Q Launch SOS Campaign 2011

8/7/2019 Q Launch SOS Campaign 2011

1/8

1

SOS Campaign

You might be wondering about the rationale behind such a campaign

slogan; whats going on with our secular education?

Whats going on is a systematic, and often government funded,

promotion of Islam from kindergarten to adult education and what

that looks like will be discussed. The rationale behind this promotion

is said to be to counter negative stereotypes - but the result of

adopting this rationale is positive onlypromotion of Islam in secular

schools and the preferencing of things Islamic. There are two

consequences of this.

1. Unwittingly, both these positions support sharia law, which

forbids negative portrayals of Islam or its founder, and affords

superior status to Muslims at the expense of non-Muslims. So

ideologically, we are furthering very old stereotypes and a

foreign law.2. Both these positions undermine critical thinking and academic

integrity in our schools.

Presenting onlypositive portrayals of people and history is not

education, but indoctrination. So these are the two main issues I wish

to address tonight about the need to Save our Schools.

1. Preferencing of Islam and what that looks like and

2. Erosion of academic integrity and critical thinking

Can I say at the outset, to stand against this promotion of Islam is not


2/8

2

divisive; at Q we would argue that to not stand against itwill result in

a divided Australia in the same way that other western nations who

have fostered social inclusion, tolerance and diversitywith their own

living in harmony initiatives have not reaped what they tried to sow.

They have unwittingly sanctified the segregation, which is at the heart

of Islam. Lets just be honest about that; you cant foster integration

while promoting segregation which is just a nicer word for

apartheid. Q Society is standing for a united Australia not one

offering Muslim Onlyfacilities and exemptions, but facilities for all

people which include our Muslim citizens. Australia has first class

industry services and standards and we want to share them with all;

which is real social inclusion.

Many Australians are witnessing this profound preferencing of all

things Islamic in all areas of education.

This might start as early as kindergarten with some kindergartens in

my own area offering halal only food. (Freedom of choice has been

removed). Among other things that Geoff, our President, will highlight

shortly, this means no more bacon bits or pork sausages for them

essentially reinforcing Islamic doctrine about these foods being

unclean and by extension those that eat them. These are not very

helpful attitudes for integration.

There are many social implications to fostering Islam as a little

aside - I was in a traffic jam outside a kindergarten in my area a few

years ago as a number of Muslim women were picking up their


3/8

3

children. A blind man walking past took a wrong turn and needed

assistance. These women were all much closer to him than I was

several cars away; but no one moved to assist him. I got out of my

car and pointed him in the right direction and was utterly amazed as a

Muslim women thanked me for doing something she couldnt do. She

couldnt take the blind mans hand to assist him. What message does

this send or reinforce in the childs mind? Are these attitudes we want

to foster from kindergarten?

There is probably no better example of preferencing of Islam than the

current curriculum project Learning From One Another; Bringing

Muslim Perspectives Into Australian Schools. (LFOA) Our teachers

are attending curriculum days to learn how to treat Muslim students

and how to embed Islam into every school subject; thats English,

Maths, History, Geography and so forth. Have Australian teachers

ever attended curriculum training days about how to treat Buddhists,

Jews, Hindus, Christians or Athiests or some other belief system?Are we going to also embed Buddhism or Christianity into every

school subject to cater for this diversity? Many would argue for a

return to basic education.

This Muslim Perspectives project is a reinforcement of the need to

preference Islam, making many recommendations. Its noted that

Muslims would prefer not just female onlyschool swimming but

Muslim onlyschool swimming. LFOA tells us many Muslims dont like

to imitate western dress these attitudes display the abhorrence

many have for anything western. I believe we need to think about the

reasons for a school uniform - how has this changed? Surely


4/8

4

uniforms are about creating community identity, equality and unity,

and one way to eradicate some of the social differences?

One wonders why we are making exceptions for Muslim girls to wear

a veil in Primary School when its not a religious requirement until a

girl reaches puberty, or is of marriageable age which in Australia is

18 years. There is no religious support for accommodating this

practice of a young girl wearing a veil, which only encourages

difference. This is merely Islamisation of Australian schools and it is

setting young girls apart. LFOA tells us these young girls wear veils to

school so theyll get used to it but I suspect it may be so well get

used to it.

I was told recently of a public secondary school in the Blackburn area

that forbids crosses yet allows veils. Why is this? Are religious

symbols in or out? A friend heard on talkback radio recently a man

saying that he was horrified that a school in Coburg had separatetoilets for the circumcised and uncircumcised. And of course we are

aware that La Trobe university has Muslim onlytoilets. And diversity

training at adult education centers asks questions like what do you

do if a woman wont work with a man or is wearing the wrong

clothing? (Good question what are we to do?) These are just a few

examplesWhy are we educating Australians in segregation, this

apartheid, and calling it social inclusion? This is a battle to redefine

and reshape society, and the front lines are our institutions of learning

the very places we send our children.

There is preferencing and positive reinforcement being written into


5/8

5

textbooks. A friend was sharing recently about the 50 pages on Islam

embedded into the Year 9 English text book. Religion is being taught

under the guise of culture. Students are having excursions to

mosques in Australia and reports in Europe of similar excursions

undertaken reveal that children have been asked to bow to Mecca

and recite the Islamic prayer. This is quite inappropriate - especially

when parents are sending their children to secular schools.

We appear to have a different standard for presenting other groups of

people; we talk about the Chinese, the Scottish, the British, the

Americans. Our school text books dont talk about the coming of the

Christians. They talk about the European settlers. The Europeans

religion has not been the focus of secular school history. But history

is being rewritten once it was the Afghan camel traders but now it is

the Muslim camel traders. Islam is being legitimized as a corporate

identity.

This presentation of Islam, Islamic history and Islamic people in one

corporate body merely supports the agenda of extremist

organizations calling for the Islamic State again this merely

supports the implementation of sharia law. The education system is

ideologically setting itself up to facilitate this. Different rules, different

facilities, different food, different finance etcthis is the framework for

a state within a state. This preferencing is actually divisive.

Now Id like to make a few comments about my biggest bugbear and

this is the consequence of this preferencing; the sacrifice of academic

integrity; where is the truth in all this?


6/8

6

As Australians we like things to be fair dinkum. I believe intellectual

honesty is still important to the average Australian. But in order to

support multiculturalism, lack of integrity appears to be something our

government is willing to tolerate. And its clear Islamic scholars are

willing to perpetuate dishonesty in order to further the cause of

Islam. Let me give you an example.

Professor Abdullah Saeed, of the National Centre for Excellence in

Islamic Studies, (NCEIS) assured Australians in the government

funded publication Muslim Australians that the proposition that

People who leave Islam (apostates)will be killedwas a

misconception. However, the same Professor Saeed co-authored

another book published the same year, which is not promoted by

the government, and this book takes a very different view.

So here we have the same author, a Melbourne Professor,addressing the same critical question in two books; one for the

Australian public and funded by the government and another for the

international Muslim community. Australia gets the socially inclusive

tolerantversion however in his other book Saeed makes perfectly

clear that for the vast majority of Muslim scholars, the position is that

people who leave Islam should be killed. Here he treats this as an

uncontroversial fact.

With aggressive missionary efforts to attract people to Islam, I hope

the seriousness of this lack of integrity is not wasted on anyone here.

The threat of death for leaving Islam is internationally accepted and


7/8

7

as every year with 17,000 British women are subjected to what is

referred to as honor related violence -which has included murder I

think the social cost of neglecting real education about Islamic sharia

law is too great.

This double speak would not be so critical if the NCEIS was not such

a big contributor to government funded education like Muslim

Perspectives. These are our educators. I have personal experience

of this double speak at a colloquium I attended in 2007 chaired by

Professor Saeed at the Melbourne University. The topic was Islamic

Law in Southeast Asia one wonders why Australian universities

would be hosting that!

At this colloquium it was presented with great conviction that under

sharia law, all citizens, whether Muslim or not, enjoyed equality. Now

I knew this wasnt true doctrinally or historicallyand so I was able to

challenge this in question time. And with a smile, it was ultimatelyconceded by the panel of academics that actually, non-Muslims were

second class citizens under sharia law. I think this is reason enough

to oppose all forms of it. And it is tragic that our academics are so

undervaluing truth; truth is no longer a defense in court nor a priority

in study.

Q Society has genuine concerns about what Australians are being

asked to swallow in the name of social inclusion, tolerance and living

in harmony. When I see these expressions Im reminded of the

emperorwith no clothes and wonder why others arent pointing it out!


8/8

8

In summary let me share the aims of Q Societys Save Our Schools

campaign, which are two pronged.

1. To address the overarching National Curriculum and

2. to specially address the project LFOA

The National Curriculum is currently being revised and we need help

to get in a submission.

As weve shown, every aspect of the curriculum is affected by Islam;

subjects, text books, uniforms, food in schools, sport, other activities,

play and 'pray time', staff training. We need researchers, people

willing to conduct surveys, education specialists, critical thinkers,

people willing to attend curriculum days and get involved.

For those unfamiliar with the project LFOA, which is a joint venture of

NCEIS and the ACSA there is a booklet available on the book tabletonight which may assist. This is a published letter I wrote sometime

ago to members of parliament about this project.

We need to enlist people willing to challenge the notion that

ratepayers should be funding religious preferencing, indoctrination

and segregation in our schools, which ultimately support seditious

agendas. This is a real battle for the hearts and minds of Australians.

If you can help us with this research, we would value your input.

Please sign up after the meeting. Thank you.

Documents

Q Launch SOS Campaign 2011