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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 ● 6940d0 Comments ● 6940d

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 ● 7171d3 Comments ● 6952d

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 ● 6970d2 Comments ● 6956d

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 ● 7001d0 Comments ● 7001d

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

Iftikhar Ahmad ● 7313d5 Comments ● 7021d

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 

Iftikhar Ahmad ● 7621d15 Comments ● 7035d

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

Iftikhar Ahmad ● 7134d4 Comments ● 7039d

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 

Iftikhar Ahmad ● 7686d15 Comments ● 7041d

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

Iftikhar Ahmad ● 7353d5 Comments ● 7044d

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

Iftikhar Ahmad ● 7151d1 Comments ● 7044d