A ban on markers of difference

The general public in France sees the face-veil differently from French Muslims

The face-veil has played a political role in French society since the wearing of all "conspicuous" symbols of religion, including the hijab, was outlawed from schools in 2004. However, this debate has received new impetus in the past seven months, since President Sarkozy said that the face-veil, or niqab, was "unwelcome" in French society.

The French parliamentary panel tasked with informing policy on the matter yesterday recommended a partial ban on the niqab in all hospitals, schools, public transport and government offices. The report concluded that "the wearing of the full veil is a challenge to our republic". It also wants women who cover their faces to be denied state services, including work visas, residency papers or citizenship.

A complete ban on the face-veil in public was pulled at the last minute, following a challenge from the Socialist opposition and concerns over the legality of such a move.

Presenting the report, the Speaker of the National Assembly, Bernard Accoyer, said: "It is the symbol of the repression of women, and . . . of extremist fundamentalism."

However, the findings of the Muslim West Facts Project questions this claim. This collaborative research venture between the Coexist Foundation and Gallup, published as the Gallup Coexist Index 2009 at the end of last year, explores "attitudes and perceptions among Muslims and the general public in France, Germany and the United Kingdom about issues of coexistence, integration, values, identity and radicalisation".

Perhaps surprisingly for Accoyer, the report's findings do not corroborate his views.

With regard to "extremist fundamentalism", the report notes: "The general European populations surveyed are more likely to associate the hijab [sic] with religiosity than fanaticism, oppression, or being against women." Importantly, the general French population is more than three times as likely to associate fanaticism with the hijab than the French Muslim population.

Regarding the link between "repression of women" and the hijab, the views of the two communities differ by an even greater margin: 52 per cent of the general French population associate the hijab with repression, compared to 12 per cent of French Muslims.

First, it is important to note that there are differences between the hijab and alternative forms of veiling, as noted by Mehdi Hasan. The report can be rightly criticised for conflating the two. But there are more pressing points that need to be made.

Given the differences in attitude between the general and Muslim populations in France, the state should not be engaging in demonising and outlawing different forms of veiling. Rather, its resources should be invested in engaging with why such symbols and communal markers cause such consternation and discrepancies in attitude. As the report notes:

In terms of what religious signs and symbols are necessary to remove for minorities to be integrated, Gallup Poll findings show that the headscarf and face-veil strike the loudest chords among the general populations surveyed.

The removal of the face-veil from the public eye is not the way to reconcile issues of integration. Dialogue between and within different communities is the only way in which misconceptions and barriers to integration can be removed. Recognising the differences within and between communities, pluralising discussions and understanding the "other" are the steps to integration -- not wholesale bans on markers of difference.

 

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The SATs strike: why parents are taking their children out of school to protest against exams

Parents are keeping their children away from school to highlight the dangers of “over testing” young pupils.

My heart is beating fast and I feel sick. I force myself to eat some chocolate because someone said it might help. I take a deep breath and open the door…

The hall is silent except for the occasional cough and the shuffling of chairs. The stench of nervous sweat lingers in the air.

“Turn over your papers, you may begin.”

I look at the clock and I am filled with panic. I feel like I might pass out. I pick up my pen but my palms are so sweaty it is hard to grip it properly. I want to cry. I want to scream, and I really need the toilet.

This was how I felt before every GCSE exam I took. I was 16. This was also how I felt before taking my driving test, aged 22, and my journalism training (NCTJ) exams when I was 24.

Being tested makes most of us feel anxious. After all, we have just one chance to get stuff right. To remember everything we have learned in a short space of time. To recall facts and figures under pressure; to avoid failure.

Even the most academic of adults can find being in an exam situation stressful, so it’s not hard to imagine how a young child about to sit their Year 2 SATs must feel.

Today thousands of parents are keeping their kids off school in protest at these tough new national tests. They are risking fines, prosecution and possible jail time for breach of government rules. By yesterday morning, more than 37,000 people had signed a petition backing the Let Our Kids Be Kids campaign and I was one of them.

I have a daughter in reception class who will be just six years old when she sits her SATs. These little ones are barely out of pull-up pants and now they are expected to take formal exams! What next? Babies taught while they are in the womb? Toddlers sitting spelling tests?

Infants have fragile self-esteem. A blow to their confidence at such an impressionable age can affect them way into adulthood. We need to build them up not tear them down. We need to ensure they enjoy school, not dread it. Anxiety and fear are not conducive to learning. It is like throwing books at their heads as a way of teaching them to read. It will not work. They are not machines. They need to want to learn.

When did we stop treating children like children? Maybe David Cameron would be happier if we just stopped reproducing all together. After all, what use to the economy are these pesky kids with their tiny brains and individual emotional needs? Running around all happy and carefree, selfishly enjoying their childhood without any regard to government statistics or national targets.

Year 2 SATs, along with proposals for a longer school day and calls for baseline reception assessments (thankfully now dropped) are just further proof that the government do not have our children’s best interests at heart. It also shows a distinct lack of common sense. It doesn’t take a PhD in education to comprehend that a child is far more likely to thrive in a calm, supportive and enjoyable environment. Learning should be fun. The value in learning through play seems to be largely underestimated.

The UK already has a far lower school starting age than many other countries, and in my opinion, we are already forcing them into a formal learning environment way too soon.

With mental health illness rates among British children already on the rise, it is about time our kids were put first. The government needs to stop “throwing books at heads” and start listening to teachers and parents about what is best for the children.

Emily-Jane Clark is a freelance journalist, mother-of-two and creator of stolensleep.com, a humorous antithesis to baby advice.