ANALYSIS ‘Their aim was power’: how – and why – Islamism breaks schools

Feb 25, 2016 by

By John Ray, Lapido Media:

THE Trojan Horse affair came as little surprise to me. I had long witnessed the ways that cross-cultural pressures – minority/majority, religious/nationalist, tribal/family – work on individuals and society.

Having been Principal of the Tyndale Biscoe School in Srinagar, Kashmir for 25 years, and thus deeply involved in the life of the city, it was natural, going to Birmingham in 1987, to be involved in schools.

As first a governor in Golden Hillock School, our local comprehensive in Sparkhill, and then chairman for ten years from 1991, my experience of the school, its pupils, parents and staff, was overwhelmingly positive.

The day before it became an academy under the sponsorship of the Park View Trust (PVET) on 1 October 2013, along with one other governor, I chose to resign.

Back in 1994 I had been asked by four city head teachers and one chair of governors to take their urgent concerns to John Major’s Education Minister, Emily Blatch.

In each case an unrepresentative minority of governors had pursued a campaign of vituperative harassment and intimidation of all who opposed their way of achieving their ends.

They destabilized well-run schools, and in one case forced the head’s retirement on breakdown leave.

Though their demands, such as for daily Islamic collective worship, were as provided for in the 1989 Act, their aim was power for their group.

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Read also:

Five more ‘Trojan Horse’ teachers at disciplinary hearings over ‘full Islamist takeover’ claim, Lapido Media

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