It will hardly be news to anyone that our education system has been heavily infiltrated by communists and fellow travellers masquerading as “socialists”, “liberals” or “progressives” — one need look no further than the National Union of Teachers (NUT) to find such; however, how many parents actually know what their kids are being taught or where the emphasis is placed in such teaching? When does teaching become indoctrination and does the national curriculum facilitate the promotion of leftwing “progressive” propaganda? We are not going to answer these questions for you; instead we recommend that concerned parents find answers to these questions for themselves. Accessing the website of the Government’s Department for Education and Skills (DFES), now known as the Department for Children, Schools and Families (DCSF), and perusing their section on the teaching of “history” would be a good starting point. It may be found here.

The following are some points of interest; evaluate and discuss.

Unit 6 asks: “What were the achievements of the Islamic states 600–1600?”
This unit whilst providing the “educator” suitable themes for the positive promotion of Islam, such as its contribution to mathematics and medicine, fails even to mention Islam’s role in both the African and European slave trades.

Unit 10 asks: “France 1789–94 why was there a revolution?”
Amongst a great deal else this unit urges the “educator” to: “Provide a range of sources showing how the revolution dealt with the rights of women, slavery in the French colonies and the rights of black people, trade unions and the possibility of workers going on strike.”
It goes on to suggest: “explain some aspects of the contribution women and black people made to the story of the French Revolution.”

Unit 13 asks: “Mughal India and the coming of the British, 1526–1857, how did the Mughal Empire rise and fall?” “Educators” are recommended to: “provide sources illustrating British propaganda used to justify some of their conquests. Examples might be ‘the Black Hole of Calcutta’, or Tipu Sultan of Mysore’s reputation as a cruel tyrant.”

Unit 14 asks: “The British Empire how was it that, by 1900, Britain controlled nearly a quarter of the world?” In this section “educators” are to: “ask pupils to consider the impact this ‘Scramble for Africa’ might have had on indigenous African people by first considering a range of British source material showing British attitudes. How likely was it that African people would be able to continue with their lives, untouched by European influence?”
It helpfully continues: “teachers may wish to develop this to support work about the diversity of national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding.”

Unit 15: “Black peoples of America from slavery to equality.”
This section makes a couple of qualified concessions to the historical record; it tells “educators” to: “explain that slavery existed in Africa long before white people arrived.”
It also tells them to: “describe the different ways in which Black Africans could become slaves, along with the different ways the various tribes and kingdoms treated slaves.”

Unfortunately, it then sets out to minimalise the role of Africans as slavers by saying: “emphasise the essentially temporary nature of African slavery.”
Furthermore, although the text makes a passing reference to Islamic slavery in Africa, it not only makes no mention of the white slave trade but seeks to “sanitise” Islamic slaving in general by implying that, in theological and cultural terms, their version of slavery was more paternalistic than that of the wicked Europeans:
“Describe the impact of the Islamic Arabs and the importance of Islamic teaching about slaves and slavery.”

Unit 16 asks: “The franchise why did it take so much longer for British women to get the vote?”
This section invites the “educator” to “Give pupils accounts of three women who struggled against inequality or injustice. Choose three contrasting women from different parts of the period, eg Harriet Taylor, Josephine Butler and Emmeline Pankhurst.”
And to: “analyse three nineteenth-century/early twentieth-century women’s struggles according to purpose, method, and compare with today.”
The section continues in a similar vein providing further advice to “educators” on such diverse topics as the revolution in England, The Holocaust and the Irish troubles.

On a closely related theme, the United States appears to be suffering exactly the same problem in terms of political influence over what their kids are taught.
Last September there was much controversy when “progressive” Barack Obama announced he intended to broadcast directly to young American schoolchildren in their classrooms, an event that went largely unreported by the “progressive” media in this country.

The message is clear; responsible parents should be ever vigilant over what their kids are being taught, how it is being taught and who is doing the ‘teaching’.

Speak to your kids about it; find out first-hand what they are being taught.

Then you decide whether it’s education or indoctrination.

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