Canadian Muslim Kills His Daughter Two Times

MUHAMMAD Parvez, a Canadian Pakistani, resident of Mississauga, Greater Toronto Area, has killed his daughter two times: once when he admitted his daughter into a public school, and secondly when he killed her after seeing the natural outcome, which was the different lifestyle for which he prepared his daughter.. Influenced by the atmosphere of the public school, Aqsa Parvez, age 16, endorsed and accepted the new life style and left her home. When she went home to get her belongings and leave her home forever, her father failed to control his anger. To the shock and anguish of the whole community, the father murdered his daughter.. No one, including the father, realizes the first murder, but now the whole world knows the sad news of the second killing of the same daughter.

The horrible news has provided fresh ammunition to the Islamophobic zealots who don’t miss a single chance to prove that “Islam equals terrorism” and is “the most terrorist and worst religion on the earth.” The father’s actions provided a focal point for North American talk show hosts who pleaded aggressively to ban the hijab. The talk show hosts never tire of saying that we are living in multiculturalism and that we are proud of it, but when it comes to Islam, there is no room in the multicultural society. “We have a cultural mosaic,” they argue, “but girls wearing hijabs have no place in the mosaic.” They insist that Muslims must abandon their modest and pious dress for the sake of our “cultural mosaic.”

The murderous father also provided an issue to the “vultures” of Muslim Society who are waiting for these kinds of issues to cash in on an opportunity to serve their master. Their main aim is to demonize Islam, its life style, and all the symbols of faith so that they can get promotions, fellowship, and lucrative job in think tanks and anti-Islam research centers.

Historically, it is not the first time. In pre-Islam, [before the advent of the prophethood of Muhammad (s.a.w.)], Makkah was a plural society proud of its multiculturalism. The people accommodated all kinds of worship, life styles, and practices. But they violently opposed Prophet Muhammad’s message and the motto of Tawheed (One God, One Universe, One Humanity). The companions of the Prophet (s.a.w.) were tortured at extreme levels and were violently forced out of the country. The society had tolerance for all except Muslims, and the cultural mosaic welcomed all except followers of Islam.

In Pervez’s case, Islamophobic fascists are trying to present the issue as an issue of “honor killing” instead of an issue of “anger management” or “domestic violence.” The reason is that anger management or domestic violence is a social issue, but, in the media’s warped perspective, “honor killing” is an Islamic issue. The “honor killing” issue gives them a chance to beat the obnoxious Islamophobic drum. The person who knows only the basics of Islam knows that the so-called “honor killings” are haram (extremely prohibited in Islam). All those with any sense understand that Aqsa’s death was not an “honor killing” but an “anger killing” instead.

In the first murder, Muhammad Pervez is not alone in sacrificing his daughter’s life to the public school system. The majority of us are all culprits. The reason is obvious: either there is no alternative, or the alternatives may not be practical for all. Education is mandatory. Two alternatives to the public school system are Islamic schools and home schooling. Due to a lack of resources within the community, Islamic schools are few and very expensive and not affordable to all. Most state governments accommodate home schooling, but there are requirements that parents may not be able to meet. The reality, therefore, is that most people really do not have an alternative to the public school system.

Do we need an alternative?

Yes, and Muslims are not the exceptional community. Nearly all Jews go to their private religious schools from primary to college level. Practicing Catholics send their children to strict, religious schools, and most of the Canadian states provide government funding to them. When the Toronto conservative candidate John Tory was promising government funding to private schools in the October Ontario Provincial election, the Muslims, the new community of Canada might be of the main or immediate beneficiary. Tory was opposed by the mainstream media so vigorously on the issue that his party lost the election, including his own seat.

Canadian Muslims, mostly ignorant political community, did not even realize the advantage of private school funding, which they rejected. They traditionally go with liberals who are smart in wrong promises and generate fear of the conservatives. I will talk to this issue later.

Why do we need an alternative?

The public school system is a secular system. Religious and moral values and ethics have no place in this system. However, to those Muslims who value the religion, morality, and Islamic way of life and want to see their generations as Muslims, this issue is a matter of great concern, a matter of life and death. Muslims find that, instead of a cultural mosaic, the public school is the center of brain washing and then the inculcation of secular, politically correct cultural values. It is the place for dumping our all values.

Brother Maqsood, a resident of Toronto and a friend of mine, obtained the teacher’s permission to spend a day to observe his son’s sixth grade class. Brother Maqsood told me that after spending one school day, he came to the conclusion that this was not the right place for his child. He admitted his son for Hifz (memorization of Qur’an) and started home schooling.

John Taylor Gatto was an award-winning teacher and one of the top teachers of New York Public School System. He has thirty-plus years’ teaching experience. Now he is in rebellion against the public education system. He has written several books including Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. This book exposes the motives of the compulsory public education system. In the book, Gatto clearly states that if we are to save the society, we have to change the education system, and that if we can’t, then we have to shut it down. Mr. Gatto warns of the intention of the system: “Educate your enemy; don’t kill him, for he is worth more to you alive than dead.”

Our Urdu-knowing Muslims are well aware about the Urdu poet of humor Akbar Allahbadi. He was a genius of his time. By criticizing the Western educational system brought by Sir Syed Ahmed Khan for Muslim India; he commented in an Urdu poem:

Youn Qatal ke Bachchon se Badnaam Naa Hota,

Afsos Ke Firaun ko Kalej ki nah sujhi.

Translation:

Had Pharaoh thought about the (modern) colleges,

He wouldn't have been blamed for killing the children [of son of Israel].

Mr. Gatto says, “…the epidemics of drugs, suicide, divorce, violence, and cruelty, as well as the hardening of class into caste in the United States, products of the dehumanization of our lives, of lessening of individual, family, and community importance -a diminishment that proceeds from central control. Inevitably, large compulsory institutions want more and more, until there is not any more to give. Schools take our children away from any possibility of an active role in community life.”

“…… Such a curriculum produces physical, moral, and intellectual paralysis and no curriculum of content will be sufficient to reverse its hideous effects.”

Mr. Gatto’s movement against the public education system helps millions of people in North America to change their minds and shift from public schools to home schooling. Hundreds of parents’ organizations have been developed in last several years, and several advanced home schooling curriculum have been produced. It is not only religious groups and communities, but also even atheists and non-believers that are convinced that the present education system can’t offer any good quality for their children and that home schooling is a better alternative in an absence of an alternate education system.

In this article, it is not possible to provide all the data of crimes in schools, usage of drugs, killings, suicide, and sexual perversion and outcome of the secular, western lifestyles. I will discuss it in a different article. Here I am giving an example.

In Canada, from the data available of 2002, 33,900 teenage girl students between 15-17 years became pregnant while going to school.

The United States has the highest teen pregnancy in the western world. According to a research, one million teens in the USA will become pregnant over the next twelve months. Ninety-five percent of those pregnancies are unintended. About one third will end in abortion; one third will end in spontaneous miscarriage; and one third will

These pregnancies occur despite the fact that schools’ administrations have been advised to give instructions to students for “safe sex,” which is a part of the curriculum. The office of the principal has an obligation to have condoms in the office drawer.

You can say at this stage that first-generation Muslim families by large are safe, and that those are protected who have strong family traditions in the home and strict adherence to Islamic practices. However, it is not possible that one can throw a child into the sea and expect that he or she will come out without a drop of water on the body. Our traditional family and religious values are slowly eroding away by the dark sea of a secular society. The custodians and protectors of the public education system know well that in two generations the new immigrants’ cultural traditions, faith, and way of life will be neutralized and then diluted and washed into the main stream. It is like a sea of salt; whoever enters will absorb salt and eventually become evaporated.

Difference in the Past and Present.

The Muslims of early time, wherever migrated, carried their own education system with them. They educate their own and others’ children and changed the whole society. There were few Muslims migrated to Indonesia, but, because of their powerful education system, they changed the people. The present Indonesia now has the largest Muslim population in the world.

Now Muslims are migrating to this part of the world, and they have, more or less, the same educational system in their original homes. They were heavily influenced by the western educational system, and they thought that it was the best possible.

If Muslims of North America have the desire to save themselves and the whole society, they must develop their own educational system, a new curriculum that can benefit their children and other communities as well.

Jawed Anwar can be contacted at jawed@dailymuslims.com

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