Newsletter #43 – Muslim Brotherhood Progeny in TN

The 1991 Muslim Brotherhood Memorandum plan (“the plan”) for North America addresses in detail all aspects of civil society that would need to be impacted in order to “’settle’” or ’enable’ Islam and its Movement in this part of the world.”

“That Islam is enabled within the souls, minds and the lives of the people of the country in which it moves”.

Newsletter #42 identified only some of the ways the Muslim Brotherhood plan has been operationalized in Tennessee.  In some arenas actualization of the plan happens via seemingly unobjectionable motives, such as “preventing discrimination and bullying”, “countering prejudice”, “correcting misinformation”, “supplementing school curriculum”, interfaith dialogue and religious freedom.  The TN AMAC, ACO, ING and Connecting Cultures are good examples of this strategy. (go to for more on Connecting Cultures and public schools).

Regardless of its label, it all comes back to the overarching agenda – dawah, which in the political context results in the implementation of the Muslim Brotherhood plan.

The objectionable motive of transforming the U.S. as envisioned by the Muslim Brotherhood plan is being achieved in part, by slowly and incrementally chipping away at America’s standard for free speech, by acquiescing to demands in the public arena claiming religious observance and by caving to name-calling of bigotry, xenophobia, Islamophobia, etc. so that rational, fact-based debate and analysis does not occur.

Part of the Brotherhood’s plan assigned a loose sequence to certain of its elements, including:

The stage of mosques and the Islamic centers.

The stage of building the Islamic organizations – the first phase.

The state of building the Islamic schools – the first phase.

as well as anticipating that American “society’s view of Islam and Muslims” would need to be influenced by studies their own organizations and professional members would generate.

The plan also anticipated and planned for the needs of the “children of the American Ikhwani branch”, referring to the children raised as “American Muslims”, hence, the inclusion of planning for “Islamic schools, centers to train teachers, an office for academic guidance, a council for education and scientific research, a body for authorship and Islamic curricula…and things like that.”

Is Memphis’ Pleasant View School Deepening its Muslim Brotherhood Identity?

Newsletter #42 failed to include information about the newest hire at Pleasant Valley School (PVS), a private Islamic School for grades pre-K through 8.  On April 8, 2012, PVS announced the hire of a new principal – Dr. Mohammed Malley.  In keeping with the Muslim Brotherhood identity of PVS, Dr. Malley’s credentials include having served as the President of the Georgetown University Muslim Student Association and later with another Muslim Brotherhood organization, the Muslim American Society, Austin Chapter.

Dr. Malley was introduced at a PVS fundraiser keynoted by Kifah Mustapha, an active member of the Chicago-area Muslim community.  Mr. Mustapha was an interesting pick for a speaker given that he was dismissed from serving as the first Muslim chaplain for the Illinois State Police after his ties to the Hamas-support network was discovered.  It was disclosed that he had been a paid employee for the Holy Land Foundation.

Dr. Hamed Ghazali, hired by PVS in 2010 (see Newsletter #42) is also connected to the Muslim Brotherhood through the Muslim American Society (MAS). One of the founders of the MAS was Ahmed Elkadi, the self-identified leader of the Muslim Brotherhood in the U.S. from 1984-1994.  In 2004 the Secretary-General of the MAS acknowledged that MAS was founded by members of the Muslim Brotherhood.  (Interesting side note – the 1991 Muslim Brotherhood memo on p. 12 discussing “comprehensive Dawa educational organization”, references “the center run by brother Hamed al-Ghazali”).

That same year the PVS November 2010 newsletter introduced Dr. Mohamed Abedelrahman Elkadi, Imam of the Masjid Al-Noor (owned by Muslim Brotherhood NAIT), as the Islamic Studies teacher for grades 5– 8, and Arabic and Quran for 3rd grade.  The newsletter provided the following details in his Q&A:

         “Where did you graduate from?

           I have a Ph.D. in Philosophy in Islamic Principles and Dawa’h from Al-Azhar University in Egypt.

           What do you think of PVS?

With Allah’s blessing, PVS is putting a great emphasis on teaching Arabic, Quran and Islamic Studies.   The Islamic         Studies and Arabic textbooks have been carefully chosen taking into consideration all aspects of the Islamic way of living.  In addition they are modern, easy to understand and will serve the purpose of educating our children. “

Because PVS is a private school, there is no way to verify whether it is using one of the more popular Islamic school textbooks titled “What Islam Is All About Student Textbook” by Yahiya Emerick.  A 2003 New York Daily News article confirmed the book’s use in U.S. Islamic schools and a more recent syllabus from a Florida Islamic school (Al Furquan Academy) confirms that it is still being used. (There are also a variety of syllabi available from weekend Islamic schools that use the book as well as the Muslim Toronto Homeschoolers (see, Grade 7 Class_Syllabus_Spring_Sample, – Sunday SchoolIslamic Studies Curricula « Toronto Muslim Homeschoolers).

According to its author, this particular book was written in standard English to teach Muslim children living in the U.S. about Islam.  The author had expressed concerns that most instructional texts were translations from foreign-supplied sources and not written for English speaking students.

The textbook has many “interesting” entries that echo Mr. Emerick’s essays posted on his Islamic Foundation of North America website.  See for example, his essay “How to Make America an Islamic Nation”.

The textbook “What Islam Is All About” includes lessons that stretch from “Understanding the Qur’an” to “Prayer” and from “The Bani Isra’il” to “The Final Messenger” and from “The Final Victory” to “Fiqh and Shari’ah” to “Islam in Society”.  Excerpted lessons from the textbook are posted under the “Documents” tab and include the sections on “Who Can I Make Friends With?”, “What Is An Islamic Society?” and “What Is An Islamic State?”

Mark Durie, theologian and human rights activist, cites Mr. Emerick’s textbook in his blog post about the rise of the Muslim Brotherhood in Egypt, as well as the positive response the Brotherhood is receiving from Obama’s administration and other U.S. officials.  Durie quotes a section from p. 378 of “What Islam Is All About” as “reflect[ing] the Brotherhood’s ideology of phases for establishing Islam.  It explains that the political success of Muhammed in Medina, when Islam became politically dominant through the use of force, had to be preceded by a long preparatory phase in Mecca, during which the Muslims’ faith was built up.”

In Tennessee, the public voice advancing the ideology and the plan of the Muslim Brotherhood is the AMAC and its lobbying organization the American Center for Outreach (ACO).

Governor Haslam and Commissioner Gibbons, by their actions, have given these groups the exclusive voice in Tennessee on the politics of Islam.

What’s up with THAT?!