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David Bedein


(National Education, Grade 1, Part 2 (2012) p. 58)


“By resistance we shall win” (National Education, Grade 8 (Gaza, 2013) p. 65)

 
David Bedein: The U.N.’s Child Death Cult Education

by David Bedein, April 28, 2014

Following our center’s March 13 presentation at the British Parliament concerning the indiscretions of United Nations Relief and Works Agency (UNRWA) education, Sir Peter Luff, MP for Mid Worcestershire, requested concrete evidence that would support the findings of the center that UNRWA is preparing its students for war.

In response to MP Luff’s request, the Center for Near East Policy Research commissioned Dr. Arnon Groiss, who holds a Ph.D. in Islamic Studies from Princeton University and who has worked with the Arabic Language Service of the Voice of Israel Radio for the past 40 years, to prepare documentation as to how the values of armed struggle, jihad and martyrdom are taught in schools operated by UNRWA in the West Bank, Jerusalem and Gaza.

Below are the findings from Dr. Groiss’s report:

Palestinian Authority (PA) schoolbooks used by UNRWA in its schools in the West Bank and the Gaza Strip promote the goal of a violent struggle for the liberation of Palestine. That struggle, which is never restricted to the territories of the West Bank and the Gaza Strip alone, is made more compelling in the books with the help of the traditional Islamic ideals of jihad and martyrdom (Shahadah), aided by the description of the violent return of the refugees. Thus, the Palestinian child in UNRWA schools is exposed to an atmosphere of violence and is mentally prepared for his or her actual participation in that armed struggle in the future.

The following examples taken from recently published PA schoolbooks that have been in use in UNRWA schools during the current school year (2013/14) clearly attest to this phenomenon. One can find the spiritual foundation of the behavior expected from prospective martyrs in the following text, which appeared in an Islamic Education textbook for grade 6:

“Jihad in the cause of God for raising the flag of Islam and preventing oppression and corruption on earth: … When a Muslim man believes that God is the one who gives life and death, gain and loss, and that victory and power are in His hand, he then liberates himself from others’ control, and bravery and a desire to seek martyrdom in God’s cause are enlivened within his soul.”

(Islamic Education, Grade 6, Part 1 (2012) p. 22)

A comment in another Islamic Education textbook gives this general notion a dimension of certain urgency:

“We, Muslims, dearly need these days to approach Sublime God so that He would grant us power and victory!”

(Islamic Education, Grade 7, Part 2 (2013) p. 82)

However, most pieces glorifying jihad and martyrdom in the context of the conflict appear in language and literature textbooks, rather than in Islamic Education ones, mainly in poems and language exercises. Examples:

“Palestine [By] Ali Mahmud Taha [Excerpts]

O brother, the oppressors have exceededed all bounds and Jihad and sacrifice are necessary

Would we let them rob Arabdom of the ancestors’ glory and power?

So, draw your sword from its sheath, for it should be sheathed no more

O brother, O proud Arab, I see that our date is today, not tomorrow

O brother, we have a sister in Jerusalem to whom the slaughterers have prepared the knives

O brother, rise towards the prayer-direction [Qiblah] of East and West and let us defend the Church [of the Holy Sepulcher] and the [Al-Aqsa] Mosque

O brother, if on her soil my blood flows and the hand closes on its pebbles

And death calls and the sword turns mad and the fire burns there…

[Then] kiss the martyr on her ground who called to God in her name and fell as a martyr

O Palestine, the youth will redeem your sanctuary; may both the sacrificing person [fidai] and the redeemed one be exalted!

O Palestine, our chests will defend you; [It is] either life or destruction!

(Reading and Texts, Grade 8, Part 1 (2013) p. 44)

Verses taken from this poem serve in language exercises:

“O brother, the oppressors have exceeded all bounds and Jihad and sacrifice are necessary

O brother, we have a sister in Jerusalem to whom the slaughterers have prepared the knives.”

(Linguistic Studies, Grade 8, Part 2 (2012) p. 14)

In the following poem one can find an explicit call for martyrdom: “By your life, this is men’s death and whoever wishes a noble death – here it is.”

The Martyr [By] Abd al-Rahim Mahmud [Excerpts]

“I will carry my soul on my palm and toss it into the abyss of destruction

For [I will have] either a life that gladdens [my] friends or a death that irritates [my] enemies

By your life! I see my death but I hasten [my] steps toward it

I regard my death for my stolen right and for my country as a desired one

Hearing [weapon's] clink is pleasant to my ear and the flow of blood gladdens my soul

As well as a body thrown upon the ground and skirmished over by the desert predators

By your life! This is men’s death and whoever wishes a noble death – here it is!”

(Our Beautiful Language, Grade 7, Part 1 (2013) p. 75)

A language exercise featuring a verse from this poem:

“By your life! I see my death but I hasten [my] steps toward it

I regard my death for my stolen right and for my country as a desired one.”

(Linguistic Studies, Grade 9, Part 1 (2013) p. 41)

Other examples:

“When, among the rest of this world’s mothers, Palestinian mothers alone continue for the sixth decade in a row to bury their children with trilling cries of joy!

When Palestinian fathers continue to commit their sons to the earth calmly an

 
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