Anti-Muslim hate crimes increase fivefold since London Bridge attacks

Source: The Guardian

BY  and

The London Bridge attacks have triggered a big spike in hate crimes with a significant amount of them being attacks in the street directed at British Muslims.

Figures released by the mayor of London, Sadiq Khan, showed a fivefold increase in Islamophobic attacks since the atrocity at London Bridge on Saturday, and a 40% increase in racist incidents, compared with the daily average this year.

The increase in recorded Islamophic incidents after the London Bridge attacks is greater than it was after the 2013 murder of Lee Rigby and after the 2015 massacre in Paris, two different sets of figures have suggested.

The nature of this rise in hate crime is also different from last year after the Brexit vote, police sources have told the Guardian. Recorded hate crime rose to 54 incidents a day versus a daily average of 38 for 2017, Metropolitan police figures covering London have shown. Recorded crime where an anti-Muslim motive was identified reached 20, while the daily average for 2017 was under four.

1 reply

  1. British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades. Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different. It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a “***” by Prince Harry has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son’s passing out parade at Sandhurst in 2006 but now felt upset after learning about the Prince’s comments. Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His portrait is still in one of the royal places.

    The problems of racism in the school system and wider society are permanent features of Western society and will become more entrenched and institutionalised. On this basis it is time to build a new kind of education, which can equip students with the necessary instrumental skills to participate in society; that does not prejudice experience of Muslim young people; and one that critically engages with the endemic racism present in British society. Developing an education from a Muslim critical perspective can be a part of mounting a significant challenge to the racism that lies at the heart of British society.

    British schools are not doing enough to tackle racism and promote race relations. Many teachers are unaware of racist attitudes amongst pupils. Schools have a responsibility not only to deal with racist incidents but also to prepare pupils for life in a multicultural and multiracial society.

    Children from minority groups, especially the Muslims, are exposed to the pressure of racism, multiculturalism and bullying. They suffer academically, culturally and linguistically: a high proportion of children of Pakistani and Bangladeshi origin are leaving British schools with low grades or no qualification.

    A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.

    There is the increase alienation of the UK’s British Muslim population, through stigmatism and increasing inflammatory anti-immigrant/foreigner propaganda – which is doing more to marginalize than to integrate its citizens. A fact of life is that these are descendants of the former British Empire/Commonwealth on which the sun never set, many that have lived in the UK for generations, but have kept their religious beliefs, cultures and traditions, remaining largely within their own communities perhaps because the UK itself has its own highly stratified class system with little integration flexibility between its own ranks which has left its former colonies somewhat side-lined. The anti-Muslim drumbeat is relentless. In the wake of the “Trojan horse”onslaught against mainly Muslim state schools in Birmingham, which branded conservative religiosity “extremism”, politically directed Ofsted inspectors have now turned their attention to east London. Six Muslim schools in Tower Hamlets have been failed and a majority-Muslim state secondary school with good results has been put in special measures because of risks of “extremism”.

    Stop treating foreigners like garbage and they will stop ruining your precious country. Why did you let them in in the first place if you didn’t want them here? They left everything in their countries because of your promises. Are you so anxious to please that you can’t say “no”? I would love to see you go to a foreign land where you don’t have any friends, you don’t even know anyone and you don’t speak the language, and start from scratch. I would just LOVE to watch you do that. Let them integrate and stop segregating them. What I want is people being nice to each other. I don’t care about race.

    Native Brits must learn to respect and tolerate those who are different. The needs and demands of the Muslim community are different from those of natives. Muslims are in Britain not to give up their cultural heritage. They must integrate in their new home country, learn new languages and apply for political representation — without forgetting their cultural heritage. It is important to learn Standard English, but their languages should not be neglected. They need Masajid and grave yards. Muslim children not only need halal meat or Eid Holidays but they need state funded Muslim schools with Muslim teachers as role models during their development period also. There is no place for a non-Muslim child or a teacher in a Muslim school. This is nothing to do with a Islamic Madrassa in Pakistan. The needs and demands of British Muslims are different from Muslims living in Pakistan.

    I have been campaigning for state funded Muslim schools for the last 45 years. I set up the first Muslim school in London in 1981. Now there are 188 Muslim schools and only 28 are state funded. I would like to see each and every Muslim child in a state funded Muslim school with Muslim teachers.

    This leaves a majority of children from Muslim families with no choice but to attend state schools. There are hundreds of state schools where Muslim pupils are in majority. In my opinion, all such schools may be designated as Muslim community schools with bilingual Muslim teachers as role models.

    Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”?

    Speaking English does not promote integration into British, American and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to state schools with monolingual non-Muslim teachers and English language. English language is not only a lingua franca but also lingua frankensteinia. Human right are also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime. Language is not just a language. It defines one’s culture, identity and consciousness. It defines how we think, communicate and express ourselves. The fact is the most South Asian Muslims have come to know Islam by way of Urdu, the children’s alienation from the language that connects them the heritage of their parents and grandparents is disturbing. As a matter of fact, one has to get to know his mother tongue well if one is to master any other language.

    You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.

    Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children. Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector.

    Muslim schools, in spite of meagre resources, have excelled to a further extent this year, with two schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.

    There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society.
    IA
    http://www.londonschoolofislamics.org.uk

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