All of us, every single man, woman, and child on the face of the Earth were born with the same unalienable rights; to life, liberty and the pursuit of happiness. And, if the governments of the world can't get that through their thick skulls, then, regime change will be necessary.
Saturday, September 15, 2007
Storm Track Infiltration: Al Qaeda’s Ups the Ante on the Internet
“I am very interested in Islam and, after 9/11, I could see similarities between sectarianism and Islamophobia,” says Mr Gray. “So I began to bring bits and pieces of anti-Islamophobia into my teaching.”
The impetus to develop these into a complete course on Islamophobia, along similar lines to the existing anti-sectarian materials, came from the same source that had helped make the latter available nationally – Rowena Arshad, director of the Centre for Education for Racial Equality in Scotland.
There are clear parallels in the prejudices, stereotypes and misconceptions of Islamophobia and sectarianism, says Mr Gray. But there are also important differences. The physical and cultural threat from Islamists is perhaps the most significant. “One thing I try to get across to young people is that terrorists are not truly Islamic,” he says. “The word ‘Islam’ means ‘peace’, and if you read the Qur’an it has a message of peace on almost every page. The idea of murder is utterly against its teachings....
“In my experience, young people are sympathetic to Islam and are not as naïve as some adults think. They can listen to stories on the news, for instance, and say, ‘Hold on, I’ve studied Islam at school and I know that’s not true’.” ...
“They can respect the views of adults, but at the same time realise that their own might sometimes be better informed and closer to the truth. It is an uncomfortable idea, but young people can challenge their parents’ view of the world.” The Islamophobia course could run from six to 10 weeks, he says, or selected activities might be used in standalone lessons. While providing detailed guidance on activities such as role-play, storyboarding, mind-mapping and the use of ICT.....
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DHIMMIFICATION AND TAQIYYA IN SCOTTISH SCHOOLS
from http://www.tes.co.uk/2431112
“I am very interested in Islam and, after 9/11, I could see similarities between sectarianism and Islamophobia,” says Mr Gray. “So I began to bring bits and pieces of anti-Islamophobia into my teaching.”
The impetus to develop these into a complete course on Islamophobia, along similar lines to the existing anti-sectarian materials, came from the same source that had helped make the latter available nationally – Rowena Arshad, director of the Centre for Education for Racial Equality in Scotland.
There are clear parallels in the prejudices, stereotypes and misconceptions of Islamophobia and sectarianism, says Mr Gray. But there are also important differences. The physical and cultural threat from Islamists is perhaps the most significant. “One thing I try to get across to young people is that terrorists are not truly Islamic,” he says. “The word ‘Islam’ means ‘peace’, and if you read the Qur’an it has a message of peace on almost every page. The idea of murder is utterly against its teachings....
“In my experience, young people are sympathetic to Islam and are not as naïve as some adults think. They can listen to stories on the news, for instance, and say, ‘Hold on, I’ve studied Islam at school and I know that’s not true’.” ...
“They can respect the views of adults, but at the same time realise that their own might sometimes be better informed and closer to the truth. It is an uncomfortable idea, but young people can challenge their parents’ view of the world.”
The Islamophobia course could run from six to 10 weeks, he says, or selected activities might be used in standalone lessons. While providing detailed guidance on activities such as role-play, storyboarding, mind-mapping and the use of ICT.....
hat tip http://uppompeii1.uppompeii.com
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