West Virginia middle school teacher wears ‘Tuck Frump’ shirt in class

Treason in the classroom.

These are the real-life villains teaching our children, brainwashing and inculcating them into the army of gossestepping leftist zombies. I have one word for Americans — Homeschool.

If that’s not an option, get active. Get on school boards, fight!

Call:

Sherman Junior High School
Principal: Matt Riggs
9846 Coal River Rd, Seth, WV 25181
Phone: (304) 837-3694

How sure are these totalitarian soldiers? The teacher Ms. Judy said she doesn’t try to push her liberalism on others, but asserted that the children who saw her patch on Thursday were “like-minded.”

Frightening.

WEST VIRGINIA MIDDLE SCHOOL TEACHER PHOTOGRAPHED WEARING ‘TUCK FRUMP’ SHIRT IN CLASS

By Jessica Chasmar – The Washington Times – Wednesday, April 19, 2017

A West Virginia middle school teacher is under fire after she was photographed by a student in class wearing a jacket with the words, “Tuck Frump,” emblazoned on the back.

Cheryl Judy, an art teacher for Sherman Junior and Senior high schools in Boone County, told the Charleston Gazette-Mail that the profane anti-President Trump message was written on a patch that she later attached to her jacket while in class Thursday afternoon.

Ms. Judy said she was planning on wearing the patch to a school board meeting later that evening, so she briefly tried it on in class to make sure it was on straight. She said that “without thinking,” she then allowed a student to take a picture of the patch, which the student shared on Snapchat.

The picture quickly exploded on social media, and now some parents are calling for Ms. Judy’s resignation.

Superintendent Jeff Huffman said he can’t comment specifically on Ms. Judy’s case but vowed to investigate once spring break concludes this week.

“We expect professionalism with both conduct and appearance,” Mr. Huffman told WSAZ. “It seems to have caused a great amount of concern from around the area and around the nation, as we’ve received multiple phone calls today.”

Ms. Judy said she’s been teaching in Boone County for more than 13 years and is the secretary for the local chapter of the American Federation of Teachers labor union. She said she doesn’t try to push her liberalism on others but asserted that the children who saw her patch on Thursday were “like-minded.”

“We had discussed this kind of stuff before,” Ms. Judy told WSAZ. “They were not offended by it. It doesn’t really have anything inappropriate on it unless you read it the wrong way.”

“I don’t want to lose my job. I want to teach my students, but if I have to, I have to. It’s just a shame that students are going to be losing someone they care about and really cares about them, each and every one of them,” she told the Gazette-Mail.

EDITORS NOTE: This column originally appeared on The Geller Report.

The Least Diverse Places in America

College campuses are the least diverse places in America. Colleges and universities claim to want diversity, but what they really want is for everyone to look different, but think the same.

A few weeks ago I filmed a video for Prager University on this topic.

Check it out:

Turning Point USA is leading the charge to restore freedom of thought in higher education.

Our activists and student leaders are out on their campuses every single day organizing groups, challenging the status quo, and promoting our message to an audience that desperately needs to hear it.

It takes so much bravery and boldness to do this.





Our chapter at East Carolina University brought Tomi Lahren to campus on Monday. Over 700 students came out to see her speak.

Today our Southern Regional Director, Joanna Rodriguez, was on FOX Business talking about the impact of socialism in Venezuela.

In just a few weeks, TPUSA will host the nation’s largest gathering of young, conservative women in Dallas, TX.

Confirmed Speakers

If you know someone who would like to attend, please encourage them to apply TODAY at www.tpusa.com/YWLS. Spots are filling fast!

Our college campuses need more strong, courageous student leaders. Can you help us equip our students with the tools, training, and support they need to bring our principles and values to their campuses?

EDITORS NOTE: All donations to Turning Point USA are tax-deductible. Gifts of all size are appreciated. Secure online donations can be made below. Checks made payable to Turning Point USA can be mailed to 217 1/2 Illinois St., Lemont, IL 60439.

Dear Mr. Carvalho: The Miami-Dade Schools Grandfathered Salary Suit is Very Much Real

Recently, the Superintendent of Miami-Dade County Public Schools, Alberto Carvalho, called a related story “fake news” in response to an inquiry from Mr. Andrew Ladanowski

carvalho tweet

Anyone can say anything; it doesn’t make it so. After all, I can pin some fake antlers on Baxter the Cat and call him a 10 point buck; however, the fact remains he is still, and always will be, a cat.

What proof is there that the School District of Miami-Dade County violated the law with respect to the grandfather provisions of Florida Statute 1012.22?  The short answer is that the District ignored the plain language of the statute.  That said, you are entitled to a better explanation.  So first I am going to present the text of the law to you as it actually exists in print.  Next I am going to give you an example of grandfathering so that there is no doubt as to what it means.  Then I am going to give you some representative examples of deviations the District implemented – I can’t give you all of them over the last three years because it would take too many pages.  And finally, I am going to tell you how the District verbally tried to justify what they did.

  1. The statutes (both of them) are easy to read:

Grandfathered Salary Schedule The District school board shall adopt a salary schedule or salary schedules to be used as the basis for paying all school employees hired before July 1, 2014.

Florida Statute § 1012.22 (1) (c) 4. a. (emphasis added).

Grandfathered salary schedule means the salary schedule or schedules adopted by a district school board before July 1, 2014, pursuant to subparagraph 4. (Cited immediately above).

Florida Statute § 1012.22 (1) (c) 1. b. (emphasis added).

  1. How about an example of grandfathering?

Many cellular phone carriers including AT&T and Verizon had an unlimited data plan in the past, but these plans were discontinued. However, customers who already had subscribed to unlimited data plans could continue them for as long as they kept the same service. They were grandfathered.  But not new subscribers.  For them, the unlimited plan was no longer available, and they had to select from a limited plan.

  1. Some examples of 2015-16 salary schedule deviations from the grandfathered salary schedule:

Step

17             48,425             Down $1,875.00 from the grandfathered schedule.
19             51,900             Down $1,200.00 from the grandfathered schedule.
21             57,350             Down $1,000.00 from the grandfathered schedule.
22             60,775             Down $3,539.00 from the grandfathered schedule.
23             66,575             Down $3,750.00 from the grandfathered schedule.

  1. The District tried to justify it by saying that the grandfathered salary schedule would be any schedule they “designated as such.”

A little lame, don’t you think?

For a complete perspective of the pending complaint (still being drafted) that will be filed shortly in court, please review the amicus curiae brief authored by the lead attorney in the case per a related complaint that was addressed recently before Florida’s Public Employees Relations Commission.

As it will be a class action lawsuit, the plaintiffs are virtually suing on behalf of all the teachers of Miami-Dade County; thus, it is fair to say that 19,000 some odd M-DCPS school teachers will be suing the School Board in the foreseeable future.

Sadly, the United Teachers of Dade sided with M-DCPS in PERC and is opposed to the impending lawsuit.

RELATED ARTICLES:

Growing chorus of Miami-Dade teachers denounce pay deal by Carvalho, union

Miami Teachers Look to Sue District Over Merit Pay Raises

Why is the U.S. DOE Promoting Islam to School Kids? by Dan Miller

The U.S. Department of Education has proselytized in our public schools on behalf Islam for many years through its “Access Islam” program. Federally funded, it is directed at children in grades 5 through 12. The Christian Action Network recently demanded that President Trump’s recently confirmed Education Secretary, Betsy DeVos, terminate the program.

According to an article at Breitbart, a predecessor program began during the Bush administration in 2005. It “simply taught students about the traditions, culture, and holidays of Islam. Then, it became greatly expanded under the Obama administration. It has continued to develop, and now has had a greater, broader outreach.”

According to the linked Breitbart article, “Access Islam” is not only funded by DOE. It is also “being promoted on various websites,” Martin Mawyer, president and founder of CAN, told Breitbart News. “PBS Learning Media is one of the websites that is promoting it. The Smithsonian also promotes it, the Indiana Department of Education promotes it, and even the United Nations promotes it.”

The video features prominently a Christian convert to Islam, who declares emotionally how he has found the true religion without any “intermediaries.”

Here is the blurb following the video:

The United States Department of Education has developed an Islamic indoctrination program for public schools called, “Access Islam.”

The lesson plans are written for grades 5 through 12. They include worksheets and videos to help students perform the 5 Pillars of Islam – prayer, fasting, alms giving, pilgrimage to Mecca and the proclamation of Muslim faith. [emphasis added].”

This short video contains excerpted clips taken from the “Access Islam” program which not only teaches children how to perform a Muslim prayer, but asks students such questions as: “What does a Muslim prayer sound like?” “What do the movements look like?” and “What are some of the things Muslims say during prayer?”

Children are also expected to memorize verses from the Quran and give the meaning of those verses.

Taken as a whole, the U.S. Department of Education’s “Access Islam” program is nothing short of a Sunday school class on Islam.

DOE provides no even remotely comparable promotion of any other religion. Nor should it, because for any federal (or for that matter state) agency to do so is inconsistent with the First Amendment to the U.S. Constitution.

Watch a video of an interview by Tucker Carlson of Fox News with the founder of the Christian Action Network on the DOE program:

Will any of the many major “civil rights” organizations with which America is “blessed” take legal action against state entities which use Access Islam? They have been quite active in opposing even the display of Nativity scenes and the Ten Commandments on public property.

When will Betsy DeVos, President Trump’s recently confirmed Secretary of Education, repudiate the “Access Islam” promotion and insist that all video and other presentations of related materials it provided be returned? The DOE apparently remains a big swamp, very much in need of draining.

ABOUT DAN MILLER

Dan Miller, a retired lawyer, blogs at DanMillerInPanama.

RELATED ARTICLE: Arizona State U Prof Lets Students Organize Anti-Trump Protest Instead of Taking Final Exam

PBS Lesson Plan Teaches Kids to Sympathize with Muslim Suicide Bombers

We, the American taxpayer, subsidize this poison. It is an outrage. We need a revolution of the mind. Why should we underwrite anti-freedom, anti-American, anti-Semitic propaganda? There are a thousand channels; let these elite destroyers compete in the marketplace like the rest of us.

PBS Lesson Plan Teaches Kids to Sympathize with Muslim Suicide Bombers

Source: News – PBS Lesson Plan Teaches Kids to Sympathize with Radical Islamic Terrorism | Heartland Institute

By Justin Haskins (thanks to) Creeping Sharia, April 13, 2017:

The Public Broadcasting Service (PBS) is home to Big Bird, Frontline, and other “programing made possible by viewers like you,” including lesson plans instructing teachers how to show kids to be more sympathetic to radical Islamic suicide bombers in Palestine.

“Dying to be a Martyr.” That’s the name of a lesson plan offered to students and teachers at no cost by the Public Broadcasting Service, a taxpayer-funded nonprofit, and some of the material seems to encourage students to learn to sympathize with radical Islamic terrorists.

The “Dying to be a Martyr” lesson plan is offered through PBS’ LearningMedia website, “a media-on-demand service offering educators access to the best of public media and delivers research-based, classroom-ready digital learning experiences,” according to the PBS website.

The stated “objectives” for the lesson plan, which is designed for use by students in grades nine through 12, include analyzing “why the Middle East conflict began and continues today,” discussing “how religions can unite or divide people” and explaining “why individuals and groups sometimes turn to tactics of terrorism, and evaluate how terrorism affects the world we live in.”

[ … ]

It’s in “Part 3” the lesson plan takes a disturbing turn. First, students watch a video of 18-year-old Mohanned Abu Tayyoun, a Palestinian terrorist “who entered Israel carrying a bag of explosives with the intention of carrying out a suicide bombing.” Mohanned “wavered, however, and returned home without carrying out the mission.”

In the video, which is called by the lesson plan the “Martyrdom” video, Mohanned is interviewed from a jail cell in Israel, where he is asked why he wanted to be a suicide bomber.

Mohanned responds, “It was my decision. Martyrdom leads us to God. I don’t want this life. When you become a martyr, your prize for carrying out the operation is going to heaven. … We Palestinians prefer to die, just kill ourselves, rather than live this worthless life. Our lives are worthless. We are hollow bodies living a pointless life.”

“Israelis enjoy their life,” Mohanned continued. “They go out at night. They have cafes and nightclubs. They travel all over the world. They go to America and Britain. We can’t even leave Palestine.”

Teachers are then instructed, “Check for understanding by asking students to respond to the focus question. (Mohanned feels he would rather die and by a martyr than live his life, sees his life as hollow—in contrast he sees Israelis as happy, going out, having fun, traveling.) Ask your students why Mohanned may feel that way (Answers may include: Palestinians have less land, fewer privileges, cannot come and go as they please.)”

Nothing in the instructions tells teachers to denounce Mohanned’s claims or radical Islamic views in general.

The final section of “Part 3” has students watch another video interview of Mohanned, this time where explains why he didn’t go through with the act. Teachers are instructed after the video ends, “Ask your students to share their thoughts on why Mohanned didn’t carry out the plan. (Mohanned felt that not all Jews were guilty of being against him, and that God wanted him to continue to live.)”

In Part 4, students are asked to watch a third video interview of an Islamic terrorist. This time, the video includes a terrorist who actually was involved in a suicide bombing. According to the lesson plan, “this is taken from an interview with 25-year-old Majdi Amer, who in March 2003 built a bomb and prepared a suicide bomber for a bus bombing in Haifa that killed 17 people and wounded 50.”

In the interview, Majdi is asked why he believes it’s acceptable to kill women and children, to which he explains, “If the Israelis kill a child in Gaza, I’m ready to kill one in Tel Aviv. If they destroy houses in Gaza, I’ll do it in Tel Aviv. If they give me security in my land, then there’s no problem.”

After students watch the interview, teachers are expected to ask students to explain “how Majdi and Mohanned’s opinions differ from one another, even though they are both Palestinians involved in suicide bombing plots. (Majdi feels that Islam calls for him to defend his land any way he can, he does not recognize the Jewish state, he will kill an Israeli for every Palestinian killed. Mohanned did not see every Jew as an enemy, did not want to kill innocent people, felt that God wanted him to live.)”

No instructions are provided telling teachers to denounce the radical claims made by Majdi, and there are no other lesson plans describing the conflict from the point of view of the Israelis.

On the lesson plan’s website, under the “Credits” section, JP Morgan Chase and the Corporation for Public Broadcasting are listed as the sources of funding. CPB is funded by the U.S. federal government, and it was first created by an act of Congress in 1967, under the leadership of Democratic Party President Lyndon Johnson.

[ … ]

A review of the LearningMedia website by The Blaze found at least six lengthy lesson plans focused on teaching students about various aspects of Islam, including “The Five Pillars of Islam,” “The Haj: Journey to Mecca” and “Salat: Prayer in Muslim Life.” However, no similar lesson plans covering other religious groups—including Christianity, Judaism, Buddhism, Taoism or Hinduism—were discovered on the website.


Read it all and contact your elected officials to stop taxpayer money from funding Islamic propaganda being pushed on young Americans.

RELATED ARTICLE: DEFUND – The Dazzlingly Bad Idea of Government-Funded Media

EDITORS NOTE: This column originally appeared in The Geller Report.

19,000 teachers sue the School Board of Miami-Dade for $60 million

Why would 19,000 teachers sue the School Board of Miami Dade Public Schools for $60 million in lost salaries?

Because a law passed by the Florida Legislature in 2011 required that as of July 1, 2014, whatever salary schedule was in place would thence forth be frozen in time, or, as the statute phrased it, grandfathered.  But the school district just didn’t do it.

The term grandfathered goes back a long way.  During the Jim Crow era, grandfather clauses were used by seven southern states to exempt those who already possessed the right to vote prior to 1866 (end of the Civil War) from new laws imposing educational, property or tax requirements for voting.  The grandfathered laws had the effect of disenfranchising freed African Americans who did not gain the right to vote until passage of the 15th Amendment in 1870.  But grandfathering allowed impoverished and illiterate whites to continue to vote as before.  They had been grandfathered.

The current law (Fla. Stat. §1012.22) was intended to prevent further annual increases to district salary schedules for teachers hired before July 1, 2014.  Teachers hired after that date would receive performance pay, which would be calculated or derived from the greatest increment between levels of the grandfathered schedule, depending upon a teacher’s effectiveness.  In theory, performance pay would quickly out-pace the frozen schedule forcing veteran teachers to relinquish their tenure to join the new comers.

However, M-DCPS just kept on bargaining new schedules to attack the higher end salary steps for teachers approaching retirement.  It was something like knocking off West Virginia mountain tops for the benefit of coal companies.  And not incidentally, for two years, the District did not award any performance pay whatsoever.   The damage to teacher salaries is estimated at $20 million per year.

“Wait a minute,” you say.  “How did the District get around grandfathering?”  The District’s position was that the grandfathered salary schedule was any schedule they “designated as such.”  Wonder how they interpret a 70-mph speed limit?

Why Black Families Are Rejecting Public Schools by Annie Holmquist

Because of their long-fought battle for equal access to education, it is generally assumed that black families are big fans of public schooling.

That assumption, however, is beginning to show its datedness, as evidenced by the research of University of Georgia College of Education professor Cheryl Fields-Smith. In a recent interview with The 74, Dr. Fields-Smith suggested that black families are abandoning public schools because said schools exhibit:

1. A hyper-focus on race

According to Dr. Fields-Smith, pioneering black homeschoolers were not always interested in having their children integrate the public schools. Today’s black homeschoolers see a different problem. They are choosing to bring their children home because schools have resegregated, and they don’t want them to have such a black-centric view of the world.

2. Safety issues

As with many other homeschoolers, one of the big motivations for black families to homeschool revolves around instances of violence in school. But black parents are also concerned that classroom stereotyping will negatively affect their children:

“One of the predominant themes was a sense of wanting to protect their children from being labeled a troublemaker, or suggestions that they should be in special ed, or even [schools not] acknowledging the intellect of their child because they are so focused on the behavior.”

3. A narrow vision of diversity

Although public schools pride themselves on embracing diversity and emphasizing the history of minorities, black families feel their children need a broader vision than the one currently fed to them:

“I know I had to supplement that with my kids, had to make sure that they knew their black history, because it’s not really being taught in public school. We get one month, and usually it harps on the same people. We have a very rich legacy of contributing to this country, and more than just in entertainment and sports.

4. Poor education

As Dr. Fields-Smith explains, public schools offer a “basic education” to every child. Homeschoolers, however, are able to help their children rise above the label of average. Evidence of this was revealed in a 2015 report by Dr. Brian Ray, who found that homeschooled black children register in a percentile above the national average and far above their black public school peers:

Dr. Fields-Smith goes on to say:

“My families expressed empathy for the public schools; they want the public schools to succeed. It’s just that their particular children weren’t thriving in that environment.”

Is it possible that such a sentiment could be expressed by more than just black families? Have the public schools lost their savor to the American public because they can no longer offer an environment in which children of all ages, races, and abilities can thrive?

Republished from Intellectual Takeout.

Annie Holmquist

Annie Holmquist

Annie is a research associate with Intellectual Takeout. In her role, she writes for the blog, conducts a variety of research for the organization’s websites and social media pages, and assists with development projects. She particularly loves digging into the historical aspects of America’s educational structure.

RELATED ARTICLE: How Political Correctness Holds African-Americans Back

DUMP ACCESS ISLAM: The U.S. Department of Education must remove Islamic indoctrination program

The taxpayer-supported Department of Education (DOE) is funding an Islamic indoctrination program in America’s public schools in grades 5 through 12, Christian Action Network has learned.

Students are taught to learn Islamic scripture, give the meaning of that Islamic verse, and explain how they can use it in their daily lives.

“How can this be anything other than indoctrination?” said Martin Mawyer, president and founder of Christian Action Network (CAN).

The DOE offers no similar lesson plans for Christianity, Mawyer added. “There is absolutely no balance in the curricula offered. Only Islam is given a full course of study.”

"Access Islam," from the PBS web site, funded by the U.S. Department of Education.

“Access Islam,” from the PBS web site, funded by the U.S. Department of Education.

The Islamic education program, funded by the DOE, is primarily disseminated through PBS LearningMedia and the Educational Broadcasting Corporation.

The curriculum is called “Access Islam” and includes such lessons as:

  • The Five Pillars of Islam, in which students in grades 5 through 12 explore and understand the basic beliefs of Islam, as well as “the Five Pillars that guide Muslims in their daily life … students will create posters about the Five Pillars for classroom display.” Students also learn the proclamation of Islamic faith — which is akin to learning the Christian “prayer of salvation.” (More information here)

The U.S. Department of Education's funding of an Islamic indoctrination curricula is the topic of a new video produced by Christian Action Network.

The U.S. Department of Education’s funding of an Islamic indoctrination curricula is the topic of a new video produced by Christian Action Network.

  • Salat: Prayer in Muslim Life, in which students in grades 5 through 12 learn “the importance of the Quran in daily worship.” The students are asked, “What do you see and hear when Muslims pray? How do the words sound? What is the purpose of praying five times a day?” (More information here)
  • Quran: Sacred Scripture of Islam, in which students in grades four to six are taught that the Quran “is considered the word of Allah.” Students must review quotes from the Quran and Hadith.  They must then to present one of the Islamic quotes to the teacher and “describe the passages practical application…” (More information here)

“Can anyone imagine The Lord’s Prayer recited in a classroom?” asked Mawyer. “Or students taught that the Bible is the inspired, infallible final Word of God? Or displaying the Christian cross in the school classroom? Or lesson plans that encourage students to pray to Jesus Christ? It’s out of the question! Christ, the Bible, the cross and Christian prayer were thrown out our public schools decades ago.

In one DOE funded video, students are introduced to a man who has converted from Christianity to Islam.  The Muslim man tells students that Islam “is the true worship of God.” The man then instructs children to “submit yourself” to Allah.

Mawyer said he was so shocked when he learned that the Islamic curriculum was funded by the DOE that his organization fired off a legal “Letter of Demand” to Education Secretary Betsy DeVos demanding that the Islamic program be defunded and removed from access to the public schools of America.

dump access islamIn the Five Pillars of Islam lesson plan, students are told to “focus on learning about the core duties of Muslims” and to “read about what it means to proclaim faith or belief as a Muslim.”

“As I scanned through the information online, it became obvious to me that the material is much more like a Sunday School lesson plan than a proper educational lesson on Islam,” said Mawyer. “These lessons are teaching our children and grandchildren how to be, act and live like Muslims. It’s outrageous! And every Christian and Jewish parent in America should be appalled at how our children are being indoctrinated into the Islamic belief system and lifestyle.”

Students are taught in detail how to pray like a Muslim in the lesson plan “Salat: Prayer in Muslim Life.”  The lesson plan includes prayers that can be recited by students, descriptions of how and when to pray, and refers students to the web site “islamicity.com” to get more information about Islamic prayer times around the world.

In this same study students are told to memorize the following prayer from Quaran 96:1-5:

“In the name of thy lord who created man from a clot. And thy lord is the most generous who taught by the pen, taught man that which he knew not.”

Mawyer noted that students are NOT taught that Jesus is Lord, but they DO learn that Allah is God.

Preview for CAN’s latest film “Islam In The Schools A Quick Look”. To order the full version and learn more about this topic visit us at www.ChristianAction.org

“I am calling on all Americans to demand the Department of Education dump this program,” said Mawyer. “This is an outrageous abuse of our taxpayer dollars, and an affront to the rights of parents to teach their children the religion of their choice.”

As well as the DOE video, CAN has also released a video that takes a broader look at Islam in the Schools. It can be viewed here.

Download Christian Action Network’s letter of demand to the Department of Education here.

Democrats seek K-12 ban on book challenging global warming

By Paul Bedard… 

Three prominent House liberals have called for what amounts to a mass burning of books and DVDs that question global warming and sent to 200,000 K-12 teachers, a ban rejected as an “April Fool’s joke” by the science institute that provided the materials for free.

“Is this a belated April Fool’s Day joke? If not, it should be. This is hilarious,” said Joseph Bast, president of the Heartland Institute.

The liberal cleansing effort, led by three House Democrats, claimed the Heartland book and DVD, Why Scientists Disagree About Global Warming, are full of “lies” to protect corporate polluters.

“Lying to children about the world we live in to further corporate polluter profits is cruel,” Arizona Rep. Raul Grijalva said in a release also signed by Reps. Bobby Scott, of Virginia, and Eddie Bernice Johnson of Texas. Scott is the top Democrat on the Committee on Education and the Workforce, Grijalva the ranking member on the Committee on Natural Resources, and Johnson of the Committee on Science, Space and Technology.

Theirs is the latest effort by liberals to kill any scientific doubt about global warming, climate change, and man’s role in it.

Read the full article

RELATED ARTICLE: Wellesley student editorial: “Hostility may be warranted” towards those who embrace “hate speech” after reeducation

128 Radical Islamic Professors who teach on 69 American Campuses

Marshall-Polston2-400x267

Marshall Polston

Recently we wrote about Marshall Polston a college student in Florida who questioned his adjunct professor Areeje Zufari, who said the “crucifixion of Jesus Christ was a hoax and that his disciples did not believe he was divine.” On March 26th Polston was suspended for confronting Zufari and then reinstated on April 3rd, 2017.

In an  article published by the Central Florida Post on March 28, 2017, Jacob Engels reported:

Zufari is accused by Rosine Ghawji, the wife of the Maher Ghawji, of trying to indoctrinate Rosine’s two children with fanatical Islamic beliefs. Zufari had been engaged in an affair with Maher and was possibly involved in a secret marriage ceremony in Central Florida with Mr. Ghawji, according to the court documents.

Maher Ghawji has been tied to the Muslim Brotherhood, donated thousands to charities that funneled money to Al-Qaeda, and was even under surveillance by the F.B.I. at one point for his involvement with terrorist groups in the Middle-East.

In our column Orlando’s Muslim Professor Areeje Zufari — Profile of a ‘Radical Islamic Supremacist’ we noted that Zufari is Director of Media and Communications for the Islamic Society of Central Florida. Zufari’s superior is Imam Muhammad Musri, who oversees seven mosques from the Islamic Society of Central Florida. Musri believes that Arab Christians claiming to have converted from Islam “are lying and . . . were actually Christians all along.” “They are using tales of conversion,” he says, “to get financial backing from evangelical ministries.” Taking a jab at Christianity’s many Protestant denominations, he adds, “We don’t want the Muslims to end up with 700 determinations of Islam.”

Is Zufari unique in her beliefs or are there others serving a professors in other universities with similar view?

The Canary Mission has found that there are many Zufaris in higher education with the same beliefs who support views like hers or worse. The Canary Mission has documented (below) the cases of 128 professors in 69 American colleges and universities who “are promoting hatred.” The work to expose those who are promoting hate on U.S. college campuses is ongoing. These 128 professors are just the tip of the Islamic supremacist iceberg system (isis).

Perhaps the best thing that has come out of the Zufari incident is the exposure of those like minded Islamic supremacist professors on U.S. campuses.

In his inaugural address, President Donald Trump vowed to fight “radical Islamic terrorism” and “eradicate it from the face of the earth.”

Perhaps one of the places the President needs to start is on our own college campuses?

ABOUT THE CANARY MISSION

The Canary Mission database was created to document the people and groups that are promoting hatred of the USA, Israel and Jews on college campuses in North America.

Every individual and organization has been carefully researched and sourced. If you appreciate the work of the Canary Mission, please help us continue to expose hatred by alerting us to anti-Semitic activity on your college campus, or donating.

RELATED ARTICLE: BDS Activist at JVP Conference Urges ‘Guerilla Disobedience’ Against Israel

EDITORS NOTE: The featured image is of a popular rock at Youngstown State University in Ohio that was vandalized with pro-Islamic State (ISIS) messages. Photo: Screengrab/WKBN-TV


Professor Directory by Campus

American University of Beirut
Rami Khouri
Steven Salaita

Antioch University Seattle
Nada Elia

Barnard College
Nadia Abu El-Haj
Neferti Tadiar

Brandeis University
Robert “Bob” Lange

Brooklyn College
Corey Robin
Samir Chopra

Brown University
Nina Tannenwald
Naoko Shibusawa

California State University – Los Angeles
Mohammed Abed

California State University – Northridge
David Klein

California State University – Stanislaus
As’ad Abukhalil

City University of New York – Graduate Center
Corey Robin
Samir Chopra

City University of New York – Staten Island
Sarah Schulman

Columbia College Chicago
Iymen Chehade

Columbia University
Gil Anidjar
Hamid Dabashi
Lila Abu-Lughod
Rashid Khalidi
Mahmood Mamdani
Joseph Massad
Brinkley Messick
George Saliba
Bruce Robbins
Katherine Franke

Duke University
Miriam Cooke
Omid Safi

Exeter
Ilan Pappe

Georgetown University
Elliot Colla
John Esposito
Melani McAlister
Fida Adely

George Mason University
Craig Willse

George Washington University
Shira Robinson

Harvard
Ajantha Subramanian

Indiana University-Purdue University Indianapolis
Edward Curtis
Ian McIntosh

Institute for Advanced Study
Joan Wallach Scott

Kent State University
Julio Pino
Joshua Stacher

Lethbridge
Anthony Hall

Oberlin College
Joy Karega

Ohio State University
Pranav Jani
Vidar Thorsteinsson

McGill University
Rula Abisaab
Michelle Hartman
Jon Soske

Michigan State University
Salah Hassan

New York University
Lisa Duggan
Nikhil Pal Singh

Northeastern University
M. Shahid Alam
Denis Sullivan

Northwestern University
Arthur  Butz
Jessica Winegar

Pennsylvania State University
Courtney Morris

Purdue University
Tithi Bhattacharya
Bill Mullen

Rhodes College
Yasir Qadhi

Rutgers University
Deepa Kumar
Jasbir Puar
Thea Abu El-Haj

Saint Martin’s University
David Price

San Francisco State University
Rabab Abdulhadi
Jess Ghannam

San Jose State University
Noam Perry
Roberto Gonzalez

Scripps
Lara Deeb

Stanford University
Joel Beinin
David Palumbo-Liu

State University of New York, Plattsburgh
Simona Sharoni

Southwestern University
Banafsheh Madaninejad

Swarthmore College
Sa’ed Atshan

Syracuse University
Chandra Talpade Mohanty

Tufts University
Thomas Abowd
Amahl Bishara

University of California – Berkeley
Hatem Bazian
Judith Butler
Daniel Boyarin

University of California – Irvine
Mark Levine

University of California – Davis
Sunaina Maira
Magid Shihade

University of California – Los Angeles
Sarah Haley
Robin D.G. Kelley
Saree Makdisi
Gabriel Piterberg

University of California – Riverside
David Lloyd

University of California – San Diego
Curtis Marez

University of California – Santa Cruz
Sami Abed
Lisa Rofel

University of California – San Francisco
Jess Ghannam

University of California – Santa Barbara
Avery Gordon

University of Denver
Nader Hashemi

University of Delaware
Muqtedar Khan

University of Florida
Malini Schueller

University of Hawaii at Manoa
Cynthia Franklin

University of Illinois at Chicago
Barbara Ransby

University of Illinois – College of Law
Francis Boyle

University of Maryland
Solomon Commissiong
Zein El-Amine
Charles Manekin

University of Michigan – Ann Arbor
Juan Cole

University of Michigan – Dearborn
David Skrbina

University of Pennsylvania
Ian Lustick

University of Southern California
Alireza Tabatabaeenejad

University of Texas – Austin
Snehal Shingavi
Melissa Smyth

University of Toronto
Rebecca Comay

University of Washington
Chandan Reddy

Vassar College
Kiese Laymon
Joshua Schreier

Wesleyan University
J. Kehaulani Kauanui

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Upstate New York students debate how to exterminate Jews

Forcing children to argue for genocide and annihilation is depraved and the very definition of evil. It’s child abuse.

343314161-Final-Solution-homework-assignment-1-pdf

Final Solution homework assignment.

The evil is compounded by the fact that there is no real diversity of opinion of thought. Can you point to anywhere in academia where opposition to jihad and sharia is debated and/or encouraged

There is no discussion, no instruction, no education about the gravest threat to our freedom and Western civilization, but exterminating the Jews — yes, let’s talk about hat.

New York Education Commissioner MaryEllen Elia said she sees how an assignment asking students to argue in support of the Holocaust could prompt critical thinking.

Upstate New York students debate exterminating Jews

By Susan D. Harris, American Thinker, March 30, 2017:

The New York education commissioner defended a local teacher’s assignment asking students to argue in favor of exterminating Jews.  It sounds incomprehensible, but MaryEllen Elia, speaking in Syracuse, N.Y. (Onondaga County) this past Thursday morning, did just that.  It seems especially hideous, contemporarily, since that city’s Jewish Community Center has been under lockdown three times this year: twice for bomb threats and most recently for a vaguely described “threat of violence.”

The education commissioner was addressing an assignment given by a teacher in neighboring Oswego County this past February.  The teacher, Michael DeNobile, gave the assignment as part of the Oswego County CiTi/BOCES New Vision program.  According to local reporter Julie McMahon, the students were asked to “put themselves in a Nazi leaders’ shoes and argue for or against the ‘Final Solution’ to exterminate Jewish people.”

It seems that only two students were disturbed by this request.  Jordan April and Archer Shurtliff (neither are Jewish) are both seniors at Oswego County high schools participating in the New Vision program.  The program allows students to take college-level classes on the SUNY Oswego campus.  April and Shurtliff brought their concerns directly to DeNobile, higher administrators, and even the Anti-Defamation League (ADL).  The two girls’ goal was “to make sure no other student would be asked to argue in favor of killing Jews again.”  They also asked for the New Vision program to retract the assignment completely.  They were unsuccessful.  In exchange for their complaints, however, the entire class was given the opportunity to choose their own alternative project.  Only three students took advantage of that, including April and Shurtliff.

Education commissioner Elia held strong to her support of the assignment, citing critical thinking as the supposed learning tool, saying, “I think it’s certainly a question where you want students to think on both sides and analyze … which position a person is taking.”  Student Archer Shurtliff, in a separate interview, stated conversely that “it’s settled opinion[.] … [Y]ou can’t say that Jews deserve to die.  It should be a settled thing.”

Dogged local reporter McMahon posted the actual homework assignment on Syracuse’s online news website.  Eerily, it was stamped “Top Secret” in red at the top.  McMahon writes:

The assignment itself notes that the point is “not for you to be sympathetic to the Nazi point of view[.] … Ultimately, this is an exercise on expanding your point of view by going outside your comfort zone and training your brain to logistically [sic] find the evidence necessary to prove a point, even if it is existentially and philosophically against what you believe,” the assignment says.

(Ironically, Oswego County is home to “Safe Haven Holocaust Refugee Shelter Museum,” which commemorates America’s only refugee camp for victims of WWII.  In 1944, nearly 1,000 refugees were housed in the army barracks there as “guests” of President Roosevelt.  According to previous newspaper reports, approximately 900 of them were Jewish.  Strangely, the words “Jew” and “Jewish” are apparently mentioned only once on the museum’s website.)

ADL education director Beth Martinez said the whole thing is “deeply troubling,” adding that students should never be given an assignment “that even hints at their [sic] being ‘two sides’ to the ‘Final Solution’ / Holocaust.”  Martinez said she was notified by Roseann Bayne, the assistant superintendent for the CiTi program, that the assignment was still being offered along with an alternative.

Martinez cited Common Core as a catalyst for pushing students to argue from a perspective from which they do not agree.  This sounds benign at first glance – until you see an example like this, where a student is asked to justify mass murder as part of a learning experience.  One can only hope such a thing would be outside most people’s “comfort zone” and remain there.

The fight is definitely not over for two 17-year-old girls who had the guts to take on a monumental task: teaching some seriously misguided adults that “critical thinking” does not mean abandoning all human decency at the schoolhouse door.

RELATED ARTICLE: At Miami college founded by Cubans exiled under communism, officials shut down pro-capitalism club – The College Fix

EDITORS NOTE: This column originally appeared in The Geller Report.

UPenn Professor Rejects Islamic Supremacism by Andrew Harrod

amel-mili

Amel Mili

“We don’t only want to be Muslim and eradicate anything before or after,” stated the University of Pennsylvania’s Lauder Arabic Language and Culture Program Director Amel Mili about the historical Muslim conquest of her native Tunisia. She and a fellow Tunisian offered a refreshing rebuttal of the hackneyed Islamic supremacist dogmas dominating Middle East studies at a conference in Washington, DC earlier this month.

Mili addressed a small breakout panel at the Policy Studies Organization’s Middle East Dialogue 2017. Her lecture examining a 1982 Tunisian court decision denying a woman her inheritance on the basis of sharia law shed light on the difficulty of reinterpreting Islamic scriptures for the modern world.

During audience questioning, Mili focused on Tunisia’s uniquely cosmopolitan culture within the Middle East and North Africa (MENA) region. “In Tunisia, so far, we have this global approach of history. I am happy, even if it was through colonization, that I had the chance, for example, to master the French language and the French culture.” In post-panel communications, she added that in Tunisian history, “French language bears the ideas of equality, democracy, human rights, etc.”

Mili confirmed the sentiments of a Tunisian woman in the audience who described how in Tunisia’s cultural crossroads, “everyone met in that small country, and this is what made the rich aspect” of its “Mediterranean identity.” The “Arab or Islamic invasion” of North Africa beginning in the seventh century is merely one element of Tunisian heritage. Mili reinforced this view by noting that Islam “arrived around the seventh century, but before that we have a history, after that we have a history, and we want all this rich background.”

Tunisia’s historically authentic cultural blend contradicts its Islamic supremacist groups’ fixation on “just this time when the Arabs, they came as invaders like anyone else,” such as French imperialists, Mili pointed out. Tunisia had a “very ancient history before that and after” Islam, but the “big problem is that they don’t want to acknowledge the French history in Tunisia or what was before.” “Islam, yes, it is part of the culture, but it is an element of the culture.” She identified a wider cultural problem in MENA: “To have a different identity than the identity I have” often frightens people.

The aforementioned Tunisian audience member maintained that Tunisia benefited from the deterrent effect of the 2013 overthrow of Egypt’s President Mohamed Morsi from the Muslim Brotherhood. “Our Islamists were very smart in evaluating the situation in Egypt specifically. What happened to Morsi, they said, oh gosh, next time is going to be us,” and correspondingly moderated their behavior. This certainly pleased secularists like Mili, who declared that “sharia law is the work of humans; it has nothing divine, even for a believer,” particularly considering that slavery, “in Islam, like any other old doctrine, it was part of it.”  “We need this separation between religion” and state.

Mili and her fellow Tunisian offered a refreshingly non-ideological, reasoned view of their homeland. Tunisians and others can take pride in the region’s complex history and culture, a pride that includes rejecting Islamic supremacism. Other scholars should follow their lead.

ABOUT ANDREW E. HARROD

Andrew E. Harrod is a freelance researcher and writer who holds a Ph.D. from the Fletcher School of Law and Diplomacy and a J.D. from George Washington University Law School. He is a fellow with the Lawfare Project. Follow him on Twitter at @AEHarrod. This article was sponsored by  Campus Watch, a project of the Middle East Forum.

RELATED ARTICLE: Georgetown University’s Qatar campus hosts lecture by former Palestinian Islamic Jihad leader

‘Zero Tolerance’ Policies and the Making of a Preschool Pariah

The “Three Rs” used to stand for reading, writing, and arithmetic. Now, with zero-tolerance policies that ignore facts and logic, it’s reading, writing, and ridiculous. 

Caitlin Miller, aged five, of Hoke County, North Carolina was suspended from kindergarten after making shooting motions with a stick during a recess game of “Kings and Queens” (Caitlin was the royal security detail). Citing the need to provide “a safe and orderly environment for learning,” the school uses a zero-tolerance policy for “assaults, threats or harassment from any student.” The suspension letter from the assistant principal advises that Caitlin was being punished for “turning a stick into a gun and threatening to shoot and kill other students.”

This episode follows a report of disciplinary action earlier in March against four-year-old preschooler Hunter Crowe.  Hunter was suspended for seven days because – according to Jackson’s mom – staff alleged he brought a “shotgun bullet” into the preschool. Closer examination indicated the offending item was, in fact, an empty .22 shell casing, which Hunter picked up after a weekend with his grandfather, a police officer, learning gun safety. Hunter didn’t threaten or hurt anyone, but simply brought the spent casing along as something to share with his friends. The preschool, however, apparently views this (and Hunter’s use of other toys as “pretend” guns) as a sign of a troubled or degenerate personality.

The preschool director’s letter explains that Hunter had already been told that “guns, hunting, etc., are not subjects that are to be discussed at school,” and that the punishment is intended as a “learning experience” that will lead to a “new outlook and understanding about these issues and the safety of his fellow classmates.” Hunter’s mother says she was warned that if Hunter’s “enthusiasm for guns continued, he’d be permanently expelled.” (What next? A demand that Hunter change his name because it is associated with the “oppression of the environment”?) 

Both Caitlin and Hunter are hurt and confused about why they are being banished from school. For adults, the reason is fairly obvious. As we’ve noted previously, these incidents represent a larger trend in schools from kindergarten to high school and beyond to marginalize lawful firearms and firearm use as abnormal by prohibiting speech about guns, drawing pictures of guns, wearing clothing depicting guns (even entirely fictional guns), pointing a “finger gun,” chewing food into maybe-gun shapes, and other benign behavior. In an ad released last year, one group suggested that ordinary activities like reading a gun magazine or looking at a firearm-related video were among the sinister giveaways of an incipient mass murderer.

The ostensible reasons given for these blanket prohibitions are safety and the need for a secure learning environment, yet rules like these can’t legitimately be justified on safety grounds.

Unfortunately, enforcing such ridiculous restrictions has real and disproportionate consequences for good kids. Besides the immediate impact of a “corrective action” like suspension, these students face being stigmatized as “disruptive” or problem students with “behavioral issues” once these infractions are noted in their school records. In one case, a five-year-old kindergartner who pointed a crayon while making “pew pew” sounds was required to sign a “school safety contract” promising that she would not commit suicide or kill others, and had to respond to a “suicide/homicide assessment” questionnaire, with school officials recommending that the child see a psychiatrist. Such actions also have the potential to bring parents within the ambit of government oversight and investigation – Hunter Crowe’s mother was apparently told that in addition to the suspension, preschool officials would be notifying the state Department of Children and Family Services. 

Educators pride themselves on valuing diversity, promoting inclusivity, and fostering the freedom of students to think imaginatively and creatively. Incidents like these, though, suggest that this tolerance extends only to students with views that conform to political and social ideals about firearms that educators endorse as desirable and “correct.” And we grade that as “Fail.”

Student’s email to Muslim Professor published — class a ‘brainwashing session about sharia law’

In The College Fix column titled Here’s the epic email suspended Christian sent his Muslim professor to challenge her flawed lessons Zach Swaim, from the University of Indianapolis, obtained a full copy of the email from the Rollins College student Marshall Polston, which was written a month after Muslim professor Areeje Zufari said the “crucifixion of Jesus Christ was a hoax and that his disciples did not believe he was divine.”

The email followed shortly after the professor’s slam on Polston’s first assignment for the class, a 52 percent grade.

Marshall-Polston2-400x267

Marshall Polston (right) on a visit to Egypt. Photo: Facebook

Here is the full email:

We need to talk as soon as possible over phone or in your office because you have been extremely unfair to me and pursuit a ruthless program of hostility in your recent grading simply due to the fact that I disagree with you on your inherent bias and clandestine theological apologies. I’m actually a nice person but not when I’m viciously attacked. I’d be just as happy to go to the dean about this issue.

I’m emailing you about the first essay in your Rollins class. You recently failed me with a 52% despite the fact that I followed all the guidelines listed, covered all the topics and asked you directly about the problem areas. I specifically asked you about sources in person as a result of your request that the paper be an analysis and not research. Everything I wrote came from personal memory and research or first hand experience in my travels with the government, personal visits with friends, teaching experiences or philanthropic efforts in the Middle East.

Quite frankly the grade you assigned to me exposes your a true agenda which is to silence me in class. As I told you before I’m not interested in speaking anymore. But since you’ve decided to carry a blitzkrieg out against me, I may have to speak up in regards to your extreme bias and not necessarily to the class but to the dean. You’re one of the most incompetent professors I have ever seen in my entire life.

It’s very clear you have absolutely no idea what you’re talking about. You may have a college degree but you belong in a reform school.

First you conflate the immaculate conception and virgin birth which are totally different. Then you state that middle eastern Jews were Sephardic when in fact they are mostly Mizrahi Sephardic Jews only emigrated from Spain to North Africa and Istanbul and we’re NEVER native.

I could go on and on and on. Everybody knows that you’re a failure as a Professor — Rest assured I’m not the only one!!! I have dozens of examples to pull from that I’ve noticed during the class.

I think it’s great to be a theological apologist but not in a secular setting — I don’t know whether this was just a mistake or not so I’ll give you the benefit of the doubt. In order to stop a textual embarrassment in the Quran from coming to light in class you proceeded to ignore the facts when I asked a pertinent question about Mohammed. He had an adopted son which divorced his wife so he could marry him and although you finally admitted it was twisted, it took until I looked up the verse that you believed me.

Your bias is blatantly evident in your misinformation about the historical Jesus and moreover manifested in the lack of discussion about Wellhausen’s documentary hypothesis (with you taking the theological position that Moses wrote the first five books of the Torah). No one takes either position that you gave in the archaeological or secular biblical fields.

Also your brainwashing session about sharia law at the United States of Rollins ignores what the vast majority of people in countries like Egypt and Iraq really believe in regards to misogyny, homophobia or religious freedom.

I agree that sharia law can be reformed but in the context of the seventh century, let’s not jump to utopian conclusions about sharia law’s original implementation in society. I understand that you are much more liberal Muslim which is great but quite frankly it astonishes me your hypocrisy. On the one hand you report me to the dean for correcting you while you were indoctrinating students with false information. On the other hand a Muslim student in class cracks a joke about chopping someone’s body parts off and you do nothing. Yes I have witnesses – I’m not the only one who has a concern about your agenda and overt bias.

It’s really cowardly of you to shut me down in the middle of class or lie to the dean but I should be careful when saying that because that would be insulting to cowards. There’s something seriously wrong and depraved about you when you think my intellectual conversation is more threatening than the despicable comments about decapitation made by the student in question! SICK!

I hope we don’t have to escalate this issue and you’ll stop this crusade against me. I would really hate to get in contact with some national media personalities that I’m good friends with but I’m going to have to take it there or pursue legal options if you don’t stop your harassment toward me.

The College Fix reported it repeatedly tried to obtain an explanation from the college. Eventually it issued a statement that the school welcomes “all religious and cultural beliefs” and values “diversity of opinions.” It concluded, “There will be no further statement.”

Read more…

Robby Soave from Reason.com reports:

But according to the student, Marshall Polston, he was actually punished for disagreeing with the professor, and for voicing concerns about deeply offensive statements made by a classmate. This classmate, an unnamed male Muslim student, reportedly said that under shariah law, beheading was the appropriate punishment for gays and adulterers. [Emphasis added]

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Orlando’s Muslim Professor Areeje Zufari — Profile of a ‘Radical Islamic Supremacist’

Areej Zufari photo

Areeje Zufari

This column provides the background of Professor Areeje Zufari, a Professor of Humanities and Coordinator of the Humanities Speakers Series at Valencia College located in Orlando, Florida. Zufari gained attention when she told her students “that the crucifixion of Jesus was a hoax and that his disciples did not believe he was ‘divine.’”

But there is much more to this story.

Joe Kaufman, an investigative journalist for FrontPage Magazine and Chairman of Americans Against Hate a civil rights organization and terrorism watchdog group, filed an affidavit No. CT-003545-04 naming Professor Zufari and her then husband Maher Ghawji a medical doctor based in Memphis, Tennessee. The affidavit reads in part:

8. Maher Ghawji has admitted to his wife of being a member of the Muslim Brotherhood, a violent political movement whose members are sworn to “defend Islam” with their “blood.” He accepted this status with a group of friends, during a trip they had made to Cairo, Egypt (Exhibit 1). He left Syria around 1982, the year a government-led massacre took place in the town of Hama – a Brotherhood stronghold – which resulted in the deaths of 10,000 to 40,000 people (Exhibit 2). Following the massacre, members of the Brotherhood fled Syria, some leaving for the U.S. or Europe, some joining up with Osama bin Laden to fight in Afghanistan (Exhibit 3).

9. During his court deposition, on June 4, 2004, Maher Ghawji admitted to the court and to his wife of being a Wahhabi, an adherent to a fanatical religious form of Islam emanating from Saudi Arabia (Exhibit 4 – page 26).

[ … ]

11a. Maher Ghawji’s son, Louis, has written about how his father wants to “get rid” of all Jews and how his father wants him [Louis] to become a suicide bomber. In an e-mail he sent to a friend on June 24, 2004, he wrote, “And because he [Maher Ghawji] wants to get rid of all Jews and everybody should be muslim and if not all others are idiots and blah blah blah muslim allah blah blah blah wants me to go blow up myself so he would be proud of me…” (Exhibit 5).

11b. Both of Maher Ghawji’s sons have discussed how their father hates Jews. In the July 2, 2004 chambers interview with Louis and K.K. Ghawji, the children state the following: K.K. Ghawji: “So, but also, when he watches the TV and hears about Jews, he doesn’t – he’s like saying I hate the Jews, it is – ” Louis Ghawji: “He’s always wondering like every time there is one Jew dead, it is always a big fuss…” (Exhibit 5).

12. About Palestinians becoming suicide bombers, Maher Ghawji stated in his June 2004 deposition, “I think this will generate this, I’m not sure, spirit of blowing themselves up or feeling in despair; and when you’re in despair evidently like they live, and these people has no education, fifty percent jobless, have no running water after the invasion of Israeli to the Gaza Strip and West Bank, destroy all their infrastructure, evidently they feel miserable; and I said these people — I don’t see why not.” (Exhibit 4 – page 82).

Read the full affidavit…

Areej-with-Maher-at-Wedding

Areeje Zufari at her wedding to Dr. Maher Ghawji. Photo: Joe Kaufman.

According to Jacob Engels from the Central Florida Post:

…Zufari had given Polston a failing grade without explanation, after the two disagreed over Zufari proclaiming during the first class that the Crucifixion of Christ was a hoax… as was the idea that Jesus’s disciples did not think he was “divine.”

Polston reached out and demanded an explanation from the professor, but she instead reported him to the Dean of Safety for making her feel “unsafe.”

The straight-A student would ultimately be suspended on March 24th and then face outlandish allegations by Zufari, later that day.

She accused him of skulking around in the brush outside the classroom, but video surveillance from a Dr. Phillips restaurant and neighborhood gate cameras prove Polston was nowhere near the school at the time.

Now the Central Florida Post has uncovered a lawsuit filed in Orange County, FL in 2007 that contains bombshell allegations against Zufari and provide insight into her radical Wahhabi leanings. SEE THE LAWSUIT BELOW.

Read more…

Zufari Lawsuit by Jacob Engels on Scribd

EDITORS NOTE: Ms. Areeje Zufari Amazon.com profile notes:

Professor and writer Areej Zufari was born in the United States to Middle Eastern parents. Her interest in Middle Eastern culture began during her childhood in Arkansas where she also discovered her love for writing and painting. She earned a Masters degree in Liberal Studies from Rollins College and a Bachelors degree from Southern Methodist University. After 2001, she took on the demanding role of Director of Media and Communications for the Islamic Society of Central Florida. Her experiences speaking in the media revealed to her the numerous misconceptions Americans hold about the Middle East and Islam. Inspired by the importance of education to promote peace, Zufari enrolled in Hartford Seminary and earned a graduate certificate in Islamic Chaplaincy. Now, as a professor at Valencia College in Orlando, Florida, Zufari teaches Humanities courses full-time and writes during her weekends and summers. [Emphasis added]

Discover the Networks reports:

Imam Muhammad Musri, who oversees seven mosques from the Islamic Society of Central Florida, believes that Arab Christians claiming to have converted from Islam “are lying and . . . were actually Christians all along.” “They are using tales of conversion,” he says, “to get financial backing from evangelical ministries.” Taking a jab at Christianity’s many Protestant denominations, he adds, “We don’t want the Muslims to end up with 700 determinations of Islam.” Musri’s speeches are sold and distributed by the Islamic Society of North America.

Ms. Zufari’s Faculty FrontDoor profile reads:

arab-spring 22

Ms. Zufari’s Faculty FrontDoor profile picture titled “Arab Spring”. Graphic courtesy of Ms. Zufari and Valencia College.

Welcome! I am a Professor of Humanities at Valencia Community College’s East Campus.

I teach the Middle Eastern Humanities, 20th Century Humanities, Renaissance & Baroque Humanities.

Human creativity is one of the most fascinating subjects, and Humanities courses allow us to jump into the creative fields in an integrative manner.

My courses emphasize student interaction and critical thinking. If you are interested in taking one of my courses, please send me an email. I would love to hear from you.

Phone: 407-582-2349

Email:azufari1@valenciacollege.edu

Office: East Campus

Ms. Zufari’s elective Middle Eastern Humanities course syllabus reads:

Course Description:

The course covers topics such as Middle Eastern religions, philosophy, literature, architecture, visual arts, music, and the effects of modernity on the Middle East.

Major Topics:

Students will have the opportunity to study the culture of the Middle East in an integrated manner that focuses on the dominant ideas and major trends, including:

  • Characteristics and Distinctions of Middle Eastern Culture
  • Themes, styles, and impact of Middle Eastern Literature
  • Concepts and impact of the religion of Islam
  • The effects of religion on Middle Eastern peoples
  • Characteristics and trends in Middle Eastern Art
  • Characteristics of Middle Eastern Architecture
  • The Effects of Modernity on the Middle East

Texts:

  • Beyond the Headlines: A Deeper Look at Middle Eastern Culture by Areej Zufari

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