Forum Topics

An Open Letter to ED Ball

An Open Letter to the Secretary of State for Education Ed BallsThe debate over the trajectory of the western sociopolitical system and its strained relations with Islam is the most pivotal of our time.  Muslims are in one of the most difficult phases of their history when malicious attacks including allegation of terrorism are being made on Islam and Muslims all over the world. The malicious campaign against Muslims is politically motivated. The world is obsessed by Islam. Anti-terror measures are ruining lives of Muslim youths. If you go around arresting young Muslims, you are going to find that you are going to ostracise this community. Young Muslims don’t need to be ostracized, they need to be engaged. According to the Arch Bishop, Rowan Williams, acceptance of some facets of Sharia not only “seems unavoidable”, but could actually improve social cohesion. Muslims should be able to choose to have marital or financial matters dealt with in a Sharia Court. Such courts should therefore be incorporated into the British legal system as a constructive accommodation with Islam.  Schools are being asked to help “win hearts and minds” in the battle against violent extremists on both sides. British born Imams should go into schools to supplement the teaching of RE, PSHE and Citizenship so that all pupils can learn about the Holy Quran and Islam in the context of a multicultural society. OFSTED must make sure that their services should be fully utilised by the schools, otherwise, it will be waste of public money. The British Establishment is wrong to assert that Imams and Masajid have been radicalising Muslim youths.  The roots of extremism are in the British society and schools where institutional racism is at its peak. The racism within schools has got little media coverage. The school attended by 7/7 bombers in a part of Leeds known for its history of racial tension between British Asians and native Brits. Leeds council was so worried about the violence that it had to call in Foundation for Peace, a government funded peacekeepers who were used to keep Catholics and Protestants from killing one another in Northern Ireland. True message of Islam should be promoted because British media and society have always portrayed Islam in a negative way since Crusades and the siege of Vienna in 1683.  School Curriculum should be used to convey a deeper understanding of Islamic faith, history and culture. Prison is not the answer of those who are vulnerable to, or are being drawn into violent extremism unless they have clearly committed an offence. The greatest challenge to humanity is learning to live in a crowded and interconnected world that is creating unprecedented pressures on human society. The rector of Oxford’s largest Anglican Churches has called a Muslim call to prayers from the main Masjid “un-English”. This is a clear case of intolerance. Gibraltar is a British colony. Five Pound currency note has a queen image on one side and on the other side there is an image of the Muslim Conqueror with a sword in his hand. There is more hatred of Muslims seduced by the Western media, education system and church leaders like Bishop Nazir Ali. Catholic nuns have worn veils for centuries, with no public controversies arising. There is no reason why any girl’s school uniform can not now be modified to include a veil. Wearing a veil to school or to work must be a matter of choice for all. Iftikhar Ahmad www.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6129d9 Comments ● 6099d

Muslim Youths

Muslim YouthsMuslim youths are angry, frustrated and extremist because they have been mis-educated and de-educated by the British schooling. Muslim children are confused because they are being educated in a wrong place at a wrong time in state schools with non-Muslim monolingual teachers.  They face lots of problems of growing up in two distinctive cultural traditions and value systems, which may come into conflict over issues such as the role of women in the society, and adherence to religious and cultural traditions. The conflicting demands made by home and schools on behaviour, loyalties and obligations can be a source of psychological conflict and tension in Muslim youngsters. There are also the issues of racial prejudice and discrimination to deal with, in education and employment. They have been victim of racism and bullying in all walks of life. According to DCSF, 56% of Pakistanis and 54% of Bangladeshi children has been victims of bullies. The first wave of Muslim migrants were happy to send their children to state schools, thinking their children would get a much better education. Than little by little, the overt and covert discrimination in the system turned them off.  There are fifteen areas where Muslim parents find themselves offended by state schools. The right to education in one’s own comfort zone is a fundamental and inalienable human right that should be available to all people irrespective of their ethnicity or religious background. Schools do not belong to state, they belong to parents. It is the parents’ choice to have faith schools for their children. Bilingual Muslim children need state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. There is no place for a non-Muslim teacher or a child in a Muslim school. There are hundreds of state schools where Muslim children are in majority. In my opinion, all such schools may be designated as Muslim community schools. An ICM Poll of British Muslims showed that nearly half wanted their children to attend Muslim schools. There are only 143 Muslim schools. A state funded Muslim school in Birmingham has 220 pupils and more than 1000 applicants chasing just 60. Majority of anti-Muslim stories are not about terrorism but about Muslim culture--the hijab, Muslim schools, family life and religiosity. Muslims in the west ought to be recognised as a western community, not as an alien culture.Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6148d2 Comments ● 6106d

Day of Action to tackle obsessive compulsive disorder

My name is Paul and I am a volunteer press officer for the UK charity OCD Action. Since 1991 OCD Action has been promoting recovery, awareness and understanding of obsessive compulsive disorder. We have a day of action on November 22 at Imperial College London to show those who are affected by OCD how to fight back against their tormenting thoughts and secret rituals.OCD is a clinically recognised condition in which people experience repetitive and upsetting thoughts (obsessions) and use rituals (compulsions) to control the anxiety these thoughts produce.OCD can affect anyone at any time and it can hit hard. Do you know what it's like to try and rein in the uncontrollable anxiety that surges through your body when your mind is awash with obsessive compulsive disorder, and neither fight nor flight can defeat this invisible enemy?If you do then please come to OCD Conference 2008 on Saturday 22 November at Imperial College London from 8.30am-5.30pm. Professors, mental health experts and people who suffer from obsessive compulsive disorders will join forces in a series of presentations and workshops to raise awareness, increase understanding and share methods of how to treat the biological disorder that affects an estimated 1.8 million people in the UK. Read about ticket details on www.ocdaction.org.ukThere will be workshops for young people, adults and families on how to treat fears on contamination, hoarding, checking and reassurance, as well as Tourette syndrome, body dysmorphic disorder and skin-picking.  I hope to see you there.Paul

Paul Carter ● 6116d0 Comments ● 6116d

Muslim Ghettoisation

Muslim GhettoisationWe live in a shrunken world and millions of people are on the move; one of our biggest challenges is how we learn to live in proximity to difference – different skin colours, different beliefs and different way of life. According to a study by COMPAS, Muslims born and educated were given the impression of outsiders. The perception among Muslims is that they are unwelcome in Britain is undermining efforts to help them integrate into wider society. Most of them say that they have experienced race discrimination and religious prejudice. Muslims and Islam is promoted a fundamentalist and separatist by the western elite, which have negative impact on community and social cohesion. The number of racist incidents occurring in London Borough of Redbridge’s schools have reached their highest levels since record begin. A City or a locality, where Muslims are in majority is a ghetto. There is a tendency for people of similar backgrounds to live together in neighourhoods. The term”ghettoisation” is inappropriate. The original ghettos in Europe during the middle ages were set up by law to confine the Jewish population to one area of a city. According to a research by an Australian academic that Muslim communities in Britain are being increasingly ghettoized in a trend that set back hopes of assimilation by years. Britain has now eight cities in the top 100 most ghettoized cities. The people from the Pakistani community in Bradford and Oldham and Leicester had trebled during the decade. A report by an academic Dr Alan Carling, that Bradford risks becoming a front line in the global clash between the West and Islam. But Islam and Muslims do not clash with the concepts of pluralism, secularism and globalisation. The native flight from Bradford’s inner-city wards showed clear evidence of an increase in segregation in the city since 1991. Native parents are avoiding sending their children in state schools where Muslims and other minorities are in majority.  The dominance of Pakistani Muslims in the city has meant that Bradford has become bi-cultural.  Immigrants are the creators of Britain new wealth, otherwise, inner cities deprived areas could not get new lease of life. The native Brits regard such areas as ghettoes. Integration is not religious and cultural, it is economic and Muslims are well integrated into British society and at the same time they are proud of their Islamic, linguistic and cultural identities, inspite of discrimination they have been facing in all walks of life. According to UN, 80% of British Muslims feel discriminated. They are less burden on social services. Immigrants made up 8.7% of the population, but accounted for10.2% of all collected income taxIt is often quoted by the Western media that Muslim schools ghettoizse the children, and even lead to their radicalisation if they are not integrated. There is no evidence that faith schools lead to a “ghettoized education system. In British schools, pupils are encouraged to focus too much on their similarities rather than their differences. The integrationist approach merely results in Muslims feeling that their faith, language and culture is not respected. Iftikhar Ahmad www.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6271d21 Comments ● 6235d

End of Local Education Authorities

End of Local Education AuthoritiesParents’ groups, charities, faith bodies, and mutual organizations will have greater role in delivering educational services under plans being drawn up by both Labour and Tory parties. Swedish system of independent state schools, financed by vouchers, is now inspiring the Tory Party to set British schools free from LEAs. The proposal will end 60 years of local government control of education, Since 1944, all schools have been under a statutory obligation to provide for the spiritual, moral, social and cultural development of pupils at the schools. All state schools have failed to help children to achieve such goals. This is the main reason why silent majority of Muslim parents would prefer to send their children to Muslim schools. Even OFSTED is unable to assess the spiritual and moral development of the children. There is ample evidence that state schools foster intolerance, hate and bullying. There is no evidence that Muslim schools indoctrinate children with values and endanger shared society. Primary Review reports on diversity presents a powerful attack on current educational discourse in relation to diversity and to bilingual pupils in particular. The schools and teachers see children’s use of languages other than English as a ‘barrier to learning’ instead of recognizing and respecting them.It is crucial that Muslim children should be surrounded with the languages, culture and faith. Faith is powerful element of both personal and community identity. They need state funded Muslim schools with bilingual Muslim teachers as role models. There are hundreds of state schools where Muslim pupils are in majority, in my opinion and in the opinion of the silent majority of Muslim parents, all such schools may be designated as Muslim community schools. Muslim schools are not only faith schools, they are more or less bilingual schools. Bilingual Muslim children need to learn and well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. They need to learn and well versed in Arabic to recite and understand the Holy Quran. They need to learn and well versed in Urdu and other community languages to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Bilingualism is brilliant for the development of intellectual ability and cultural understanding. The great diversity of cultures and languages should be the key to the development of Britain as a world leader in multilingual, multi-cultural integration and partnership, an example to every other nation of how people of all faiths and cultures can live, learn and work together in harmony for a more just and fair world for everybody.Iftikhar Ahmadwww.londonschoolofislamics.org.uk 

Iftikhar Ahmad ● 6319d12 Comments ● 6302d

Honour Killing

Honour KillingHonour killing and female infanticide come from Pagan-Hindu-Judeo-Christian traditions. Hindus idolise women as Goddesses on one hand, while downgrading them on the sly at the same time. There is nothing in the Holy Quran and the Hadiths that may encourage people to kill their daughters. Infact, Islam came to abolish the dark ages of Pagan- Hindu –Judeo- Christian traditions. Islam is a matter of choice and there is no compulsion at all. It is a misconception that forced marriage and honour killing are part of Muslim culture. Forced marriage, honour killing and genital mutilation are rare practices among migrant communities. Muslim migrants are worried about institutional racism, binge drinking, drug addiction, incivility, gun and knife crimes, high rate of abortions and teen age pregnancies. An average of 20 English girls under the age of 16 falls pregnant every day. Muslim parents do not want their children to be integrated into such barbarity. Muslim women feel torn between two cultures, thanks to the British education system with non-Muslim monolingual teachers. It makes their lives very confusing. The tragedy of forced marriage and honour killing could have been avoided if the poor girls were educated in a single sex state funded Muslim schools by female Muslim teachers. Educational attainment rises quite significantly if boys and girls are educated separately. The tragedies are an eye opener for all those Muslim parents who send their children to state schools where they are exposed to non-Muslim teachers who have no respect for Islamic faith and Muslim community and do not understand the needs and demands of the Muslim children. Muslim schools are crucial for Muslim children because western education makes a man/woman stupid. The hypocrisy of the Western society is clearly seen whereas an Australian Judge failed to jail nine males who admitted gang-raping a 10-year old aborigine girl in 2005, saying the victim probably agreed to have sex with them and a UNICEF Photo of the year shows, a bridegroom, 40, with his 11-year old bride in Afghanistan. In my opinion, a UNICEF photo of the year must show a nine year British girl having a baby and another photo showing a gang of teenage girls with anti-social behaviour and vomiting out side a pub, thanks to binge drinking.  Muslim children need state funded Muslim schools with Muslim teachers as role models during their developmental periods. Muslim schools are the solutions and not a problem. They help to strengthen community cohesion, not undermine it. Muslim schools stand as shining beacons of light, serving as one of the most crucial factors which protect Muslim children from the onslaught of Eurocentricism, homosexuality, racism and secular values and traditions.  They need to be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. At the same time they need to be well versed in Arabic, Urdu and other community languages to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Muslim schools are not only faith schools but also bilingual schools. Infact, bilingualism is an asset and not a problem as perceived by the British education system. There is a positive co-relation between language and culture. English language is associated with western culture. The silent majority of Muslim parents would like to send their children to Muslim schools but there are not enough schools to go by. The only alternative left is either British Government should introduce voucher system for parents to choose the school of their choice or designate all those state schools as Muslim community schools where Muslim pupils are in majority. There are hundreds of state schools where Muslims are in majority. Such schools may be handed over to Muslim educational Trusts or charities for their management. They are in a better position to educate Muslim children in accordance with their needs and demands. This demand is in accordance with the law of the land because there are state schools already managed by private companies. Muslim community is not asking for a favour. It is their legal right. Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6390d19 Comments ● 6342d

Terrorist V Terrorism

Terrorist V TerrorismAccording to British writer and lecturer, Karen Armstrong, the west is deeply Islamophobic and the Islamophobia is the result of a long process of prejudice, dating back to the Crusades. The recent events have strengthened the prejudiced belief that “Islam is the religion of the sword”. Islamophobia can manifest itself directly in verbal or physical attacks on Muslims but also indirectly in negative images of Muslims presented by the media. Islamophobia was worsened by anti-Islamic policies, publications and activities in Europe and the US. Islamophobia is not only a cause of discrimination against Muslims but also an open threat to world peace. The western media and intellectuals play a significant role in spreading Islamophobia. Hate-mongers have come out of the woodworks in full force. Now, not a day passes without the newspapers, magazines, radio and TV talk shows, Hollywood movies, computer games and even children’s cartoons and the myriad of internet websites and chat rooms, attacking Islam and Muslims. Muslim communities in the western world and its so called leaders have taken the Ostrich-approach. They have buried their heads in the sand hoping the problems would go away. It is not going to go away. The neck of the Ostrich will be cut. Entire Muslim communities living in the west are under attack. According to a survey, 70% of Americans do not want to see Muslims living in their neighborhood. There is not a single day when Islam and Muslims are not attacked by the mainstream news media outlets. Muslims are referred barbarians who must either be civilised or banished before they pollute the egalitarian societies in which they were born or now live.  According to a survey in Scotland, half of Scots see Muslims as a ‘cultural threat’. Scotland would lose its identity if more Muslims went to live there. According to DEMOS, British public is more worried about violent crime and immigration, but the British establishment has focused too heavily on terrorism. Masajid and Muslim organizations are regarded as training centers for terrorists. Thousands of innocent Muslim youths are being searched in streets and hundreds of them are behind the bar with out any trial. No religion advocates terrorism. However, West has directed its anger against Islam and Muslims by inventing Islamic Terrorism. It is the western extremism which is portraying Islam as an evil. It is the extremism in France, Turkey and other European countries where Muslim women are not allowed to cover their heads. Now the Turkish education chief wants headscarf ban lifted. In Britain, there is a social and economic pressure on Muslim women not to cover their heads.   Despite international outrage and the US authorities’ own stated wish to close Camp Guantanamo is still holding detainees illegally… in cruel, inhuman and degrading conditions.There is an undeclared World War III going on in the name of War on Terrorism. The fact of the matter is that Islam is all peace and hence this war is war of terrorism and not against terrorism. Deception and lies are frequently part of the wars and with powerful Hollywood film tools and other media communications devices people of the world are thoroughly fooled, deceived and made confused. The war in Iraq and Afghanistan is an unmitigated disaster that had brought the west generally into disrepute. Inter Milan, the Italian foot-ball team played with an Istanbul team, wearing a strip with “Crusader-Style” red crosses which is offensive to Muslims. The red-cross brings to mind one thing: the symbol of the “Templar Knights”. The cross also symbolised “western racist superiority over Islam”. Inter Milan had manifested in the most explicit manner the superiority of one religion over another. Many EU countries are against Turkey joining EU on the ground that majority of Turks are Muslims with secular constitution. Widespread ignorance and Right-wing groups is the main culprit behind the demonized image of Islam in the west. Islamophobic west has become politically motivated. Western media and politicians are portraying Muslims as “satanic figures”. A recent British study has found that a torrent of negative and imbalance stories in the British media demonize the sizeable Muslim minority and their faith by spreading prejudices and portraying them as the enemy within. Many people in the west, including researchers and those working in the media, unintentionally provide a blemished image of Islam because they are ignorant about Islam and Muslims. The republication of Danish cartoons clearly shows the prevalent ignorance about Islam. The United Nation wanted to introduce a universal law to protect Muslims from Islamophobia, which is spreading like wildfire, but the so-called civilised western establishments, voted against it. It is the fundamental duty of Muslims settled in the west to raise awareness of the spirit and core of Islam. One by one all Muslim Organizations are going to be classified as ‘Terrorists’. BBC Newsnight has already branded world Assembly of Muslim Youth (WAMY) as terrorist. According to TES, dated 1st Feb2002, Muslim teacher’s website has been condemned for links to militant Islamic groups. It is absurd to brand Muslim teachers website as a terrorist. Its aim is to provide guidance, share experience and discuss every day issues and problems facing Muslim teachers.  It is also going to help British teachers to learn to respect and understand Islamic culture and most misunderstood British Muslim community. Racism in schools is alive and well was recognized by the Focus Institute on Rights. Staff in many schools is unwittingly racist but in my view, all British teachers are chicken racist. Racism is rife in National Curriculum. There is no mention of Muslim contribution in the world. Schools reinforce the racism that has been promulgated for centuries. The curriculum is supposed to encourage respect for different nationals, religious and ethnic identities and encourage pupils to challenge injustice. A report on teachers from the minority communities found that racism coupled with a lack of support and career progression is holding some back. Even teacher trainees were encountering racism at placement schools. They would like to discuss their worries more, but only if the senior management team was visibly open and supportive. The management at schools was very defensive about any mention of racism, so the issue could not be discussed in any meaningful way. If a teacher in English school calls a teddy bear Jesus Christ, there would be seriously hostile comments in much of the media.  While in Sudan a British teacher was tried and imprisoned for insulting Islam for fifteen days but was pardoned by the President and released after eight days. She said after her release that she encountered nothing but kindness and generosity from Sudanese people. She was treated well in a Government Villa instead of a prison cell. She could have been imprisoned for six months and forty lashes. It is a fact that British teachers have no respect for Islamic faith and subsequently Muslim community, according to research by the University of Derby.All the Masajid and Muslim organizations are there for humanitarian, educational and youth works. None of them promotes acts of terrorism or support so called Islamic Terrorism. They are busy in those aspects of education, which are neglected by state schools. They satisfy the needs and demands of the Muslim children and teenagers, which were denied by state schools and LEAs. Without their support and guidance the young generation of Muslim would have lost its Islamic Identity crucial for mental, emotional and personality development. Their contribution will be more effective if all Muslim pupils attend Muslim schools with Muslim teachers. It will help to develop positive co-relation between school and home resulting in raising the standard of education of future Muslim generations. For this purpose, I have a proposition that those state schools where Muslim pupils are in majority may be designated as Muslim Community Schools, managed and controlled by Muslim Educational Trusts and Charities. They are in a better position to educate Muslim children according to their needs and demands. A study by the National Foundation for Educational Research confirmed that all faith schools had better results than their secular counterparts. Conservative spokesman on education has praised schools affiliated to religious groups, saying Muslim schools deserved “support” not suspicion.Iftikhar Ahmad www.londonschoolofislamics.org.uk          

Iftikhar Ahmad ● 6420d3 Comments ● 6414d

Learn Urdu Not French

Learn Urdu Not FrenchBilingualism is not a problem, it is an asset. As so many pupils in UK have English as a second language or alternative language. We should be celebrating the fact that we have such a diverse language culture in our schools. Indeed, we should try to encourage some of our monolingual native pupils to join in the learning of a community language. Five of the languages that are gaining in popularity are Arabic, Chinese, Portuguese, Russian and Urdu. The future for languages in the United Kingdom is very bright, if we abandon the notion that we have to stick rigidly to French and German.Welcome to a brave new world in which pupils learn Urdu in all schools right from Nursery level. Bilingual Muslim teachers should be appointed in all schools who are well versed in Urdu Language. It is spoken and understood by nearly four million British Asian. It is a common language from Kabul to Burma. Lord Hasting was appointed the first Governor General of Bengal because he was well versed in Farsi and Urdu. It is a lingua franca in all inner cities where Asians are in majority. British education system has never taken keen interest in the teaching and learning of Urdu and majority of British born Muslim children could not learn to read and write. Credit goes to the Imams from the sub-continent who use Urdu in their Masajid and keep the Urdu language alive. But the British establishments with the help of the so called leaders are forcing Masajid to use English instead of Urdu. Indian and Pakistani films are being shown every where. There are nearly a dozen TVs Channels and radio stations broadcasting in Urdu/Hindi for 24 hours, entertaining Asians through out Western Europe. BBC has been requested to set up a TV Channel in Urdu/Hindi. Musical concerts are being arranged all over the country and top singers from the Sub-continent sing songs for the entertainment of the Public. It is crucial for the Muslim children from the sub-continent to learn Urdu to keep in touch with their cultural roots. Most of Islamic literature and poetry is in Urdu and not in any other Indian Languages. Therefore, in my opinion, both Muslim parents and schools must teach Urdu so that the children can enjoy the beauty of Urdu literature and poetry. I would like to see even native children learning Urdu and not French so that they can learn to respect and understand British Muslim community through Urdu literature and poetry. The Independent news paper also asks for the teaching of Urdu instead of French in British schools for better race relations through a language.  Iftikhar Ahmad

Iftikhar Ahmad ● 7146d9 Comments ● 6429d

Channel 4 documentary searching for local case studies

I am an Assistant Producer working for betty, an independent TV production company that specialises in people-based documentary films and series’. We are currently making a three part documentary series for Channel 4 about the working relationship between builders and their clients and are looking for people who might be interested in getting involved with the filming process.We are looking for homeowners & builders in the Greater London area who have run into problems on a large scale domestic building project and need some help to get it back on track. We will offer the services (for free) of a leading industry expert to work with the homeowners and the builders to help resolve any problems.  The programme is a great opportunity to reach an amicable solution that gets everything running smoothly again for all concerned. The first two episodes reached an agreeable solution for both parties and I am confident that we can do the same for those involved in our final episode. My initial aim is to have an informal chat with the homeowners to determine whether or not the project meets the criteria of the documentary and I will then work on contacting the builder to explain the premise of the series.  Again we have managed to achieve this with our first two episodes and barring disaster we should be able to make it work the third time around.  The filming period is likely to last 2-3 weeks with our industry expert, Jeff Howell, spending 2 days each week at the building location.  Please do get in touch for an informal chat should the above apply to you or alternatively please pass on my contact details to anyone currently experiencing difficulties.  Best wishesFiona Wilson0207 907 0869 / fiona.wilson@betty.co.uk

Fiona Wilson ● 6449d0 Comments ● 6449d

An Open Letter to David DavisMP

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LD  Email: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 667An Open Letter to David Davis MPDavid Davis MP said that Britain’s traditional policy of multiculturalism is now “outdated”. Gerald Howarth MP is of the opinion that Muslim should leave this country. The owner of local radio station, broadcasting in Copenhagen suggests killing Muslims in order to combat terrorism. He holds all Muslims responsible for the London blast. A damning new report by Professor Carl Parsons of Canterbury Christ Church University College has found that institutional racism exists within British schools. Britain’s ethnic minorities will always be perceived as outsiders.Multiculturalism has always been defined and implemented wrongly by the British establishment. Multiculturalism involves a level of complexity which cannot be understood from the prospective of any single discipline. Instead, historical, cultural, linguistic, political, economic, educational, sociological and psychological factors and processes all play a critical role. Multiculturalism is not about integration but about cultural plurality. It is not about separation but about respect and the deepening awareness of Unity in Diversity. Each culture will maintain its own intrinsic value and at the same time would be expected to contribute to the benefit of the whole society. Multiculturalism can accommodate diversity of all kinds – cultural, philosophical and religious, so that we can create a world without conflict and strife. Britain can assume the role of accommodation and concern for all peoples, for our planet and indeed for our survival. We live in a rapidly changing world. British Muslims are ordinary people with the same sorts of ambitions, frustrations, failures and successes as anybody else. We are just like you, go to work, pay taxes, obey the law and just want to get on with our everyday life. We are hated simply for following Islam. According to labour’s Karen Buck, Muslims in Britain are now at the sharper end of race hatred and xenophobia. West has many stereotypes, misconceptions about Islam that are due to the media, prejudice and ignorance. Islam is often looked upon as an extremist, terrorist religion. To fight malaria, one does not shoot down mosquitoes, one drains the swamps.  Urgent government action is needed to tackle Islamophobia and “institutional disadvantages” suffered by British Muslim community. Now it has become widely accepted that, in Bernard Lewis’ words, “Europe will be Islamic by the end of the century”. The greater Islamist threat to the West is not violence-flattening buildings, bombing railroad stations and night clubs, seizing theaters and schools – but the peaceful, legal growth of power through education, the law, the media and the political system.  Iftikhar Ahmad

Iftikhar Ahmad ● 7282d32 Comments ● 6464d

State Funded Muslim Schools

State Funded Muslim Schools British schooling has been mis-educating and de-educating Muslim children for the last 50 years and for the first time the Muslim leadership openly declared that British school is a home of institutional racism where there is no place for foreign culture and languages. Institutional racism is depriving Muslim children of the chance to go to their own faith schools. It leads LEAs to reject or delay approval of Muslim schools. Policy makers like Mr. Graham Lane and others like him do not want to see even a single Muslim school in the United Kingdom. The British teachers have no respect for Islamic faith and Muslim community. Western education system can easily deprogram Muslim children and force them to adopt un-Islamic values. Let the Muslim parents decides how and where to educate their children. According to MORI social research institute on behalf of Bristol LEA, nine out of ten Muslim parents agreed with the model of an Islamic secondary school set up within the state system. I rejected British schooling for Muslim children in the early 70s. A child who has English as a second language is seen as having a special need – not as having a skill to be lauded from the rooftops. Bilingual children think in different way. Language has a profound effect in shaping the ways people think and act. Certain concepts are embedded in words that do not translate. There are repertoires of phrases which exist in Arabic or Urdu because there is no English equivalent. State schools are slaughter houses and are not suitable for bilingual Muslim children.  Muslim children in the UK may lose out when they join reception classes because the school’s values and language reflect those of the dominant native culture, rather than those of their home. Almost all recent research literature agrees that if you want children whose home language is not English to excel in English –medium schools, it is important to nurture and acknowledge that first language along side their English development. Cultivating bilingualism could and should promote pupil’s linguistic development. Muslim children need bilingual Muslim teachers as role models. Taxpayers’ money spent on schools should be handed to parents as vouchers to be used for their children’s education as they wished. Funds may be given to parents to set up their own schools. Lady Uddin argues strongly for the benefits of faith-based schooling, rejecting claims made in reports on the 2001 riots in Oldham, Burnley and Bradford that polarised schooling contributed to community division. Culturally separate groups, communities and institutions do not have to be the causes of social instability. There are hundreds of state schools where Muslim pupils are in majority, all such schools may be designated as Muslim community schools to be managed and controlled by Muslim Educational Trust and Charities.  Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6941d5 Comments ● 6466d

The National Council of Imams and Masajid

The National Council of Imams and MasajidBritish Government has been frustrated that a large number of Imams were born and educated in Pakistan, speak limited English, but well versed in their mother tongues, Arabic, Urdu and Farsi, making it difficult for the Government to know what is going on in the Masajid. The drive to encourage British Muslims to become Islamic clerks and to teach English to Imams is planned by British establishment with the help of so called Muslim leaders. Imams were accused of being out me grown”. The home grown Imams are neither well versed in English nor in Urdu or in other community languages. The Imams from the Sub-continent must be freely allowed to come to satisfy the spiritual social and emotional. In reality, Islam isn’t about beliefs, it’s also about culture and identity. According to BNP, Islam has become a toxic racial proxy. Atheists and fundamentalist Christians are using popular slogans to incite against Muslims whom they see as the new source of danger for Europe. Pope Urban 11 in 1099 called the faithful to join the first Crusade and expel the Muslims from the Holy Land. It is now high time to react once again and defend Western civilizations as well as everything else which is threatened by radical Koran-Islam. The modern Crusades plan to save western civilization from Islamisation. Islamophobia is a deliberate defamation of Islam and discrimination and intolerance against Muslims. It is the worst type of terrorism the world has ever witnessed.  British education system has already eradicated the languages of the young generation of Muslims. Now the British establishment is trying to kick out Urdu and other community languages from the Masajid. Bilingualism is an asset and not a problem. Education experts say that a celebration on community languages in schools is one way of riding Britain of its reputation as the world’s language “dunce” and promoting better relations between different ethnic groups. The study of such languages is considered important for the future health of the economy. Research by CILT shows a revolution in the take-up of non-traditional languages in secondary schools. Experts say promoting community languages could also persuade native Brits to take an interest in them. The linguistic map of Britain was changing, with multi-linguals spreading from typically multi-ethnic areas to more “traditional” parts. By encouraging children to develop their existing knowledge we will be building up an important skills base as well as raising educational achievement. There is a huge body of research testify to the benefits that bilingualism has for educational development. The future of Britain is multi-lingual, and this needs to be reflected in the school curriculum.     Unfortunately with the rise of anti-immigrant sentiment, racism and Islamophobia, bilingualism has been neglected and ignored intentionally. Article 29 of the Convention on the Rights of a child states that “the education of the child should be directed to the development of respect for the child’s parents, his or her own cultural identity, languages and values.” Article 30 states that “a child belonging to an (ethnic, religious or linguistic minority) should be educated in a manner that affirmatively acknowledges their native language abilities as well as ensures their acquisition of English. The Education Act of 1944 clearly states that children should be educated according to the needs and demands of the parents. The silent majority of Muslim parents would like to send their children to state Muslim schools. Dcsf and OFSTED must take the responsibility that all schools must abide by the human rights issues.  Iftikhar Ahmad www.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6471d3 Comments ● 6466d

Testing new site

I have just found this site and am amazed by some of the correspondence on here, it seems to be very baised, sometimes by language. One of your correspondents is very much inclined to want bi-lingual interaction, I think its an excellent idea, but where it is an open forum, it should remembered most ordinary people working class of my generation, were not given the oppotunity of a universtity education or even a good secondary education during the war years, so cannot understand any of these foreign languages, so this makes it practically a closed shop for us, this doesn't mean to say that we are a load of idiots,so please could we have letters in English.About the Religious Schools. I sent my 3 children to Church of England Schools, because of the standards of education and the disipline,they all did very well there, I have one who is District Nurse and another who is a policeman.The understanding at the time was that a percentage of the intake was from other religions, so there some intergration, however there were no Roman Catholics as they had there own schools who would not take heretics. Parents fought tooth and nail to get their children places at these schools. What is now suggested about religious schools in some ways I think is wrong.At one of my Grandchildrens schools are 18 different nationalities, some Muslim,what about the others, the Bhuddists, Orthadox and Jews?Where in this arrangment do Caucian children come, the bottom of the pile? It seems that these children have to do the best they can in these circumstances, if the teachers have to teach English to the others, because they can only understand their own language when they enter the primary schools, because the mothers do not speak English, somebody has to lose out. It is only natural that people of the same religion and nationality will congregate together in the same area where there is work and housing, but I think that they really dont want to intergrate too far.You can say that when it was the British Empire it was the same in reverse, we built towns, churches and communities, and by God aren't we paying for what our forebears did now.

Mrs. B. Holmes ● 6473d0 Comments ● 6473d

English Only Vs English Plus

English Only Vs English PlusThere is an increase of those children in state schools who do not come from English speaking back ground. One in seven children at primary school in England and one in ten at secondary school speak a language other than English at home. A research team from Goldsmiths concludes that using two or more languages deepens an understanding of mathematical concepts and results in a better overall performance in school. Bilingual children are able to access key concepts through both languages, giving them an advantage over monolinguals. Children who speak at least two languages actually strengthen their identities as learners and boost their cognitive development. Researchers say this finding is of particular importance for second and third generation immigrant children. It is important to “embed” mother tongues into daily activities through games, songs and incidental use, such as answering the register and giving praise and simple instructions, familiar stories can be told or acted out in their languages. In the 60s and 70s, the British education system has destroyed the home languages and the new research proved that the policy was wrong and the British education system is guilty of crime against humanity. It is very important that immigrant parents keep talking to their children in their home tongues as this will give children a valuable tool to access lessons, deepen understanding of key ideas, and enhance overall school performance. Children who led bilingual lives could access their lessons through both languages. The children in the project expressed a strong desire to use their community languages in school. Teachers were able to tap into their pupils’ full range of cultural knowledge.Children who attended mother tongues classes did better in their National Curriculum tests. Research suggests that bilingual pupils do better than those with just one language. The researcher warns that many second and third generation children are in danger of losing their bilingual skills if they do not have the chance to develop their mother tongue through their school work. Multilingual children may be allowed to use their mother tongue in mainstream classes. Rather than thinking in terms of an “English only” culture we should be promoting “English plus”.Among all the migrant children, Muslim children suffer more than others. Bilingual Muslim children need state funded Muslim schools with bilingual Muslim teachers as role models. They need to be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. They need to be well versed in Arabic, Urdu and other community languages to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6609d8 Comments ● 6479d

International Adoption

Hello I am a local resident who adopted a beautiful boy from Russia two years ago.  I found international adoption process to be unnecessarily negative, difficult and complex. I vowed to do what I can to make the process easier for other potential parents who could give loving homes to the hundreds of thousands of children around the world deprived of parental care.To this end I have created:CHILDREN WITHOUT BORDERS - Sharing Experiences of International Adoption17 November, New Connaught Rooms, 61-65 Great Queen St, Covent Gardenwww.childrenwithoutborders.org.ukA one day event devoted totally to international adoption, saving you months of internet searches, telephone calls and mental anquish.In one day and at one venue you will be able to:-Meet and talk to people who have adopted from all over the world -Ascertain the difference between domestic and inter-country adoptions -Find out exactly how to go about adopting from overseas. -Listen to amazing stories of adoption from dynamic speakers -Ask an International Adoption doctor about your medical concerns -Listen to adult adoptees views about international adoption -See how single people have and can adopt -Talk to country specific support groups -Find out about other organisations that want to help your children after you have adopted -Discover the true situation of orphans overseas -Watch award winning documentary films on street children, orphanages, adoption, and other related themes-Learn how to make your adoption affordable-Buy books, videos, CDs and other products to help you on your international adoption journey.More details of this amazing event can be found on the website www.childrenwithoutborders.org.ukBring love and joy into your and a little child's life.

Janet Jones ● 6480d0 Comments ● 6480d

Community Cohesion

Community CohesionAccording to Ruth Kelly, migrants must learn English language to integrate. Learning English language is about as useful as learning Arabic, Urdu and other community languages. The British Establishment and society has systematically failed to understand the causes of migration, global terrorism and social and emotional, economic segregation. Muslims suffer different forms of discrimination which reduce their employment opportunities and affect their educational achievements. This can give rise to hopelessness and could undermine Muslims’ sense of belongingness. Islamophobia is a growing reality of racism around the world. The only way to stop it is by respecting the religious diversity. Communities are more divided than ever. The Government presses ahead with flawed policies and anti-terrorist legislation that created further resentment, alienation and criminalization. A dramatic surge of racist and religiously—motivated violence followed the 7/7, London and Glasgow bombing. Muslim communities are angry at plans to “spy” on Muslim students at universities. The proposal is an act of racism. Universities are not the problem. Just because some of the 7/7 bombers were graduates, does not mean they formed their ideas in a university. It is the western society which is creating extreme Muslims all around the world. Young Muslims are becoming more separated from society than their parents who were not well versed in English while young Muslim generation is notoriously monolinguals. Schools do not encourage and teach Arabic, Urdu and other community languages. They are even discouraged to speak mother tongues at home. They only learn British History not their own history. The British society was and still reluctant to open up its sense of citizenship to all those that have come to live here. Integration is a two-way process.  Many Muslims acknowledge that they need to do more to engage with wider society. At the same time British and European politicians must make stronger efforts to promote meaningful intercultural dialogue and tackle racism, discrimination and marginalization more effectively.The British establishment is wrong in thinking that Imams are to blame for extremism. Imams are not solution to the problem for extremism. Extremism is nothing to do with Imams. Extremism is not created from abroad, it is coming from within. Britain fails to help Muslim communities feel part of British society. Race trouble is being predicted by the Daily Express, because of an ethnic boom in UK major cities. Muslim communities need imams for the solutions of their needs and demands in their own native languages. Muslim parents would like to see their children well versed in Standard English and to go for higher studies and research to serve humanity. The fact is that majority of Muslim children leave schools with low grades because monolingual teachers are not capable to teach Standard English to bilingual Muslim children. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit. Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6549d9 Comments ● 6485d

Polish Children Muslim Children

Polish Children Vs Muslim ChildrenJohn Reid, the ex-Home Secretary has predicted that more Catholic schools are needed due to influx of East European migrants. An estimated 20,000 Polish children need schools for their faith. He highlighted the growing pressure on faith school places because of the growing number of Polish Catholic children in the United Kingdom. There is a demand for Catholic school places because 95% of Polish are Catholics. Polish ambassador to the United Kingdom said that there are now so many Polish children in British schools that they should be taught Polish language, history and culture, so that they do not find themselves cut off from their cultural roots and enjoy the beauty of their literature and poetry. Many schools are recruiting Polish teachers as role models. Churches have started Sermons in Polish language so that the Polish people can feel at home.Muslim communities have started to arrive during the 50s, mainly from the sub-continent. They brought their cultures, languages and faith. They contributed for the British economy by paying all sorts of taxes. They built Masajid for offering prayers and community centers for the education of their young generations. Not a single politician ever thought and campaigned for state funded Muslim schools with bilingual Muslim teachers as role models. Instead, Muslim children are being discouraged to learn and speak their mother tongues even at home by the politicians. Even Imams are being forbidden to use Urdu in their sermons, inspite of the fact that majority of British Muslims are from Pakistan. Bilingualism should be encouraged because it is enormously beneficial to children development. It should be introduced as early as nursery level. I believe the result would be amazing. It is absurd to send bilingual children to schools with monolingual teachers. Muslim schools in Britain emerged as an answer to a major challenge that Muslim communities faced in the West on how to educate their children and inculcate Islamic values and morals among them. Muslim children have been suffering academically, linguistically, socially, emotionally and spiritually for the last 50 years. They have been in a wrong place at a wrong time. The state schools have become exam factories. They have no time and energy to educate children. Institutional racism, incivility, drug, crime, binge drinking, anti-social behaviour, high rate of abortion and an increase in teenage pregnancies are common part of life in state schools. Muslim parents do not want their children to be integrated into such barbarity. Muslim children need to learn to be proud of their Islamic, cultural and linguistic Identities without fear of discrimination and bullying. There are over 500,000 school age Muslim children and only 4% of them attend Muslim schools. There is a need for more Muslim schools but they are being asked by the politicians to open their doors for the children of other faiths or no faiths. The demand for Muslim schools is immense and every school has a lengthy waiting lists.  Muslim communities do not have enough resources to set up schools for each and every Muslim child. There are hundreds of state schools where Muslim children are in majority, in my opinion all such schools may be designated as Muslim community schools.Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6509d10 Comments ● 6496d

Experiencing problems with a building project?  C4 documentary wants to hear from you...

I am an Assistant Producer working for betty, an independent TV production company that specialises in people-based documentary films and series’. We are currently making a three part documentary series for Channel 4 about the working relationship between builders and their clients and are looking for people who might be interested in getting involved with the filming process.We are looking for homeowners & builders in the Greater London area who have run into problems on a large scale domestic building project and need some help to get it back on track. We will offer the services (for free) of a leading industry expert to work with the homeowners and the builders to help resolve any problems.  The programme is a great opportunity to reach an amicable solution that gets everything running smoothly again for all concerned. The first two episodes reached an agreeable solution for both parties and I am confident that we can do the same for those involved in our final episode. My initial aim is to have an informal chat with the homeowners to determine whether or not the project meets the criteria of the documentary and I will then work on contacting the builder to explain the premise of the series.  Again we have managed to achieve this with our first two episodes and barring disaster we should be able to make it work the third time around.  The filming period is likely to last 2-3 weeks with our industry expert, Jeff Howell, spending 2 days each week at the building location.  Please do get in touch for an informal chat should the above apply to you or alternatively please pass on my contact details to anyone currently experiencing difficulties.  Best wishesFiona Wilson0207 907 0869 / fiona.wilson@betty.co.uk

Fiona Wilson ● 6528d0 Comments ● 6528d

Hate Preachers

Hate PreachersNot a single Imam preaches religious fascism and racial hatred. Extremism has not been created by the fanatical clerics. Muslim clerics never played any role for the radicalization of Muslim youths. There is no culture of hate, spite and distrust in the Masajid or in Muslim schools. The so- called hate preachers are just religious scholars to satisfy the social, spiritual and emotional needs and demands of the British Muslims in their own languages. The Western media and politicians have an assumption that Islam threatens its liberal sensibilities and it is right to have a go at Islam. It is now open season for attacks on Muslims by politicians, media, institutions and individuals of different faiths or no faith. The writer Oriana Fallies recently asserted that there is no difference between Muslim extremist and Islam. She still had no trouble winning an audience with the Pope Benedict.David Cameron, the rising Tory star, campared Islamic extremist to the Nazis threat in the 1930s. Nazism is a European invention, practiced by so-called civilized Europeans. Nazi ideology is exclusively based on the supremacy of one race, while Islam is the exact opposite, all races being equal. Bush and Blair have repeatedly pointed to their cultures’ compassionate values, and condemned the barbarity of Muslim militants. The speech by the Pope, which aroused a world wide storm, went well with Bush’s Crusade. The head of OFSTED said that the rise of Muslim schools is a threat to Britain’s sense of national identity and fail to teach tolerance. America’s religious Right regards Islam is an evil ideology that inspires young angry Muslim males in western society. Tony Blair considers veil as a mark of separation and he fully supported the LEA who suspended and sacked the poor teacher. Masajid, Imams, Muslim schools with bilingual Muslim teachers, veil, Halal foods and Arabic and Urdu languages are not a mark of separation but marks of identity. Universities and colleges across Britain are to spy on Muslim students for their suspected involvement in Islamic extremism and supporting terrorist violence. Racist incidents in London schools have increased 26% since the 7/7 bombing and the debate about the wearing of the veil has prompted further incidents.  An EU report said that Europe’s Muslims face broad discrimination. Islamophobia included” discriminatatory and aggressive treatment by police”, a factor cited in youth unrest. A German teacher described the defeat of Ottoman forces at the edge of Vienna, as something to be celebrated, otherwise, boys would have been circumcised and the girls would have to cover from head to toe. The real hate preachers are Western politicians, teachers and media and not Muslim clerics and Muslim teachers. The long-term solution to terrorism lies not in Guantanamo Bay or British prisons, but in education – education about other religions, tolerance, free speeches, the history and the respect for human life. It is not the Muslim schools or Muslim majority state schools; it is those schools where native Brits are in majority, needs serious attention in terms of anxiety, bullying of Muslim pupils and threats to Muslim teachers. The role of schools to be highlighted in challenging Islamophobia, schools need to ensure that all children must learn about Islam. Muslim majority state schools should be designated as Muslim community schools with bilingual Muslim teachers as role models. Those are the real issues tackling extremism and alienation of the Muslim youths.      Iftikhar Ahmad www.londonschoolofislamics.org.uk 

Iftikhar Ahmad ● 6759d3 Comments ● 6540d

Building bridges

Building BridgesThe unrest among British Muslims both young and old is not only due the British policies abroad but also due the policies at home for the last fifty years. Anti-immigration was the norm during 60s & 70s and the British society and the Establishment just closed its eyes and even state schools tried to hide all physical and verbal abuse of Muslim children and teachers under the carpet. Muslims do not feel equal; that leads to a victim identity and extremism can take place. On top of that the young generation was deprived of their cultures and languages making them cut off from their cultural and linguistic roots. The second and the third generation were educated in State schools and they all speak English in local accents but not well versed in Standard English. Schools do not encourage and teach Arabic, Urdu and other community languages. They are even discouraged to speak their own languages at home. Now young generation of English speaking Muslims have an opportunity to build many more bridges between the British society and the Muslim community. Instead of building bridges both the societies are splitting apart at a point of no return. The words ISLAM & MUSLIMS have become the pre-occupation, biggest headache of and anathema to western politicians, media and public. These two words irritate them beyond imagination. Majority of Muslim pupils leave schools with low grades and now the few British Muslims who are in the institutions of higher education are under suspicion and the universities authorities have been urged to keep on eye on Muslims so that they do not involve in any subversive activities. This means a Muslim in an institution is not going to concentrate on his/her education and I am afraid to say that now majority of Muslim students are not going to complete their studies or research. The proposal is an act of racism. In my opinion, 7/7 bombers were the product of the British education system. They were mis-educated and de-educated by the native teachers who are not interested to understand their needs and demands. British society is reluctant to open up its sense of citizenship to all those that have come to live here. It has failed to help Muslims feel part of society. Institutional racism, drugs, crime incivility, binge drinking, anti-social behavior, rise in the rate of abortion and teen age pregnancies are common part of life in modern Britain. Muslim parent do not want their children to become integrated into such barbarity.The DFES document clearly states that children should be encouraged to maintain and develop their home languages. The research of Jim Cummins (2000) high lights, how bilingualism is a positive benefit to cognitive development and bilingual teacher is a must. A Muslim is a citizen of this tiny village. He/She does not want to become notoriously monolingual Brits.  Muslim children need state funded Muslim schools to be well versed in English, Arabic, Urdu and other community languages. They need Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. They need to be proud of their cultural heritage.  Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6558d2 Comments ● 6544d

Wandsworth Museum Campaign Group Bulletin #7

The public gallery was crowded to overflowing at the meeting of the Environment & Leisure Oversight and Scrutiny Committee (ELOSC) at the Town Hall on 2nd July.  The Committee considered and approved proposals for:• the closure of the Museum at the end of 2007 and its relocation from the Courthouse in Garratt Lane to the library part of West Hill• the closure of the library at West Hill in November 2007 and its move to the Courthouse where it would be amalgamated with Alvering Library which would also be closed• the closure of the Local History Service and its replacement with a Heritage Service.Closure & Relocation of the MuseumThe consultants appointed by the Council presented their draft business plan for the relocation of the Museum to West Hill.  It was evident that the plan had been prepared within a very tight timescale of just three weeks and against a limited remit.  Many of the costings were qualified as rough estimates or subject to confirmation.  The draft business plan makes clear that a minimum of £600,000 from the initial £1.0m offered by the Hintze Foundation will be used up in converting West Hill Library into a museum.  This sum would be required to make the library a secure and environmentally sound facility for housing the museum collection and to install and display the collection.  However, the consultants emphasised that this was “a very conservative estimate” and did not, for example, include the services of a professional museum designer.  The present Museum, in contrast, was designed and laid out by a well-known museum designer.Staffing at the new museum will be almost half that of the present museum whose 10 full-time equivalent staff includes two curators, two education officers, a documentation specialist and staff with expertise in organising and mounting exhibitions.  The projected total headcount in the new museum, in contrast, is expected to comprise 6 employees:- a curator- an education officer- an administrator and retail supervisor- a professional fund-raiser- 2 front of house staffThe draft business plan does not seek to preserve or expand the quality and range of services provided by the present Museum nor build on the excellence of its professionally designed displays.  Much of the depth of expertise and breadth of local knowledge offered by the present Museum is certain to be lost.  One post will be devoted exclusively to fund-raising and the reasons for this are described later on.Under the plans confirmed by ELOSC, the bulk of the present Museum staff will be made redundant at the end of September 2007.  A small number of employees, including the two curators, will be retained so that the Museum can continue to open for 20 hours a week until end December 2007.  In comparison, the Museum is currently open for 34 hours a week. The projected timescale for closing the present Museum and setting up the new is extremely short – three months from end 2007 to April 2008.  There must be serious doubts over just how realistic this is.  The relocation of the Museum from Putney Library to the Courthouse in 1995 took eighteen months’ planning and over six months to complete with a much larger team and a smaller collection.Financial IssuesThe presence of a professional fundraiser in the new Museum is just one indication of how much of a financial challenge will be faced by the charitable company that will be responsible for running it.  Wandsworth Council has refused to offer any ongoing revenue support for the new Museum despite the consultants’ comment that “We have not been able to discover another museum previously funded by the local authority before moving into trust status without receiving a significant annual grant from that local authority to part fund the museum’s running costs”.A brief look at other London boroughs shows how financially committed their councils are to supporting and promoting their local museums:                                                 Net Running Costs     Funded by Local AuthoritiesGunnersbury Park Museum:                  £297,600              53%Brent Museum:                                    £150,000                77%Croydon Museum:                              £476,000                100%Wandsworth Council’s stance is all the more difficult to understand given its discovery a few weeks earlier that the actual financial out-turn for 2006/7 had added £5.7m more than expected to the Council’s General Balance.The result is that despite the donation from the Hintze Foundation of £200,000 per year for the first five years of its operation, the draft business plan for the new Museum will require the professional fundraiser to bring in £92,000 from external sources.  The draft business plan provides no information about where this £92,000 will come from.  In addition, the board of the new Museum will be required to generate a further £30,000 a year.  It is extremely unclear where the new Museum’s projected income of £122,000 will come from, and it is even less clear how the new Museum will survive in Year 6 when the annual payments of £200,000 from the Hintze Foundation will cease.  The new Board will have to work extremely hard to keep the new Museum afloat financially.One critical element if the new Museum is to secure funding and grants from heritage and other cultural bodies is the need for it to have Accreditation.  There is serious doubt over whether the hard-won Accreditation granted to the present Museum can be retained when the collection is moved to a new building, with new staff and subject to a new charitable company.  It will be essential for the new Museum to obtain Accreditation, since otherwise the scope for the fundraiser to win funding and grants from heritage and other cultural bodies will be sharply reduced.    Draft Business Plan AssumptionsThe consultants were unequivocal on one point – “A commercial level rent [for West Hill] without considerable rebate or grant aid from WBC will make the entire West Hill museum project inoperable.”  When this issue was raised during the ELOSC Meeting last week, the Council was unwilling to offer any commitment beyond a statement by a Council official that it would look “positively” on the matter.  The draft business plan emphasises that anything more than a nominal rent for West Hill Library will make the plan for the Museum unworkable, but the Council has not yet been willing to commit itself even to this.The Council was equally unclear if the lease for the new Museum at West Hill would include responsibility for repairs and maintenance or whether the Council would volunteer to cover other areas, such as insurance of the museum collection, given the Council’s decision to retain ownership of the collection.One element of what is a complex equation lies partially in the hands of the De Morgan Foundation.  At the ELOSC Meeting on 2nd July, the Council approved a proposal to serve two years’ notice on the Foundation under the terms of their present lease.  If the De Morgan collection wishes to remain in the Borough, the Council confirmed a new lease would be put in place whose terms have yet to be negotiated.  Should the new lease be unacceptable or should the De Morgan Foundation find a more congenial solution elsewhere, there is a real likelihood it will leave West Hill within the next two years.  In such a case, it is unclear if the new Museum would be entitled to expand into the space vacated and, if it were to do so, on what terms.  What is evident is that the departure of the De Morgan collection would be a real loss to the Borough and is bound to affect the number of potential visitors to West Hill.    The Council emphasised that the draft Business Plan would have to be adopted by the board of the new charitable company and it would then be for that board to negotiate the details needed to take the Plan forward.  Although the Council indicated that Michael and Dorothy Hintze were content with the draft, there remains a substantial task for the board of the new charitable company which will include up to eight other members.  Until the board has finalised and approved a revised Business Plan as well as the various legal agreements that will be needed to underpin the Plan, there is no certainty that the present proposals for the new Museum will proceed as expected.The Wandsworth Museum Campaign Group (WMCG) will continue its work in representing the thousands of residents whose outspoken and continued support for the Museum has been a central factor over the last six months.  The Group wishes the board of the new charitable company every success in its task of establishing a new Museum and remains available to assist in any way it can in the critical process of agreeing and implementing a final business plan.Conversion of the CourthouseThe Council has regularly sought to separate the project for the conversion of the Courthouse into a library from plans for relocating and setting up the new Museum.  However, it is beyond argument that their timing and execution are inter-dependent.At the ELOSC Meeting, the Council disclosed that the cost of converting the Courthouse into a library had now risen from £1.2m to over £1.5m.  However, as the Courthouse is a Grade II listed building, this new estimate is still subject to further discussions with and approval from English Heritage who have already rejected previous proposals as unacceptable.A presentation of plans for the new library confirmed what has been evident since January this year – the result will not be a modern library with convenient access to all facilities on a single floor (as at West Hill and Alvering).  Instead, the bulk of the £1.5m will be devoted to overcoming the limitations and eccentricities of a Victorian building whose cellular layout and multiple floors require a host of design and layout compromises.According to the Council, the rationale for pressing on with a library in the Courthouse a few minutes’ walk from West Hill and Alvering is that it would save some staff costs, release the Alvering site for sale and would automatically attract an extra 100,000 visitors a year.  The sole basis for this last statement is a rough analogy with other libraries in the Borough.  No research or evidence was presented to confirm that tens of thousands of new users are ready and waiting for a library to open in the Courthouse in exchange for the closure of West Hill and Alvering.  The suggestion that the creation of a central library could be deferred until the Ram Brewery site became available was rejected by the Council on the grounds that it was obliged to make savings now and could not afford to wait.  This again sits strangely with the news that the Council has just found a further £5.7m in funds this year.  Residents might be forgiven for drawing the conclusion that having made the creation of a library in the Courthouse an absolute article of faith, the Council is prepared to spend a large and increasing amount of tax-payer’s money to achieve this end.  And this in the face of the Council’s oft-repeated concern over “continued squeezes in government funding”.Issued on behalf of the Wandsworth Museum Campaign Group on 11th July 2007

Cedric Peachey ● 6589d0 Comments ● 6589d

European and Community Languages

European and Community LanguagesThe class of 2006 is poorly equipped to take on the globalised world, despite of their high grades. Less than five percent take foreign languages. The UK recently came bottom out of 28 countries in language ability, according to a study.  Learning of languages widens the mental horizons. The British education system is depriving its citizens of the possibility of all the wonderful and useful things that come with a foreign language. An English only education leaves our children at a linguistic and cultural disadvantage. It leaves our children behind. Learning a second language at an early age has a positive effect on intellectual growth and enriches and enhances a child’s mental development. It leaves students with more flexibility in thinking. It opens the door to other culture and helps a child understand and appreciate people from other countries. It increases job opportunities in many careers where knowing another language is a real asset. Some research suggests that bilingual children are more creative and better at solving complex problems. Bilinguals outperform verbal and non-verbal tests of intelligence. Researchers from University College London found out that learning a second language “boots” brain power. It is a well known fact, if somebody refuses to learn someone else’s language; they implicitly reject the other’s culture and their way of life. Schools need to teach children maths and three languages from nursery to A-level. In western European countries, all children are supposed to learn two languages along with the mother tongue at early stages. Younger children are more receptive to foreign languages than older pupils and are able to absorb the rhythms and structures more easily. It is essential that enthusiasm for languages could be nurtured earlier.The largest ethnic minority groups in British schools are children of Pakistani origin: a community often accused of resisting assimilation and integration. Ann Cryer, the MP for Keighley blamed Imams for not speaking English. She should blame British schooling for not teaching Urdu/Arabic to Pakistani children, thus depriving them of understanding the Sermons in Arabic/Urdu. They are unable to enjoy the beauty of Urdu/Arabic literature and poetry. Imams are not part of the problem rather than the solutions. There is a proposal to teach Urdu as a compulsory language instead of French and German in British schools. The British Government is urged to remove the requirement in the National Curriculum that children between the ages of 11-14 study at least one European language. The linguistic abilities of large number of Muslim children were being ignored because they had to learn another European language as well as mastering English. The Government must promote the status of Urdu language instead of languages of European origin. Tim Benson, head of Nelson primary school in Newham said that the “nationalistic curriculum failed to recognize the staggering array of linguistic abilities and competencies” in schools such as his, where the pupils spoke more than 40 languages. The linguistic dexterity of families speaking an array of languages was celebrated but the “awesome achievements” of children mastering three or four languages were barely recognised by the education system. Social and emotional education comes with your own language-literature and poetry. A DFES document clearly states that children should be encouraged to maintain and develop their home languages. A study shows that bilingualism is a positive benefit to cognitive development and bilingual teacher is a dire necessity and is a role model. The price of ignoring children’s bilingualism is educational failure and social exclusion. Bilingualism could be developed by bringing a partner from Pakistan. The kids will get better at both languages. One will speak English while the other will speak Urdu.A language is not just a series of words and communications; it’s the product of a culture of people. Language is a product of history and culture. The more we destroy our linguistic diversity by only using English, the more we lose the diversity of our cultural and historical identities. Erasing languages is erasing history. Erasing history leaves people without identity and a sense of identity is what makes us human. Learning languages teach us different ways of thinking, a worthwhile and enlightening mental exercise. Languages keep us apart from animal world. Human diversity is a part of God’s plan of creation. It is something to be encouraged as a social good, not something to be annihilated in a melting pot of national cohesion. If we force the whole world to speak only one language, we are forcing the whole world to lose its own identity and culture. Languages make the world a better place. It helps us to realize that we are all different and hopefully to be more tolerant with our differences.     Iftikhar Ahmadwww.londonschoolofislamics.org.uk

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Two Parents Theory

Two Parents TheoryAccording to Professor Tariq Ramadan, young Muslims have two parents, one their Muslim community and the other British society.  He blames both parents for all their problems. Both of them could not and still not able to develop British Islamic Identity. They do not know where they belong. They are mis- fit not only for the host society because of their colour of skin but also for the Muslim community because they are unable to talk with their parents and elders in their own languages. They have become notoriously monolingual like native Britis.   Muslims suffered discrimination in all walks of life, while they have contributed for the advancement of British economy. Now the second and third generation born and educated in the United Kingdom is blamed for the act of violence. Those who indulge in violence are not the product of Muslim schools. They come from well-educated middle class families. They are even educated in western institutions and liberal environment. It must be understood clearly that terror bombing is basically a political and not a religious response. A modern educated youth is far more aware of injustices being done to Muslims in Afghanistan, Iraq, Palestine, Kashmir and Chechnya. They also become aware of the past colonial history and its continuation in modern times to varied degrees. It was not hatred of the West but hatred to wards its policies. One must distinguish between the two. In case of London bombing, a life of total alienation led to a burst of rage in Leeds, according to Amy waldman of New York Times. These young men are motivated by both injustices at home and abroad. Their alienation and frustration play no lesser role than the sense of injustices by the western rulers against Muslims abroad. I am afraid even fatwas by Muslim scholars will not de-motivate them, unless suitable policies are adopted at home and abroad. Attacking radical preachers is a way of avoiding facing up the problems within mainstream British society. Banning extreme groups and exporting their leaders will just push the problem underground.    There are many underlying factors to see the unrest among Muslim youths. Much has been said about the failure of Masajid to provide institutional avenues for frustrated Muslim youths to express their discontent. Elders are out of touch with the Muslim youths who then turn towards alternative channels to express their discontent. It is a fact that British racism is the greatest recruiting tool of so called Islamic terrorism. Muslims are expected to keep their faith entirely out of politics, yet faith plays a crucial role in the United States politics.Iftikhar Ahmad 

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Multi-faith Schools

Multi-faith SchoolsThere is an extraordinary proposal to unite Muslim, Jewish, Christian and Hindu children in the country’s first multi-faith secondary school. The plans, backed by leading figures, are aimed at transforming the image of faith-based education which has been criticized in the wake of race riots. They hope that the 1000 pupils’ school planned for the London Borough of Westminster will be the first of a series of similar ventures around the country. Now Sir Cyril Taylor is of the opinion that schools dominated by Muslim pupils should be closed down and replaced with multi-faith academies. I think Sir Cyril Taylor proposal is short-sighted and xenophobic. It is falsely called a blueprint for community cohesion and raising standards. The multi-faith schools are actually community schools. Every community school is potentially a school of many faiths and no faith, and the new academies are exactly the same. Integration does not mean mixing of different races and creeds; in fact integration means to satisfy the needs and demands of the communities who differ from each other. A few Muslims, Jewish and Christian’s secularists are against such schools and put forward a naive idea of Multi-faith schools which is not going to be accepted by those who believe in choice and diversity in education. Multifaith schools are not going to bring together children from different faiths. Such schools are going to mis-educate and de-educate Muslim pupils just like any other state school. State schools are already multi-cultural and multi-racial but relation between different communities has gone from bad to worse for the last 30 years. The recent riots are clear evidence of institutional racism which is rife in state schools. Even Polish pupils are victim of physical and verbal abuse. There is no sign of respect and understanding between the children of different communities. There will be hardly any difference between future Multi-faith schools and present state schools. The silent majority of Muslim parents would like to see their children attending Muslim schools. Muslim schools provide Muslim children with the opportunity to attend institutions of academic excellence which could reinforce their commitment to their culture, religion and languages while at the same time opening constructive dialogue with the British society in which they live. There is a dire need for more state funded Muslim schools. There are hundreds of state schools where Muslim pupils are in majority, such schools may be designated as Muslim community schools under the management and control of Muslim educational Trust or Charities. In Bradford, two Church schools have 90% of Muslim pupils and the Church of England should consider designating those two schools as Muslim community schools. State funded Muslim schools need bilingual Muslim teachers as role models. Bilingualism is recognized by researchers as educational advantages. Schools need to take steps to support children’s bilingualism, which is an economic asset as well as an asset to migrant communities. The study of Comparative religions is not required in Muslim schools because Islam teaches respect, tolerance and understanding of those who are different. The teaching of Standard English will help Muslim children to follow National Curriculum. They will be able to achieve high grades to pursue higher studies and research to serve humanity. The teaching of community languages and Urdu will help them to enjoy the beauty of their literature and poetry. They do not find themselves cut off from their cultural roots. The teaching of Arabic will help them to practice Islam and recite and understand the Holy Quran. Only state funded Muslim schools can satisfy the needs and demands of the Muslim parents and pupils right from nursery level.Iftikhar Ahmadwww.londonschoolofislamics.org.uk

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An Open Letter to the Secretary of State for Education

The British Government is planning to make it easier to schools to “opt in” to the state sector. This would allow more minority faith schools to recieve state funding. The Association of Muslim schools received £100,000 from the British government to make the transition smoother for more of the 120 independent Muslim schools. Muslim children in state schools feel isolated and confused about who they are. This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim. 97% of Muslim pupils are in state schools. There are hundreds of state schools where Muslim pupils are in majority. In my opinion all such schools may be converted to Muslim community schools, manage and control by Muslim educational Trusts or Charities. State funded Muslim schools make sense. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. None of the British Muslims convicted following the riots in Bradford and Oldham in 2001 or any of those linked to the London bombings had been to Islamic schools. An American Think Tank studied the educational back ground of 300 Jihadists; none of them were educated in Pakistani Madrasas. They were all Western educated by non-Muslim teachers. Bilingual Muslim children need bilingual Muslim teachers as role models.The national school systems of social democratic countries such as Netherlands, Sweden and Denmark are based on the principle that children can choose schools in either the state or independent sector funded by the taxpayers. CRE chairman stepped up his campaign to segregate black school boys to raise their academic achievement. A Cambridge University study found that single-sex classes could make a big difference for boys. They perform better in single-sex classes. The research is promising because male students in the study saw noticeable gains in the grades. The study confirms the Islamic notion that academic achievement is better in single-sex classes. Iftikhar Ahmad 

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Citizenship Education

Citizenship EducationCitizenship education has been added to the National Curriculum and its aims to teach pupils: about the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding. The introduction to the National Curriculum proclaims: promoting pupils’ spiritual, moral, social and cultural development through citizenship.In an ideal world, Muslims would have integrated schools where people of different faiths could specialize in them within the curriculum. But we are a long way from that and as a consequence I think we have no choice but to have state funded Muslim schools. All the evidence shows that faith schools raise pupils’ confidence and self esteem better than state schools do. If you understand the moral parameters of your own faith properly and are confident in who you are, that makes you a good citizen, it means that you do not feel threatened by others and you are not susceptible to extremism. Muslim schools give a strong moral and spiritual out look on the world, the children feel secure. Muslims are no longer considered to be merely part of the sub-continent immigrant labouring class. They are British and part of the British society in all walks of life. Muslims schools are worthy of support. Parents of private Muslim schools are taxpayers too and are entitled to a share of the education budget. Muslim schools are promoting good citizenship and are promoting a better understanding of people and communities around them.Islamic school does not foster separatism and hatred. There is ample evidence that state schools foster intolerance, hate and bullying. There is no evidence that Islamic schools indoctrinate children with values that endanger shared society. David Bell, the chief school’s inspector was wrong to say that Islamic schools must do more to promote social cohesion. There is no evidence that there is a link between Islamic schools and terrorism. Islamic education actively discourages terrorism. Muslim parents want their children to keep their faith, culture and languages and not fall into Western way such as binge drinking, yobish culture and loose morals. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. It is the state schools who have been producing intolerance.Citizenship lessons do not make full sense” unless they are taught within the context of Islam. In the same way Multicultural studies should also be taught in the context of Islam. Just because people do not throw bricks at each other on a daily basis, does not mean everything is rosy in the garden. We do need a common sense of British Identity but it has nothing to do with “common values or shared culture”. We can learn from Ottoman multi ethnic empire which achieved remarkable degree of religious tolerance. Terrorism is nothing to do with British Muslim community. It is an international problem, created by the unjust policies of the West towards Muslims. Government measures to tackle terrorism are creating a climate of fear among Muslims and risk encouraging Islomophobic attacks. Recent government proposals to screen clerics and close down Masajid were sending out a message that Muslims cannot be trusted.Iftikhar Ahmadwww.londonschoolofislamics.org.uk

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Open Letter to Sir Cyril Taylor

Open Letter to Sir Cyril TaylorSir Cyril Taylor, the chairman of the Specialist Schools and Academies Trust, is of the opinion that Muslim children are not doing well in schools because they speak their own mother tongues at home. A very high proportion of the mothers come from the sub-continent, few speaking English. It is a major cause of lower results in English. If children do not use their home language, it will die and with it they lose a big part of their faith and culture. Children see language as a feature of their identity. By welcoming a child’s home language, schools facilitate the flow of knowledge, ideas and feelings between home and school. Humans have a unique ability to learn more than one language. Jimmy Carter called for the providing all immigrant pupils with a teacher speaking their native language. One of the most powerful ways of boosting the moral and academic ambitions of bilingual pupils is to help them get the easiest qualification of all – their home language GCSE. The result has been stunning. More than 80% of bilingual pupils at st. Martin school in Lambeth who have studied for home language GCSEs have earned As.According to the Rights of the Child, all children must be allowed to speak their own language and practice their own religion and culture. Schools must recognize bilingualism as positive learning resource. Bilingualism should be explicitly valued as a special achievement. The opportunity to use first language will help development in English. Language is a very important symbol of cultural identity and schools should ensure that they value the linguistic diversity. British schooling is very unwelcoming and intimidating institutions for those with lesser or no English. The studies carried out in Britain concluded that children who speak two languages do better at schools than those who speak only one. Dr Raymonde Sneddon of UEL was able to demonstrate that far from being confused by using different languages, these children display greater comprehension when reading English. They tend to be on higher ability groups – because the skills they acquire and develop in their language use is transferred to other subjects. A study in Leicester by Arvind Bhatt found that bilingualism improved a child’s overall educational performance by instilling a more subtle use of language and better communication skills. The findings contradicted the controversial comments made in 2002 by the Home Secretary David Blunkett and recently by Ann Cryer, who decried the “negative impact” on society of children growing up with different languages at home and at school. Their views were based on the false premise that children can learn only one language at a time and that learning a mother tongue interferes with English. Another study in Watford found that a large number of British children learn to read in more than one language at the same time as they learn to read in English. It is a well known fact that to reject a child’s language in the school is to reject a child. Children’s cultural and linguistic experience in the home is the foundation of their future learning and the school must build on that foundation rather than undermine it. The cultural, linguistic and intellectual capital of British society will increase dramatically when we stop seeing culturally and linguistically  diverse children as “a problem to be solved” and instead open our eyes to the linguistic, cultural and intellectual resources they bring from their homes to schools and societies.Iftikhar Ahmadwww.londonschoolofislamics.org.uk

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Crusade for Fairness

Crusade for FairnessAccording to a poll for a conservative think-tank, the growing number of young Muslims is embracing radical Islam. Young Muslims hold aggressively more extreme views than their parents. The think-tank blames multiculturalism for producing a generation of young Muslims who champion their right to be different. Multiculturalism is nothing to do with community cohesion and at the same time it does not divide people. British society is already divided because of institutional racism and extremism by all political parties. British society can tolerate foreigners as economic slaves but is unwilling to accept them as human beings. Muslims are human beings with social, emotional and spiritual needs and demands. They are not just economics. It is not 9/11 or 7/7; Islam was always portrayed as a threat to Western societies. Fear and the emotions that accompany it, has become a part of the public mindset. Headlines about waves of immigrants and fears of being swamped by foreigners are not much different now and they were in the past, and it is enough to make you wonder if we really were welcome in this country. Britain seems to be more in the grip of Muslim – Mania – an obsession with all things Islamic. Not a single Muslim group, Masajid, Imams, Muslim schools are promoting separation. Muslim girls are doing well at schools and universities. It is a myth to say that they are being held back by their fathers. Muslim community would like to see more and more state funded Muslim schools, where Muslim boys and girls could be educated separately by Muslim teachers.  In the past Muslim community was victim of Paki-bashing in all walks of life by the British society and the British establishment did nothing to tackle their suffering. Now the Muslim community is victim of terrorism by the British establishment, despite the fact that majority of Muslim youths were British born and educated. They speak English in local accents. They pick up English from play grounds and from the streets. British schooling never tried to teach them Standard English to follow the National Curriculum. State schools were and still are reluctant to teach Arabic and Urdu to Muslim pupils, making them cut off from the cultural roots. They are even mis-fit for their own communities and at the same time British society never accept them as British. Brutishness is often equated with Englishness, ‘whiteness’ and also with Christianity. A Pakistani does not, by being born in England become an Englishman. In law he becomes British citizen by birth; infact he is a Pakistani still. Britain was puzzling over how a few young Muslim men, British born and educated, could feel so alienated that they wanted to blow up their fellow British citizens. I blame the British education system which is the home of institutional racism and native teachers, who are in no way role models for Muslim children. The teaching of citizenship called for greater focus on ‘core British values’. Britishness is an artificial concept and it cannot fix the fundamental flaws in the education system. Screaming abuse, the use of aggressive, two-fingered, four-lettered words and self-righteous hatred of foreigners have become typical Britishness. A liberal society prides itself on tolerance, upholding of civil rights, and celebration of diversity and individual space. These attributes are a lot easier to preach and are not always easy to practice. Iftikhar Ahmad www.londonschoolofislamics.org.uk

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Association of Muslim Governors

Association of Muslim GovernorsThere is a shortage of school governors and it is difficult to find a Muslim governor in a state schools. A campaign has started to recruit more and more Muslim governors.  In 2003, there were only 53 Muslim schools and now there are more than 126 full-time Muslim schools and more are in the pipe line because of racism and anti-Muslim feeling in state schools. The silent majority of Muslim parents would like to send their children to Muslim schools. In my opinion, AOMG and MCB should campaign for more state funded Muslim schools rather than asking for more Muslim governors in state schools. Muslim children are disadvantaged by an education system that perpetuates inequalities. British media and schooling tried their best to mirror Islamic cultural values as inferior, backward traditions and unworthy. This cultural obliteration is being made possible by the negation of the right to speak Urdu and Arabic as well as choice of dress.I think that Muslim governors in state schools are not going to bring any kind of change. I became the first Muslim governor in Newham in the 70s but left after three years. I was the only Muslim governors and I found it a waste of time. In the 90s, Stratford school in Newham was opted out by the board of governors from the LEA. Majority of governors were Muslims. Within a year there was a conflict with the non-Muslim head teacher and the Secretary of State for Education dismissed all the governors and appointed new governors. The head teacher took early retirement and was awarded round about two hundred and fifty thousands pounds as a reward for getting rid of Muslim governorsThere are hundreds of state schools where Muslim pupils are in majority. In my opinion, those schools should be designated as Muslim community schools. State funded Muslim schools are the solution and not the problem. Muslim pupils are bilingual. Bilingualism strengthens their cultural identity and foster educational success. It is such a gift to a child, that it is irresponsible not to encourage its natural development. Trilingual 11-years olds outperform monolingual children in reading tests. They are five times more likely to get five A-C grades at GCSE than those who don’t. Bilingualism and biculturalism should be valued and recognized by the teachers. If children’s education leads them to believe that the language of their parents is somehow “inferior”, the chances of their feeling out of place in their extra-familial environment are likely to be greater (“banlieux” of Paris, November 2005?). Telling them to “go home”, to a “home” where they were not born, is no sort of a solution. The price of ignoring children’s bilingualism is educational failure and social exclusion. Learning to read in three languages has social, emotional and cognitive advantages, according to a study of 5-7 years olds in Watford. The children learn English, Urdu and Arabic at the same time at the age of five.Iftikhar Ahmad www.londonschoolofislamics.org.uk

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An Open Letter to Ruth Kelly

An Open Letter to Ruth KellyAccording to Ruth Kelly, approved citizenship lessons may be introduced in Muslim schools and supplementary schools to eradicate extremism and violence in Muslim communities. Muslim schools help to strengthen community cohesion, not undermine it. This is the reason why all Teachers Unions do not like to see the rapid growth of Muslim schools after 9/11 and 7/7. According to a world wide survey, Islam was found to have little to do with radicalization or antipathy towards western culture. The war on terror has radicalized Muslims around the world to unprecedented levels of anti-American feeling. The wealthier and better –educated were more likely to be radicalized. This is a climate of growing mistrust between Islam and the West. Muslims are a group causing very little terrorism in Europe, while at the same time; Muslims are much more likely to be arrested on suspicion of terrorism. There were 498 incidents in eleven EU countries in 2006. The truth is that only one out of 498 terrorist attacks was carried out by Muslims. But the Western and especially British media are not interested on reporting such incidents. More than half of Muslims were arrested on suspicion of terrorism.  The native children need citizenship education as well as Islamic education because they have no respect and are reluctant to tolerate those who are different. Government figures revealed that the number of pupils suspended from schools for racist abuse rose nearly one-third in a year. The schools are reluctant to report racist bullying because they do not want their schools to gain a reputation for having racist problems. Blackburn and Burnley were identified as being among the country’s most divided areas, where racial tension is very high. The wholly negative attitudes towards Islam in the West have a very long history and have a palpable feel more than ever at the moment. Islamophobia is alive and well. The mass media, popular culture and the leading forces in world politics are all mostly hostile to and in their representations of Islam, and Muslims. British right-wing target Muslims as the new “enemy other”. Muslims in Britain are disempowered, disenfranchised, disenchanted, disaffected groups at the margins of economy, society and polity. Identification with Islam is strengthening among young generations of Muslims, both as a reaction to racist hostility as well as a desire to understand Islam. The brutal colonial history, combined with racism which endemic in the host country, this creates an atmosphere of mistrust.   It is the state schools as well as British media and politicians, creating a sense of intolerance in all walks of British life. There is a tendency in the Western media to portray Islam in a negative way. The media stirs up fear and prejudice towards Islam and reinforce the image of Islam as the enemy. The Western media is stoking up fear of Islam and rely on “simplistic notion of the battle between cultures.” Lord Falconer’s speech to the National Association of Head teachers’ has many contradictions. He talks about freedom yet he wants to take this freedom from Muslim students. He talks about tolerance yet he encourages intolerance towards Muslims. Jack Straw, Phil Woolas, Bill Rammell, David Davis and the list is endless of the politicians that have created an atmosphere of fear and demonisation towards innocent Muslims. The speech reinforces the discrimination towards Muslims legitimised by the Government and the Lord Chancellor. The number of racist statements has increased dramatically in Europe. The number of racist statements reportedly grew by between 25 and 45 Percent in France, Netherlands, Britain, Italy and Belgium. In one EU country, racism increased by as much as 70%. According to EUMC, the increase can partly be attributed to easier procedures for reporting racism and more publicity on the problem. A leader of the Freedom Party said, if Muslims want to stay in the Netherlands, they should tear out half of the Koran and throw it away and they should not listen to the Imams. Islam is a violent religion. Third World War has begun. In the past he voiced his fear of a “tsunami of Islamisation in the Netherlands”. Islam is depicted as a threat to Christian identity. It has produced an advertisement showing an Islamic Crescent above an ancient church with these words: ‘This is the true hidden desire of Muslims’. The interior minister of Austria called for the banning of hijab-clad teachers and asserting that 45% of Muslims defy assimilation. In Belgium, the editor of Het Velb insulted the local Muslim community by referring to it as a breeding ground for thousands of Jihad candidates. Deep in the European subconscious is the memory of a war with the Muslims. How Sicily was lost, how half of Spain was conquered and finally how Constantinople was conquered on Tuesday, May29, 1453, a date that lives in infamy. It was the end of Christianity in Turkey and that was to become Istanbul. Brussels launches sermons about gender equality, though it should be remembered that Turkey gave women the vote before Belgium.      The British Government has continued to create an atmosphere of hatred and fear since 7/7 towards Muslims. Ant-terror laws, indiscriminate arrests of innocent Muslim youths and demonising Muslims that dresses in certain way. It is the mainstream Britain which needs to integrate more with the Muslim way of life, not the other way round. One can learn hospitality, tolerance and generosity from Muslims.Islam isn’t the sickness. It is the cure. It is one of liberty and equality. Secularists and followers of other religions regard Islam with something approaching panic. It is wrong to say that Islam has turned Osama bin Laden into a devil. It is the Secularist Western policies have turned Osama and others against the West. The world needs Islam to address the moral issues. America and Europe are wealthy, but they are morally impoverished. Broken families, drugs, booze, youth gangs, crime, neglect of children and the old, the sheer boredom of shopaholicism, terrorism, the inner-cities slums, materialism itself, are all the marks of a global society in decline. Children need to be taught to distinguish between right and wrong. Iftikhar Ahmad www.londonschoolofislamics.org.uk

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Wandsworth Museum Campaign Group: Bulletin #4

The WMCG has warmly welcomed the news that a local benefactor - the Hintze Family Charitable Foundation - has come forward and offered £1 million to re-establish the Museum in West Hill under an independent trust and a further £1 million to run it for five years. This proposal includes the De Morgan Collection which was to be evicted from West Hill Library as part of the Council’s plans for Wandsworth town centre. At the same time as announcing this very positive news on 28th March, the Council proceeded to confirm their original timetable and process for the closure of the Museum as part of its plan to amalgamate West Hill and Alvering Libraries, using the Museum’s Court House premises in Garratt Lane as their combined location for a central library.  We now have the contradictory situation where the clock is ticking towards a closure date of September despite the Council having reversed its stance on the future of the Museum and having accepted the Hintze’s offer to help save it.Faced with the decision of the Council to proceed with closure of the Museum and eventually transfer it to West Hill, the challenges that face campaigners and residents are:1. to persuade the Council to retain those members of staff whose unique skills and experience have made the Museum such a beacon of excellence so that they are available to transfer, if they wish, to the new Museum when it is established;2. to ensure the Council preserves the Museum’s pioneering outreach services to schools and other community groups so that these too can be continued at the new museum with the minimum interruption;3. to minimise the gap in time between closing the Museum and re-opening it at West Hill;4. to minimise the costs of relocating the Museum to West Hill so that the generous donation from the Hintze Foundation is not dissipated in unnecessary storage and handling; and5. to work effectively with the Council and the Hintze Foundation to ensure that the new Museum has a solid start and strong financial platform.If the above factors are not carefully managed, there are real risks to the future of the Museum even with the generous donation from the Hintze Foundation.  Without the existing staff, with their specialist expertise and local knowledge, and with the artefacts put into storage, the Museum will lose its hard-won national Accreditation.  Without Accreditation it will not qualify for the various museum grants that are available, money it will certainly need for its future survival.In addition, a closed Museum may well have to return artefacts it has received on loan and will no longer be able to continue the excellent education programme for schools.  Everything will have to begin again from scratch.These issues are being urgently addressed by the Wandsworth Museum Campaign Group now that the initial priority of securing base funding has been achieved. WMCG is a strictly non-political committee with members from across the political spectrum, including many with relevant professional experience in areas such as conservation, heritage, financial & project management, marketing, buildings and architecture. The Group’s focus is now on the essential detailed planning that the Museum will need to make the most effective possible use of the new trust framework as well as to best use the funds offered by the Hintze Foundation. To this end the WMCG has approached the Hintze Foundation, Wandsworth Borough Council, the Museums Libraries Archives Council, the Museum of London, the London Society and the Association of Independent Museums to ensure the Group is fully appraised of how and where it can best contribute to the transfer, establishment and running of the new Museum.In spite of the substantial donation offered by the Hintze Foundation, WMCG is not complacent and in order to retain the award winning status for which the Museum has already been recognised WMCG needs your support (especially anyone with database management skills). So please follow the story in the press, on this and other community websites and if you’re interested to find out more or wish to become a Friend of Wandsworth Museum please email your contact details to: WandsworthMuseumGroup@hotmail.co.uk

Cedric Peachey ● 6686d0 Comments ● 6686d

Crusade for Fairness

Crusade for FairnessAccording to a poll for a conservative think-tank, the growing number of young Muslims is embracing radical Islam. Young Muslims hold aggressively more extreme views than their parents. The think-tank blames multiculturalism for producing a generation of young Muslims who champion their right to be different. Multiculturalism is nothing to do with community cohesion and at the same time it does not divide people. British society is already divided because of institutional racism and extremism by all political parties. British society can tolerate foreigners as economic slaves but is unwilling to accept them as human beings. Muslims are human beings with social, emotional and spiritual needs and demands. They are not just economics. It is not 9/11 or 7/7; Islam was always portrayed as a threat to Western societies. Fear and the emotions that accompany it, has become a part of the public mindset. Headlines about waves of immigrants and fears of being swamped by foreigners are not much different now and they were in the past, and it is enough to make you wonder if we really were welcome in this country. Britain seems to be more in the grip of Muslim – Mania – an obsession with all things Islamic. Not a single Muslim group, Masajid, Imams, Muslim schools are promoting separation. Muslim girls are doing well at schools and universities. It is a myth to say that they are being held back by their fathers. Muslim community would like to see more and more state funded Muslim schools, where Muslim boys and girls could be educated separately by Muslim teachers.  In the past Muslim community was victim of Paki-bashing in all walks of life by the British society and the British establishment did nothing to tackle their suffering. Now the Muslim community is victim of terrorism by the British establishment, despite the fact that majority of Muslim youths were British born and educated. They speak English in local accents. They pick up English from play grounds and from the streets. British schooling never tried to teach them Standard English to follow the National Curriculum. State schools were and still are reluctant to teach Arabic and Urdu to Muslim pupils, making them cut off from the cultural roots. They are even mis-fit for their own communities and at the same time British society never accept them as British. Brutishness is often equated with Englishness, ‘whiteness’ and also with Christianity. A Pakistani does not, by being born in England become an Englishman. In law he becomes British citizen by birth; infact he is a Pakistani still. Britain was puzzling over how a few young Muslim men, British born and educated, could feel so alienated that they wanted to blow up their fellow British citizens. I blame the British education system which is the home of institutional racism and native teachers, who are in no way role models for Muslim children. The teaching of citizenship called for greater focus on ‘core British values’. Britishness is an artificial concept and it cannot fix the fundamental flaws in the education system. Screaming abuse, the use of aggressive, two-fingered, four-lettered words and self-righteous hatred of foreigners have become typical Britishness. A liberal society prides itself on tolerance, upholding of civil rights, and celebration of diversity and individual space. These attributes are a lot easier to preach and are not always easy to practice. Iftikhar Ahmad www.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 6722d0 Comments ● 6722d

Criticism and Praise for Muslim Schools

Criticism and Praise for Muslim SchoolsMuslim schools offer a more conducive environment for learning because Islam teaches respect and stress learning whereas in state schools, there is a high level of disrespect. There is no evidence that Muslim schools foster separatism and hatred and indoctrinate children with values that endanger shared society. There is a positive co-relation between faith, culture and language. Faith needs culture and languages to flourish. According to a research, children who study the language and culture of their parents may achieve more and become more involved citizens. Migrant Muslims speak variety of languages. State schools as well as Muslim schools give lip service to the community languages but majority of Muslim schools completely ignore or discourage community languages. The chairman of the Association of Muslim Schools Mr.Idrees Mears, a native revert totally rejects the teaching of Urdu and other languages. The same opinion was expressed by the head of state funded Islamia School as well as by the Chairman of the Nida Trust. They are not in a position to understand the needs and demands of the bilingual children because they are themselves monolinguals. It is a well known fact that social and emotional education comes with ones own language, literature and poetry. Pakistani children suffer more than other children. They speak different languages at home and when they go to the Masajid they are exposed to Urdu and Arabic. At schools they are exposed to English and at the age of 11 are exposed to European languages. Now European languages are introduced at Primary level, but Urdu is totally ignored and discouraged by the state as well as by the Muslim schools. English, Arabic and Urdu must be introduced at nursery level so that the children can grow up with three languages. We have already lost three generation and the fourth one is in the process of losing its linguistic and cultural identity by not learning Urdu. The Muslim community is suffering because of social and cultural problems of high rate of divorce, run away young girls, low academic achievements, drug addiction, drinking, teenage pregnancies, disrespect for their parents and elders, forced marriages and honour killings. It is all because our youth are cut off from their cultural roots and languages. I blame state schools because they have never been serious in the teaching of Urdu, Arabic and other community languages.   An American research reveals in 2005 that bilingual learners with no education in their first language take longer to learn English and a bilingual learner with a good education in their own language do best of all. Muslim schools are committing the same mistake by ignoring community languages. Even DFES and OFSTEAD are not serious about the importance of bilingualism and bilingual education. Their priority is the teaching of English language. No body is denying the importance of English as an economic language but equally important is the first languages of the children for social and emotional literacy.I have been campaigning for Muslim schools since early 70s because there is no place for foreign cultures, languages and faiths in state schools. Muslim children are victim of racial abuse and discrimination. Neither Muslim community nor the DFE paid any attention to my proposal. Muslim community kept on setting up Masajid for worshiping and for the education of their children. Masajid help Muslim children to recite the Holy Quran without understanding and teach them how to perform their prayers. DFE introduced Multicultural education for the integration and assimilation of the Muslims. I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. But due to its closure, it could not become a model school for others to follow. Islamia School, founded by Yusuf Islam became the model school where there is no place for the teaching of Urdu and other community languages and only Arabic is taught.The sound knowledge of ones owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who traveled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity. Majority of Muslim children are from Pakistan. They need to learn Arabic and Urdu to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Bilingualism and bilingual education should be part and parcel of each and every Muslim school. The problem is that most of Muslim schools are running by British educated Muslims who are made monolinguals by state schools. They do not feel the charm of bilingualism. They have never been given the chance to learn Arabic and Urdu along with English. An English man is proud of his language, culture and faith or no faith. In the same way a Muslim should be proud of his faith, languages and cultures. In my opinion at least three hours a day must be given for the teaching of English, Arabic, Urdu and other community languages from nursery level. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity. Iftikhar Ahmadwww.londonschoolofislamics.org.uk    

Iftikhar Ahmad ● 6759d0 Comments ● 6759d

New testing thread!! Grand Union Canal

I didn’t manage to get a picture of the lock-keepers office nor of the bridge above..but soon the Thames came into view!OoooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooBy the way, I believe there was filming here a couple of days ago..for something called “Hustle”? .It’s opposite the Brewery Tap pub remember..and is used by Artists..quite separate from those on Johnston Island.oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooWhen you leave that final lock (Thames Lock) views like these appear. Nigel is an expert on these places.OooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOoooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOoooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooOooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooAnd finally Kew Palace comes into view (picture taken during Lots Ait trip)OooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooAt this point my camera became full..and so I was unable to take pictures of the meadowlands around Syon Park.  But Nigel has published some.OooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooEnd of Fridays trip up and down the Canal…just that special escursion behind The Island Development to do.

Jim Lawes ● 6889d4 Comments ● 6887d

Introductory Talk on Meta-Medicine

Discover what may cause disease, pains, illnesses or Cancers using Meta-Medicine® Meta-Medicine® is not a therapy but a diagnostic tool that aims to answer why a disease has occurred, what is the biological reason for it being there and what may be the best therapeutic solution so the body can heal itself more effectively.Used in Germany by medical doctors and health practitioners, Meta-Medicine® aims to demonstrate how our body’s survival programmes, coded in our DNA, can be triggered by emotional shocks, which show up on brain CT scans as rings in specific areas. Each one of these rings corresponds to an organ in the body. By working back from a symptom, via The Meta-Medicine® Brain Directory and Meta-Medicine® questioning techniques, it is possible to establish what was the biological conflict shock that caused the disease to occur and then what might be the most effective therapeutic intervention so a person can get back to good health.Meta-Medicine® may answer why certain ‘unsolvable’ diseases such as Irritable Bowel Syndrome, Asthma, Eczema, Depression and Cancer can occur, maybe offering a possible solution back to good health.Join us April 7th 7-9pm at: London Bhuddist Vihara,  The Avenue,  Chiswick,  London,  W4 1UD.     Seats are limited so CALL NOW to reserve your FREE place on   0845 140 0075The talk will cover these topics:• How a disease is not a mistake of the body but an environmental, body, mind and spirit programme that seemingly affects everything we do• Learn how disease is a two phased process that is there for a survival reason• Discover how ‘Biological Conflict Shocks’ can cause disease in even the healthiest of people• Answer what may be the cause of a Cancer• See live demonstrations of the Meta-Medicine® diagnostic process• Understand how Meta-Medicine® can be applied to Traditional Medicine, Complimentary and Alternative Therapeutic interventionsAdvanced Mind Body Diagnosis Meta-Medicine® UK  ww.metamedicine.org.uk  0845 140 0075

Pat Smith ● 7078d0 Comments ● 7078d

The Good Guys V The Bad Guys

The Good Guys v The Bad GuysLondon bombing is nothing to do with the occupation of Afghanistan and Iraq, according to the Times; it is the consequence of extremist views “disseminated” in Masajid by ill –educated Imams, brought over from villages in Pakistan, unable to speak English and ill-equipped to guide young Muslims in a Western society. It is absurd to think that Muslim clergy is the major source of hatred for the West. Anne Cryer, British Member of Parliament – posited a “direct connection” between difficulties in learning English, arranged marriages, and the acute poverty in British Muslim community. Margaret Hodge MP suggests that Muslim schools which shun pupils from other religions should be closed down and immigrants are required to learn English. The way she says it, is yet another example of the Government’s insensitive and careless approach to integration. Muslim schools promote tolerance, self respect and respect for each other. They provide a high quality of academic education, which encouraging students to reach their full potential as tolerant, outward-looking members of a good society.David Blunket MP urged Asian families to speak English at home and refrain from speaking their mother tongues in order to overcome what he called “schizophrenic rifts between generations of families”. He also urged Imams to begin addressing their congregations in English rather than in Arabic or Urdu. It is blatantly racist belief that Muslim languages like Arabic or Urdu are somehow inherently programmed to promote a militant Islamic mindset that have a special dislocating effect on young Muslim men and which can only then be corrected by greater exposure to English. It is always the good guys who speak English and it’s mostly the bad guys who speak Arabic or Urdu. West must overcome its “unthinkable prejudices” about Islam and its customs and laws. In the West since Crusade, Islam is promoted as uniquely evil, or uniquely backward. The Netherlands is likely to become the first country in Europe to ban the Burka. In the United Kingdom, a Christian organization is trying to ban the sale of the book of the Holly Quran, because it preaches hate. Newspapers across Europe published caricatures of the Prophet Muhammad (peace be upon him) that have inflamed the Muslim World. It is obviously an offensive and provocative anti-Muslim action.  Turkophobia and Islamophobia are common every where in the West. The divide between the Christians and Muslim worlds will grow even wider if Turkey is not brought into the EU. Muslims are bilingual or trilingual. The young generation must learn mother tongues; otherwise, they will behave like notoriously monolingual Britis. Muslims do not believe in Clash of Civilisation .They believe in the Dialogue of Civilisation. Now the President of the United States is urging his fellow Americans to learn the languages and cultures of Muslim countries. Iftikhar Ahmadwww.londonschoolofislamics.org.uk

Iftikhar Ahmad ● 7102d0 Comments ● 7102d

Truancy Vs De-Schooling

Truancy  Vs  De-SchoolingTony Blair’s crusade to raise education standards was dealt a triple blow with figures showing souring school truancy levels, a student drop-out rate of nearly 25% and a surprise fall in state schools entries to top universities. Truancy jumped by almost 10% last year to its highest level, despite almost £1 billion in government spending since 1997 to tackle the problem. Jacqui Smith, the School Standard Minister, announced a crack down on the “stubborn minority of 888 students at 146 schools who were responsible for a fifth of all truancy. Teachers will be required to identify the most persistent offenders and their parents will be threatened with jail if attendance does not improve. The number of children playing truant has risen by more than a third to 1.4 million since Labour took office. DFES revealed that more than 55000 pupils skipped classes every day in the past school year. Of the 1,381,458 truants, almost two thirds or 793,628 are teenagers. As in previous years, the highest number of truant are in the North East and West, Yorkshire and Humberside followed by London. In the past Muslim parents were accused for taking children back home during term times because state schools do not cater for their cultural and linguistic needs. Education disadvantage cannot be cured by relying on education within the school. Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Most people who read widely, and with pleasure, merely believe that they learned to do so in school, when challenged, they discard this illusion. But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of  improvement.  The causes of truancy are complex and challenging. The truants find schools boring and have no interest in learning. In my opinion, a purpose built friendly societies may be set up in each and every LEA, with highly qualified teachers, mentors, educational psychologists, social workers and most modern learning material and equipment. It will be an open school for any pupil who wants to attend on daily basis. The pupils are not supposed to learn any thing. The school will provide only learning and teaching environment because schools make some pupils more stupid. Sometimes school drops-out is rich of experiences, wisdom, stories, culture, of magical intelligence. Similarly bilingual Muslim children need state funded Muslim schools for balanced education by bilingual Muslim teachers so that their parents would not take them to Pakistan during term times. There are hundreds of state schools where Muslim pupils are in majority, in my opinion all such schools may be designated as Muslim community schools.Iftikhar Ahmad  

Iftikhar Ahmad ● 7176d0 Comments ● 7176d

Did you know

1. Coca-Cola was originally green.-----------------------------------------------------------------------2. The most common name in the world is Mohammed.-----------------------------------------------------------------------3.The name of all the continents end with the same letter that theystartwith.-----------------------------------------------------------------------4. The strongest muscle in the body is the tongue.-----------------------------------------------------------------------5. There are two credit cards for every person in the United States.-----------------------------------------------------------------------6. TYPEWRITER is the longest word that can be made using the lettersonlyon one row of the keyboard.-----------------------------------------------------------------------7. Women blink nearly twice as much as men!-----------------------------------------------------------------------8. You can't kill yourself by holding your breath.-----------------------------------------------------------------------9. It is impossible to lick your elbow.-----------------------------------------------------------------------10. People say "Bless you" when you sneeze because when you sneeze,yourheart stops for a millisecond.-----------------------------------------------------------------------11. It is physically impossible for pigs to look up into the sky.-----------------------------------------------------------------------12. The "sixth sick sheik's sixth sheep's sick" is said to be thetoughesttongue twister in the English language.-----------------------------------------------------------------------13. If you sneeze too hard, you can fracture a rib. If you try tosuppressa sneeze, you can rupture a blood vessel in your head or neck and die.-----------------------------------------------------------------------14. Each king in a deck of playing cards represents great king fromhistory.Spades - King DavidClubs - Alexander the Great,Hearts - CharlemagneDiamonds - Julius Caesar.-----------------------------------------------------------------------15. 111,111,111 x 111,111,111 = 12,345,678,987,654,321-----------------------------------------------------------------------16. If a statue of a person in the park on a horse has both front legsinthe air, the person died in battle.If the horse has one front leg in the air,the person died as a result ofwounds received in battle.If the horse has a all four legs on the ground, the person died ofnaturalcauses.-----------------------------------------------------------------------17 What do bullet proof vests, fire escapes, windshield wipers and laserprinters all have in common?Ans. - All invented by women.-----------------------------------------------------------------------18. Question - This is the only food that doesn't spoil. What is this?Ans. - Honey and Bovey's-----------------------------------------------------------------------19. A crocodile cannot stick its tongue out.-----------------------------------------------------------------------20. A snail can sleep for three years.-----------------------------------------------------------------------21. All polar bears are left handed.-----------------------------------------------------------------------22. American Airlines saved $40,000 in 1987 by eliminating one olivefromeach salad served in first-class.-----------------------------------------------------------------------23. Butterflies taste with their feet.-----------------------------------------------------------------------24. Elephants are the only animals that can't jump.-----------------------------------------------------------------------25. In the last 4000 years, no new animals have been domesticated.-----------------------------------------------------------------------26. On average, people fear spiders more than they do death.-----------------------------------------------------------------------27. Shakespeare invented the word 'assassination' and 'bump'.-----------------------------------------------------------------------28. Stewardesses is the longest word typed with only the left hand.-----------------------------------------------------------------------29. The ant always falls over on its right side when intoxicated. -----------------------------------------------------------------------30. The electric chair was invented by a dentist.-----------------------------------------------------------------------31. The human heart creates enough pressure when it pumps out the bodytosquirt blood 30 feet.-----------------------------------------------------------------------32. Rats multiply so quickly that in 18 months, two rats could have overmillion descendants.-----------------------------------------------------------------------33. Wearing headphones for just an hour will increase the bacteria inyourear by 700 times.-----------------------------------------------------------------------34. The cigarette lighter was invented before the match.-----------------------------------------------------------------------35. Most lipstick contains fish scales.-----------------------------------------------------------------------36. Like fingerprints, everyone's tongue print is different-----------------------------------------------------------------------37. And finally 99% of people who read this will try to lick their elbow------------------------------------------------------------------------

Peter Wright ● 7282d6 Comments ● 7280d

British Pakistani Youths

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LD  Email: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 British Pakistani YouthsProfessor Yunus Samad of Bradford University delivered a lecture at Pakistan High Commission on the issues of the Pakistani youth. He criticised the Muslim community, Muslim parents, Masajid and Imams for all the problems of the Muslim youths.In my view British education system and native teachers are responsible, who have no respect for Islamic values, languages and Muslim community. British education is the home of institutional racism. The schools and the teaching profession never tried to meet the needs and demands of Pakistani or Muslim children. They need a different approach in education. The native teachers do not have a clue of their mother tongues and values. There is a negative co-relation between school and home. The children come to schools with different values which have no place in English schools. They are victim of bullying through out their school life. The result is that they suffer from Identity Crises, making them mis-fit not only for the Muslim community but also for the host society. Majority of them leave schools with low grades or without any qualification. They suffer from mental, emotional and personality problems due to the fact that they have been mis-educated and de-educated by a system which does not understand them. In my view British education is responsible for all the problems of Pakistani youths, and not the parents, Masajid or Imams.Pakistani bilingual children need state funded Muslim schools with bilingual Muslim teachers as role models. They need to learn Standard English to follow the National Curriculum and to go for higher studies and research to serve humanity. They need to learn Arabic to recite and understand the Holly Quran. They need to learn Urdu language to study and enjoy the beauty of Urdu literature and poetry and to keep in touch with their cultural roots. Most of Islamic literature and poetry is in Urdu and without learning Urdu they are unable to understand the spirit of Islam.  Iftikhar Ahmad

Iftikhar Ahmad ● 7341d1 Comments ● 7317d

Crime Against Humanity

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LD  Email: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 667 Crime against Humanity To deprive a Muslim child from his/her culture and language is a crime against Humanity. Children of minority communities have the right to enjoy their own culture and to practice their own religion and language. British Muslims have been denying such rights in the field of education. Education shall aim at developing the child’s personality, the talents, mental and physical abilities to the fullest extent. Education shall prepare the child for an active adult life in a free society and foster respect for the child’s parents, his or her cultural identity, language and values. UK Government is a signatury of this convention and has an obligation to comply with this convention under UK Law. It is absurd to say that Muslim community should demonstrate “Englishness”. They can’t. But they can be and are British. Curriculum does not reflect their needs and demands. The relationship between native teachers and Muslim children generally characterized by “conflict and fear”. We have lost three generations and fourth one is in the process of loosing its linguistic, Religious and cultural Identity. Respect and tolerance of different religions, cultures and languages are essential for positive community cohesion. Community cohesion is not just about attitudes and values. It means tackling basic inequalities at the same time. We cannot hope to have a cohesive community if some sections are so disadvantaged that they have no hope of securing a real stake in society.The solution of all those problems is state-funded Muslim schools. More and more people are coming round to the view that an Islamic school is the best choice for their children because it strengthens and maintains their children’s faith and practice of Islam, but also offers the best chance of academic success, as GCSE results continue to confirm. Today the Muslim community is faced with situations where the morality and education is declining in schools and their children are being exposed and being entrapped into a way of life which is un-Islamic. According to a recent survey, nine out of ten Muslim parents would like to send their children to state funded Muslim schools.The first wave of Muslims used English as an economic language and still it is not used as a social and emotional language. English could become social and emotional language if Muslims start moving in and around pubs, indulge in binge drinking, visiting night clubs and frequently changing partners. This is what the British establishment want them to be an integral part of the British society. Islam is a maker of Identity and belonging rather than a system of belief.  The Imams from the sub-continent are well versed in Urdu, Arabic, and Persian on top of their mother tongue: Punjabi, Bengali or Gujrati and other regional languages. They come here to serve the spiritual, social and emotional needs of the Muslim community in their own languages. Urdu is a literary, social and emotional language of the Muslims from the sub-continent, Arabic is their religious language and English is for economic activity and prosperity.  Iftikhar Ahmad

Iftikhar Ahmad ● 7557d3 Comments ● 7346d

Fait-based Schools

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LD  Email: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 Faith-based SchoolsThe education secretary angers secular groups by pledging £500m to rebuild faith-based schools, including only two Muslim schools. There are over half a million Muslim children in British schools where bilingualism and Islamic Identity is totally neglected. In history lessons, Muslim contributions to European learning and culture are never mentioned. Only three percent of Muslim children are in Muslim schools. Islam does not believe in integration but encourages participation and feel responsibility in the British society. There is no question of either integration or assimilation. Muslim community must participate and fight for the rights granted by the state. It is not asking for any favour. Muslim community does not hate British values, they hate British policies. British needs to recognize and acknowledge that Muslim values do not pose a threat to the strategic values of Western society. We all need dialogue at all levels. It is possible to find common ground on the basis of respect for difference and a toleration of others. Muslim schools can play a vibrant part in British society. There is a huge desire for Muslim schools within the community. Studies show that 84% agree that there should be a choice for the Muslims. Muslim community should compel the state to provide the same educational provision as it does for other religions. There is a proposal under which parents would be able to demand the creation of a whole new institution, run by a private company. Money would follow the pupil, so that unpopular schools would be close down          A Muslim school is an institution which is established to mold a child into an Islamic personality and provide the educational needs of our children. One of the primary aims of Muslim school is to make a person a good citizen, some one who respects others, values other people’s views and lives as a peaceful and legal citizen of the country. Tolerance and harmony are Islamic virtues and Muslim schools put more emphasis to appreciate and respect other cultures.  In a Muslim school, the pupils are coming from home to home. Muslim schools are the solution to racial tensions, not part of the problem. Research shows that children perform better when they are in a familiar social setting. Muslim schools certainly give Muslim children an atmosphere in which they can grow and excel. Muslim schools provide a vital bridge in allowing children from the Muslim community to succeed in adult life. The success of a Muslim school is the notion that no child is ever regarded as a failure. There are hundreds of state as well as Church schools where Muslim pupils are in majority and all such schools should be converted to Muslim community schools.  Iftikhar Ahmad

Iftikhar Ahmad ● 7366d3 Comments ● 7349d

Bilingualism

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LD  Email: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 667BilingualismBilingual education is a human and civil right. Being bilingual and bi-cultural is an important resource in today’s global economy and the British government should be encouraging this rather than suppressing it. It is crucial that children feel secure in their bilingual identity. A research project at the Institute of Education, University of London, shows that five and six years olds cope well with biliteracy and gain advantages from it. If young people see their community language and culture is valued, they will feel integrated into British society. There is a great demand for individuals fluent in English and mother tongues by educational institutions, TV Channel, radio stations and service industries. Bilingualism has positive effects on children’s linguistic and educational development. The level of development of children’s mother tongue is a strong predictor of their second language development. Mother tongue promotion in the school helps develop not only the mother tongue but also children abilities in the majority school language. Spending instructional time through minority language in the school does not hurt children’s academic development in the majority school language. When parent’s culture are recognized by the school, their interest and involvement in the curriculum often increase dramatically.Children’s mother tongue is fragile and easily lost in the early years of school. Language lies at the heart of any culture. The different languages spoken provide clear links with the family and community traditions which enrich British culture. To reject a child’s language in the school is to reject a child. Children cultural and linguistic experience in the home is the foundation of their future learning and we must build on that foundation rather than undermine it. Increased cultural and language awareness could help to combat hooliganism.Languages, by virtue of their direct contribution to economic competitiveness, intercultural tolerance and social cohesion, should have the status of a key skill alongside literacy, numeracy and ICT. The government should establish a national strategy for developing capability in languages and a system capable of supporting such a strategy. A language supremo should be attached to the cabinet office and have direct access to the Prime Minister. He should persuade the notoriously monolingual British to learn a language. New languages supremo must persuade reluctant Brits to speak something other than English. British society is already a multilingual society. The first wave of immigrants arrived with two or three languages from the sub-continent but its young generation is unable to feel pride in its mother tongue. The government should declare a firm commitment to early language learning for all children at age five. The key to success in business, the law and politics in the future will be the mastry of at least one foreign language. Knowledge of more than one language demonstrates that a candidate has the ability to think across cultural boundaries. Bilingualism enhances children’s development. Iftikhar Ahmad

Iftikhar Ahmad ● 7357d0 Comments ● 7357d

Mohican Records looking for new un-signed talent

Mohican Records are looking for looking local bands to play gigs and join an internet download partnership as well as getting web space to promote your band our aims are -OUR AIMS ARETo sell and create our own records Find and provide a music venue in West London for unsigned  bands The aim is to be a cooperative with no hassle contracts To allow bands to move on to better things if they so desire To help provide a web page for bands and a web presance, this is lot of work for a new band and we will provide that support The use of freebie tasters and album sales from this site A contract for a profit share dependent on the type of album sale and to endorse sub-licences to our distribution partners. To provide industry complient products ie Bar-coding To be memebers of industry trade bodies ie BPI AIM PRS MCPS and any other such body that promotes the interests of our artists Mohican Records will create a fund pool to which from Mohican Records will add from ovearall net proffit  add 1% to this pool, the pool will be divided between all artists we hope to build this pool into a fund from which artists can draw to help with projects. Mohican Records is a Ltd Company and does need to make money and balance the books to keep in Buisness. we expect artists to plug us as we plug you. Artists who go on to bigger things need to remeber to help others as they  where in same boat as you once. Please make a donation to the Artists fund pool. Mohican Records is registerd with Companies House Com/No 5115433. We will provide our Artists statements of acounts and a year end vision of where we hope to go in the next year. The Record Industry is not easy to get into and for new artists has many pitfalls not making the right decisions and giving your assets away to the wrong people can harm your career. Mohican Records was set up to help you get on the right track and give you a better understanding of how the industry works, we can provide many leaflets to help you understand the industry. Mohican Records will be opening an independent Record and Book shop in West London the name of the Shop is SHOP MOHICAN. the retail outlet will be a place to surf the net buy books and music enjoy a good cup of coffee meet friends a cool place to go, this will form the core part of our business. which allows and supports our ambitions. WE AIM TO WORK WITH THESE DOWNLOAD PLATFORMS - The contracts are still being finalized and a fuller list will become available-7 DigitalATS DigitalDigidiscoIMO DownloadKarma DownloadsMusic ChoiceMusicNetNapsterO2Playlouder MSPSony ConnectSony StreamManTunetribeVMSYahoo LaunchcastYeahronimo we will also sell CDS from the the site. We have our own PA sys and Light sys plus a digital studio to remaster and encode tracks with and cd prodution unit.CONTACT US AT  WWW.MOHICANRECORDS.CO.UK or email davemohican@mohicanrecords.co.uk

David Hughes ● 7459d5 Comments ● 7456d

Dress Code

Established 1981London School of Islamics     An Educational Trust63 Margery Park Road London E7 9LDEmail: info@londonschoolofislamics.org.ukwww.londonschoolofislamics.org.ukTel/Fax: 0208 555 2733 / 07817 112 667Dress CodeA 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 Ahmad ● 7506d