October 5, 2006
Fjordman: The Eurabia Code, Part 2
The second installment of the Eurabia Code series from Fjordman, whose essays are all essential reading. The Eurabia Code Part 1 is here.
MEDEA (the European Institute for Research on Mediterranean and Euro-Arab Cooperation), supported by the European Commission, is one of the key components of the Euro-Arab dialogue. On its own webpage, it states that:”The Euro-Arab Dialogue as a forum shared by the European Community and the League of Arab States arose out of a French initiative and was launched at the European Council in Copenhagen in December 1973, shortly after the “October War” and the oil embargo. As the Europeans saw it, it was to be a forum to discuss economic affairs, whereas the Arab side saw it rather as one to discuss political affairs.
MEDEA Institute wishes to be a resource and a reference point for people wanting to engage in the Euro-Mediterranean dialogue. Via its meetings and talks the Institute seeks to create exchanges between political, economic, and diplomatic players, experts, journalists, academics and others.”
As Bat Ye’or points out, while most of the workings of Eurabia are hidden from the public view, sometimes we can catch glimpses of it if we know what to look for. If you search the archives of the MEDEA website and other sources and read the documents carefully, the information is there. Even more material exists on paper, both in French and in English. I argue, as does Bat Ye’or, that there are sufficient amounts of information available to validate the thesis of Eurabia.
One of the documents Bat Ye’or was kind enough to send me (which she mentions in her French book about Eurabia but not in her English book) is the Common Strategy of the European Council – Vision of the EU for the Mediterranean Region, from June 19th 2000.
It includes many recommendations, such as:
“to elaborate partnership-building measures, notably by promoting regular consultations and exchanges of information with its Mediterranean partners, support the interconnection of infrastructure between Mediterranean partners, and between them and the EU, take all necessary measures to facilitate and encourage the involvement of civil society as well as the further development of human exchanges between the EU and the Mediterranean partners. NGOs will be encouraged to participate in cooperation at bilateral and regional levels. Particular attention will be paid to the media and universities [my emphasis].”
It also includes the goal of assisting the Arab partners with “the process of achieving free trade with the EU.” This may be less innocent than it sounds, as I will come back to later. The Strategy also wants to “pursue, in order to fight intolerance, racism and xenophobia, the dialogue between cultures and civilisations.” Notice that this statement preceded both the start of the second Palestinian intifada as well as the terror attacks of September 11th 2001. It was thus part of an ongoing process, rather than a response to any particular international incident.
One point in the document is particularly interesting. The EU wanted to “promote the identification of correspondences between legal systems of different inspirations in order to resolve civil law problems relating to individuals: laws of succession and family law, including divorce.”
In plain English, it is difficult to see this bureaucratic obfuscation as anything other than an indicator that the EU countries will be lenient, adjusting their secular legislation to the sharia requirements of Muslim immigrants in family matters.
In another document from December 2003, which is available online, Javier Solana, the Secretary General of the Council of the European Union, Romano Prodi, President of the European Commission and Chris Patten, member of the European Commission, have signed a plan for “Strengthening the EU’s Partnership with the Arab World.”
This includes the creation of a free trade area, but also plans to “invigorate cultural/religious/civilisation and media dialogue using existing or planned instruments, including the planned Euro-Mediterranean Foundation for the Dialogue of Cultures and Civilisations.
Arab immigrants make a substantial contribution to the development of Europe. The EU is firmly committed to fight all manifestations of racism and discrimination in all its forms. [What constitutes discrimination? Secular laws?] Full respect for the rights of immigrants in Europe is a consistent policy throughout Europe. Its implementation should be improved further and co-operation in the framework of existing agreements should be enhanced to take into account the concerns of Arab partners.”
Super-Eurocrat Romano Prodi wants more cooperation with Arab countries. He talks about a free trade zone with the Arab world, but this implies that Arab countries would enjoy access to the four freedoms of the EU’s inner market, which includes the free movement of people across national borders. This fact, the potentially massive implications of establishing an “inner market” with an Arab world with a booming population growth, is virtually NEVER debated or even mentioned in European media. Yet it could mean the end of Europe as we once knew it.
Another statement from the “Sixth Euro-Med Ministerial Conference: reinforcing and bringing the Partnership forward” in Brussels, 28 November 2003, makes the intention of this internal Euro-Mediterranean market:
“This initiative offers the EU’s neighbouring partners, in exchange for tangible political and economic reforms, gradual integration into the expanded European internal market and the possibility of ultimately reaching the EU’s four fundamental freedoms: free movement of goods, services, capital and people [my emphasis]. Ministers are also expected to back the Commission’s proposal1 to set up a Euro-Mediterranean Foundation for the Dialogue of Cultures, a Euro-Mediterranean Parliamentary Assembly.”
In June 2006, then newly elected Italian Prime Minister Romano Prodi stated that:”It’s time to look south and relaunch a new policy of cooperation for the Mediterranean.” Prodi was outlining a joint Italian-Spanish initiative which sought to provide countries facing the Mediterranean with “different” political solutions from those offered in the Euro-Mediterranean partnership. The prime minister then explained that the Barcelona Process – whose best known aspect is the creation of a free trade zone by 2010 – was no longer sufficient and a new different approach was needed. “The countries on the southern shores of the Mediterranean expect that from us” he added.
Notice how Prodi, whom Bat Ye’or has identified as a particularly passionate Eurabian, referred to what the Arabs expected from European leaders. He failed to say whether or not there was great excitement among Europeans over the prospect of an even freer flow of migrants from Arab countries and Turkey, which is what will result from this “Euro-Mediterranean free trade zone.”
During the Euro-Mediterranean mid-term Meeting of Ministers of Foreign Affairs in Dublin in May 2004, the participants declared that:
“Work is now in progress to develop an agreed view on relations with the area which extends from Mauritania to Iran – the Mediterranean and the Middle East. The [European] Union has proposed to include Mediterranean partners in the European Neighbourhood Policy.”
The EU can offer a more intensive political dialogue and greater access to EU programmes and policies, including their gradual participation in the four freedoms particularly the Single Market, as well as reinforced co-operation on justice and home affairs.”
Again, exactly what does “co-operation on justice and home affairs” with Egypt, Syria and Algeria mean? I don’t know, but I’m not sure whether I will like the answer.
The Barcelona declaration from 1995 encouraged “contacts between parliamentarians” and invited the European Parliament, with other Parliaments, to launch “the Euro-Mediterranean parliamentary dialogue.” In March 2004, this was converted into a specific institution called The Euro-Mediterranean Parliamentary Assembly, EMPA (pdf). During the Euro-Mediterranean Ministerial Conference in Crete in May 2003, the Ministers included a provision which envisaged the consultative role the Parliamentary Assembly will play within the framework of the Barcelona process.
EU Commissioner Chris Patten has reiterated the European Commission’s readiness to co-operate fully with the Assembly, giving the Assembly the right to comment on any subject of interest to the Euro-Arab Dialogue.
The Assembly consists of 120 members from EU countries, both members of national parliaments and of the European Parliament, and an equal number of representatives from the Parliaments of the Mediterranean partner countries.
Like most Europeans, I hadn’t even heard about this institution before coming across it during an Internet search. However, it is apparently going to influence the future of my entire continent. This set-up leaves me with some questions. When we know that these “Mediterranean partner countries” include non-democratic Arab countries such as Syria, isn’t it disturbing that representatives from these countries should participate in a permanent institution with consultative powers over the internal affairs of the European Union? Especially when we know that our own, democratically elected national parliaments have already been reduced to the status of “consultation” with unelected federal EU lawmakers in Brussels?
The Algiers Declaration for a Shared Vision of the Future was made after a Congress held in Algeria in February 2006. The document states that: “It is essential to create a Euro-Mediterranean entity founded on Universal Values” and that “It is crucial to positively emphasise all common cultural heritage, even if marginalised or forgotten.” A Common Action Plan draws up a large number of recommendations on how to achieve this new Euro-Mediterranean entity. Among these recommendations are:
- Adapt existing organisations and the contents of media to the objectives of the North- South dialogue, and set up a Euro-Mediterranean journalism centre
- Set up a network jointly managed by the Mediterranean partners in order to develop “a harmonised education system” [A "harmonized education system" between the Arab world and Europe? What does that include? Do I want to know? Will they tell us before it is a fait accompli?]
- Facilitate the transfer of know-how between the EU countries and the Mediterranean partner nations and “encourage the circulation of individuals”
- Prepare action and arguments in support of facilitating the mobility of individuals, especially of students, intellectuals, artists, businessmen “and all conveyors of dialogue”
- Set up Ministries responsible for Mediterranean affairs in countries of the North and of the South [Europe and the Arab world, in Eurocrat newspeak], in order to benefit from a better management of Mediterranean policy;
- Train teachers and exchange students between the North and the South and set up a network of Euro-Mediterranean Youth clubs
- Establish a “civil watchdog” anti-defamation observatory (with an Internet tool and a legal help network), to cope with racist remarks and the propagation of hate towards people of different religion, nationality or ethnic backgroundThese agreements, completely rewriting European history books to make them more Islam-friendly, and gradually silencing “Islamophobia” as racism, are being implemented even now.
Walter Schwimmer, the Austrian diplomat and Secretary General of the Council of Europe from 1999 to 2004, told foreign ministers at the Islamic conference in Istanbul (June 15th 2004) that the Islamic component is an integral part of Europe’s diversity. He reaffirmed the commitment of the Council of Europe to work against Islamophobia, anti-Semitism and other forms of intolerance.
The Council was also actively involved in the co-organisation of a Conference on the Image of Arab-Islamic culture in European history textbooks, which took place in Cairo in December 2004. The event was held within the framework of the Euro-Arab Dialogue ”Learning to Live together.” The aim of the conference was to examine negative stereotyping in the image of Arab-Islamic culture presented in existing history textbooks, and to discuss ways to overcome this stereotyping.
In the European Parliament, the German Christian Democrat Hans-Gert Pöttering stated that school textbooks should be reviewed for intolerant depictions of Islam by experts overseen by the European Union and Islamic leaders. He said textbooks should be checked to ensure they promoted European values without propagating religious stereotypes or prejudice. He also suggested that the EU could co-operate with the 56-nation Organisation of the Islamic Conference to create a textbook review committee.
In June 2005 in Rabat, Morocco, a conference was held on “Fostering Dialogue among Cultures and Civilizations.” The Conference was jointly organized by UNESCO, the Islamic Educational, Scientific and Cultural Organization (ISESCO), the Organization of the Islamic Conference (OIC), the Arab League Educational, Cultural and Scientific Organization (ALECSO), the Danish Centre for Culture and Development (DCCD) and the Anna Lindh Euro-Mediterranean Foundation for the Dialogue between Cultures (Alexandria, Egypt).
Notice that this was months before the Danish Muhammad cartoons created havoc. It was not a reaction to this issue; rather it was a part of a sustained, ongoing process to promote the Arabic-Islamic culture in Europe.
Among the recommendations that were raised by Mr. Olaf Gerlach Hansen, Director General of the DCCD: “We are interested in new actions in the media, in culture and in education. These proposals include:
- Concrete initiatives to develop “intercultural competencies” in the training of new generations of journalists
- Concrete initiatives for links and exchanges between journalists, editors, media-institutions, which encourage intercultural co-operation”
- Concrete initiatives for curriculum development through new educational materials and revision of existing textbooks.Although not stated directly, one may reasonably assume that among the “negative stereotypes” to be removed from the textbooks used to teach history to European schoolchildren are any and all references to the 1300 years of continuous Jihad warfare against Europe. These recommendations were accepted and incorporated into The Rabat Commitment.
According to Serge Trifkovic, “The present technological, cultural and financial strength of Europe is a façade that conceals a deep underlying moral and demographic weakness. The symptoms of the malaise are apparent in the unprecedented demographic collapse and in the loss of a sense of place and history that go hand-in-hand with the expansion of the European Union. The emerging transnational hyper-state is actively indoctrinating its subject-population into believing and accepting that the demographic shift in favor of Muslim
aliens is actually a blessing.”He points out specifically the EU Parliamentary Assembly Recommendation N° 1162 (19 September 1991) on “the contribution of the Islamic civilization to European culture.” A decade later, in its General policy recommendation n° 5: “Combating intolerance and discrimination against Muslims,” the European Commission against Racism and Intolerance emphasized “Islam’s positive contribution to the continuing development of European societies, of which it is an integral part.” It expressed strong regret “that Islam is sometimes portrayed inaccurately [as] a threat.”
The ECRI called on the EU member states to adopt measures that would effectively outlaw any serious debate about Islam and introduce pro-Muslim “affirmative action.” European countries should:
- modify curricula to prevent “distorted interpretations of religious and cultural history” and “portrayal of Islam on perceptions of hostility and menace”;
- encourage debate in the media on the image which they convey of Islam and on their responsibility to avoid perpetuating prejudice and bias;Trifkovic says “Cynically defeatist, self-absorbed and unaccountable to anyone but their own corrupt class, the Eurocrats are just as bad as jihad’s fellow-travelers; they are its active abettors and facilitators.”
Eurabians want to create a unity of the Mediterranean region. This desire is strikingly similar to the goals of some Islamic organizations.
The Muslim Brotherhood, regarded as the most important Islamic movement of the past century, was founded by Hassan al-Banna in 1928, inspired by contemporary European Fascists in addition to Islamic texts.
German historian Egon Flaig quotes Banna as saying:
“We want the flag of Islam to fly over those lands again who were lucky enough to be ruled by Islam for a time, and hear the call of the muezzin praise God. Then the light of Islam died out and they returned to disbelief. Andalusia, Sicily, the Balkans, Southern Italy and the Greek islands are all Islamic colonies which have to return to Islam’s embrace. The Mediterranean and the Red Sea have to become internal seas of Islam, as they used to be.”
Patrick Poole describes how discussion of a document called “The Project” so far has been limited to the top-secret world of Western intelligence communities. Only through the work of an intrepid Swiss journalist, Sylvain Besson, has information regarding The Project finally been made public. It was found in a raid of a luxurious villa in Campione, Switzerland on November 7, 2001. The target of the raid was Youssef Nada, who has had active association with the Muslim Brotherhood for more than 50 years.
Included in the documents seized was a 14-page plan written in Arabic and dated December 1, 1982, which outlined a 12-point strategy to “establish an Islamic government on earth” – identified as The Project. According to testimony given to Swiss authorities by Nada, the unsigned document was prepared by “Islamic researchers” associated with the Muslim Brotherhood. It represents a flexible, multi-phased, long-term approach to the “cultural invasion” of the West.
The Project has served for more than two decades as the Muslim Brotherhood “master plan.” Some of it recommendations include:
- Using deception to mask the intended goals of Islamist actions
- Building extensive social networks of schools, hospitals and charitable organizations
- Involving ideologically committed Muslims in institutions on all levels in the West, including government, NGOs, private organizations
- Instrumentally using existing Western institutions until they can be put into service of Islam
- Instituting alliances with Western “progressive” organizations that share similar goalsIncluded among this group of Muslim Brotherhood intellectuals is Youssef al-Qaradhawi, an Egyptian-born, Qatar-based Islamist cleric. Both Sylvain Besson and Scott Burgess provide extensive comparisons between Qaradhawi’s publication, Priorities of the Islamic Movement in the Coming Phase, published in 1990, and The Project. They note the striking similarities in the language used and the plans and methods both documents advocate.
As Patrick Poole says, “What is startling is how effectively the Islamist plan for conquest outlined in The Project has been implemented by Muslims in the West for more than two decades.” Youssef al-Qaradhawi, one of the most influential clerics in Sunni Islam, has predicted that “Islam will return to Europe as a conqueror and victor,” was an important figure during the Muhammad cartoons riots, whipping up anger against Denmark and the West.
According to Dr. Rachel Ehrenfeld and Alyssa A. Lappen, “Clearly, the riots in Denmark and throughout the world were not spontaneous, but planned and organized well in advance by Islamist organizations that support the MB, and with funding mostly from Saudi Arabia.”
The current leader of the international Muslim Brotherhood, Mohammad Mahdi Akef, recently issued a new strategy calling on all its member organizations to serve its global agenda of defeating the West. Akef has called the U.S. “a Satan.” “I expect America to collapse soon,” declaring, “I have complete faith that Islam will invade Europe and America.”
Ehrenfeld and Lappen state that the Muslim Brotherhood and its offspring organizations employ the Flexibility strategy: “This strategy calls for a minority group of Muslims to use all “legal” means to infiltrate majority-dominated, non-Muslim secular and religious institutions, starting with its universities. As a result, “Islamized” Muslim and non-Muslim university graduates enter the nation’s workforce, including its government and civil service sectors, where they are poised to subvert law enforcement agencies, intelligence communities, military branches, foreign services, and financial institutions.”
In the Middle East Quarterly, Lorenzo Vidino writes about “The Muslim Brotherhood’s Conquest of Europe.”
According to him, “Since the early 1960s, Muslim Brotherhood members and sympathizers have moved to Europe and slowly but steadily established a wide and well-organized network of mosques, charities, and Islamic organizations.”
One of the Muslim Brotherhood’s first pioneers in Germany was Sa’id Ramadan, the personal secretary of Brotherhood founder Hassan al-Banna. The oil-rich kingdom of Saudi Arabia has granted an influx of money to the powerful Islamic Center of Geneva, Switzerland, run by Sa’id’s son Hani Ramadan, brother of Tariq Ramadan. Hani Ramadan was made infamous by – among other things – a 2002 article in the French daily Le Monde defending the stoning of adulterers to death. Tariq Ramadan, a career “moderate Muslim,” later called for a “moratorium” on stoning.
According to Vidino, “The ultimate irony is that Muslim Brotherhood founder Hassan al-Banna dreamed of spreading Islamism throughout Egypt and the Muslim world. He would have never dreamed that his vision might also become a reality in Europe.”
Former Muslim Dr. Patrick Sookhdeo warns that the Islamicization going on in European cities is not happening by chance. It “is the result of a careful and deliberate strategy by certain Muslim leaders which was planned in 1980 when the Islamic Council of Europe published a book called Muslim Communities in Non-Muslim States.”
The instructions given in the book told Muslims to get together and organize themselves into viable Muslim communities. They should set up mosques, community centres and Islamic schools. At all costs they must avoid being assimilated by the majority, and to resist assimilation must group themselves geographically, forming areas of high Muslim concentration.
Douglas Farah writes about the largely successful efforts by Islamic groups in the West to buy large amounts of real estate, territory that effectively becomes “Muslim” land once it is in the hands of Islamist groups. Some groups are signing agreements to guarantee that they will only sell the land to other Muslims.
The Brotherhood, particularly, is active in investments in properties and businesses across Europe, laying the groundwork for the future network that will be able to react rapidly and with great flexibility in case of another attempted crackdown on the group’s financial structure. Most of the money comes from Saudi Arabia and Kuwait. According to Farah, the governments of Europe and the United States continue to allow these groups to flourish and seek for the “moderate” elements that can be embraced as a counter-balance to the “radical” elements.
“We do not have a plan. They do. History shows that those that plan, anticipate and have a coherent strategy usually win. We are not winning.”
2 responses so far ↓
centurean2 // July 2, 2009 at 11:50 am |
EUROPEANS AS VICTIMS OF COLONIANISM
FJORDMAN.
In my book Defeating Eurabia I have included a chapter entitled Fourteen Centuries of War Against European Civilization, which deals with Islamic colonization of and attacks on the European continent since the seventh century AD. This part of history, when Europeans were victims of colonialism and slave raids, deserves much more emphasis than it currently receives, when the focus is almost exclusively on the briefer European colonial period.
In 2008, demands were made that France must make reparations for its colonial past in Algeria. I’m not an expert on French colonial history, but if I recall correctly, the French were at least partly motivated for establishing themselves in Algeria due to the Barbary pirates, who continued their evil activities well into the nineteenth century. The period of French rule is the only period of civilization Algeria has experienced since the Romans. Muslims have been raiding Europe, especially the southern regions but sometimes even north of the Alps, since the seventh century. In fact, the only period during more than 1300 years when they haven’t done this was during the time of European colonialism. Moreover, there are now more North Africans in France than there ever were Frenchmen in North Africa. If non-Europeans can resist colonization and expel intruders, why can’t Europeans do the same thing?
Even among countries in Western Europe, only a minority have a significant colonial history, and several of them like Spain and Portugal had themselves been colonized before. Spain, which did have an extensive colonial empire, was herself a victim of colonialism significantly longer than she was a colonizer. As Ibn Warraq says in his book Defending the West :
“Where the French presence lasted fewer than four years before they were ignominiously expelled by the British and Turks, the Ottomans had been the masters of Egypt since 1517, a total of 280 years. Even if we count the later British and French protectorates, Egypt was under Western control for sixty-seven years, Syria for twenty-one years, and Iraq for only fifteen — and, of course, Saudi Arabia was never under Western control. Contrast this with southern Spain, which was under the Muslim yoke for 781 years, Greece for 381 years, and the splendid new Christian capital that eclipsed Rome — Byzantium — which is still in Muslim hands. But no Spanish or Greek politics of victimhood apparently exist.”
Paul Fregosi in his book Jihad in the West: Muslim Conquests from the 7th to the 21st Centuries calls Islamic Jihad “the most unrecorded and disregarded major event of history. It has, in fact, been largely ignored,” although it has been a fact of life in Europe, Asia and Africa for almost 1400 years. As Fregosi says, “Western colonization of nearby Muslim lands lasted 130 years, from the 1830s to the 1960s. Muslim colonization of nearby European lands lasted 1300 years, from the 600s to the mid-1960s. Yet, strangely, it is the Muslims…who are the most bitter about colonialism and the humiliations to which they have been subjected; and it is the Europeans who harbor the shame and the guilt. It should be the other way around.”
Islamic Jihad raids started in the Mediterranean in the seventh century AD. A proto-typical Muslim naval razzia occurred in 846 when a fleet of Arab Jihadists arrived at the mouth of the Tiber, made their way to Rome, sacked the city, and carried away from the basilica of St. Peter all of the gold and silver it contained. The reason why the Vatican became a “city within the city” in Rome with fortifications was due to repeated attacks by Muslims (Saracens). Here is a quote from the book Rome: Art & Architecture, edited by Marco Bussagli:
Leo IV’s major building project is generally considered to be the fortification of the Vatican area. After the devastation wrought by the Saracens in St. Peter’s, profoundly shocking to the Christian world, it was decided to fortify the area around St. Peter’s tomb. Leo III had already made this decision, but little had been done because of the theft of the materials set aside for the job. Leo IV, who had already undertaken the repair of the Aurelian walls, gates, and towers, organized the work in such a way that within four years he saw it complete. On June 27, 852 the ceremony of consecration of the walls was performed, in the presence of the pope and clergy, who, barefoot and with heads smeared with ashes, processed round the entire circuit of the fortifications, sprinkling them with holy water and at every gate calling on divine protection against the enemy that threatened the inhabitants. The enclosed area was to take on the status of a city in its own right, which was both separate and distinct from the Urbe of Rome, despite its proximity to it.
Such attacks were the rule in many regions of Eurasia, not just in Europe. Indian historian K. S. Lal states that wherever Jihadists conquered a territory, “there developed a system of slavery peculiar to the clime, terrain, and populace of the place.” When Muslim armies invaded India, “its people began to be enslaved in droves to be sold in foreign lands or employed in various capacities on menial and not-so-menial jobs within the country.”
While the Arabs dominated during the early centuries of the Islamic era, the Turks soon converted and surpassed them as a force. As they steadily conquered more and more of Anatolia, the Turks reduced many Greeks and other non-Muslims there to slave status: “They enslaved men, women, and children from all major urban centers and from the countryside.” Turkish attacks on nearby European lands lasted well into the modern era.
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Dr. Andrew G. Bostom, author of the excellent book The Legacy of Jihad, has written about what he calls “ America’s First War on Terror.” Thomas Jefferson and John Adams, then serving as American ambassadors to France and Britain, met in 1786 in London with the Tripolitan Ambassador to Britain, Sidi Haji Abdul Rahman Adja. These future American presidents were attempting to negotiate a peace treaty which would spare the United States the ravages of Jihad piracy — murder and enslavement emanating from the so-called Barbary States of North Africa, corresponding to modern Morocco, Algeria, Tunisia, and Libya. Bostom notes that “By June/July 1815 the ably commanded U.S. naval forces had dealt their Barbary jihadist adversaries a quick series of crushing defeats. This success ignited the imagination of the Old World powers to rise up against the Barbary pirates.”
Robert Davis, professor of history at Ohio State University, has developed new methodical enumeration which indicates that perhaps one and one-quarter million white European Christians were enslaved by Barbary Muslims just from 1530 through 1780 — a far greater number than had been estimated before:
Enslavement was a very real possibility for anyone who traveled in the Mediterranean, or who lived along the shores in places like Italy, France, Spain and Portugal, and even as far north as England and Iceland. Much of what has been written gives the impression that there were not many slaves and minimizes the impact that slavery had on Europe,” Davis said. “Most accounts only look at slavery in one place, or only for a short period of time. But when you take a broader, longer view, the massive scope of this slavery and its powerful impact become clear.
Jihad piracy and slave raids were a fact of life in the Mediterranean and Black Sea regions for the better part of a thousand years, if not more, occasionally with Christian retaliations. Italy was politically fragmented and therefore had weak territorial defenses. As late as the seventeenth century along the Adriatic coast, a zone said to be “continually infested by Turks,” even a well-defended town such as Rimini could offer little by way of protection for the local fishermen and coastal farmers. Robert C. Davis explains in Christian Slaves, Muslim Masters: White Slavery in the Mediterranean, the Barbary Coast and Italy, 1500-1800:
Italy was among the most thoroughly ravaged areas in the Mediterranean basin. Lying as it did on the frontline of the two battling empires, Italy was known as ‘the Eye of Christendom’…Especially in areas close to some of the main corsair bases (western Sicily is just 200 kilometers from Tunis) slave taking rapidly burgeoned into a full-scale industry, with a disastrous impact that was apparent at the time and for centuries to come. Those who worked on coastal farms, even 10 or 20 miles from the sea, were unsafe from the raiders — harvesters, vine tenders, and olive growers were all regularly surprised while at their labors and carried off. Workers in the salt pans were often at risk, as were woodcutters and any others of the unprotected poor who traveled or worked along the coasts: indigents like Rosa Antonia Monte, who called herself ‘the poorest of the poor in the city of Barletta [in Puglia],’ and who was surprised together with 42 others, including her two daughters, while out gleaning after the harvest, 4 miles outside of town. Monasteries close to the shore also made easy targets for the corsairs.
Fishermen were especially at peril. During a period in the sixteenth and seventeenth centuries, Muslim pirates set up semi-permanent bases for themselves at the mouth of the Bay of Naples, attacking small ships. Surrounded by hostile seas on all sides,
the seventeenth century represented a dark period out of which Spanish and Italian societies emerged as mere shadows of what they had been in their earlier, golden ages. For individuals themselves, we can see that the psychological traces of this trauma lasted beyond the time that the larger societies had rebuilt themselves as modern states, long after ‘even the idea ha[d] been lost of these dogs that had brought so much terror.’ It continued just below the surface of the coastal culture of the European Mediterranean even into the first years of the twentieth century, when, as one Sicilian woman put it, ‘The oldest [still] tell of a time in which the Turks arrived in Sicily every day. They came down in the thousands from their galleys and you can imagine what happened! They seized unmarried girls and children, grabbed things and money and in an instant they were [back] aboard their galleys, set sail and disappeared….The next day it was the same thing, and there was always the bitter song, as you could not hear other than the lamentations and invocations of the mothers and the tears that ran like rivers through all the houses.’
Corsairs from cities in North Africa — Tunis, Algiers etc. — would raid ships in the Mediterranean and Atlantic, as well as seaside villages to capture men, women and children. The impact was devastating — France, England and Spain each lost thousands of ships, and long stretches of the Spanish and Italian coasts were almost abandoned by their inhabitants.
At its peak, the destruction and depopulation of some areas probably exceeded what European slavers would later inflict on the African interior. The lives of European slaves were often no better than the victims of the transatlantic slave trade, which later tapped into the preestablished Islamic slave trade in Africa. “As far as daily living conditions, the Mediterranean slaves certainly didn’t have it better,” Davis says. While African slaves did grueling labor on sugar and cotton plantations in the Americas, European slaves were often worked just as hard and as lethally — in quarries, in heavy construction, and above all rowing the corsair galleys.
Young Englishmen risked being surprised by a fleet of Muslim pirates showing up at their village, or being kidnapped while fishing at sea. Thomas Pellow was enslaved in Morocco for twenty-three years after being captured by Barbary pirates as a cabin boy on a small English vessel in 1716. He was tortured until he accepted Islam. For weeks he was beaten and starved, and finally gave in after his torturer resorted to “burning my flesh off my bones by fire, which the tyrant did, by frequent repetitions, after a most cruel manner.”
Throughout most of the seventeenth century, the English alone lost at least 400 sailors a year to the slavers. One American slave reported that 130 American seamen had been enslaved by the Algerians in the Mediterranean and Atlantic just between 1785 and 1793 (which prompted the eventual military response from the Americans mentioned above). In his book White Gold , Giles Milton describes how regular Jihad razzias in Europe extended as far north as distant Iceland in the middle of the North Atlantic, where some local villagers in well-documented attacks in the seventeenth century were kidnapped and dragged off to North Africa as slaves.
As Murray Gordon writes in his book Slavery in the Arab World , the sexual aspects of slavery were disproportionate important in the Islamic world. “Eunuchs commanded the highest prices among slaves, followed by young and pretty white women.” Usually, the high cost of white female slaves made them a luxury which only rich Muslims could afford:
“White women were almost always in greater demand than Africans, and Arabs were prepared to pay much higher prices for Circassian and Georgian women from the Caucasus and from Circassian colonies in Asia Minor. After the Russians seized Georgia and Circassia in the early part of the nineteenth century and, as a result of the Treaty of Adrianople in 1829 under which they obtained the fortresses dominating the road into Turkey from Circassia, the traffic in Circassian women came to a virtual halt. This caused the price of Circassian women to shoot up in the slave markets of Constantinople and Cairo. The situation was almost completely reversed in the early 1840s when the Russians, in exchange for a Turkish pledge to cease their attacks on their forts on the eastern side of the Black Sea, quietly agreed not to interfere in the slave traffic. This unrestricted trade brought on a glut in the Constantinople and Cairo markets, where prices for Circassian women brought them in reach of many ordinary Turks and Egyptians.”
After whites, Abyssinian (Ethiopian) girls were considered the “second best” alternative. Depending on lightness of skin, attractiveness and skills, they cost anywhere from a tenth to a third of the price of a Circassian or Georgian woman. As long as Circassian, Slavic, Greek and other white women were available at affordable prices, Arabs always preferred them to blacks. It is interesting to notice that this pattern was established long before the European colonial period. These days when everything bad in the world is attributed to Europeans, it is common to say that “racism” is a legacy of the European colonial period. In fact, there is a virtually universal preference for light skin, especially for women, in the Middle East, in Asia and in Africa itself, which was present long before European colonial rule in these countries.
According to Murray Gordon, “For a better part of the Middle Ages, Europe served as a valuable source of slaves who were prized in the Muslim world as soldiers, concubines, and eunuchs. It would not long compete with Africa in this trade if only because Christian Europe, with few exceptions, rejected the notion that its people could be enslaved, particularly for the despised Muslim world. In the greatest part of black Africa, by contrast, there were few governments or chiefs that could interpose their authority against the merchants who arrived by caravan and ship in quest of slaves. Lamentably, many African chiefs often became middlemen in the trade by rounding up inhabitants of nearby villages and exchanging them for an assortment of manufactured wares.”
There are examples where some Europeans sold other Europeans as slaves. This could be done by Vikings or Slavs, but especially by certain Italians, above all the Venetians. Some shipowners from Venice loaded up with Russian and Georgian slaves in the Black Sea and sold them to the Turks or to Venetian sugar plantations in Crete and Cyprus. These kinds of activities, which were harshly condemned by both the Roman Catholic and the Byzantine Churches, should be mentioned for the sake of historical accuracy, but this was clearly of secondary importance compared to the extensive Islamic raids in Europe for many centuries.
Slavery never faced as powerful opposition in Muslim societies as it sometimes did in Christian ones. Toward end of the nineteenth century, questions about slavery were finally raised, but only due to Western influence and military pressure. Murray Gordon writes:
That slavery persisted as long as it did in the Muslim world — it was only abolished in Saudi Arabia in 1962 and as late as 1981 in Mauritania — owed much to the fact that it was deeply anchored in Islamic law. By legitimizing slavery and, by extension, the sordid traffic in slaves (for which there was no legal sanction), Islam elevated these practices to an unassailable moral plan. As a result, in no part of the Muslim world was an ideological challenge ever mounted against slavery. The political structure and social system in Muslim society would have taken a dim view of such a challenge. The sultan of the Ottoman Empire and the potentates who ruled in other Muslim lands owed their thrones as much as to their being religious as well as secular leaders and were therefore duty bound to uphold the faith. Part of this obligation was to assure the normal functioning of the slave system which was an integral part of Islamic society that is embellished in the Koran.
Unlike the West, there never was a Muslim abolitionist movement since slavery is permitted according to sharia, Islamic religious law, and remains so to this day. When the open practice of slavery was finally abolished in most of the Islamic world, this was only due to external Western pressure, ranging from the American war against the Barbary pirates to the naval power of the British Empire. Slavery was taken for granted throughout Islamic history and lasted longer than did the Western slave trade. Robert Spencer elaborates in his book A Religion of Peace?: Why Christianity Is and Islam Isn’t:
Nor was there a Muslim abolitionist movement, no Clarkson, Wilberforce, or Garrison. When the slave trade ended, it was ended not through Muslim efforts but through British military force. Even so, there is evidence that slavery continues beneath the surface in some Muslim countries — notably Saudi Arabia, which only abolished slavery in 1962; Yemen and Oman, both of which ended legal slavery in 1970; and Niger, which didn’t abolish slavery until 2004. In Niger, the ban is widely ignored, and as many as one million people remain in bondage. Slaves are bred, often raped, and generally treated like animals. There are even slavery cases involving Muslims in the United States. A Saudi named Homaidan al-Turki was sentenced in September 2006 to twenty-seven years to life in prison for keeping a woman as a slave in his Colorado home. For his part, al-Turki claimed that he was a victim of anti-Muslim bias.
Slavery involving peoples of all races, Germans, Saxons, Celts and some black Africans, was widely practiced in the Greco-Roman world. The most famous slave rebellion during the Roman era was led by Spartacus, a gladiator-slave from the Thracian people who dominated Bulgaria and the Balkan region close to the Black Sea in early historic times. His rebellion was crushed in 71 BC, and thousands of slaves were crucified alongside the road to Rome as a warning to others. The retreat of slavery in Europe followed the spread of Christianity.
All the way back to the Old Kingdom in ancient Egypt, slavery was an important component of Africa’s trade to other continents. However, according to Robert O. Collins and James M. Burns in A History of Sub-Saharan Africa , “The advent of the Islamic age coincided with a sharp increase in the African slave trade.” The expansion of the trans-Saharan slave trade associated with the Sahelian empire of Ghana was a response to the demand in the markets of Muslim North Africa:
“The moral justification for the enslavement of Africans south of the Sahara by Muslims was accepted by the fact they were ‘unbelievers’ (kafirin) practicing their traditional religions with many gods, not the one God of Islam. The need for slaves, whether acquired by violence or by commercial exchange, revived the ancient but somnolent trans-Saharan trade, which became a major supplier of slaves for North Africa and Islamic Spain. The earliest Muslim account of slaves crossing the Sahara from the Fezzan in southern Libya to Tripoli on the Mediterranean coast was written in the seventh century, but from the ninth century to the nineteenth there are a multitude of accounts of the pillage by military states of the Sahel, known to North African Muslims as bilad al-sudan, (‘land of the blacks’), of pagan Africans who were sold to Muslim merchants and marched across the desert as a most profitable commodity in their elaborate commercial networks. By the tenth century there was a steady stream of slaves taken from the kingdoms of the Western Sudan and the Chad Basin crossing the Sahara. Many died on the way, but the survivors fetched a great profit in the vibrant markets of Sijilmasa, Tripoli, and Cairo.”
The spread of Islam with Arab contacts did bring literacy to sub-Saharan West Africa, but otherwise Muslims stimulated the slave trade from East Africa to the Indian Ocean, the Middle East and the Persian Gulf, and some African slaves were shipped as far as Central Asia and India. When Europeans began to arrive in force in sub-Saharan Africa.
Africa north of the Sahara and the Red Sea coast was known to the ancient Mediterranean world, but sub-Saharan Africa was not. The Portuguese made planned expeditions along West Africa in the fifteenth century, which required decades of improvements in navigation and shipbuilding before they could round the Cape of Good Hope and reach the Indian Ocean.
While the extensive Portuguese participation in the transatlantic slave trade is widely known, not everybody knows that Cristóvão da Gama (1516-1542), son of the great Portuguese explorer Vasco da Gama (ca. 1460-1524), fought in Ethiopia in support of local Christians in the early 1540s, and died there. The Ethiopians were the only literate African nation not under Islamic rule; they had been Christianized via the Egyptian Copts already in the fourth and fifth centuries AD, but had been virtually cut off from direct contact with the Mediterranean Christian world after the Islamic conquests. Portuguese mercenaries arrived to prevent the Ethiopian kingdom from being overwhelmed by Muslims from the plains of Somalia. Robert O. Collins and James M. Burns explain in A History of Sub-Saharan Africa:
Its monarchy had captured the last Muslim stronghold in Portugal in 1249 and in 1385 had initiated a stable political system under the new dynasty, the house of Avis, isolated on the western coast of Europe with a powerful and suspicious Spain as its neighbor to the east. The gold of Africa would provide the resources to defend the kingdom and finance Portuguese expeditions around Africa to the Indian Ocean and Asia in order to reap the wealth from the spice trade. Moreover, beyond the Sahara Desert lived the non-Muslim peoples of West Africa who perhaps could be converted to Christianity and enlisted in the crusade against the Muslims….And then there was the compelling legend of Prester John, which ignited the desire of medieval European monarchs to succor this beleaguered Christian king surrounded by Muslim enemies somewhere in the East. By the fifteenth century the legend of Prester John had come to be associated with Abyssinia (Ethiopia) in northeast Africa; his Christian subjects were said to be defending the faith against the jihad (holy war) of Islam. No Portuguese king, noble, or peasant could neglect their Christian responsibility to come to the aid of Prester John and his people.
Moreover, what was to become in ensuing centuries a worldwide European expansion and exploration of the seas started in Portugal in the fifteenth century with the initiatives of Prince Henry the Navigator (1394-1460). Incidentally, the exploration of the African coasts began with the Portuguese in 1415 capturing the North African port of Ceuta, which had been used as a base for Muslim Barbary pirates in their attacks on the coasts of Portugal, capturing the locals as slaves and depopulation several regions because of repeated attacks.
One of the most important reasons for this early European overseas expansion was the desire to get away from the iron grip Muslims had enjoyed over the European continent for so long. Norman Davies in his massive book Europe: A History elaborates:
Islam’s impact on the Christian world cannot be exaggerated. Islam’s conquests turned Europe into Christianity’s main base. At the same time the great swathe of Muslim territory cut the Christians off from virtually all direct contact with other religions and civilizations. The barrier of militant Islam turned the [European] Peninsula in on itself, severing or transforming many of the earlier lines of commercial, intellectual and political intercourse. In the field of religious conflict, it left Christendom with two tasks — to fight Islam and to convert the remaining pagans. It forced the Byzantine Empire to give lasting priority to the defence of its Eastern borders, and hence to neglect its imperial mission in the West. It created the conditions where the other, more distant Christian states had to fend for themselves, and increasingly to adopt measures for local autonomy and economic self-sufficiency. In other words, it gave a major stimulus to feudalism. Above all, by commandeering the Mediterranean Sea, it destroyed the supremacy which the Mediterranean lands had hitherto exercised over the rest of the Peninsula.
No European peoples suffered more from Islamic colonialism than those in the Balkans. Sir Jadunath Sarkar, the pre-eminent historian of Mughal India, wrote this about dhimmitude, the humiliating apartheid system imposed upon non-Muslims under Islamic rule: “The conversion of the entire population to Islam and the extinction of every form of dissent is the ideal of the Muslim State. If any infidel is suffered to exist in the community, it is as a necessary evil, and for a transitional period only.…A non-Muslim therefore cannot be a citizen of the State; he is a member of a depressed class; his status is a modified form of slavery. He lives under a contract (dhimma) with the State.…In short, his continued existence in the State after the conquest of his country by the Muslims is conditional upon his person and property made subservient to the cause of Islam.”
This “modified form of slavery” is now frequently referred to as the pinnacle of “tolerance.” If the semi-slaves rebel against this system and desire equal rights and self-determination, Jihad resumes. This happened with the Christian subjects of the Ottoman Empire, who were repressed with massacres, culminating in the genocide by Turkish and Kurdish Muslims against Armenians in the 20th century.
The Balkans, with its close connections to Byzantium, was a reasonably sophisticated region in medieval times, until the Ottomans Turks devastated much of the area. One of the most appalling aspects of this was the practice of devshirme, the collecting of boys among the Christians who were forcibly converted to Islam and taught to hate their own kin. Andrew G. Bostom quotes the work of scholar Vasiliki Papoulia, who highlights the continuous desperate struggle of the Christian populations against this forcefully imposed Ottoman levy:
It is obvious that the population strongly resented…this measure [and the levy] could be carried out only by force. Those who refused to surrender their sons— the healthiest, the handsomest and the most intelligent — were on the spot put to death by hanging. Nevertheless we have examples of armed resistance. In 1565 a revolt took place in Epirus and Albania. The inhabitants killed the recruiting officers and the revolt was put down only after the sultan sent five hundred janissaries in support of the local sanjak-bey. We are better informed, thanks to the historic archives of Yerroia, about the uprising in Naousa in 1705 where the inhabitants killed the Silahdar Ahmed Celebi and his assistants and fled to the mountains as rebels. Some of them were later arrested and put to death.
The Christian subjects tried for centuries to combat this evil practice:
Since there was no possibility of escaping [the levy] the population resorted to several subterfuges. Some left their villages and fled to certain cities which enjoyed exemption from the child levy or migrated to Venetian—held territories. The result was a depopulation of the countryside. Others had their children marry at an early age…Nicephorus Angelus…states that at times the children ran away on their own initiative, but when they heard that the authorities had arrested their parents and were torturing them to death, returned and gave themselves up. La Giulletiere cites the case of a young Athenian who returned from hiding in order to save his father’s life and then chose to die himself rather than abjure his faith. According to the evidence in Turkish sources, some parents even succeeded in abducting their children after they had been recruited. The most successful way of escaping recruitment was through bribery. That the latter was very widespread is evident from the large amounts of money confiscated by the sultan from corrupt…officials.
Lee Harris in his book The Suicide of Reason describes how this practice of devshirme, the process of culling the best, brightest and fittest “alpha boys,” targeted the non-Muslim subject populations:
The bodyguard of Janissaries ‘had the task of protecting the sovereign from internal and external enemies,’ writes scholar Vasiliki Papoulia. ‘In order to fulfill this task it was subjected to very rigorous and special training, the janissary education famous in Ottoman society. This training made possible the spiritual transformation of Christian children into ardent fighters for the glory of the sultan and their newly acquired Islamic faith.’ Because the Christian boys had to be transformed into single-minded fanatics, it was not enough that they simply inherit their position. They had to be brainwashed into it, as we would say today, and this could be done most effectively with boys who had been completely cut off from all family ties. By taking the boys from their homes, and transporting them to virtually another world, devçirme assured that there would be no conflict of loyalties between family and duty to the empire. All loyalty would be focused on the group itself and on the sultan.
This practice drained the strength of the Christian populations. Harris again:
The culling of these alpha boys had two effects, both of them good for the Ottoman Empire, both bad for the subject population. By filling the critical posts in the Ottoman Empire with boys who had been selected on the basis of their intrinsic merit, and not on their family connection, the Empire was automatically creating a meritocracy — if a boy was tough, courageous, intelligent, and fanatically loyal, he was able to work his way up the Ottoman hierarchy; indeed, as we have seen, he become a member of the ruling elite, despite having the formal title of being the sultan’s slave. The Ottoman Empire was both strengthening itself through acquiring these alpha boys, and weakening its subject population by taking their best and brightest. Thanks to the institution of devçirme, the more ‘fit’ Christian boys who would be most likely to be the agents of rebellion against the Empire become the fanatical Muslim warriors who were used to suppress whatever troubles the less ‘fit’ Christian boys left behind were able to cause.
The most enduring legacy of the centuries of Ottoman Turkish rule in the Balkans is the presence of large indigenous Muslim communities. Srdja Trifkovic explains in Kosovo: The Score 1999-2009, a book dedicated to the anniversary of the NATO bombing of Serbia, which resulted in the ethnic cleansing of Christian Serbs by predominantly Muslim Albanians:
The Balkan Peninsula is one of the most ethnically and religiously diverse regions in the world, especially considering its relatively small area (just over 200,000 square miles) and population (around 55 million). Of that number, Eastern Orthodox Christians — mainly Greeks, Bulgars, Serbs and Slavic Macedonians — have the slim majority of around 53 percent; Sunni Muslims (11 million Turks in European Turkey and a similar number of Albanians, Slavic Muslims and ethnic Turks elsewhere) make up 40 percent; and Roman Catholics (mainly Croats) are at around 5 percent. Those communities do not live in multicultural harmony. Their mutual lack of trust that occasionally turns into violence is a lasting fruit of the Turkish rule. Four salient features of the Ottoman state were institutionalized, religiously justified discrimination of non-Muslims; personal insecurity; tenuous coexistence of ethnicities and creeds without intermixing; and the absence of a unifying state ideology or supra-denominational source of loyalty. It was a Hobbesian world, and it bred a befitting mindset; the zero-sum game approach to politics, in which one side’s gain is perceived as another’s loss. That mindset has not changed, almost a century since the disintegration of the Empire.
Trifkovic warns that “The Christian communities all over the Balkans are in a steep, long-term demographic decline. Fertility rate is below replacement level in every majority-Christian country in the region. The Muslims, by contrast, have the highest birth rates in Europe, with the Albanians topping the chart. On current form it is likely that Muslims will reach a simple majority in the Balkans within a generation.”
The wars in the Balkans are a direct result of the legacy of Turkish Muslim colonialism. So why does nobody demand that the Turks should pay reparations to their former subjects, starting with the Armenians, who suffered a Jihad genocide less than a century ago, and continuing with the Serbs, the Bulgarians, the Greeks, the Croatians and others who have suffered hundreds of years of abuse and exploitation at their hands?
There is a persistent myth that the Scientific and Industrial Revolutions happened only because Europeans “plundered” other continents. This is easily disproved since there is little correlation between which countries had extensive colonial empires and which developed sophisticated scientific-industrial economies. Portugal had several colonies and was an active participant in the transatlantic slave trade, yet it is one of the poorest countries in Western Europe, in sharp contrast to Sweden, Switzerland or Finland which have no colonial histories.
The Spanish brought much silver and gold back from their colonies in Latin America, which had sometimes been extracted under very harsh conditions. Yet the Spanish never developed a leading role in European science and technology. The Italians were much more prominent in European science then the Spanish despite the fact that they had no colonial history, if for no other reason than because “Italy” as a state did not exist before the second half of the nineteenth century. The same can be said even more about Germany. The Germans outperformed the French and sometimes even the British at the dawn of the twentieth century in science and technology, despite the fact that the two latter had global colonial empires whereas the Germans held only a few, rather marginal colonies.
If we look at the post-Roman period as a whole, a picture emerges where Europe was under siege by hostile aliens for most of the time, yet succeeded against all odds. Already before AD 1300, Europeans had created a rapidly expanding network of universities, an institution which had no real equivalent anywhere else, and had invented mechanical clocks and eyeglasses. It is easy to underestimate the importance of this, but the ability to make accurate measurements of natural phenomena was of vital importance during the Scientific and Industrial Revolutions. The manufacture of eyeglasses led indirectly to the development of microscopes and telescopes, and thus to modern medicine and astronomy. The network of universities facilitated the spread of information and debate and served as an incubator for many later scientific advances. All of these innovations were made centuries before European colonialism had begun, indeed at a time when Europe itself was a victim of colonialism and had been so for a very long time. Parts of Spain were still under Islamic occupation, an aggressive Jihad was being waged by the Turks in the remaining Byzantine lands, and the coasts from France via Italy to Russia had suffered centuries of Islamic raids.
Comments and link..
http://gatesofvienna.blogspot.com/2009/05/europeans-as-victims-of-colonialism.html
centurean2 // July 2, 2009 at 12:00 pm |
All behind your backs- without so much as a whisper–Dennis Mc Shane ex Fabian Chairman is a great enthusiast of the EUMED..To which we pay a fortune–hence the EU Books can’t be audited–how’d they explain all the euro’s being given to Arab states and NOT our own?
The Rabat Commitment
Conclusions and Recommendations of the
Rabat Conference on Dialogue among Cultures and
Civilizations through Concrete and Sustained Initiatives
Rabat, Morocco : 14-16 June 2005
A broad-based expert-level “Conference on Fostering Dialogue among Cultures and Civilizations through Concrete and Sustained Initiatives” was held in Rabat, Morocco, from 14 to 16 June 2005 under the high patronage of His Majesty King Mohamed VI. Convened by six co-sponsoring organisations – UNESCO, OIC, ISESCO, ALECSO, the Danish Centre for Culture and Development and the Anna Lindh Euro-Mediterranean Foundation for the Dialogue between Cultures – and with the participation of the Council of Europe as observer, this event represents a unique international partnership initiative. It is aimed at identifying concrete and practical steps in various domains – based on a dialogue among civilisations, cultures and peoples – that the participating organisations pledged to pursue, jointly or individually, from 2006 onwards. The Conference was attended by some 100 participants from more than 30 countries.
I.
At the opening session, senior representatives of all participating organisations set out their vision and expectations for the Conference and the practical follow-up.
For ISESCO, its Director-General, H.E. Dr. Abdulaziz Othman Altwaijri, called for enhancing dialogue among cultures and civilisations through concrete initiatives that should be integrated into the process of sustainable development. He suggested that there was a need to acquire a profound knowledge of the other along with related history and values, and to establish relations on the basis of mutual respect and recognition of cultural and civilisational diversity. The Director-General called for a mobilisation of energies and capacities in order to promote a culture of dialogue and peaceful coexistence among people and respect for their diversity. Inter-civilisational dialogue should not be the monopoly of a single organisation nor of an academic; cultural or political institution. It should rather draw on the contribution the contribution of multiple stakeholders from all walks of life. ISESCO stood for a constructive dialogue that interacts with the other and shared common interests with all partner organisations.
For its part, ISESCO had taken a number of specific initiatives – through conferences, symposia, publications and studies – and was currently implementing a programme on establishing chairs for dialogue in Western universities and designating ISESCO Ambassadors for the Dialogue among Civilisations.
For ALECSO, its Director-General, H.E. Dr. Mongi Bousnina, underlined the necessity of dialogue and its efficient role in counteracting the mistaken theses of a clash of civilisations. Dialogue was at the heart of the Arab Islamic culture which encompasses dialogue and openness to others. He further reviewed various initiatives and measures that ALECSO had taken in the field of dialogue. In the field of education, prior attention should be focused on the purpose of learning to live together. This can be attained by means of textbooks and curricula, as well as through promoting the teaching of foreign languages, leading to a better knowledge of the Other. With regard to the cultural field, Dr. Bousnina stressed the importance of translation and the conducting of joint cultural events in fostering mutual knowledge between cultures and civilizations. And as concerns the role of the information, ALECSO’s Director General impressed the need for bending efforts towards highlighting the image of the Other in the media and finding new ways of presenting it via the Internet.
Representing the Director-General of UNESCO, Mr. Hans d’Orville called for a bridging of the theoretical approach to dialogue with a more specific and effective implementation, based on a concrete set of actions and modalities to be pursued by all partners in their work programmes. Much activities had been undertaken in the past dedicated to fostering a dialogue; yet the practical results and impact had remained limited and insufficient. Hence; there was a need for new and more refined approaches; which UNESCO for its part is proposing: a more dedicated focus on regional and sub-regional constellations, a discussion of specific thematic issues which are strategic entry points for true dialogue activities, and the involvement of a broad range of stakeholders; beyond the traditional governmental representatives. As a result, such efforts will allow a more direct dialogue among peoples and communities. The search for innovative approaches will also extend to artistic creation and creativity through an interaction between melodies and musical instruments from different cultures, to be demonstrated in a special concert during the conference. Ultimately, dialogue must contribute to peace and security by promoting collaboration through education, sciences, culture and communication.
Representing the Secretary-General of the Organisation of the Islamic Conference (OIC), H.E. Mr. Saad Eddine Taib reviewed the significant efforts undertaken by his organisation over the past years to spread awareness about the importance of inter-civilisational dialogue in many parts of the world. He suggested that new approaches and measures were required, grounded in practical steps, to address the new global circumstances. He pointed to the rising danger of Islamophobia. New initiatives had already been launched by OIC, including with OSCE. He also noted that OIC had set up an observatory for monitoring and documenting cases of Islamophobia. Furthermore, he called for a review of textbooks and curricula in the West to counter an environment hostile to Islam. OIC was in favour of opening cultural and social dialogues with Western governments and Islamic communities in these countries with a view to building confidence and resolving practical problems. Dialogue cannot be an objective for its own sake, but must lead to real rapprochement and mutual recognition and understanding.
The Director of the Danish Centre for Culture and Development, Mr. Olaf Gerlach Hansen, underlined the urgency of implementing a range of practical initiatives which might foster cultural diversity and universal values, bringing it from the philosophical level to concrete and sustained action particularly in the areas of the media, culture and education. Such action must address ignorances, stereotypes and prejudices, create true dialogue instead of violence and conflict and build on the rich cultural diversity of humankind as a positive starting point. A particular challenge will be the contextualisation of art and culture. He suggested that participants in the Conference serve as facilitators in their respective communities and organisations, thus advancing the implementation of the action plan of Rabat. He offered to co-organise and host in Denmark in 2006 a follow-up conference to the Rabat conference, in the context of a major cultural festival on “Images of the Middle East”.
The Executive Director of the Anna Lindh Euro Mediterranean Foundation for the Dialogue between Cultures, Mr. Traugott Schoefthaler, called for engaging youth, for a dynamic understanding of universal values in the spirit of common standards to be achieved and for a particular focus on education. He underscored the necessity of going beyond traditional forms of dialogue between cultures, towards cooperation without mental and national frontiers. Priority of educational efforts should be provision of the intellectual skills necessary for dialogue, dialogue being understood as occurring between individuals and groups, each of them exercising the human right to cultural self determination. Cultural diversity should not be linked to diversity between nations, ethnic, religious or linguistic groups. As stated in the 2001 UNESCO Universal Declaration on Cultural Diversity, dynamic, overlapping and multiple identities must fully be recognized. Mr. Schoefthaler welcomed the working document for the Rabat Conference as a platform shared by all six convenor organisations and he invited the Council of Europe to join this endeavour.
On behalf of Council of Europe, its Director of Education, Mr. Gabriele Mazza, expressed the support of the Council for the Rabat initiative. He underlined the meaning of unity in diversity in relation to the building of a humane and democratic Europe as a political and cultural project. Contributing to the diversity and to the establishment of a democratic culture had recently been declared a priority by the 46 Heads of State and Government of the Council of Europe who had reaffirmed the pivotal role of education and cultural activity for understanding, solidarity and social cohesion. The Council stood ready to pursue and intensify its efforts in favour of intercultural dialogue and cooperation, including the religious dimension. For this purpose it would continue to redeploy all the means at its disposal in crucial areas, such as education for democratic citizenship and human rights, languages education, heritage and cultural policy, media, teacher training, pupil exchanges and youth cooperation.
II.
The Conference conducted its work in three separate workshops dedicated to concrete proposals for intercultural dialogue in the areas of education, culture as well as communication and science. The participants welcomed the background document prepared by the Steering Committee for the Conference, composed of all partner organisations, and endorsed the various action proposals contained therein. Moreover, the workshops agreed by consensus on the following set of action recommendations :
EDUCATION
General recommendations :
Intercultural dialogue must be based on universally shared values and the principles of peace, human rights, tolerance, and democratic citizenship, forming an integral part of quality education. It must therefore fully be taken into account in curriculum renewal and improvements in content, methodology, teacher education and the learning process, also involving parents and communities. Such dialogue plays an equally important role for the revision of textbooks, the production of new educational materials and the effective use of information and communication technologies (ICTs).
In curricula renewal, care should be taken to avoid oversimplifications and to raise awareness about cultural heterogeneity, its multiple dimensions and different sources and contributions.
More emphasis should be given to integrating intercultural learning in pre-school education and basic education, whilst pursuing it at secondary school level, in higher and continuing adult education in a life-long learning perspective.
Due attention should be paid to integrating dimensions of intercultural dialogue into non-formal education, literacy campaigns and to extra-curricular activities, such as youth exchanges and encounters.
Intercultural education should also be situated in relation to the phenomena of school and community violence, the need to respect differences and to address them in participatory and empowering ways.
Educational programmes should provide sufficient information, especially for young citizens, on the major religions and highlight their shared values and ethical concerns, drawing also on history, philosophy, literature and the arts.
Broader access to existing educational networks and initiatives, managed by international and regional organisations, and a much fuller and more creative use of their potential for intercultural dialogue should be pursued as a matter of priority.
Specific proposals :
Clarify the concepts and reach consensus on definitions used in relation to intercultural dialogue and learning.
Promote national legislation and international normative standards or instruments to guard against the defamation of the Other in school curricula.
Produce guidelines on intercultural education, building on the research, publications and practice already carried out, such as with respect to world heritage and history education.
Create a resource base of materials on good practices in intercultural education which could support teaching practice.
Elaborate learning materials for intercultural education and dialogue, both for scientific and teacher education purposes, and ensure their broad dissemination.
Ensure that intercultural dialogue and engagement become core content of both in- and pre-service teacher education.
Develop capacities of learners to acquire life skills and competencies, with emphasis on problem-solving and critical thinking, as a prerequisite for intercultural learning.
Pursue studies on stereotypes conveyed in school textbooks concerning the culture of the “other” and take action to correct them.
Establish an interregional observatory on textbooks to monitor stereotyping, prejudices, inaccuracies and misconceptions in different subject areas and make provisions for corrective action.
Place greater emphasis on the role of languages and their teaching as a means for intercultural dialogue and to pay particular attention to local languages especially in mother tongue literacy; furthermore promote the teaching of Arabic outside Arabic-speaking countries to foster understanding.
Encourage intercultural dialogue in schools through creative learning, art education, drama, role play, song and music.
Ensure intercultural dialogue across the curriculum, including physical education and sports with emphasis on traditional games and sports, youth encounters and exchanges as an important bridge to communication between cultures and youth in particular, and within the framework and follow-up of the 2005 International Year of Physical Education and Sports.
Encourage intercultural dialogue at various levels of education through the conduct of practical projects and exchanges as well as competitions, building on the positive results already achieved with existing initiatives such as the Mondialogo partnership.
Promote the creation of prizes rewarding excellence in intercultural exchange practises at national, sub-regional and regional levels and organise school-based festivals celebrating cultural diversity.
Create additional university chairs on intercultural dialogue in various countries and cultural regions.
Take full advantage of and mobilize existing networks relevant for dialogue activities specialized in dialogue within the partner organizations.
Promote youth exchanges and summer school programmes and special intercultural events.
Intensify the use of audio-visual materials and ICTs in support of interactive and participatory learning approaches to intercultural dialogue.
Launch a media education project focusing on the need to instil and apply objectivity and critical thinking.
Promote, in all these initiatives, the use of the internet for enhanced impact and broad diffusion of materials and resources and for intensified exchanges among teachers, students, researchers and curriculum developers.
Ensure, in all these activities and initiatives the full participation of girls and women must be ensured, covering the entire range from conceptualisation and planning to the implementation.
CULTURE
General recommendations :
Key concepts pertaining to the dialogue among civilisations, especially those relating to the construct of culture, civilization and religions need to be revisited by competent organisations and academic scholars in order arrive at definitions that can genuinely form a basis to further the dialogue. Consideration should be given to place culture as a frame for local belonging whereas civilization denotes a more universal phenomenon conferring a sense of recognition. Particular focus should be on commonalities rather than on differences.
Creating the new space of a common educational platform is of considerable importance, so that cultural handicaps between teachers and students and gaps in knowledge and educational opportunities can be reduced. There is a particular urgency to tackle and ultimately eliminate ignorances, stereotypes and rejection of the Other, which requires a strong political commitment and engagement from all parties involved.
Specific proposals :
Governments, especially in the Arab world, should more purposefully make use of bi- and multilateral cultural agreements as platforms for the promotion of intercultural dialogue.
Governments should provide sufficient and predictable funding within their culture budgets for the encouragement of intercultural dialogue. These resources should be devoted to capacity-building of grass-roots cultural organizations, especially those aimed at empowering women and youth. Thus, civil society organisations should be encouraged and induced to monitor the implementation of cultural projects.
International and regional organisations should identify, document and analyse “best practice” approaches and action at various levels in support of the dialogue among cultures and civilizations.
The essential features of the partner organizations work on cultural diversity should be communicated and presented through appropriate learning materials at various educational levels, also drawing on contributions by partner organisations of the Global Alliance for Cultural Diversity.
Governments and international organisations should offer programmes aimed at strengthening creativity in education, thereby also countering fundamentalist tendencies.
Teaching history should also be linked to the teaching of art for children, allowing a canvassing of the world’s cultures. Special encounters should be organised to foster the ability of children to express themselves through arts and interaction without language constraints.
Public and private entities managing museums should take initiatives to make museums more inclusive and to transform them into truly multicultural spaces.
Practical measures should be taken by all actors engaged in intercultural and inter-civilizational dialogue to tap the power of music and musical creativity. Live interaction between music, melodies, original instruments and artists is a promising innovative approach to further the objectives of dialogue, which international and regional organisations should more systematically promote.
Consortia should be formed between private and public partners to undertake the translation and publication of the great universal works and classics.
COMMUNICATION
General recommendations :
There should be full recognition that education requires communication, and communication always contains educative elements.
The educational system and the media have a role to play in order to avoid parochialism and contribute to the creation of conditions for intercultural dialogue.
There is a need to set up educational and media projects focussing on mutual information and the fighting of ignorance between the West and the Islamic world.
Face-to-face dialogue plays an important role for the creation of mutual confidence and trust.
Approaches must be developed to endow media professionals with the capacity to tackle intercultural issues within multicultural societies, especially in the Western world.
In the Arab world, media should be encouraged to mirror truly the rich diversities in the region and serving all segments of population.
A discussion should be conducted among media professionals about ethics and professional standards.
Measures should be taken to exploit fully the potential of the Internet for decentralized and diversified information flows and to enhance the opportunity for easy communications with members of other cultural and social groups irrespective of national or other boundaries.
Specific proposals :
Joint activities for communication and information professionals :
Twinning projects at all levels targeting managerial, technical and editorial staff as well as reinforcing “visiting journalists” programmes;
Joint production of broadcasts, newspapers, magazines and websites by journalists from different cultural backgrounds;
Providing access to content through joint distribution projects, for instance through satellite broadcasting:
Establishment of a satellite channel for intercultural dialogue on a non-commercial basis, to be funded by private and public sources;
Reporting missions to specific areas/events fostering concrete collaboration between professionals with different cultural backgrounds, including through the use of scholarship programmes;
Journalism school collaboration, including joint curriculum development, particularly in the field of multicultural reporting, as well as exchange programmes for both students and teachers;
Establishment of an award for best media product in the area of intercultural dialogue.
Capacity building :
Design of training aimed at fighting stereotypes, promoting facts-based journalism and conflict-sensitive reporting;
Promotion of language training for media professions to lower language barriers for successful dialogue;
Training in the use of ICTs for dialogue, especially for and through youth;
Empower local minority communities to use media, including ICTs, for obtaining and disseminating information aimed at learning to live together;
Strengthening media literacy and capacities to analyze critically media messages;
Capacity-building of information professionals to set up and access a public domain of information in diverse languages.
Research :
Undertake empirical studies on the portrayal of different cultures and civilizations in the media and on different forms of (self-) censorship and their impact in both Western and Arab media.
Conduct impact analysis of major intercultural events and initiatives and disseminate results.
III.
The partner organisations commit themselves to an implementation of the various recommendations set out above. To that end, they agreed to maintain the steering committee of the co-sponsoring organisations which had prepared the Rabat conference, with a view to ensuring the best possible translation of these recommendations into reality and to prepare the Copenhagen follow-up conference in 2006. The Council of Europe will be associated with these efforts as observer.
The participants in the Conference also urge the General Assembly of the United Nations, in the outcome document to be adopted at its High-level Meeting scheduled to be held from 14 to 16 September 2005, to give full recognition to the conceptual and practical lead role performed by UNESCO and the other partner organisations in promoting the dialogue among civilisations, cultures and peoples and in bringing about practical results through education, science, culture and communications and to reaffirm UNESCO’s continued lead role in this respect.
IV.
The participants expressed their profound appreciation to His Majesty King Mohammed VI, the Government and the people of the Kingdom of Morocco for the excellent facilities and the support extended. They thanked all co-sponsoring organisations for their initiative and preparation and, in particular, ISESCO for its invaluable contribution to the organisation of the Conference at its headquarters city, Rabat.
http://www.unesco.org/dialogue/rabat/commitment.html
Understand now why British kids are pushed toward islam?
Pushing islam in schools and the media-plus the teaching of Arabic- whether or not you are muslim–WHO RULES EUROPE?