Taqiyya in the Classroom

From a previous post: Parents need to scrutinize everything their children learn in school and bring home as reading material.  Get involved and don’t back down. The education of children is too important to leave it solely in the hands of the government.

Some parents are raising hell over the muzzie propaganda being pushed by some school administrations.

Via American Thinker.

It was the first week in October in Newton, an upscale suburb of Boston, and Tony Pagliuso’s daughter, a sophomore at Newton South High School, was visibly disturbed. When Tony asked her the problem, she showed him a passage from the chapter she was assigned in her World History Class. It was a chapter called “Women, an Essay,” from a supplemental text called The Arab World Notebook. In a paragraph devoted to women “in the struggle for independence from colonial powers,” we find:

“Over the past four decades, women have been active in the Palestinian resistance movement. Several hundred have been imprisoned, tortured, and killed by Israeli occupation forces since the latest uprising, “intifada,” in the Israeli occupied territories.”

Not included in the text are passages in the Koran which proscribe the real Islamic treatment toward women:

–Women are inferior to men, and must be ruled by them: “Men have authority over women because God has made the one superior to the other” (4:34).

–It [the Koran] likens a woman to a field (tilth), to be used by a man as he wills: “Your women are a tilth for you to cultivate so go to your tilth as ye will” (2:223).

–It declares that a woman’s legal testimony is worth half that of a man: “Get two witnesses, out of your own men, and if there are not two men, then a man and two women, such as ye choose, for witnesses, so that if one of them errs, the other can remind her” (2:282).

–It allows men to marry up to four wives, and also to have sex with slave girls: “If ye fear that ye shall not be able to deal justly with the orphans, marry women of your choice, two or three or four; but if ye fear that ye shall not be able to deal justly (with them), then only one, or (a captive) that your right hands possess, that will be more suitable, to prevent you from doing injustice” (4:3).

–It rules that a son’s inheritance should be twice the size of that of a daughter: “Allah (thus) directs you as regards your children’s (inheritance): to the male, a portion equal to that of two females” (4:11).

–It allows for marriage to pre-pubescent girls, stipulating that Islamic divorce procedures “shall apply to those who have not yet menstruated” (65.4).

The misogynist pedophile Mohammad wasn’t exactly a women’s rights advocate.

Pagliuso assured his daughter that this was “total propaganda,” and took the matter up with the young teacher, a Miss Jessica Engel, who couldn’t understand what all the fuss was about. The material had been “vetted” and was deemed “appropriate,” she said, “and would stay in the curriculum. After all, she continued, the head of the history department had gotten this material at an outreach workshop of the Center for Middle Eastern Studies at Harvard!

Thence to the principal,  Joel Stembridge, who glared at Pagliuso and asked, “How do you pronounce ‘Pagliuso’?” and dismissing him brusquely with a refusal to apologize, added: “If you’re unhappy with this, you should know that next year we’re planning to teach material that will be even more inflammatory to your sensibilities.” (Where is Ferris Bueller when you need him?) Since Miss Jessica Engel had devoted one day each to Judaism and Christianity while spending 2 ½ weeks on Islam, Tony wasn’t sure how much more inflammatory things could get.

At that point, I’d have told Stembridge that by the time I got done raking him and his Dhimmi teacher over the coals, more than his sensitivities will be ‘inflamed’.

A couple of weeks later, nine stalwart Newton citizens presented themselves at the Newton School Committee meeting, where superintendent David Fleischman, and even the mayor, Setti Warren, were present. The citizens were courteously received, and as it happens Fleishman announced shortly thereafter that indeed the chapter “didn’t meet the learning goals of the class” and had been removed from the curriculum.

“Didn’t meet the learning goals” is Eduspeak for “What the hell is this and how the hell did it get in?” The answer to the latter is, as noted, Harvard, which, as it happens, held a seminar on Israel and Palestine at Newton South in April 2011. And Newton is far from the only community to take its lead on matters Islamic from Harvard. Public and private schools all over Massachusetts send teachers to the Outreach Center at Harvard for guidance and (free) materials. The program, like the Center for Middle Eastern Studies itself, is heavily Saudi-funded.

In Anchorage, Alaska in 2005, a school textbook titled Arab World Studies Notebook aka Arab World Notebook , was yanked from the curriculum after an educator revealed the hijacking of historical facts and the outright fabrication of historical incidents. The Notebook was written by Audrey Shabbas, from the Arab World and Islamic Resources (AWAIR), an organization dedicated to selling muslim myths as “history”.

This is some unbelievable shit:

Audrey Shabbas and Abdallah Hakim Quick, titled “Early Muslim Exploration Worldwide: Evidence of Muslims in the New World Before Columbus.” The article claims that:
“Muslims from Europe were the first to sail across the Atlantic and land in the New World, starting in 889… [and that]West African Muslims had not only spread throughout South and Central America, but had also reached Canada, intermarrying with the Iroquois and Algonquin nations so that, much later, early English explorers were to meet Iroquois and Algonquin chiefs with names like Abdul-Rahim and Abdallah Ibn Malik.”
More: http://www.americanthinker.com/2012/01/taqiyya_for_kids.html

Any school teacher that presents Islam as a credible source of history, insisting that it’s been “vetted”  deemed and “appropriate,” has a shit factory for a brain. The more I read about the state of teaching in this country, the more I realize that many teachers aren’t very educated.  They’re trained to downplay Western  studies and give a sugar-coated “global studies” viewpoint with no emphasis on the conflicting differences, except to use “diversity” as a tool to smear Western civilization.

Any school administration that doesn’t carefully examine the material being taught in their classrooms or allows this kind of Islamobullshit in American schools, should be summarily fired.

Pay attention to what they’re teaching your kids.

Related posts:
http://sfcmac.wordpress.com/2012/01/13/california-school-teacher-pushes-radical-left-wing-propaganda-in-classroom/
http://sfcmac.wordpress.com/2011/04/25/the-lefts-indoctrination-of-school-children/
http://sfcmac.wordpress.com/2008/04/11/creeping-islamofascism-in-american-education/
http://sfcmac.wordpress.com/2011/05/15/turmoil-in-tuscon-schools-over-mexican-american-studies-course/

1 thought on “Taqiyya in the Classroom”

  1. Pingback: Taqiyya for Kids, More Stealth Islam in U.S. Schools | Letting Freedom Ring

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