As with Finlandization, Islamization extends to the domestic realm, too. In one recent illustration of this process, as reported in the British press, “schools in England are dropping the Holocaust from history lessons to avoid offending Muslim pupils . . . whose beliefs include Holocaust denial.” (ellipses in original)
Now when you use apostrophes like that you indicate that you are quoting something. And there’s a trifling scholarly convention that you indicate in a footnote what it is you are citing and where an interested reader can find it. But Podhoretz is above the petty restrictions of conventional scholarship. He cites in a vacuum. There are no footnotes. His dubious quotations float in a void. And this particular citation is patently bogus. It sounds like some feverish nonsense copied from a Melanie Philips column.
It does, rather – not least because of Podhoretz’s own editoralisation. “Schools in England are dropping the Holocaust from history lessons”, eh? OK, let’s say that a school in this town and another school down the road independently decide to scrub round the Holocaust in their History lessons, because the teachers get sick of mouthy kids chipping in – but Sir it didn’t actually happen like that did it Sir? Now, there are only so many lessons in the week and only so many topics you can teach; it’s not inconceivable that you could design a History curriculum that skipped the Holocaust, for convenience’s sake. I did History O Level, time back way back, and I don’t remember the Holocaust even being mentioned when we covered World War II. (There was a Holocaust denier in my class, as it happens, although he was a born-again Christian and there was just the one of him.)
Still, this would be a pretty depressing scenario. What it wouldn’t be, necessarily, is an illustration of a broader process, a symptom of the creeping tide of Islamization from which only the righteous vigilance of a Podhoretz can save us. For that to be the case, rather than simply opting for a quiet life, the schools would have to be following the agenda – or at least cutting with the cultural grain – of the local education authority, or central government, or the teaching unions, or the Labour Party, or the Guardian… or, well, somebody. If this is the tip of an iceberg, there has to be an iceberg.
So, where is Podhoretz getting his information from, and does it justify the spin he put on it? For a start, where did that phrase come from? I googled. The first thing I discovered was that it’s a phrase with legs: 24 hits for “schools in England are dropping the Holocaust” from a variety of sources, including an open letter to the government from the Simon Wiesenthal Centre (not pleased). Rephrase and google for “schools are dropping the Holocaust”, and bingo:
Schools are dropping the Holocaust from history lessons to avoid offending Muslim pupils, a Government-backed study has revealed. It found some teachers are reluctant to cover the atrocity for fear of upsetting students whose beliefs include Holocaust denial.
There is also resistance to tackling the 11th century Crusades – where Christians fought Muslim armies for control of Jerusalem – because lessons often contradict what is taught in local mosques. The findings have prompted claims that some schools are using history ‘as a vehicle for promoting political correctness’.
Yes, it’s our old friend the Daily Hate-Mail, putting its own spin on a “Government-backed study”. More on that in a moment. In passing, it’s worth noting that the Hate‘s story even misrepresents itself; there are no claims that some schools are using history ‘as a vehicle for promoting political correctness’. Here’s the quoted phrase in context, from further down the same page:
Chris McGovern, history education adviser to the former Tory government, said: “History is not a vehicle for promoting political correctness. Children must have access to knowledge of these controversial subjects, whether palatable or unpalatable.”
McGovern must have seemed like a soft touch for a why-oh-why anti-multiculti quote – he’s the director of “the traditionalist History Curriculum Association” and complained recently that kids these days aren’t taught about the positive consequences of imperial rule. But what he actually said doesn’t include any claims about what ‘some schools’ are doing. In fact it’s rather embarrassingly adrift from the story, which is about Holocaust denial rather than political correctness. The Hate‘s distortion of McGovern’s words turns them into a thin, tendentious link between the two, insinuating that accommodating pupils with denialist views is political correctness – and, in the process, suggesting that these Holocaust-avoiding schools are acting with the approval of the local education authority (or central government, or the teaching unions, or the Labour Party, or the Guardian, or, well, somebody).
So, what does it actually say in this “Government-backed study”? See for yourself: Teaching Emotive and Controversial History 3-19 can be downloaded from this page. And Ellis’s instincts were right: the report doesn’t associate Holocaust denial with ‘political correctness’ and it certainly doesn’t approve of it. The line of the report is very much that schoolkids should have access to “knowledge of these controversial subjects, whether palatable or unpalatable”. Nor, in actual fact, does it say “schools are dropping the Holocaust from history lessons”; for that matter, it doesn’t say that there is generalised resistance to teaching the Crusades in ways that often contradict what is taught in local mosques. Here’s what it says, in a section headed Constraints to the teaching of emotive and controversial history, sub-heading “Teacher avoidance of emotive and controversial history”:
Teachers and schools avoid emotive and controversial history for a variety of reasons, some of which are well-intentioned. Some feel that certain issues are inappropriate for particular age groups or decide in advance that pupils lack the maturity to grasp them. Where teachers lack confidence in their subject knowledge or subject-specific pedagogy, this can also be a reason for avoiding certain content. Staff may wish to avoid causing offence or appearing insensitive to individuals or groups in their classes. In particular settings, teachers of history are unwilling to challenge highly contentious or charged versions of history in which pupils are steeped at home, in their community or in a place of worship. Some teachers also feel that the issues are best avoided in history, believing them to be taught elsewhere in the curriculum such as in citizenship or religious education.
For example, a history department in a northern city recently avoided selecting the Holocaust as a topic for GCSE coursework for fear of confronting anti-Semitic sentiment and Holocaust denial among some Muslim pupils. In another department, teachers were strongly challenged by some Christian parents for their treatment of the Arab-Israeli conflict and the history of the state of Israel that did not accord with the teachings of their denomination. In another history department, the Holocaust was taught despite anti-Semitic sentiment among some pupils, but the same department deliberately avoided teaching the Crusades at Key Stage 3 because their balanced treatment of the topic would have directly challenged what was taught in some local mosques.
Where teachers model the processes of critical enquiry that characterise the adult discipline of the subject, history teaching may well clash with a narrow and highly partisan version of family or communal history in which some pupils have been reared.
One History department avoided selecting the Holocaust. Another department (singular) did teach the Holocaust but avoided teaching the Crusades. And a Government-backed study held up the pair of them as an example to avoid, encouraged other schools to do better, and offered twenty pages of recommendations and examples of best practice to help them. In short, there’s no sign here of creeping Islamization, and no evidence of a ‘politically-correct’ campaign to avoid offending Muslims even at the expense of historical truth. There is, apparently, a small minority of kids out there who are being brought up Holocaust deniers, which is disturbing. But it sounds as if most schools are dealing with that minority appropriately – and a Government-backed study has encouraged those which aren’t doing so to get their act together.
In 1943, commenting on the Tory press’s new-found fondness for anti-Nazi atrocity stories, George Orwell reminded us that some things are true even if the Daily Telegraph says they are. I don’t think he was ever that generous to the Mail.