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    Christian parents upset over school teaching about Islam

    Teaching Islam a touchy subject

    Parent complains; school district defends right to teach about religion

    By Meredith J. Graham - 11.03.11

    When Dawn Kingsley’s seventh-grade daughter came home from school last week with a class project to diorama the five pillars of the Muslim faith, Kingsley was speechless. Religion has no place in public schools, she thought. A former educator herself, she remembered being forbidden from discussing religion with her students—so how is it OK to teach about Islam in seventh-grade history?

    “What happened to the separation of church and state?” she asked.

    Teaching religion in public schools is always a sensitive issue. But there’s a difference between teaching students to favor one religion over another or teaching them solely about certain religions and not others and teaching about how religion fits in with history.

    “Teaching about the different types of religion isn’t against the law. You just can’t teach to favor one religion over another,” explained John Bohannon, director of alternative education at Chico Unified School District and a former middle-school principal.

    Upon seeing her daughter’s project on the five pillars of Islam, Kingsley became upset and called the school to get a copy of the class curriculum. It’s inappropriate to be teaching her daughter about such specifics of the Muslim faith, she said.

    “They’re teaching about how they prayed and who they prayed to. They’re teaching about the Quran,” said Kingsley, whose daughter attends Bidwell Junior High School. “I don’t see her coming home with projects on the Ten Commandments, or learning about Jehovah’s Witnesses or Mormons.”

    If they’re going to discuss religion in the classroom, they should discuss all religions equally, she argued. That means minority as well as majority religions.

    Looking only at the Chico Unified School District’s curriculum guidelines for seventh-grade history, her point can be seen fairly clearly. The class, which covers world history and geography in medieval and early modern times, spans Europe, Africa and Asia from the years 500-1789. Sections include the Roman Empire, China in the Middle Ages, the Renaissance, Reformation and Scientific Revolution. And Islam.

    While many of the sections claim to cover religion, when you read the description of individual chapters, religions are merely mentioned. Example: In the section on medieval Europe, there’s a chapter discussing “the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe ….” In contrast, one of the two sections on Islam calls for teachers to “Trace the origins of Islam and the life and teachings of Muhammad ….”

    When you ask CUSD officials about the content of the seventh-grade history class, however, they say they’re just following state guidelines. And that does seem to be the case.

    CUSD created its guidelines based on the state standards—i.e., what the state deems most important and what students will ultimately be tested on. Based on time constraints, schools can’t teach everything included in the state standards, so school districts choose which sections and chapters to emphasize. Only two chapters from the state’s six regarding Islam are included in CUSD’s curriculum. They happen to focus on the religion more than Muslim society and politics.

    “Our students are being held accountable,” said Bohannon, referring to the test they will take in the eighth grade covering everything they learned in history over the past three years. “We want to make sure we’re emphasizing what the state is emphasizing.”

    Bohannon did not have a hand in putting together the curriculum in question, but he pointed to a state document highlighting the emphasis that that eighth-grade test puts on each section and chapter in the state’s standards as a likely starting point. Indeed, more emphasis is put on the two chapters on Islam included in CUSD’s curriculum than the four omitted from the state standards.

    “There are experts who have analyzed that if you were to teach everything [included in the state standards], kids would be in school until they were 22,” Bohannon said. “We try to find what’s most important and build from there. That doesn’t mean that’s all we’re teaching.”

    While CUSD does not have a standard sixth-grade history curriculum available on its website, a look at the state standards and which of those standards are emphasized on the eighth-grade history test indicates that sixth-graders in CUSD should be learning about the fundamentals of Judaism, Christianity and Buddhism.

    “It’s a progressive curriculum,” explained Judi Roth, principal at Bidwell Junior High. So, what the students learn in seventh grade builds on what they learned in sixth.

    Kingsley said she would be bringing her concerns to the school district, and that she’d already contacted agencies such as the Anti-Defamation League and California Watch to look into whether the religious aspects of the curriculum being taught at CUSD are appropriate.

    As for Bohannon, he’s dealt with upset parents before, but he stands by the district’s choices.

    “The study of religions is always controversial, but I think understanding its impact on our society is important,” Bohannon said. “It’s hard to teach history without teaching how religion impacted the different time periods in history.”

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    Islamophobic Bullying in Our Schools

    Engy Abdelkader - 10/24/11

    "You boys were so much fun on the 8th grade trip! Thanks for not bombing anything while we were there!" read the yearbook inscription penned by the middle school teacher.

    The eighth grade yearbook was littered with similar remarks by classmates linking Omar to a "bomb."

    "To my bomb man!" read one note. "Come wire my bomb," read another.

    "What is this?" asked Omar's mother incredulously. He had handed the yearbook over to her moments earlier when he arrived home that afternoon.

    Omar answered quietly, "I know, Mom, I know." He stared down at the kitchen floor. His eyes could not meet his mother's but he began to tell her what had happened just one month earlier.

    In May 2009, Omar joined his classmates on a school trip to Washington, D.C. As they toured the Washington Monument, visited area museums and passed by the White House, the kids repeatedly told Omar they hoped he wouldn't "bomb" any of the sites. A teacher chaperoned the children, heard the comments and responded by doing... well, nothing, except leave a denigrating remark in Omar's yearbook a month later.

    It was clear to Omar's mother that her American born and raised son was harassed because of his Muslim faith and Arab ancestry.

    Unfortunately, this was not the first bias-based bullying incident involving Omar that school year. Only several months earlier a peer was intimidating Omar, calling him a "terrorist," during an elective trade course. Omar finally told his mother about the bullying when his report card indicated that he was failing that same class, while acing the others where he was not subjected to such humiliating treatment.

    Omar's mother had addressed the bullying with the school Vice-Principal immediately afterwards.

    But, when she spoke to her son's school Principal regarding the D.C. trip and subsequent offensive yearbook comments (by a school teacher), the Principal was shocked to learn that Omar had been a prior victim of bullying earlier in the academic year. He had no knowledge of that incident in his school.

    While the Principal assured her that he would take proper action against the offending teacher, nothing actually happened. The teacher denied hearing the bomb-related comments during the field trip to D.C. and excused her yearbook note as a "joke."

    Omar's incensed mother took her case to the school Superintendent who in turn suggested scheduling a cultural sensitivity training about Arabs and Muslims for faculty.

    That never came to pass, however.

    In a written complaint Omar's mother filed with a state government agency (with jurisdiction over such bias-based bullying incidents as the one involving her son) she observed:

    "[O]ne day, there will be a child who is pushed beyond their limits, as we have seen in tragic events throughout the country, like Columbine and suicides of children being picked on for no other reason than being "different."

    What will we do then?

    Must we wait for tragedy to create a safer and more open society for our community?"

    By now Omar was a freshman in the public high school where the bullying continued, unabated.

    In school, Omar was frequently referred to as "faggot."

    Omar never told his parents.

    The verbal harassment culminated into physical "touching."

    A male student rubbed Omar's shoulder while calling him "faggot."

    Still, Omar said and did nothing seeming paralyzed by his fear and shame.

    Then, during a fire drill at school a group of boys yelled out to Omar, "Call off your tribe so we can go back into school!"

    That was it.

    Omar told his parents what was happening. He explained to his mother that he tried to keep the bullying a secret because he did not want to "hurt or upset" them.

    Omar's mother complained to the Principal, Superintendent and state agency... again.

    This time, the high school held a cultural sensitivity training focusing on American Arabs and Muslims and geared towards faculty members, only.

    Some mistakenly believe that bullying is a rite of passage which children must endure. It is worth noting the American Medical Association, the National Institute of Child Health and Human Development and the U.S. Centers for Disease Control and Prevention identify school bullying as a "public health problem."

    In fact, bullying has been recognized as a form of child abuse when perpetrated by other children. Studies have shown that victims of bullying may suffer school phobia, increased truancy and reduced concentration and classroom achievement. Bullying victims may also suffer sleep disturbances, bedwetting, abdominal pain, high levels of anxiety and depression, loneliness, low self-esteem and heightened fear for personal safety.

    While anti-bullying legislation plays a critical role in protecting bullying victims, proper implementation and enforcement of those laws is key. Case in point: over 45 states have such legislation in effect (including Omar's home state) yet bullying -- and bias-based bullying -- persists in epidemic proportions.

    And, what happens when a disappointing report card or offensive inscriptions in a child's yearbook does not tip off a parent that his or her child is a target of such bullying conduct? Many children refrain from sharing such details with family members sometimes out of a sense of shame and embarrassment but often because they are attempting to shield parents from being hurt or upset, as we saw in Omar's case above.

    Preventative measures geared at faculty, students and administrators are necessary to stop bullying from occurring in the first instance. Indeed, evidence suggests that bullying behavior can be significantly reduced through prevention curricula.

    According to a new report published by the Institute for Social Policy and Understanding (ISPU) titled, "Global Battleground or School Playground: The Bullying of America's Muslim Children," bias-based bullying against American Muslim children (or those perceived to be Muslim) is on the rise and such school bullying is largely attributed to cultural and religious misunderstanding.

    The report finds that a primary factor underlying the persistent harassment, ridicule and discrimination against American Muslim children is the American mainstream's general misperception of Islam and Muslims.

    The ISPU paper calls for intensive and pervasive efforts to educate American society about Islam and Muslims. It suggests that such cultural information should be provided to libraries, knowledge bases, teachers and school administrators.

    Such facts and figures about Muslims and Islam -- compiled with the assistance of diverse community groups and advocates -- should also be featured in educational materials and resources, school curricula, popular Internet sites, television and films.

    Not surprisingly the report identifies the media as a problem source for stereotyped images of Muslims as terrorists and the outside group in the "us" versus "them" dichotomy.

    Perhaps it is time for "Hollywood" to consider positive associations for the Muslims it portrays on the big screen and in our family rooms. American Muslims are doctors, lawyers, engineers, make-up artists, photographers, engineers, information technology specialists, law enforcement agents, teachers, professors, bankers, community advocates, humanitarians, etc. -- isn't it time we portray them that way?

    Children's programming can also play a critical role in addressing this issue.

    Note the influence of Sesame Street, for instance: a 1996 survey found that 95 percent of all American preschoolers had watched Sesame Street by the time they were three. More recently, in 2008, an estimated 77 million Americans had watched the program as kids.

    In my view, Sesame Street should feature more American Muslim, Arab American and South Asian celebrities, children and characters in its regular programing.

    The children's show has made great strides in promoting diversity and multiculturalism and recently introduced its first South Asian character to the regular cast. To further promote increased diversity, it could throw a party with authentic Middle Eastern food and music for its American viewing audience, for example.

    Musicians could play the tabla -- an Arabic percussion instrument which produces a great beat -- while guests enjoy pita chips and hummus. Mangos, a popular fruit in the Arab and Muslim world, could also make an appearance where celebrating children learn how to count all the mangos.

    And, during 'The Word on the Street' segment, Murray could imaginably interview a young Sikh man with a turban or a young American Muslim girl or woman who wears a hijab or headscarf. This may help address the growing phenomenon of "hijabophobia."

    Further, The Daily Show's Asif Mandvi, who happens to be an Indian-American Muslim in addition to being funny, could make a cameo appearance to help define and explain a new word (e.g. the word jocular) to the young viewing audience. I am willing to offer my consulting services free of charge to help realize progress in this way.

    The answer does not lie with Sesame Street alone, however. Countless other children's programming could help as well and impact continued positive change. For instance, in addition to Dora, Diego and Ni Hao, Kai-lan, perhaps Nickelodeon could consider adding similar programming with Arab, Muslim and South Asian heroes and heroines.

    You may be wondering about Omar and his family. His mother organized and conducted cultural competency training on American Muslims and Arab Americans for her son's school district. It was well-received.

    As for Omar -- with the help of his family he has a great new attitude towards bullying which prompts him to stick up for other children targeted in the way he was.

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    Survey: Sexual harassment pervasive in grades 7-12

    By DAVID CRARY - Nov 7, 2011

    NEW YORK (AP) — It can be a malicious rumor whispered in the hallway, a lewd photo arriving by cell phone, hands groping where they shouldn't. Added up, it's an epidemic — student-on-student sexual harassment that is pervasive in America's middle schools and high schools.

    During the 2010-11 school year, 48 percent of students in grades 7-12 experienced some form of sexual harassment in person or electronically via texting, email and social media, according to a major national survey being released Monday by the American Association of University Women.

    The harassers often thought they were being funny, but the consequences for their targets can be wrenching, according to the survey. Nearly a third of the victims said the harassment made them feel sick to their stomach, affected their study habits or fueled reluctance to go to school at all.

    "It's reached a level where it's almost a normal part of the school day," said one of the report's co-authors, AAUW director of research Catherine Hill. "It's somewhat of a vicious cycle. The kids who are harassers often have been harassed themselves."

    The survey, conducted in May and June, asked 1,002 girls and 963 boys from public and private schools nationwide whether they had experienced any of various forms of sexual harassment. These included having someone make unwelcome sexual comments about them, being called gay or lesbian in a negative way, being touched in an unwelcome sexual way, being shown sexual pictures they didn't want to see, and being the subject of unwelcome sexual rumors.

    The survey quoted one ninth-grade girl as saying she was called a whore "because I have many friends that are boys." A 12th-grade boy said schoolmates circulated an image showing his face attached to an animal having sex.

    In all, 56 percent of the girls and 40 percent of the boys said they had experienced at least one incident of sexual harassment during the school year.

    After being harassed, half of the targeted students did nothing about it. Of the rest, some talked to parents or friends, but only 9 percent reported the incident to a teacher, guidance counselor or other adult at school, according to the survey.

    Reasons for not reporting included doubts it would have any impact, fears of making the situation worse, and concerns about the staff member's reaction.

    The AAUW had examined the problem previously — in 1993 and 2001 — and found that more than 80 percent of students reported experiencing sexual harassment at least once in their school career. The new study was not directly comparable because it looked at only a single year, but co-author Holly Kearl of AAUW's Legal Advocacy Fund said the problem had not eased and may have worsened because of the spread of electronic and online harassment.

    The report comes at a time when the problem of bullying at schools is in the spotlight, in part because of several recent suicides of beleaguered students.

    The AAUW report observes that sexual harassment and bullying can sometimes overlap, such as the taunting of youths who are perceived to be gay or lesbian, but it says there are important distinctions. For example, there are some state laws against bullying, but serious sexual harassment — at a level which interferes with a student's education— is prohibited under the federal gender-equality legislation known as Title IX.

    "Too often, the more comfortable term bullying is used to describe sexual harassment, obscuring the role of gender and sex in these incidents," the report says. "Schools are likely to promote bullying prevention while ignoring or downplaying sexual harassment."

    Fatima Goss Graves, a vice president of the National Women's Law Center in Washington, said the ultimate goal should be to deter hurtful student interactions however they are defined.

    "Schools get too caught up in the label," she said. "If it's the sort of conduct that's interfering with a student's performance, it ought to be stopped."

    The survey asked students for suggestions on how to reduce sexual harassment at their schools. More than half favored systematic punishments for harassers and said there should be a mechanism for reporting harassment anonymously.

    The AAUW report said all schools should create a sexual-harassment policy and make sure it is publicized and enforced. It said schools must ensure that students are educated about what their rights are under Title IX, with special attention paid to encouraging girls to respond assertively to harassment since they are targeted more often than boys.

    Niobe Way, a professor of applied psychology at New York University who has studied adolescent relationships, suggested that school anti-harassment policies might have only limited impact without broader cultural changes that break down gender stereotypes.

    "You have a culture that doesn't value boys having close intimate relations and being emotional or empathetic," she said.

    Bill Bond, a former high school principal who is a school safety expert for the National Association of Secondary School Principals, said there had been in shift in the nature of sexual harassment among students over recent decades.

    Overt attempts to exploit a fellow student sexually have become less common, while there's more use of sexual remarks to degrade or insult someone, he said.

    "Words can cut a kid all the way to the heart," Bond said. "And when it's on the computers and cell phones, there's no escape. It's absolutely devastating and vicious to a kid."

    The survey was conducted for AAUW by Knowledge Networks, and students answered the questions online, rather than to a person, to maximize the chances that they would answer sensitive questions candidly. Households were selected through national probability sampling, and were provided with equipment and Internet access if needed.

    The AAUW said the margin of error for the full sample of the survey was plus or minus 2.2 percent, with a larger margin of error for subgroups.

    Online: AAUW: http://www.aauw.org


    This is one of many reasons why Muslims should not have their children in non-Muslim schools. Islamic schools are a better option even though they choose to hire non-Muslim teachers over Muslim teachers, but the students are at least protected from other classmates.

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    Parent Complains of Bias in Sixth-Grade Lesson

    By Sharon Otterman - Nov. 21, 2011

    It was supposed to be a special learning opportunity for the sixth graders at Public School 101 School in the Gardens in Forest Hills, Queens. A popular second-grade teacher was invited to their social studies class to give a lecture about Israel, as part of a unit on the Middle East.

    But at home that evening, Elli Surico, 10, started talking about how great Israel is and asking why the Arabs wanted to kill the Jews, alarming her mother, Dana Milstein. It turns out that Elli and her family are both Arab and Jewish, of Moroccan descent, and Ms. Milstein found her daughter’s words deeply disturbing.

    Sixth graders in New York City regularly study the Middle East, but it is up to individual schools to devise the details of the lessons. At the School in the Gardens, the teachers work together to shape what is taught, and the talk on Israel last Monday was just one of the lessons dedicated to countries in the region, said the principal, Valerie Capitulo-Saide.

    But that explanation was not enough for Ms. Milstein, who read a fact sheet that Elli had brought home from the day, and found it inappropriately one-sided and inaccurate.

    The fact sheet praises the Jewish religion, but not Islam, and says the land that was to become Israel was barren before Jewish settlers arrived there, not mentioning the settlements of Arabs. It says that the countries surrounding Israel “seek to destroy Israel and the Jewish people.”

    “They do not want peace,” it says, not mentioning that there are peace treaties between Israel and two of the nations that border it.

    The teacher who wrote it, Gary Gelber, is Jewish and also teaches the children about the Holocaust; he did not return a call and e-mail asking for comment.

    “It isn’t a matter of perspective,” Ms. Milstein said. “These kids look to their teachers to give them truth, not opinions that are going to lead to hatred of other people.”

    Now Ms. Milstein is testing the limits of what a parent can do when she finds something taught to her child offensive. She reported the matter to the principal, the Department of Education’s Office of Equal Opportunity, the news media and the Arab-American Association of New York, a nonprofit organization that speaks out against anti-Arab discrimination.

    Ms. Capitulo said in an interview that her school was taking the matter “very seriously,” and that she also referred the complaint to the Department of Education for investigation.

    “We knew going into it that it is a touchy subject,” Ms. Capitulo said. “The parent is upset, and rightfully so. I understand her concern.”


    He knows he can't teach the truth because then he would have to teach how coward his ancestors were. They were told to go settle in Palestine and when they saw the Palestinians there; scared they ran back to Moses. When Moses asked them what's wrong, they complained that the land has big strong people living there. They told Moses "you and your God" go fight them and drive them out and then they will come and settle there!

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    School accused of putting autistic student in bag

    By BRUCE SCHREINER - 12/24/2011

    LOUISVILLE, Ky. (AP) — A 9-year-old autistic boy who misbehaved at school was stuffed into a duffel bag and the drawstring pulled tight, according to his mother, who said she found him wiggling inside as a teacher's aide stood by.

    The mother of fourth-grader Christopher Baker said her son called out to her when she walked up to him in the bag Dec. 14. The case has spurred an online petition calling for the firing of school employees responsible.

    "He was treated like trash and thrown in the hallway," Chris' mother, Sandra Baker, said Thursday. She did not know how exactly how long he had been in the bag, but probably not more than 20 minutes.

    Mercer County schools Interim Superintendent Dennis Davis said confidentiality laws forbid him from commenting.

    "The employees of the Mercer County Public Schools are qualified professionals who treat students with respect and dignity while providing a safe and nurturing learning environment," Davis said in a statement.

    State education officials said they were investigating.

    Chris is a student at Mercer County Intermediate School in Harrodsburg in central Kentucky. The day had barely begun when his family was called to the school because Chris was acting up. He is enrolled in a program for students with special needs.

    Walking toward his classroom, Baker's mother saw the gym bag. There was a small hole at the top, she said, and she heard a familiar voice.

    "Momma, is that you?" Chris said, according to his mother.

    A teacher's aide was there, and Baker demanded that her son be released. At first, the aide struggled to undo the drawstring, but the boy was pulled out of the bag, which had some small balls inside and resembled a green Army duffel bag, Baker said.

    "When I got him out of the bag, his poor little eyes were as big as half dollars and he was sweating," Baker said. "I tried to talk to him and get his side of the reason they put him in there, and he said it was because he wouldn't do his work."

    Baker said when school officials called the family to pick him up, they were told he was "jumping off the walls." Days later, at a meeting with school officials, Baker said she was told the boy had smirked at the teacher when he was told to put down a basketball, then threw it across the room.

    At a meeting with school district officials, the bag was described as a "therapy bag," Baker said, though she wasn't clear exactly what that meant. She said her son would sometimes be asked to roll over a bag filled with balls as a form of therapy, but she didn't know her son was being placed in the bag. She said school officials told her it was not the first time they had put him in the bag.

    So far, almost 700 people have signed a petition on the website change.org. Lydia Brown, an autistic 18-year-old Georgetown University freshman from Boston, said she started it after reading a story about Chris.

    "That would not be wrong just for an autistic student. That would be wrong to do to anyone," Brown said.

    Advocates for the autistic were outraged.

    Landon Bryce of San Jose, Calif., a former teacher who blogs about issues related to autism, said the school's treatment of Chris was "careless and disrespectful."

    "A lot of the damage that we do to students with all kinds of disabilities is by treating them as though they deserve to be treated in a way that's different from other people," Bryce said.

    Baker said she heard different accounts about her son's behavior that day.

    Baker stopped short of calling for the dismissal of school employees, but she said they should be suspended. They also need more training, she said.

    In Kentucky, there are no laws on using restraint or seclusion in public schools, according to documents on the state Department of Education's website.

    A July letter from the state agency to special education directors said the state had investigated two informal complaints this year.

    In one, "a student (was) nearly asphyxiated while being restrained," and in the other, a student vomited from panic attacks after spending most of an academic year "confined to a closet, with no ventilation or outside source of light," according to the letter.

    Baker's case was first reported by WLEX and WKYT.


    Parents need to speak to their kids and get details of everything that happened whenever they return from anywhere outside their home.

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    Students Could Be Arrested for Playing Hooky

    If Ferris Bueller lived in Covington, Kentucky, he'd have a lot more to deal with than just his principal. A new city ordinance, enacted January 2, has police taking school truancy into their own hands. If kids are caught skipping school they could now be arrested on misdemeanor charges. If their parents are complicit in the hooky-playing, they too could be hauled into court. It's all part of a new crackdown led by Ken Kippenbrock, Director of Pupil Personnel for the Covington school district.

    "If you have a recurring problem with a student this is the way to get this family in front of the judge," Kippenbrock tells Shine. "We're trying to increase the likelihood that child is going to graduate; we know the cost to society when child drops out."

    This week, local police were given a cheat sheet with times when kids should be in school (essentially 8am to 3pm) along with early dismissals, and procedures to follow when encountering a kid outside of school during those hours. If they come across a suspected skipper, officers have the option to bring the child back to school, return them to their parents' home, or if the child isn't allowed back in the school, and their parents can't be reached, booking them.

    "Most officers I know are likely to give a warning at first, but if they have a child repeatedly deliberately violating school rules they can use their discretion," says Kippenbrock.

    More on school arrests: at one institution, it's the teachers in handcuffs.

    It's an extreme measure for extreme times. Last year, the district, which oversees 4,000 students from kindergarten through twelfth grade, clocked about 13,500 unexcused absences. Because state funding is based on attendance, Kippenbrock says the district lost about $500,000 last year because of the poor record. He hopes that enforcing a city-wide "daytime curfew" will force both kids and parents to take skipping school more seriously.

    But can it actually work? "It's hard to know," Jack Jennings, president of the Center on Education Policy, tells Shine. "This approach has been tried at different times and at different parts of the country and it's generally been abandoned, because parents raise a stink and politicians back down."

    Covington, however, is following in the footsteps of a neighboring county. A similar ordinance in nearby Newport has been in effect for over 20 years, with positive results according to Kippenbrock. "When you drive around Newport you do not see kids on the streets on a school day and officers say it's had a positive impact on reducing daytime crime," says Kippenbrock.

    As to whether Newport's ordinance has improved graduation rates, Kippenbrock admits, "it's hard to say."

    What Kippenbrock has found is a surprising measure of support for the Covington ordinance throughout the community. The only backlash has come from the homeschooling community with concerns those kids will be penalized for having different hours than regular public school students. As a result, Covington police are requesting homeschooled kids get a note from their parents when they're out during school hours.

    It's far from a perfect system, but says Jennings, it's born out of a larger disconnect between schools and parents. "Schools are being held accountable for test scores and graduation and yet the kids aren't showing up and the parents don't seem to care as much," Jennings tells Shine. "Fining parents and arresting kids are negative ways of getting the message across that school is important, but what kids are doing out of school when they're not under supervision is damaging too."

    In Belen, New Mexico, a similar policy is being enacted this week. Their plan is to prosecute parents with repeatedly truant kids. Under the new rules, moms and dads could face fines or even jail time if they don't improve their kids' attendance records. "The safest place for kids is at school and most parents want their kids to succeed, but a lot of times life kind of gets in the way," according to Richard Romero, Belen's truancy expert.

    In Covington, Kentucky, where almost 90 percent of students live at or below the federal poverty level, life has more demands for the average student. "What I found over the years is kids being kept home to babysit their siblings when their parents go to work," says Kippenbrock. When parents can't afford day care and can't afford to miss work, the problem falls to the student and eventually the school.

    Ideally, schools should be offering more night and weekend classes so students could work around family schedules. But according to Jennings, that's not a reality. "We're at a time when public schools are in their second or third years of cutbacks and school districts don't have a lot of money," he says. "It would be nice if schools offered more flexible schedules for students, but doesn't seem to be in the cards."

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    7 teens charged with beating classmate unconscious

    By KELLI KENNEDY – Jan 7, 2012

    Seven central Florida teenagers were arrested after authorities said they punched and kicked a 13-year-old until she was unconscious while on a school bus.

    The victim told authorities that Friday was her first time riding the bus and no one would let her sit down. About 75 children were riding the bus bound for a middle school in Ocala, a rural city north of Orlando. The victim said someone threw a shoe at her and she threw one back, according to an arrest report.

    One girl allegedly asked students if they wanted to hit the victim, then instructed the teens to form a circle and began hitting and kicking the victim. Several witnesses said they saw the girl fall to the floor and "appear to have a seizure and pass out," according to the arrest report.

    The victim, who is not being identified, was taken to the hospital and diagnosed with a concussion, severe bruising on her head and muscle spasms.

    Seven teens, ranging in age from 12 to 15, were charged with battery and disorderly conduct. The Associated Press is not identifying the suspects because they are minors.

    The school's bus driver said he saw the fight and pulled the bus over to intervene. The fighting ceased, so he continued driving, but he told authorities the fight broke out again and he couldn't control it so he drove to a nearby school and called officials.

    Authorities interviewed all the students on the bus. Ten students said they saw the seven "commit battery upon the victim as a group," according to the report.

    One suspect admitted kicking the victim, but said it was an accident. A few claimed they hit her and several others denied it.

    Deputy Shannon Wiles wrote in the report that one 14-year-old girl climbed over several seats filled with students to get to the victim and "advised she punched the defendant repeatedly in the head, approximately 10-15 times because the victim called her a name."

    School officials said it's unlikely the defendants will be allowed on campus until their cases are resolved.

    The Ocala Star-Banner (http://lb.vg/0iLGQ ), which first reported the fight, said school discipline rules call for the students to be expelled or reassigned to another school, according to Marion County Public Schools spokesman Kevin Christian.

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    Bullying is a huge problem. These children are practicing violence and hatred at such a young age. Things escalate in groups and a mob mentality is developed but, there is no excuse for seriously endangering someone and hurting them to the point that they end up in the hospital. It could be a product of their upbringing or the school itself that teaches them that this is okay. I'm sure those involved were punished but, the sheer fact they they thought this was acceptable is frightening.

    Violence only breeds more hatred and violence, and I think that we all need to take a step back and question what got us to this point. The school shooting this week is another example. It terrifies me how common these school shootings are becoming. I worry about the future generation growing up in such hostile environments. I never want bullying and abuse to become the norm.

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    Which school shooting?

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    There was a shooting in Ohio in the US with three victims and others were injured. Truly sad. It seems to happen here in America all too often.

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    Thanks for the info. I wasn't sure which one, since it seems that there are so many. In the 1930's, boys could order automatic guns by mail and there were no school shootings. Kids killing other kids is a symptom of a much bigger problem.

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    I agree. It is devastating. Now that it is so common, people don't look at it as a huge societal issues. When the shootings at columbine occurred, the entire nation went into mourning. Now when children are killed in their school (a place where they go everyday and feel at home), it is one of the news stories of the evening and then never mentioned again.

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    US Teacher Likens Muslims to Hitler

    19 February 2013

    An American teacher has likened Muslims to Nazis, whose children are taught to “kill innocents”, prompting calls for investigation into the Islamophobic comments that encourage bullying against Muslim students.

    “We will ask that the US Department of Justice carry out an investigation into both the teacher’s and the district’s conduct in this case,” Jennifer Gist, Civil Rights Coordinator at the Washington chapter of the Council on American-Islamic Relations (CAIR-WA) said in a statement obtained by OnIslam.net on Tuesday, February 19.

    A teacher at Concrete Middle School has reportedly compared Muslims to Nazis during a class lesson on bullying in October.

    The teacher has said that “just like Hitler,” Muslims train their children from birth to give their lives to Allah and are raised to be martyrs.

    She also said that Muslim children are brought up and taught to “kill innocents.”

    The issue came to the surface after a Muslim student complained to CAIR about the description. The umbrella Muslim group said the response of the school officials on the incident was “totally inadequate and unresponsive.”

    “Our attempts thus far to address the issue with the district have been unsuccessful,” Gist said.

    “Educators need to know that bigoted, inflammatory statements will be taken seriously and that they are compromising the quality of education for all our children and encouraging and atmosphere conducive to bullying.”

    Though there are no official estimates, the US is home to from 7-8 million Muslims.

    Since the 9/11 attacks on the United States, many Muslims have complained of facing discrimination and stereotypes in the society because of their Islamic attires or identities.


    The teacher argued that her talk was about “extreme terrorist” groups, and that her comments were taken out of context.

    “This allegation of unlawful or inappropriate discrimination based on religion is false,” Concrete School District Superintendent Barbara Hawkings said in a statement.

    “The allegation is based upon false information that is taken out of context.

    “The teacher involved is an experienced and outstanding educator who treats every student with dignity and respect. She is a teacher students go to when they are having problems. The parent and/or student involved have never met with the teacher or school district to file a complaint or express a concern.

    “We find this allegation to be irresponsible concerning an issue of great importance to our district and staff. We strive to treat every student with dignity and respect and do not discriminate against any individual because of his/her religious beliefs.”

    Yet, parents of students in the district expressed concerns about the issue and possible hate comments.

    “Teachers in general should be really careful,” Craig Wenrick told Q13 Fox.

    “They’re there for an educational reason and they have an outline on what to teach and I think they should stick to that and keep their personal views to themselves.”

    With the rise of anti-Islam sentiments in the United States, community and civil rights leaders from Arab American Forum complained about growing violence against Arab, Muslim and South Asian students.

    The forum, sponsored by the New Jersey chapter of the American-Arab Anti-Discrimination Committee, saw participants sharing reports of name-calling, intimidation and physical violence in schools.

    Although most Americans defend religious freedom as a foundational principle, many admit to being uncomfortable with Islam, according to a 2010 report by the Pew Research Center.

    While 38 percent of those surveyed said they had an unfavorable opinion of Islam, more than half of Americans said they did not know very much about Islam.

    This discomfort with Islam was basically related to lacking proper information about this faith.

    An earlier US survey has revealed that the majority of Americans know very little about Muslims and their faith.


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    Stigma Haunts US Muslim Children

    08 May 2011

    Growing up in post 9/11 America, young Muslim generations in the United States are worried of falling prey to stigmatization over incidents that occurred before their birth.

    "They have never lived in a world where Muslims were not considered terrorists,"
    Johari Abdul-Malik, an imam and director of community outreach for the Dar Al-Hijrah Islamic Center, told Arizona Daily Star on Sunday, May 8.

    Sitting in their kindergarten at an Islamic school in suburban Washington, where an American flag hangs in the lobby and pupils' Earth Day posters decorate the hallways, the children were taught their first words.

    Though they were born in the US, students were labeled in the media as the Muslim ‘other’, defined by terrorist attacks their fathers condemned.

    The United States has accused Bin Laden's Al-Qaeda group of being behind the 9/11 attacks, when hijackers rammed planes into the World Trade Towers in 2001, killing at least 3,000 people.

    The attacks prompted Washington to launch its so-called “war on terror” under which two Muslim countries; Afghanistan and Iraq were invaded.

    On the day US President Barack Obama declared the killing of bin Laden, Muslim leaders shared the Americans their joy, condemning Al-Qaeda leader. Yet, they were faced by vandals who spray-painted the words "Osama today, Islam tomorow" (sic) on a mosque in Portland, Maine, giving stark evidence that Muslim next door remain a polarizing image in some circles.

    Two Muslim men were also pulled off a plane heading to North Carolina for wearing traditional Islamic garb after the pilot refused to fly with them.

    Since the 9/11 attacks on the United States, US Muslims, estimated by 7-8 million, have complained of facing discrimination and stereotypes in the society because of their Islamic attires or identities.

    A US survey has revealed that the majority of Americans know very little about Muslims and their faith.


    Hoping to end the painful chapter of teasing and taunting Muslims, new incidents targeting Muslims were still worrisome for many. "These children are growing up in a world where they are imprinted by this experience,” Abdul-Malik, whose Islamic Center runs the school, told Arizona Daily Star.

    “They have to struggle to redefine what it means to be American and to be Muslim."

    The growing anti-Muslim frenzy developed widely over past months.

    Plans to build a mosque near the site of the 9/11 attacks in New York, resulted in attacks on Muslims and their property.

    A Republican Senator stirred uproar last over holding a probe into what he called “radicalization” of American Muslims.

    Peter King, the chairman of the US House of Representatives’ Homeland Security Committee, claimed that US Muslims are being radicalized by Al-Qaeda operatives, accusing Muslim leaders of not cooperating with law enforcement authorities in fighting terrorism.

    Worse still, lawmakers in at least 13 states have introduced proposals to ban Shari`ah, introducing new terms against ‘Shari`ah’ and the scary ‘other’.

    Coming from different backgrounds, either African Americans or immigrants, the reaction of US Muslims to repeated harassments differed.

    "It depends on the level of comfort," Tayyibah Taylor, the editor and publisher of Azizah Magazine, an Atlanta-based publication that focuses on American Muslim women, said.

    Taylor noted that the Muslim reaction to the speedy pace of actions differed according to their cultural backgrounds. "For African-American Muslims, who have already dealt with some social injustices and know how to maneuver that road already, it's something that you just do,” she said. “For many of the immigrants, some of whom were flying under the cultural radar, all of a sudden they realized they were the 'other' and it was a surprise."



    The Muslim parents need to speak to their children about this and continue to do so, so the children grow up believing and loving Islam; not the propaganda they are surrounded by all the time.

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    Anti-Muslim Bullying on Rise in US Schools

    29 April 2011

    WAYNE – With the rise of anti-Islam sentiments in the United States, community and civil rights leaders complained about growing violence by bullies against Arab, Muslim and South Asian students, North Jersey news portal reported on Friday, April 29.

    "When public officials and media commentators propagate these ideas, it gets into the main discourse," Aref Assaf, president of the American Arab Forum, a think tank on Arab and Muslim affairs, told a forum about school bullying.

    "And schools are a ripe environment for these feelings."

    The forum, sponsored by the New Jersey chapter of the American-Arab Anti-Discrimination Committee, saw participants sharing reports of name-calling, intimidation and physical violence in schools.

    Shehnaz Abdeljaber said that her son came home one day with his yearbook plastered with notes from classmates and a teacher about blowing things up and bombs.

    "He put his head down and said, 'I know, I know.'," said Abdeljaber who declined to name her son or hometown to protect him from further bullying.

    "It was like he was telling me what had been going on all this time."

    Contacting her son's middle school where the incident took place, the mother said she was surprised to find the teacher only putting a letter into her file about the incident.

    The situation in the high school was different when her son was ridiculed by another student, she said.

    The administration of the school invited her talk to the school's faculty in her capacity as an outreach coordinator for the Center for Middle Eastern Studies at Rutgers.

    Though there are no official estimates, the US is home to from 7-8 million Muslims. Since the 9/11 attacks on the United States, many Muslims have complained of facing discrimination and stereotypes in the society because of their Islamic attires or identities. A US survey has revealed that the majority of Americans know very little about Muslims and their faith.

    More Than Laws

    While hopeful about New Jersey's new anti-bullying law; the toughest in the country, community leaders said the law alone will not be enough, urging more efforts from educators to take the phenomenon seriously.

    "We need to find ways to engage public officials and educators," Assaf said.

    "It's not enough to have laws."

    Philip Freeman, assistant director at the New Jersey Division on Civil Rights, said that families also should bear some blame for underreporting bullying incidents.

    Yet, despite all these efforts, some activists still believe that most of the problem lies in the growing anti-Islam hostility.

    Among the reasons behind the rise of bullying against Arab and Muslim students is the vilification of their communities, the activists said.

    Anti-Muslim frenzy has grown recently over plans to build a mosque near the 9/11 site in New York, resulting in attacks on Muslims and their property and an increase in anti-Muslim hate speech.

    A Republican Senator stirred uproar earlier this month over holding a probe into what he called “radicalization” of American Muslims.

    Peter King, the chairman of the US House of Representatives’ Homeland Security Committee, claims that US Muslims are being radicalized by Al-Qaeda operatives, accusing Muslim leaders of not cooperating with law enforcement authorities in fighting terrorism.

    Worse still, lawmakers in at least 13 states have introduced proposals to ban Shari`ah.



    Call for tolerance training in Minneapolis schools after spat becomes 300-person brawl

    By Stephen C. Webster - February 18, 2013

    A Minnesota-based Muslim group called for authorities to intervene in a Minneapolis high school with mediation and tolerance training, days following cafeteria spat between two girls that erupted into a 300-person brawl largely divided along racial lines.

    The fight was so large that police were called in even after nearly 30 staffers intervened, according to The Star Tribune. Three Minneapolis South High School students and one faculty member were hospitalized following the dust-up, leaving police spokesperson Sgt. William Palmer to marvel that more damage wasn’t inflicted.

    “We’re very fortunate no one got seriously injured,” he told the Tribune. “I honestly can’t recall a [similar] situation of this magnitude.”

    Lori Saroya, executive director of the Council on Islamic-American Relations (CAIR) for Minnesota, told Raw Story that the fight was the culmination of tensions between African-American students and the small minority of Somali-Americans attending the school.

    There has been tension at the school between different racial minority groups… It [boiled over] in a huge fight that involved between 200 and 300 people,” she said. “But I think this is a really good opportunity to promote inter-cultural understanding between two minority groups, African-Americans and Somalis. There is not a lot of interaction between those groups.”

    CAIR said Monday in a release that school officials should use the incident to bring in outside mediators and teachers for cultural sensitivity training.

    The fight comes against a backdrop of seemingly increasing racial tensions in the region, which was thrust into an uproar last month when students at the nearby Washburn High School caught national media attention by hanging a black baby doll in a school hallway.

    “They called it a prank… [but it was] kind of like they were lynching the doll,” Saroya said. “It was clearly racist and promoted a lot of fear. A lot of students felt unsafe after that incident.”

    “We see a lot of hate incidents in our state,” she added. “Everything from assault, arson, there was a cross burning not too long ago. Things that should not be happening in 2013, that are unbelievable they’re happening in this day and age.”

    This video is from ABC Eyewitness 5 News, aired Thursday, Feb. 14, 2013: http://www.rawstory.com/rs/2013/02/1...-person-brawl/

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    Calif. governor signs transgendered students’ rights bill

    By Robby Soave - 08/12/2013

    Transgendered students in California will now have the right to use whichever bathrooms they prefer and join either the boys’ or girls’ sports teams, thanks to landmark legislation signed by Democratic Gov. Jerry Brown on Monday.

    The law amends the state’s education code, and stipulates that each student will have access to facilities, sports teams, and programs that are “consistent with his or her gender identity,” rather than the student’s actual biological composition. A male student who self-identifies as female could therefore use the girls’ bathroom, even if he is anatomically male.

    Though the debate over accommodating transgendered students’ needs has ramped up recently — with several high-profile cases attracting media scrutiny — California is the first state to address the issue with statewide legal action.

    “I’m so excited that California is making sure transgender students have a fair chance to graduate and succeed,” said Calen Valencia, an 18-year-old transgender student, in a statement. “I should have graduated this year, but my school refused to give me the same opportunity to succeed as other boys. Now other transgender youth won’t have to choose between being themselves and graduating high school.”

    The legislation was sponsored by Democratic Assemblyman Tom Ammiano, who said that it will make school life easier for transgendered kids.

    A spokesperson for Ammiano admitted that the bill would irk some parents who do not want their kids sharing bathrooms with members of the opposite sex.

    “Clearly, there are some parents who are not going to like it,” said Carlos Alcala, a spokesperson for Ammiano, in a statement to San Jose Mercury News. “We are hopeful school districts will work with them so no students are put in an uncomfortable position.”



    This is yet another reason (especially for Muslimas) to not attend public schools and to opt for home school. It's best to avoid using public bathrooms for health and safety reasons.

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    How Schools Are Humiliating Kids to Punish Their Parents

    By Megan Jordan - Nov 11, 2013

    My son ran out of money in his school lunch account last year, and it didn't end well. The cafeteria worker threw away his food in front of all of the kids in line and sent him to the office. Once there, he was instructed to call me. He was in absolute tears as he explained over the phone what had happened. He was humiliated.

    Is this story beginning to sound familiar? It may, as I'm not alone. We are hearing more and more stories like this, as schools are cracking down on students (really, parents) whose prepaid lunch accounts run out.

    Should schools be allowed to humiliate students to make a point? What does it look like when a school denies lunch to a student? Although an elementary-school age boy, my son is fairly stoic. He doesn't cry unless the situation is remarkably bad. Answering the phone to hear him crying sent me into an alarmed state that immediately turned into fury.

    His running out of money in his prepaid lunch account was my fault. Therefore it would be fair to say that I was alarmed, then embarrassed, then furious. Here's why:

    I usually send $40 at a time to stock up his account, but I'd apparently let it run low. We aren't on a reduced cost lunch plan, so his lunch runs roughly $2.25 each, depending on what he selects that day. Although the school is supposed to send home a little note with something along the lines of "Your child owes $0.40, please restock their account immediately," they just hadn't this time.

    I'm familiar with that note, honestly. The kids are allowed to charge two meals over their limit before they are refused lunch. Since they use up their funds at varying rates depending on what they purchase, it's actually two charges that they can go over, the first therefore possibly being as little as a nickel. In any case, the notes home give parents two chances to restock their account and I'm appreciative of that reminder.

    Do they have to remind me? They shouldn't have to, but I'm happy when they do, because sometimes I need the heads up that he's out of money. Sometimes the money I send lasts months, sometimes weeks. I'm never sure where he is in his account.

    But this time? No warning. For either of us.

    I offered to drive the two minutes to the school and pay right that second but the school refused. They said he had missed lunch at this point and he would have to return to class without eating.

    Students are given roughly 30 minutes for lunch. After standing in line and all of the hullabaloo involved in getting dozens of kids seated, that meant his trip to the office and the five minutes it would take me to get in the car and get there left him no time to eat.

    That was when I became angry.

    The school was sending a lesson to me through my crying son. My rule-abiding, gifted program attending, team-player, proud son. They made him stand in the office and explain through humiliated tears on the phone to his mom about what her oversight had done. And they refused to let me fix it so he could eat.

    So I drove to the office and checked him out of the school for the rest of the day.

    Look, I completely understand the need for the policies of denying lunch. Had I realized he had gone over his prepaid account, I would have sent a check the next day and refilled it. Absolutely. That's the deal. They run out of money, you let us know, we fix it immediately.

    But they didn't let us know. And they wouldn't let me fix it that moment. And they humiliated him to make a point.

    Should schools be allowed to humiliate students to make a point? Would I rather they have sent a discrete note home letting me know he was denied lunch that day? Honestly, I don't know. I may have been more angry knowing they didn't let me know they were making him go hungry and, therefore, denying my chance to remove him from the school.

    What I would have liked them to do was to send a note home letting me know his account had run out. Or, even better, if they would let us know when their accounts are running low.

    Seriously, the best option would be for me to send him $40 on the same day every month and let his account build up. I shouldn't wait until it's running low. I get that.

    Though taking responsibility for our mistake did not lessen my frustration. Because I tend to be passive-aggressive and then don't understand why my targets don't catch my drift, my husband called the school himself to address the issue.

    To our school's credit, and this is important, the Vice Principal to whom my husband spoke was embarrassed. He agreed that the school handled everything about the incident the wrong way and that they would learn from it, ensuring us that it would not happen again. Presumably for any student.

    As far as I know, it hasn't happened again. We've definitely received a couple of notes saying one of the kids' accounts was overdrawn (usually by less than $1), to which we responded by immediately restocking the account.

    As I mentioned, this happened last year. It never occurred to me to write about it (or tell anyone about it) because I was embarrassed. I was surprised when I began to see mainstream news stories about children being denied lunch for running over their limit.

    People that are apparently unlike me were going to their local news to complain. I was trying to pretend it hadn't happened because, I can't stress this enough, we were humiliated. And did I mention embarrassed?

    But maybe it's worth mentioning. Policies like this are rolling out across the nation and parents are outraged. Are they outraged because of the policies themselves or how schools are enforcing them? Because there must be a better way to handle these kinds of occasional oversights while still addressing the rampant problem of seriously and habitually overdrawn accounts.

    In the meantime? Lesson learned.

    No, really, the crying child on the phone? Well played.



    Is this the western education eastern people, and Muslims, want for their children? Even when these children are not being punished by humiliation anyone being in a classroom for an hour can see that these teachers talk down to the students regularly!!! Especially in lower (primary) grades.

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    Leading academic calls for overhaul of sex education

    Schoolgirls as young as 14 ‘should be told to start thinking about when they want a baby’, claims Camille Paglia as she calls for overhaul of sex education

    By Meghan Keneally | 14 March 2014

    A top academic has called for massive changes in the sex ed system so that rather than simply being told not to get pregnant, young girls should have discussions about how early their fertility rates begin to drop and when they should start trying to have children.

    Camille Paglia, who is best known for her 1990 book Sexual Personae, made the bold declaration because she says the current curriculum is so focused on preventing pregnancy and 'abstinence only' education that it may hinder would-be mothers later in life.

    'Sobering facts about women’s declining fertility after their 20s are being withheld from ambitious young women, who are propelled along a career track devised for men,' Ms Paglia wrote in an op-ed for Time.

    This is an idea she feels passionate about, saying teachers and parents should force their daughters to think about the larger picture of their life rather than just the present.

    'I want every 14-year-old girl...to be told: You better start thinking what do you want in life. If you just want a career and no children you don't have much to worry about,' she said in a December Wall Street Journal interview.

    'If, however, you are thinking you'd like to have children some day you should start thinking about when do you want to have them. Early or late? To have them early means you are going to make a career sacrifice, but you're going to have more energy and less risks. Both the pros and the cons should be presented.'

    She goes on to explain that informing young girls about the rates at which fertility rates will drop off in their late 20s should not be taken as a seal of approval for teenage sex.

    Separating the sexes: Paglia argues that boys and girls need to be taught different things in the classes and it is 'absurd' to address their concerns in the same setting, citing issues like date rape and fertility

    'My generation of baby-boom girls boldly rebelled against the cult of virginity of the Doris Day 1950s, but we left chaos in our wake. Young people are now bombarded prematurely with sexual images and messages,' Ms Paglia wrote in Time.

    She announced that girls and boys have to be separated during sexual education courses because it is 'absurd' to pretend that the sexes deal with the issue in the same way.

    'Boys need lessons in basic ethics and moral reasoning about sex (for example, not taking advantage of intoxicated dates), while girls must learn to distinguish sexual compliance from popularity,' she said.
    Ms Paglia, 66, has described herself as a 'contrarian' whose work has focused largely on sexual gender dynamics.

    She writes that the morality issues that are so intrinsically linked to sex ed by politicians needs to be taken out of schools and that the classes need to be taught as impartially- almost clinically- as possible.

    'The liberal response to conservatives’ demand for abstinence-only sex education has been to condemn the imposition of “fear and shame” on young people. But perhaps a bit more self-preserving fear and shame might be helpful in today’s hedonistic, media-saturated environment,' Ms Paglia writes.

    Among the suggestions she pushes for are the removal of condoms from schools, the inclusion of menopause in biology class curriculum, and the ban on any perceived endorsement of homosexual relationships by sex ed teachers.

    'In my view, antibullying campaigns, however laudable, should not stray into political endorsement of homosexuality or gay rights causes. While students must be free to create gay-identified groups, the schools themselves should remain neutral and allow society to evolve on its own,' she writes.

    Ms Paglia was in a relationship with a female artist for more than a decade and legally adopted her partner's son in 2002. The couple split in 2007.


    Other than being a lesbian and her views on homosexuality, she has the right idea. Sex ed should be separate so each gender can be taught on topics relevant to them, and girls need to be given a more holistic viewpoint on this topic and not just the man’s career path as an option. Sadly, thanks to this western education and upbringing, more and more Muslimahs are being career minded while neglecting the sunnah of marrying young/early and starting a family.

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    Almost Half of Calif. Muslim Students Report Bullying


    Westfield State University class plans protest at West Springfield High School after 3 Muslim sisters said they were bullied


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    Florida teacher orders attack on student

    Teacher fired 'after she ordered six students to attack 7th grade boy who spoke back to her' in shocking videotaped beat-down

    By Zoe Szathmary - 14 April 2014

    A Florida teacher was fired from her job last week after she allegedly encouraged six students to attack a classmate that spoke back to her.

    Teacher Dru Dehart was fired on Thursday night from her position at Port St. Lucie's Northport K-8 school by the St. Lucie County school board, WPTV reports.

    Dehart was accused last year of encouraging a March 2013 incident caught on surveillance video that showed six students attacking classmate Radravious Williams, WPBF reported last year. The attack took place after Williams allegedly told Dehart that he 'wished he could curse out teachers someday.'

    In turn, Dehart allegedly told the boys they should 'teach him a lesson,' the channel says.

    Latasha Darrisaw, the boys' mother, described the assault in detail to WPBF last year.

    'They picked him up, carried him, holding him by the neck, took him down to her classroom and forcibly made him apologize to her.

    'And her remarks to him were, "I've got my eighth-grade boys on you; you're not so tough now."'

    Dehart was removed from the classroom last spring and transferred to a different position without student contact, WPTV reported at the time. She was later suspended without pay in fall 2013.

    Following Dehart's termination, Darrisaw told CBS 12 that Radravious has trust issues.

    'Through the whole process, and even when I got the news there's no congratulations on either side, he's suffering and my son is still suffering.'

    She also told the channel that Dehart has yet to apologize the attack on her son.

    'As a person and as a parent you would like some kind of apology, but I guess we will get that whenever she's ready,' Darrisaw said.



    Kids are not only unsafe from other students but also teachers in public schools. Teachers have been caught numerous times bullying, assaulting, attacking, and sexually abusing students.

    Abdullah bin Umar reported: The Messenger of Allah, peace and blessings be upon him, said, “Every one of you is a shepherd and is responsible for his flock. The leader of people is a guardian and is responsible for his subjects. A man is the guardian of his family and he is responsible for them. A woman is the guardian of her husband’s home and his children and she is responsible for them. The servant of a man is a guardian of the property of his master and he is responsible for it. Surely, every one of you is a shepherd and responsible for his flock.” Sahih Bukhari 6719, Sahih Muslim 1829

    Are you protecting your children or are you throwing them to the wolves by putting them in these public schools?!!!


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