By LAURA CLARK – Daily Mail (U.K.)
[British school] children will be taught race relations and multiculturalism with every subject they study—from Spanish to science—under controversial changes to the school curriculum announced by the Government. In music and art, they could have to learn Indian and Chinese songs and instruments, and West African drumming. In maths and science, key Muslim contributions such algebra and the number zero will be emphasized to counter Islamophobia.
And in English, pupils will study literature on the experiences of migration—such as Zadie Smith’s novel White Teeth, or Brick Lane, by Monica Ali. One critic accused Education Secretary Alan Johnson of ‘politicizing’ lessons with the new agenda. Tory MP Douglas Carswell, a member of the Commons education select committee, said “schools will be vehicles for multicultural propaganda and classrooms turned into ‘laboratories for politically-correct thought”.
Mr Johnson was also attacked over attempts to put Britishness on the curriculum as it emerged that suggested core values are so woolly they could apply to many countries. With concerns that standards in the three Rs are unacceptable, ministers will also face accusations that they are diverting attention away from vital subjects. Under the recommendations—put forward in a report by former headmaster Sir Keith Ajegbo—teachers will be expected to make ‘explicit references to cultural diversity’ in as many subjects as possible.
A new central theme covering ‘identity and diversity’ will be added to citizenship classes, which have been compulsory since 2002. Pupils should be encouraged to discuss topics such as immigration, the legacy of the British Empire, the Commonwealth and the EU. Teaching on immigration, including recent population movement from Eastern Europe, should touch on the benefits it brings to the economy and society, while also bringing ‘political discontent and criticism’. Pupils could even be tested on their attitudes to diversity in A-level and GCSEs, which will be redrafted to ensure they include ‘issues related to diversity’.
But Professor Alan Smithers, of the University of Buckingham, asked: ‘Do the Government have in mind a Britishness test for youngsters born in this country, as they do with people who arrive from other countries?’ Meanwhile, information technology lessons would involve joint Web projects or video-conferencing with youngsters around the world. Sir Keith [Ajegbo], whose report was commissioned following last July’s suicide bomb attacks in London, warned that pupils could become ‘disaffected’ and ‘alienated’ if they felt unable to discuss cultural issues in subject areas. ‘Education for diversity must be viewed as a whole-curriculum focus,’ he said.
However, Mr. Carswell said: ‘This report is prescribing precisely the wrong medicine to heal the wounds of a society that multiculturalism has divided. This is a stark example of the politically- correct lobby hijacking the citizenship agenda.
‘Recent arrivals to this country have all the more reason to be given a sense of what we are all about so they can become part of it and share it. But instead this will give the green light to every politically-correct Left-Wing educationist to further undermine our society.’ Teachers’ unions warned that the curriculum is too crowded already to cope with extra demands.
John Dunford, general secretary of the head teachers’ union ASCL, said: ‘Once again, the burden is falling on schools to fix a problem which has its roots in the wider society.’
“There is a serious misunderstanding here that bears clearing up: The purpose of public education has always been indoctrination.
‘Let our pupil be taught that he does not belong to himself, but that he is public property. He must be taught to amass wealth, but it must be only to increase his power of contributing to the wants and demands of the state. Education can be done effectually only by the interference and aid of the Legislature.’
—Benjamin Rush (1786)
‘The role of the schoolmaster is to collect little plastic lumps of human dough from private households and shape them on the social kneading board.’
—Edward Ross (1900)
The falling educational standards and sheep-like obedience to the state are not symptoms of a system that has failed, but the result of a system that is doing exactly what it’s creators intended all along.”
“This is exactly what totalitarian regimes have always done: Immerse every subject taught school children with inescapable relentless propaganda. (Look at the curriculum of the old Soviet Union, Red China, or Nazi Germany.) Its called INDOCTRINATION, and BRAINWASHING, not education.
And if that were not enough, they teach flagrant LIES: Did you notice the quote “..key Muslim contributions such as algebra and the number zero will be emphasized to counter Islamophobia.” Problem is, algebra and the number zero, as well as our “Arabic” number system, were not originated by Arabs or Muslims: They originated with Hindu and Buddhist Asian Indians. And MOST of the advancements in algebra came about later in Europe.”
“In the current rubble of the Western World, any of us could simply make up the next headline regarding multicultural indoctrination and tyranny. Because there is no phantasm more insane or malicious than the policies and practices actually being introduced daily. Just try to come up with a policy more perverse, malign or downright stupid than the ones already coming down on our heads like a truncheon.”