One great problem by hate against others is the non-knowledge of those others. The not knowing enough of history is the second part which makes that hate crimes and socio-political situations can re-occur.
A video published this weekend by a politician from Gent showed clearly how people from different communities took over words they heard adults shouting at each other. As such we do hear young Moroccans (5-10 years old) calling to have all “the Makakken (sobriquet for Moroccans) out”, dark skinned girls shouting to get all niggers or Negroes where they belong, etc.. It is quite confronting to see how those young, so called innocent toddlers and teens, call their own group of people names, not really understanding the content of such calling and the hate they would or could create with it.
The pictures clearly show how an attitude of hate or love is created by the ones responsible for the education (parents, teachers, surrounding society) of the youngsters and the next generation.
A 16 year old aspiring journalist in what looks like her first posting, can imagine that, for a teacher, a GCSE religious studies lesson on racism may be one of the most challenging classes to teach, especially in a school like hers; overrun with teenage girls desperate to voice their opinions in an attempt to seem more intelligent than their classmates.
She tells about her experience, which could happen in any school, she sitting in class, learning about prejudice, already pissed off having had to discuss why ‘reverse racism’ is simply just ‘racism.’
She looks at the
very link between anti-Zionism and anti-Semitism which racists everywhere deny they are doing. It is perfectly possible to be against the Israeli government and their brutal domestic policy, and simultaneously not be an anti-Semite.
In which she is totally right. Much too many people consider those who are against what is going on in Israel, to be anti-semitic, but they can be themselves real Jews as well as real lovers of Jews.
One of the great problems of the disturbance in relationships with Jews is that
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I can imagine that, for a teacher, a GCSE religious studies lesson on racism may be one of the most challenging classes to teach, especially in a school like mine; overrun with teenage girls desperate to voice their opinions in an attempt to seem more intelligent than their classmates.
The other week, I was sitting in class, learning about prejudice, already pissed off having had to discuss why ‘reverse racism’ is simply just ‘racism.’ Doodling Radiohead lyrics over my folder and pondering why on earth I had chosen to study RS, I couldn’t help but tune into a conversation between two of my classmates. One girl, for the sake of privacy let’s call her Jennifer, was explaining to a friend why Israel obviously belongs to the Arabs, not the Jews. Fair enough, if she has evidence to support this. But what Jennifer said next surely would’ve angered anybody, let alone…
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