For years, the media has been obsessing over the rise of "Islamophobia" (never mind that America's Muslims enjoy full political, religious, and civil rights--considerably more, in fact, than their co-religionists in Europe, Africa, and even the Middle East, where tyranny and Islamic sectarian violence are rife). No country--with the possible exception of Canada--has been better to its Muslim citizens than America. A clear example of this can be seen in our nation's high school textbooks. Rather than promoting racist stereotypes or religious intolerance, textbooks often portray the very opposite: an idealized, often glamorized--and inaccurate--depiction of Islam. This is the conclusion of The American Textbook Council, which just released "Islam in the Classroom: What the Textbooks Tell Us." The report reviewed the ten most widely-used world history textbooks for high school and junior high students.
The ATC's findings should raise alarm bells about the politicization of the world history curriculum. In particular, the report says "Many political and religious groups try to use the textbook process to their advantage, but the deficiencies in Islam-related lessons are uniquely disturbing. History textbooks present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security." It emphasizes that Islamic activists and lobby groups are using multiculturalism to manipulate the curriculum. They are seeking to "sow misinformation" and "expunge any critical thought about Islam from textbooks" to further a political agenda. Their goal: to ensure that "Eurocentric" and "triumphalist" notions about Western history are not transmitted to students.
In other words, the ATC found that, while the Judeo-Christian heritage is routinely denigrated, Islam is never presented in a negative light. Even Jihad is portrayed as morally uplifting. Some textbooks peddle obvious falsehoods. For example, one chapter summary claimed that Muhammad "taught equality" and that "He told followers to share their wealth and to care for the less fortunate in society." The Prophet Muhammad preached many wonderful things, but egalitarianism and wealth redistribution were not one of them. Despite the best efforts of postmodernists, Muhammad was not a crypto-socialist.
The ATC rightly blames textbook publishers, boards of directors, and executives for buckling to political pressure from groups like the Council on Islamic Education. They decide what the editorial policies should be. They're the ones allowing this kind of Islam-o-propaganda into our nation's textbooks.
The problem is not just that textbooks are being filled with misinformation and biases. It is that, at a time when America is fighting a war on global terrorism, our students need to be taught honestly and forthrightly about the real threats posed by Islamic extremists. Obviously, mainstream Islam is not the problem; rather, it is a fanatical, violent minority that has a radical politico-religious agenda. This important reality cannot and should not be wished away in our textbooks. But as the ATC states: "Terrorism and Islam are uncoupled and the ultimate dangers of Islamic militancy hidden from view." In a post-9/11 world, this is not only foolish, but dangerous. Our students should know the nature of the enemy we face. Islam needs to be presented in its full, accurate light--its impressive historical accomplishments and rich heritage, as well as its heterodox sects who have declared war on America and the West. Ignorance is no virtue, even when it's done in the name of political correctness.