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Extracts from a further Spectator article (Aug 15) by Andrew Gilligan: An academic project hosted by Cambridge University platforms creationism, the belief that the world was created by God in seven days. It promotes an academic paper demanding that schoolchildren be taught to “actively resist” the science of evolution. At Charles Darwin’s old university, where a college is named after him, Darwin’s discovery is now described by one Cambridge researcher as an example of “potential challenges posed by Eurocentric monoculture.” It is the latest sign of fundamental problems at Cambridge’s education faculty, the same department which hired Jason Arday. The project which platforms the creationist claims, the Islamic Educator Learning Community (IELC), is led by Cambridge’s assistant research professor of education, Farah Ahmed, a former activist in the since banned terror group Hizb ut-Tahrir.. IELC is “hosted by” and “partners with” a university body called the Cambridge Teacher Research Exchange, Camtree. IELC publishes on its website, with a Camtree address, a paper on “Islamic scientific critical consciousness” . . . The paper says that “countering colonial hegemony in science education for Muslims” could include “identifying gaps in fossil records to make the case that the evidence of humans descending from apes is inconclusive.” On Tuesday, in the wake of the Jason Arday scandal, The Spectator revealed that Ahmed had been given the prestigious assistant professorship. We noted that in a 2002 pamphlet, republished in 2017, she attacked ‘western education’ as a ‘threat’ to Muslims, condemned democracy and integration, and criticised British schools for teaching that child marriage is wrong. Like the paper’s author, Mirza, Ahmed has also said that modern science is a problem, because in the “teaching of evolution, Muslim children will be exposed to ideas that contradict Islam.” After that story created a storm, the education faculty took decisive action. It removed the names of all its staff from its website, presumably to stop anyone who doesn’t know about web archive tools checking to see if they’ve hired any more wrong’uns (spoiler alert: they have Other action has been less forthcoming. The faculty clearly hopes to ride this one out, issuing a statement that it is “committed to academic freedom and freedom of speech within the law.” Well, we must reluctantly agree that Ahmed – benefiting from the democracy she condemns – should have the freedom to say that English is “one of the most damaging subjects” a school can teach, or (while teaching at Cambridge) write that Muslim students shouldn’t have to worry about “gaining literacy and numeracy and other disciplinary skills demonstrated through qualifications.” But that’s quite different from believing that Cambridge University should fund her to promote her ideas to the future leaders of the country. Still more indisputable is that a university subject, even one as debased as Education at Cambridge, should not promote baseless, anti-scientific twaddle in the name of academic research. But it does.

Extracts from 11 Aug article in Spectator by Andrew Gilligan: After the Jason Arday disaster, here is new evidence that things have gone deeply wrong at Cambridge University. We can reveal that a former supporter of Hizb ut-Tahrir, now banned as a terror group, has been appointed assistant research professor of education at Cambridge, in the same faculty as Arday. Ahmed is now responsible for postgraduate research in education at Britain’s top university, and for teaching undergraduate students, the future leaders of the profession, ‘how education shapes individuals and society.’ Farah Ahmed has explicitly attacked ‘western education’ as a ‘threat’ to Muslims, condemned democracy and integration, and criticised British schools for teaching pupils that child marriage is wrong. During her time at Cambridge, she has written that the Islamic concept of education is sharply opposed to ‘gaining literacy and numeracy and other disciplinary skills demonstrated through qualifications’. She attacks schools’ ‘attempts to integrate Muslim children’ as seeking to ‘produce new generations that reject Islam… if society is built on kufr [unbelief], it is our duty to tackle this challenge as a community in order to protect our young from its corruption.’ Worst of all, ‘religious tolerance is primarily pushed in religious education’, meaning that ‘Islam is taught as a religion like any other, putting its value on the same level as Christianity, Buddhism, Judaism, Hinduism, Sikhism and the like.’ Science is a problem too, because in the ‘teaching of evolution, Muslim children will be exposed to ideas that contradict Islam’. And in any subject, boys and girls may be asked to work together.

🏀 Future stars, future leaders. 🌟 Before hearing their names called on Draft Night, the top @NBADraft prospects hit the court with @NewEraCap & local youth at @TheNBPA ! From basketball skills and combine drills to injury prevention and off-court learning activities, it's a day focused on developing the next generation—on and off the hardwood. 💪