Guidance on Children’s Artistic Expression in British Schools

There are new concerns regarding art education in British schools. Reports suggest that children’s drawings may be deemed blasphemous under Islamic law, as mentioned by The Telegraph. This information comes from a guidance document titled “Sharing The Journey,” which has been provided to educators by local councils in northern England.

The document explains that “three-dimensional figurative imagery of humans is considered idolatrous by some Muslims.” It emphasizes the need for schools to be cautious and not require students to create images of religious figures, such as Jesus or Prophet Mohammed, noting that some Muslim students may prefer not to draw human figures.

This situation brings to mind a phrase by Auron MacIntyre from The Blaze: “The side that wants to win will always beat the side that just wants to be left alone.” It seems like a story of multiculturalism where the more tolerant side slowly succumbs to the demands of less tolerant perspectives, which might lead to a child receiving a demerit for simply drawing a stick figure of Christ.

Music poses its own challenges in this multicultural setting. The guidance states that in Islam, music is traditionally limited to vocal performances and non-tuneable percussion instruments, reminiscent of practices from the time of the Prophet. Schools are advised to be responsive to any concerns raised and to ensure students aren’t asked to participate in songs that contradict their beliefs.

Considering the heightened sensitivities surrounding Muslim students, one could question whether these families might feel more comfortable in an Islamic theocracy. In many ways, that answer could be “yes.” However, the West offers economic opportunities and public services without imposing strict demands on migrants. There is a perception among some Muslims that they can compel Westerners to conform to Islamic standards under the guise of “anti-racism” or “equality.”

The document acknowledges that a school with diverse faiths and beliefs serves as a valuable environment for learning about and understanding various religions and cultures. But, that analogy could feel quite charged—like comparing a battlefield to an ideal learning environment.

It also highlights that schools must consider various religious and cultural needs, such as situations where a Muslim father might not want to shake hands with a female teacher, while a mother may not have an issue with a male teacher. This adds a layer of complexity to interactions that could feel quite unbalanced.

The British state seems to show that its humanistic and feminist principles don’t always extend to migrants. It’s a grim irony that some Muslim men may refuse a handshake with women, especially when considering that Muslim men are implicated in serious issues like the “grooming gangs” scandal, which has affected many British girls.