NaokoSmith
Honourable Slut
- Joined
- Jul 10, 2012
- Posts
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Unlike the UK where discrimination by race, colour or religion is illegal, discrimination against Muslims and Algerians is widespread in France. That has led to whole communities that might have had money thrown at their schools but the students know they are unlikely ever to get a decent job, or be treated fairly. ...
An educated Muslim in the UK knows that he/she can be whatever he/she wants to be. Combining progression in a career with their own religion and community's practices might be an irritation or even an obstacle but the individual can choose how far to compromise the differing expectations.
A French Muslim, particularly from the banlieus, is unlikely to have the opportunity to choose between career and religion.
The French system is based on the principle of sécularisme while the British system is based on multiculturalism. This is particularly evident in the two countries' education systems.
For the French, you should be French citizen first and foremost. Your religious creed is a private matter, not one of citizenship. The French Education minister knows what a school will be teaching on any given day anywhere in the world, as the curriculum is strictly controlled at a central level. Therefore, the French state's reaction to issues of religious identity is to try to sweep it under the carpet: it shouldn't matter, make it not matter.
For the British, being a citizen means that the state will respect a number of private human rights and ensure other citizens do so too. These have been particularly strongly supported under the previous Labour administration through a series of acts including the Race Relations Act 2000, the Disability Discrimination Act 2005 and the Human Rights Act 1998 which sought to bring under one legal umbrella a number of legal provisions about an individual's rights. In British schools, there has been a lot of work done for decades to allow for teaching children in a way which will take into consideration their cultural and home circumstances, so that the school culture isn't a monocultural block preventing children learning. Early accounts of the multicultural approach criticised it as 'saris, samosas and steel drums': a celebration of superficial cultural 'fun' things, rather than political anti-racist action in education. I was also of the opinion that multiculturalism would be more insulting than helpful, and have seen some horrible examples of kids encouraged to wear silk pyjamas and do a dragon dance - not sure how that's going to help us understand the economic power of China today. Even so, in my experience, multiculturalism has genuinely led to a much better environment for children in schools.
The issues were vividly brought out in the two nation states' different approaches to girls wearing headscarves in school. France banned this, leading to ridiculous scenes where Head Teachers told girls: 'if it's a bandanna, it's just fashion, try to make it look like a bandanna not a headscarf'. Britain respected the right of pupils to wear religious symbols such as headscarf and (Sikh) bangles - although not the kirpan (sacred Sikh dagger), especially since this can be reduced to a small symbolic ornament rather than a full-on bladed weapon.