is the same colour as the school uniform and the whole matter should have been sorted out as a community matter. School has accommodated other forms of Islamic dress. Jilbab is acceptable in other British schools and it is the uniform of Feversham College Bradford, the first state funded Muslim school. The school’s arguments are bogus and reminiscent of the arguments that used to be put forward prior to 1997 to prevent Islamic schools from gaining state funded status. Respect and tolerance of Muslims is essential for positive community cohesion.

State funded Muslim schools are not divisive; they are beacons of excellence academically, spiritually and morally. They provide a powerful structure for students to pursue their education. Curriculum infused with Islamic teaching allows students to explore their beliefs and cultural backgrounds more fully, an opportunity they would not have in a multi-faith state school. A deeper exploration of Islamic beliefs and history produces young Muslims who are willing and able to serve as responsible and knowledgeable ambassadors of Islam in the British multicultural society. State schools LEAs and the DFES are not in a position to educate Muslim pupils because they do not have enough bilingual Muslim teachers, governors and policy makers. Islam is a maker of identity and belonging rather than a system of belief.
Iftikhar Ahmad


Iftikhar said at April 11, 2005 12:33 AM:

Established 1981
London School of Islamics
An Educational Trust
63 Margery Park Road London E7 9LD
Email: info@londonschoolofislamics.org.uk
www.londonschoolofislamics.org.uk
Tel/Fax: 0208 555 2733 / 07817 112

An Open Letter to OFSTED
There are over half a million Muslim children in British schools where bilingualism and Islamic Identity is totally neglected. In History lessons, a Muslim contribution to European learning and culture is never mentioned. British education system has failed to meet the needs and demands of the Muslim parents. Mr. Bell wrongly expressed concern about the number of Muslim schools failing to prepare their pupils as good citizens. OFSTED never criticized state schools for the mis-education and de-education of the Muslim children. According to the educational theory, there should be a positive co-relation between school and home; otherwise the education of the children would suffer. Learning a second language is the “alphabet of the 21st century.” People who lose their language lose their identity. The language a person speaks is part of his/her identity and culture. So learning languages means opposing racism, xenophobia and intolerance. The European Monitoring Centre on Racism and Xenophobia (EUMC) Annual Report 2003/2004 provides that education system in most European States and United Kingdom is to fail migrants and minorities.

Muslim schools can play a vibrant part in British society. Parents have no choice in educating their children. There is a choice in health; the government is prepared to pay private providers to treat NHS parents. Why not do the same in education? Muslims feel that British society at large is hostile to their way of life. In this atmosphere, there is a growing demand for Muslim schools. Feversham state funded Muslim school now leads in academic progress in only four years. It is a faith based school, underpinned by an Islamic ethos, which influences the quality of teaching and learning. Role models are important to motivate pupils to pursue their dreams. Such schools aid integration. Better exam results mean better jobs and a more integrated society. Majority of Muslim parents balk at the secular treatment of matters such as materialism, spirituality, sex, drugs and the treatment of other people and the environment. What would be wrong with having a state school with a Muslim ethos in areas where Muslim is in great majority. One can’t leave religious identity at the school gate. Lord Bertand Russell regards Western education as being intellectually harmful and makes a man stupid. Islamophobia is the consequence of the ignorance, the misinformation and the fears which result from it.

Teacher is a role model. Bilingual Muslim children need bilingual Muslim teachers. OFSTED is not suitable to inspect and passed its judgments on Muslim children and Muslim schools. Bilingual Muslim educationists should be employed for the inspection of the Muslim schools who should not only be well versed in English, Arabic or Urdu but also in Sciences and humanities subjects.
Iftikhar Ahmad



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