Shortly following the Muslim extremist attacks in Paris, France’s Le Monde Diplomatic publication noted: “A crucial battle has begun, one that will define the lines of division in French society. Some would like to see a divided Europe, and a standoff between different sections of the population defined by national origin, culture and religion.” Canada’s Globe and Mail noted: “The terrorists who struck in the heart of Paris on Wednesday were not mentally imbalanced or socially marginalized. They were highly organized assassins who believe the West should live under a caliphate governed by strict Islamist law, and that blasphemers should die. It has been reported that they spoke flawless French.”
While some might contend that France’s relations with its Muslim citizens are dissimilar to America’s, the reality is more disturbing.
Traditionally, the United States, a nation comprised of immigrants, adhered to the concept of a melting pot. Each new wave was expected to follow most of the existing political and cultural norms, but was welcome to improve and diversify those norms with their own contributions of ideas and traditions. They did, and America has been immeasurably enriched as a result.
But in the late 20th Century, that concept began to change, and support for this “melting pot” practice began to give way to the multicultural “gorgeous mosaic” concept, in which immigrants, rather than assimilating and adding their own contributions, retained their ancestral heritage and formed distinct groups.
This new idea caught on significantly within the educational community. As noted by the Association for Supervision and Curriculum Development :
“In recent years, many educators have supported multicultural education as a way to deal with global interconnectedness and America’s increasingly multiethnic population. What is disconcerting is that educators have yet to agree on what multiculturalism really is or how it might affect curriculum and teaching…
American education has traditionally been assimilationist. Educators with this view believe that studying other cultures is worthwhile in that it leads to better relationships among ethnic groups and enables the dominant culture to select and adopt significant non-Western cultural accomplishments.
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“Assimilationist educators might support bilingual education, but not primarily so that students might maintain and appreciate their own language and culture. Instead, assimilationists value bilingual education as the quickest way for non-English-speaking Americans to become literate in English.
“In the 1990s, programs to incorporate all groups into a single culture are likely to try to meet the needs of individual students and accommodate their idiosyncratic backgrounds. Educators structure activities in such a way that all newcomers eventually melt together in the pot.
“Assimilationists know, however, that their position is under attack. They fear the strength and solidarity of cultural pluralism, and sometimes they sharply deplore what they see as its end result. Jarolimek (1988), for example, declared: “Ironically, the once popular concept of America as a “melting pot” is now sweepingly derided by intellectuals at a time when it is closer to reality than before…. Teaching an attachment to one’s own ethnic identity should be kept within reasonable limits.”
The growing “multicultural” trend will produce the same results in the United States as it has in France. A nation has the right to maintain its own ideals and culture. If it fails to do so, it soon will cease to exist in any recognizable form. This can be accomplished without violating, in anyway the freedoms of its recent immigrants.
Indeed, many immigrants came to America to escape the oppression, bigotry, and hatreds of their native lands. This is extraordinarily relevant in the case of Muslims. A devastating history of inhuman subjugation of females, harsh religious absolutism, and political authoritarianism are the hallmarks of most Islamic-dominated nations. These values are not compatible with the west, and need not be tolerated.
The United States and other western nations opened their doors to Muslims. Unfortunately, a powerful contingent within that specific immigrant community came not seeking to join with their new communities, but to dominate them and impose upon them the bigotry, oppression, and narrow-mindedness of their native lands. The reality of this threat must be acknowledged and acted upon, and appropriate steps must be taken.