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From: Anne Marie Waters
Sent: 28 February 2017 04:32
To: foi@west-midlands.police.uk
Subject: Freedom of Information Request: Female Genital Mutilation

Dear Sir/Madam, 

Having read some of the tweets posted by West Midlands Police (@WMPolice) recently, I would be grateful if you could respond to the following questions as required under the Freedom of Information Act.

From: Anne Marie Waters
Sent: 28 February 2017 04:32
To: foi@west-midlands.police.uk
Subject: Freedom of Information Request: Female Genital Mutilation

Dear Sir/Madam, 

Having read some of the tweets posted by West Midlands Police (@WMPolice) recently, I would be grateful if you could respond to the following questions as required under the Freedom of Information Act.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

Executive Summary

What are we to learn from the above? If we are wise, it will be this:

  1. There are individuals and organisations in Britain who seek much greater accommodation of, and adherence to, Islamic norms in our society

  2. Efforts to subversively introduce Islamic norms and practices to British schools have already been undertaken, and been successful

  3. The accommodation of Islamic norms etc. in British society will inevitably mean a loss of democratic free speech and an erosion of the rights and protections of women and girls

  4. The British public sector is shaped by state demands for tolerance, inclusion, multiculturalism and diversity. These are of the utmost importance in the mind of the state

  5. Many British teachers, including the profession’s largest union, have expressed anti-Western and anti-British sentiment and openly support the concept of multiculturalism

  6. Activist groups who seek the Islamisation of British schools, use the language of multiculturalism and diversity to advance their arguments and in doing so, successfully sanitise and legitimise notions that are wholly in opposition to the values of British society

The fact of the matter is that there is an ideological aim to Islamise Britain and the British state is lending a helping hand. In its consistent prioritising of “diversity”, the Government has ignored the detail and has little understanding of what this idea means in every day life. The British Government has effectively decided that religion is good, regardless of what it teaches.

If this problem is to be fixed, a complete political and cultural shift is required in Britain. Schools must return to teaching literacy, numeracy, the sciences, as priority, and teachers’ political leanings should have no bearing in the classroom. It is right that pupils learn about religion, but in the interests of truth, it cannot be that they learn a sanitised or moderated version that can be constructed and approved by those with their own agenda.

Teachers should be required to teach the values of Britain to children (to which we need to add equal rights between genders as a matter of urgency), regardless of their feelings, and to teach accurate history and current affairs. If Israel-Palestine is discussed, then the charter of Hamas should be included, as well as the genocidal intent of global jihadis against the Jewish state.

Furthermore, children should be reminded that they are British, and all of the positive things that this entails.

Most importantly, Government must move away from the notion that all religions are a force for good, and look instead at what is actually being taught. Government must be honest and open and when it sees problems developing, look at the facts without colouring them with multicultural dogma.

Parents have a right to know the culture in which their children are being schooled, and we all have a right to know how the minds of future generations are being formed. At present, they are being schooled in multiculturalism, unquestioning respect for all minority groups irrespective of their practices, and something close to disdain for their own history, identity and heritage.

British schools have numerous problems, but their utilisation as an advancement of jihadi ideology is a problem for us all.

EUROPE IN 2016 - A YEAR OF TERROR 

EUROPE IN 2016 - A YEAR OF TERROR 

In August, two young friends from Barrow-in-Furness, Cumbria, were walking through the town when a group of men pulled up alongside them and ordered them to “get in the car”. I recently spoke to one of the girls, 15 year old Ellie Reynolds, who despite having reported the incident to police, had had no contact from them when I met her on December 5th. She also told me she is almost certain that the same has happened to other girls in the town since then.

In August, two young friends from Barrow-in-Furness, Cumbria, were walking through the town when a group of men pulled up alongside them and ordered them to “get in the car”. I recently spoke to one of the girls, 15 year old Ellie Reynolds, who despite having reported the incident to police, had had no contact from them when I met her on December 5th. She also told me she is almost certain that the same has happened to other girls in the town since then.

In August, two young friends from Barrow-in-Furness, Cumbria, were walking through the town when a group of men pulled up alongside them and ordered them to “get in the car”. I recently spoke to one of the girls, 15 year old Ellie Reynolds, who despite having reported the incident to police, had had no contact from them when I met her on December 5th. She also told me she is almost certain that the same has happened to other girls in the town since then.

In August, two young friends from Barrow-in-Furness, Cumbria, were walking through the town when a group of men pulled up alongside them and ordered them to “get in the car”. I recently spoke to one of the girls, 15 year old Ellie Reynolds, who despite having reported the incident to police, had had no contact from them when I met her on December 5th. She also told me she is almost certain that the same has happened to other girls in the town since then.

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