How a creeping multicultural agenda is impacting European academia

In the United Kingdom this article in The Telegraph (18.11.2017) is a typical example of what is happening:

Oxford University in ‘race row’ over ‘problematic’ 1920s ball

Colleges at the University of Oxford have been drawn into a ‘race row’ after advertising New Orleans and 1920s-themed balls, to be held in May 2016.

Students have claimed that the balls may cause offence to female and ethnic minority students.

They have complained to the organising committees of the events.

Magdalen College’s £185-a-ticket ball, inspired by “The Great Gatsby”, promises to take students “back to 1926”. It has been marketed using the quote: “Can’t repeat the past? Why of course you can!”


Students, including co-chairmen of the student union’s Campaign for Racial Awareness and Equality, have said that it promotes “nostalgia for an era steeped in racism.”

Magdalen Commemoration Ball’s committee commented in a statement: “We have taken Arushi’s comments on board, and have spent time discussing as a committee, and with college authorities, what we think an appropriate stance would be. We simply wanted the ball to be boldly designed, and thought that 1920s art and design would enable us to do that.

“We will not be expecting people to dress in 1920s attire; we are simply using it in order to create an enjoyable evening for our guests, which they will feel is more of an ‘experience’ rather than simply a large event.

Another article in The Telegraph (27.06.2014) and another example

Poor white pupils put off school by multicultural timetable

White working class children are being “marginalised” at school after being forced to follow a multicultural timetable that shuns British traditions, according to research.

Large numbers of schools follow a curriculum that celebrates a “diverse range of pupils” while sidelining those from poor British families, it was claimed.

Head teachers told how they ran numerous projects such as Black History Month and “cultural days” to raise awareness of countries such as Portugal, Poland and Jamaica.

But it was claimed that white British pupils from deprived homes often “cannot see themselves or their lives reflected in the curriculum”, turning them off school altogether.

The study, published by Lambeth Council in south London, said that poor children were further isolated by a “small world” mentality, with parents failing to take them to the local park or visit places of interest.

Read more here

In Sweden, multiculturalism is promoted in the country’s educational system. Multilingualism is being promoted to integrate students of immigrant origin, with Swedish in some schools being treated as a second language.


In the USA, an Investor’s Business Daily editorial writes:

Shariah Is Creeping Into Public School Classrooms

A U.S. Marine has sued a Maryland school district for forcing his daughter to recite the Islamic profession of faith in history class. Schools across the nation are forcing such Islamic indoctrination.


John K. Wood refused to allow his daughter to be subjected to the promotion of the Muslim religion in her high school World History, class as part of pro-Islamic curriculum implemented by the Charles County Public Schools in Maryland.

Wood, who was deployed in Iraq and also responded as a firefighter to the 9/11 Islamic terror attack on the Pentagon, couldn’t stand by as his daughter was compelled by liberal educrats to memorize and recite the five pillars of Islam, and write out faith statements of the religion in worksheets and quizzes.

The Maryland district requires that students write out and confess the Shahada, the Islamic profession of faith, which states, “There is no god but Allah, and Muhammad is the messenger of Allah.”

However, the school district does not require students to recite the 10 Commandments, the Beatitudes or John 3:16. The district, in fact, mandates teachers spend only one day teaching Christianity, while devoting two weeks to promoting Islam.

A book that addresses this issue and other topics:

‘Challenging Multiculturalism: European Models of Diversity: European Models’, edited by Raymond Taras

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