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The Decline of Islamic Empire and Colonisation

From the 1700s to the Present

by James S. Coates


The Roots of Colonial Expansion

Upon the end of the Crusades from Europe, Crusaders and their families saw conquered territories as lands “flowing with milk and honey.” Many of them chose to immigrate to these territories in the Middle East, Asia Minor, and North Africa.

The warring kings of Europe, formerly the Roman Empire, had stagnated their economies by wasting their resources in their bitter wars against each other and in the Crusade campaigns. The newly conquered territories were rich in food, raw materials, precious metals, and other resources valuable to Europe. It offered prime opportunity for the kings of Europe to establish “colonial” governments among the former Crusaders who had immigrated into these conquered territories, in order to tap the rich resources of the land and export them to Europe. After Europe revitalised its economies, colonialist expansion had begun.


The French Invasion of Egypt (1798–1801)

The three-year French occupation was too short to exert any lasting effects on Egypt, despite claims to the contrary. Its most important effect on Egypt internally was the rapid decline in the power of the Mamluks.

The major impact of the French invasion was the effect it had on Europe. Napoleon’s invasion revealed the Middle East as an area of immense strategic importance to the European powers, thus inaugurating the Anglo-French rivalry for influence in the region and bringing the British into the Mediterranean.


The Effects of Colonialism

The effects of colonialism on the Islamic State are quite evident. Territories rich in resources and populated by indigenous peoples were exploited by colonial governments. Innovative technology was brought in from Europe to exploit agriculture, demolish precious monuments, and enforce colonial rules and customs.

The once fertile lands began to succumb to famine, disease, and death. The Islamic State began to erode and become dependent on the colonial governments for aid and technological advances.

When, even as noted in the Declaration of Independence of the United States of America, the kings of Europe showed no mercy and refused aid, insurrections occurred demanding independence. For many, the extent of the damage had already occurred. Today, these former colonies established within the borders of the Islamic State struggle with the effects of colonialism.


Afghanistan: The Centre of Struggle

Then as now, Afghanistan was the centre of that struggle, offering Britain countless challenges until, in 1878, Lord Frederick Sleigh Roberts asserted control over Afghanistan. In 1880, he marched 10,000 troops from Kabul to Kandahar to the aid of a beleaguered British garrison. The battle left 600 Afghans and 35 British dead, a token of the bloodshed that has steeped the region’s wars and convinced outsiders of the perils of intervening there.

The British withdrew in 1881 after many battles and uprisings, leaving the country in the hands of a native ruler. He, in 1893, agreed to a division of tribal areas that became Afghanistan’s northeastern border with British India—and that is now its troublingly porous border with Pakistan.


The Carving of the Middle East

The British role in moulding the theatre of today’s regional conflicts was by no means just military. With World War I under way, Britain and France reached a secret deal to carve up the Middle East. And that deal—the Sykes-Picot agreement of 1916—was central to the Western division of the Ottoman Empire in the early 1920s.

For Muslims worldwide, the abolition of the Caliphate in 1924 is mourned as the final passing of the Muslim Caliphate that dated to the Prophet Muhammad. It represents an episode of profound cultural and political loss—the severing of a unifying institution that had existed, in various forms, for over 1,300 years.

As for the modern contest of Israeli and Palestinian nationalisms, its seeds were sown by imperial British involvement in the Arab world, which has also shaped many of the borders and conflicts that endure to this day in Iraq, Jordan, Kuwait, and Saudi Arabia. In the so-called Balfour Declaration of 1917, Britain promised support to the Zionist project, even as British officials were manoeuvring to sponsor Arab independence.


The Post-Colonial Period: 1950s–Present

Many of the trends in Muslim countries are a result of this historical period, as Muslims, like much of the third world, struggle to define themselves in a post-colonial world.

After colonialism had left, very little stability remained, and the original Islamic State no longer existed. The Caliphate, which had been under the Ottomans (Sunni Muslims from Turkey), was abolished in 1924.

This led to the creation of a “ruling class” where the people are secondary to the dictator’s regime.

Disputes like we see today in Palestine, Kashmir, and elsewhere are lasting effects of the colonial period.

The former Islamic State has now been divided into various countries, and power has been given to those who continue to rule their nations in the same harsh colonialist fashion. Muslims struggle under sometimes brutal oppression from dictators, kings, and police states. Most are devoid of the values that existed in the Islamic State and are frequent violators of human rights.


Article by BrJimC © 2003, revised 2026

Basic Islamic History

The Islamic Golden Age: 622 CE – 1700s

by James S. Coates


The Establishment of the Islamic State

The significant spread of Islam in early Arabia begins in 622 CE in Medina. The Prophet Muhammad and his followers were bitterly persecuted by the Arabs in Makkah and subsequently migrated to Medina. There, with treaties and alliances with local Jewish and Christian communities, the first Islamic State was established.

  • Rightly Guided Caliphs 632–661
  • Umayyad expansion 661–750
  • Abbasid expansion 750–1258
  • Safavid Empire mid-16th C.
  • Safavid & Uzbeks mid-16th C.
  • Mughal Empire mid-16th C.
  • Ottoman Empire 1683
  • Ottoman Empire 1923
  • Conquest-Occupation

The Nature of Early Islamic Governance

Islam, as a political system, was established as a government where Jews, Christians, Muslims, and pagans lived together under alliances that afforded peace and tolerance. The Prophet made many political alliances that allowed communities of peoples from other faiths and political systems to play an active role in the Islamic government.

During the terms of Abu Bakr and Umar, the Islamic government in Arabia was surrounded by two superpowers: the Byzantine Roman Empire and the Persian Sassanid Empire. With the help of key players (including Christians) within those empires who had long suffered under their rule, the early Caliphs liberated considerable portions of both empires, which made valuable additions to the state and established a sound system of justice.


The Islamic Golden Age

While Europe was going through the Dark Age, the Islamic State began to blossom into a Golden Age, offering freedom and opportunity for people of all ethnicities and faiths.

During the Abbasid Caliphate (750–1258 CE), particularly its early centuries, the state saw remarkable growth in the fields of the arts of literature and music, the sciences (especially astronomy), philosophy, mathematics, medicine, culture, commerce, and industry. Arabic, the language of the Qur’an, became the language of international scholarship. In addition to the capital, Baghdad, many provincial centres competed with each other in intellectual attainment. Modern cultural practices such as the use of napkins and dessert after meals originated from the Islamic State.

The Spread of Knowledge

In 751 CE, with the help of a few Chinese prisoners, the Abbasid governor of Samarqand founded the paper industry. In 800 CE, paper mills were established in Baghdad and Damascus. In 900 CE, one was established in Cairo. By 1150 CE, several were established in Morocco and Spain. As a result, Islamic learning spread rapidly into Europe, and much of today’s Western learning is based on this Islamic Golden Age.

Islamic Spain

In 756 CE, Amir Abd ar-Rahman came to power in Spain. His term also contributed to the Islamic Golden Age. He organised a system of law and justice and was very fond of knowledge and learning. Great architectural advancements came from his term as he built magnificent masjids and other buildings. Countries from all over Europe sought the knowledge and learning from Spain during his term. Islamic universities were the only educational institutions free of charge.

The House of Wisdom

In 830 CE, the seventh Abbasid Caliph, al-Ma’mun, established the famous House of Wisdom in Baghdad. The Greek language gave way to Arabic as a form of expression of scientific and philosophical ideas. Classical Greek literature was translated into Arabic, and Arabic-speaking scholars wrote a number of renowned commentaries.

At the awakening of Medieval Western Europe, the scholars first turned to Arabic translations of Aristotle, Euclid, Ptolemy, and many others. In order to enrich Christian Europe in scientific, medical, and philosophical studies, these works had to be retranslated into Latin. This was mainly done in Muslim Spain and Sicily, and these books served as textbooks in universities for centuries.


The Decline of Islamic Empire and Colonisation: 1700s–1950s

Upon the end of the Crusades from Europe, Crusaders and their families saw conquered territories as lands “flowing with milk and honey.” Many of them chose to immigrate to these territories in the Middle East, Asia Minor, and North Africa. The warring kings of Europe, formerly the Roman Empire, had stagnated their economies by wasting their resources in their bitter wars against each other and in the Crusade campaigns. The newly conquered territories were rich in food, raw materials, precious metals, and other resources valuable to Europe. It offered prime opportunity for the kings of Europe to establish “colonial” governments among the former Crusaders who had immigrated into these conquered territories, in order to tap the rich resources of the land and export them to Europe. After Europe revitalised its economies, colonialist expansion had begun.

The French Invasion of Egypt

The French invasion (1798–1801): The three-year French occupation was too short to exert any lasting effects on Egypt, despite claims to the contrary. Its most important effect on Egypt internally was the rapid decline in the power of the Mamluks. The major impact of the French invasion was the effect it had on Europe. Napoleon’s invasion revealed the Middle East as an area of immense strategic importance to the European powers, thus inaugurating the Anglo-French rivalry for influence in the region and bringing the British into the Mediterranean.

The Effects of Colonialism

The effects of colonialism on the Islamic State are quite evident. Territories rich in resources and populated by indigenous peoples were exploited by colonial governments. Innovative technology was brought in from Europe to exploit agriculture, demolish precious monuments, and enforce colonial rules and customs. The once fertile lands began to succumb to famine, disease, and death. The Islamic State began to erode and become dependent on the colonial governments for aid and technological advances. When, even as noted in the Declaration of Independence of the United States of America, the kings of Europe showed no mercy and refused aid, insurrections occurred demanding independence. For many, the extent of the damage had already occurred. Today, these former colonies established within the borders of the Islamic State struggle with the effects of colonialism.

Afghanistan: The Centre of Struggle

Then as now, Afghanistan was the centre of that struggle, offering Britain countless challenges until, in 1878, Lord Frederick Sleigh Roberts asserted control over Afghanistan. In 1880, he marched 10,000 troops from Kabul to Kandahar to the aid of a beleaguered British garrison. The battle left 600 Afghans and 35 British dead, a token of the bloodshed that has steeped the region’s wars and convinced outsiders of the perils of intervening there.

The British withdrew in 1881 after many battles and uprisings, leaving the country in the hands of a native ruler. He, in 1893, agreed to a division of tribal areas that became Afghanistan’s northeastern border with British India—and that is now its troublingly porous border with Pakistan.

The Carving of the Middle East

The British role in moulding the theatre of today’s regional conflicts was by no means just military. With World War I under way, Britain and France reached a secret deal to carve up the Middle East. And that deal—the Sykes-Picot agreement of 1916—was central to the Western division of the Ottoman Empire in the early 1920s.

For Muslims worldwide, the abolition of the Caliphate in 1924 is mourned as the final passing of the Muslim Caliphate that dated to the Prophet Muhammad. It represents an episode of profound cultural and political loss—the severing of a unifying institution that had existed, in various forms, for over 1,300 years.

As for the modern contest of Israeli and Palestinian nationalisms, its seeds were sown by imperial British involvement in the Arab world, which has also shaped many of the borders and conflicts that endure to this day in Iraq, Jordan, Kuwait, and Saudi Arabia. In the so-called Balfour Declaration of 1917, Britain promised support to the Zionist project, even as British officials were manoeuvring to sponsor Arab independence.


The Post-Colonial Period: 1950s–Present

Many of the trends in Muslim countries are a result of this third historical period, as Muslims, like much of the third world, struggle to define themselves in a post-colonial world.

After colonialism had left, very little stability remained, and the original Islamic State no longer existed. The Caliphate, which had been under the Ottomans (Sunni Muslims from Turkey), was abolished in 1924.

This led to the creation of a “ruling class” where the people are secondary to the dictator’s regime.

Disputes like we see today in Palestine, Kashmir, and elsewhere are lasting effects of the colonial period.

The former Islamic State has now been divided into various countries, and power has been given to those who continue to rule their nations in the same harsh colonialist fashion. Muslims struggle under sometimes brutal oppression from dictators, kings, and police states. Most are devoid of the values that existed in the Islamic State and are frequent violators of human rights.


Article by BrJimC © 2003, revised 2026

Glossary of Terms and Phrases

Abbreviations:

a.s. – English abbreviation of the transliteration of the Arabic phrase, “Alayhi wa sallam”; meaning: The blessing of God be upon him.

BCE – Before Common Era

CE – Common Era

s.a.w. – English abbreviation of the transliteration of the Arabic phrase, “Sallallahu alayhi wa sallam”; meaning: The peace and blessing of God be upon him.

(PBUH)  –  Peace be upon him.

SWT – Subhannah wa T’ala; meaning: Glory be to the Mighty God.


Terms: 

Alhamdulillah – Praise be to God.

Allah – The One God.  The God of Abraham (a.s.), Ishmael (a.s.), Isaac (a.s.), Jacob (a.s.) and all the Prophets and the entire Universe.  The One God of all things created, visible and invisible.  The One God who was not conceived nor begotten nor ever will be.  He has no beginning and no end.  The Almighty God of everything and everyone, who governs the righteous and the unrighteous.  He is not like anything but unique.

Asalaamu ‘alaikum  –  Peace be upon you.

Ashaddu an la illaha ilallah  –  I bear witness that there is no god except God.

Ashaddu anna Muhammadar Rasulullah  –  I bear witness that Muhammad is the [last] Messenger of God.

‘Asr – Late afternoon prayer

Atheism – The theory or belief that God does not exist.

Ayah – English transliteration for the Arabic; meaning: verse; as in chapter and “verse.”

Bismillah – in the Name of Allah.

Canon – A general law or criterion.

Dhikr – Remembrance of Allah

Dhuhr (Thuhr) – Early afternoon prayer.

Dua’ – Supplication or informal prayer.

Eid – English transliteration for the Arabic; meaning: holiday or celebration.

The Enlightenment – The 18th century philosophy emphasizing individualism rather than tradition.

Fajr – Pre-dawn prayer

Fardh Kifaya  –  It is the Fard, that if performed by some (a sufficient number), the obligation falls from the rest.   Example: A group of Muslim brothers meet another group on the way to the masjid. It is their duty to convey the ‘Salaam’ to the other, and so if “one” brother amongst them was to convey the ‘Salaam’ then insha’allah ta’ala the rest will be relieved of this duty.

Fardh ‘Ayn  –  It is the Fard that is a compulsory duty on every single Muslim to perform, [just] like praying and fasting.

Fatwah – English transliteration for the Arabic; meaning: ruling (as in, to make a ruling or judgment.  Plural: Fatawah.

Gentile – English translation of the Hebrew word, “Goy”; meaning: any non-Jew.

Hadith – The written collection of the teachings and sayings of the Prophet Muhammad (s.a.w.), which are verified by authentic sources and compiled in reputable books of the collections of Hadith, such as in the books of Sahih Muslim or Sahih Bukhari, etc.

Hijab – English transliteration of the Arabic; meaning: covering.  Most commonly associated with the covering a woman wears but not particular to a woman.  May, also, be used in the case of a man’s modesty.

Humanism – The system of thought concerned with human matters rather than the divine or supernatural.

Imam – leader of prayer or in some cases leader of a community of Muslims.

Injeel – The original gospel given by God to Jesus (a.s.) which was lost by the last quarter of the first century.  The gospel (Injeel) is not to be confused with the written stories of Jesus (a.s.) life that we see today in the Bible, but rather the sayings or teachings of Jesus when he was on earth.

Insh’allah – God willing

Isa’ – English transliteration of the Arabic; meaning: Jesus; i.e. Jesus the Messiah (Christ) son of Mary.

Isha – Night time prayer

Islam – English transliteration of the Arabic; meaning : peace through submission of the will to the One true God.

Jahiliyya – Days of ignorance or not knowing.

Jazaku Allahu Khair – Goodness of Allah to you

Jennah – Paradise

Jihad – English transliteration of the Arabic; meaning: struggle; as in to struggle against.  Jihad can take on many forms.  One can Jihad against the temptations in his/her heart.  One can Jihad against the philosophies of a society through discourse.  One can Jihad to protect their families against an invading army.  Jihad does not initiate an attack in any of these three areas but is a defensive action.

Ka’aba – English transliteration for the Arabic; meaning: the cube-shaped stone building whose foundations were built by the angels and completed by Prophet Abraham (a.s.), and his son (Prophet Ishmael (a.s.)), in Makkah.

Khamr – English transliteration for the Arabic; meaning: intoxicant.

Ketuvim – English transliteration of the Hebrew; meaning: hidden writings or miscellaneous writings; such as, Psalms, Proverbs, Ecclesiastes, etc.

La illaha ilallah  –  There is no god except “the God.”

La3na  –  A Curse.  Such as, a curse on someone.

Lama – A Tibetan or Mongolian Buddhist Monk; such as in the Dalai Lama of Tibet.

Maghrib – After dusk prayer

Masih – English transliteration of the Arabic; meaning: Messiah or Christ.  Used in reference to Jesus (a.s.) son of Mary.

Mashallah – God has willed it

Masjid  –  A Muslim place of worship.  Plural: Masajid.  Known by people in the west incorrectly as a mosque.

Mikveh – English transliteration of the Hebrew; meaning ceremonial washing; like a baptism.

Musallah – Small prayer room, not a masjid or community center.

Muslim – English transliteration of the Arabic; meaning: believer (i.e. believer in God).  Also, the name of a book of the collections of Hadith, “Sahih Muslim.”

Newer Testament – The final version and collection of the books included in the Christian Bible.  Matthew – Revelations.

Nevi’im – English transliteration of the Hebrew; meaning: Prophets; such as in, Isaiah (a.s.), Jeremiah (a.s.), etc.

Pharisee – English translation of the Hebrew word, “Parush”; pl. “P’rushim”; A Jewish Religious sect; Religious liberals who believed in reinterpreting the Scripture for their time.

Qur’an – Literal meaning, “something revealed.”  The Islamic Holy Book.

Ramadan – A month in the Islamic (lunar) calendar.  The month of fasting in which the Qur’an was originally revealed to the Prophet (pbuh).

Riba – English transliteration for the Arabic; meaning: interest; as in interest on a loan, etc.

Ruh – English transliteration for the Arabic; meaning: spirit; Hebrew, Ruach.

Sadducee – English translation of the Hebrew word, “Tzadok”; pl. “Tz’dukim”; A Jewish Religious sect; Religious “lawyers” who believed in the strictest letter of the law.

Sahih Bhukari (or) Muslim – Volume collections of hadith.

Salaam – Peace

Salaat (Salat) – Formal obligatory prayer

Shirk – English transliteration for the Arabic; meaning: to ascribe partners to God in worship; to ascribe form to God who has no form; idol worship.

Subhanallah – Glory be to God

Sunnah – English transliteration for the Arabic; meaning: The traditions and practices of the Prophet Muhammad (s.a.w.) that are not only recorded in the books of Sahih Muslim and Sahih Bukhari but have been in practice since the day of the Prophet (s.a.w.) until the present.

Surah – English transliteration for the Arabic; meaning: chapter; as in, “chapter” and verse.

Takfir – Pronouncing a Musim a non-believer.

Talmud – English transliteration for the Hebrew; The Oral Torah; the Law of Moses handed down by word of mouth over thousands of years, which describes how the “Written Torah” is to be carried out; also, in today’s written form is The complete set of books which includes what was supposed to have been the “word of mouth” Law of Moses as well as a collection of writings from Rabbinical authorities of old.

Tanakh’ – English transliteration for the Hebrew; meaning: The Holy Scriptures; The Older Testament; The Jewish Scriptures. 

Taraweeh – Extra night time Sunnah prayers said during Ramadan.

Torah – English transliteration for the Hebrew; meaning: The Law; (i.e. the first five books of Moses (a.s.)); part of the Tanakh’.

Qur’an – English transliteration for the Arabic; meaning: The Reading; the collection into one book of the Revelations of God given to the Prophet Muhammad (s.a.w.) via the angel Gabriel;  The Revelations memorized and written down by the Prophet Muhammad (s.a.w.) as taught to him by God through the angel Gabriel.

Ummah  –  Islamic nation including Muslims and non-Muslims.  Commonly misused by many Muslims today to mean only all of the Muslims collectively.

Wa ‘alaikum asalaam  –  And upon you be peace.

Zakat – Mandatory charity of 2.5% of residual wealth given yearly.

 

 

James Coates, Director of ICNA’s WhyIslam-Houston, discusses the history of the Torah on Islamic Perspectives cable public access program.

KTRH Houston Channel 11 Up Close segment featuring Jim Coates.

James Coates representing the Islamic Circle of North America on Arab Voices radio show during the Hurricane Katrina Tragedy.  He talks about the efforts of the Muslim community to give back to society by helping victims and refugees.

In the early 2000’s, I undertook a project to help the Jumano Apache Indian Tribe in Redford, Texas.  The tribe has seen a decline in population on the reservation because the government refused to allow them to have a school for their children.  The closest school was 80 miles away and parents found the trip too difficult to make and manage work.  It was an concerted effort by the government to force Native Americans off of their reservation to be closer to the school. By moving off of the reservation, the government was moving to seize reservation land as no longer occupied.

The problem has been going on for years so I immediately contacted the congressman covering the area who was ambivalent to their plight and unwilling to help. As head of the Whyislam campaign project in Houston, Texas, I organized the group to locate a school bus and I held a number of fundraisers in the Muslim community to purchase the bus.  We raised the money, purchased and delivered the bus to the tribe to alleviate the burden on the parents and assist in their struggle to stay on their land and prevent government seizure.

CAIR was kind enough to assist us and sent out this release.

CAIR Press Release

In 2003, Ahmed Ali of The Saudi Institute, a watchdog organization in Washington DC targeting the Saudi government was behind a vicious hate campaign in a series of articles and media outlets.  He based his erroneous claim on one of the speakers who was invited to speak via teleconference from the the Saudi Kingdom. The claims were that the Texas Dawah Conference was Saudi funded, supported Osama bin Laden and promoted antisemitism. Mr. Ali provided to the media a dubious translation that he made up of a supposed secretly recorded tape of the speaker, Allamah ibn Jibreen, inside a Saudi mosque.  The Houston Chronicle’s independent arabic translator could not verify what Mr. Ali was claiming or to what the translation was referring because it was such a poor quality recording.

Later, due to a lot of bad press we were getting in the news and on the radio, I called up local Houston radio KTRH to discuss the matter. The conservative talk show host demanded to get to the bottom of this and thought he would roast me alive on air.  So, I took him up on his offer and he brought live on air Mr. Ahmed Ali and myself, Sheikh Waleed Basyouni and the hosts own independent translator.  The translator agreed with myself and Shiekh Waleed that the audio was too poor of a quality to distiguish the exact translation and who the voice was speaking about.  It became clear to everyone on air that Mr. Ali made up the translation. He became enraged on air and hung up in shame. The radio host never brought up the issue again.

 

Houston Chronicle, City and State, Dec 17, 2003

 

Reaching back into history a bit here, but as posted on my facebook page detailing my work in Houston, Texas.  The rally was held in 2003 outside of Congressman John Colberson’s office.  It was a huge success turning people out to exercise their democratic rights and show support for justice of the Palestinian people.  It was sponsored by the WhyIslam and it’s parent organization the Islamic Circle of North America and with the support of the Islamic Society of Greater Houston.

Please feel free to visit my page on facebook to see more information about me and my work with the Islamic Circle of North America and Whyislam.

Interacting with the American Muslim Community is a program that I designed, managed and taught. It was a highly successful program that received rave reviews from attendees and was in the news media multiple times.  It was approved by two prominent scholars in Houston, the leadership at the Islamic Circle of North America and the Islamic Society of Greater Houston. Houston police officers were invited to attend these monthly Houston Police Academy accredited classes to further department elective ongoing education at the Islamic Dawah Center founded by Houston Rockets basketball star Hakeem Olajuwon in downtown Houston.

The video contains two news clips resulting from press releases that I sent out telling about my police department program. The first interview was held a couple months after the success of our pilot program. The pilot was held with members of the Houston community including leaders from the Jewish community, the Houston mayor’s office, the US Department of Justice and many more attending. Shortly after, a second press release was sent and I invited Hakeem Olajuwon to attend to help publicize the program. The interview with Hakeem Olajuwon on Fox News is seen in the second half of the video.

The newspaper clipping below is a second appearance by Hakeem Olajuwan to visit the officers attending the program.

The article below that (Badge & Gun) is one of two articles by the Houston Police Officers Union to discuss the groundbreaking program.

Law enforcement program designed and implemented by James Coates
Hakeem Olajuwon kicks off the pilot program for us. Houston Chronicle City & State Apr 17 2003

 

Badge & Gun: April 2003

 

HPD is working with the Jewish and Muslim communities to educate a growing number of officers about hate crime causes and methods of prevention

BY TOM KENNEDY

Susan Llanes-Myers put into words what every police officer must have figured out a long time ago.

“Police officers,” she said, “are the first responders to hate crimes.”

Llanes-Myers, the daughter of a Texas Ranger, deals with hate education every workday. She is executive director of the Holocaust Museum Houston, where exhibits and educational programs are dedicated to teaching each visitor how hate can intensify and destroy millions of human beings.

The Houston Police Department has been taking a very productive advantage of the Museum’s educational program and continues to use the police-friendly facility to teach officers more and more about hate and hate crimes.

Several years ago, the Houston Police Academy’s Bill Hoffman saw the need to develop a partnership with the Holocaust Museum to teach Houston police officers more about hate. He figured, correctly, that officers were open to an off-site location for such an educational opportunity.

 

The Subject of Hate

Llanes-Myers worked with him and the HPD to set up an eight-hour course entitled Hate Crimes and Hate Groups – a Holocaust Perspective. Now the once-a-month elective usually draws a capacity crowd (60 persons).

Llanes-Myers is the lead teacher and includes a student session with a Holocaust survivor and concludes with a Museum tour.

“Our mission is to use the Holocaust Museum as a backdrop to hate in society,” the former public school teacher explained. She describes the course as “a marriage of past historical events and current events that uses the Holocaust to branch out to the hate groups of today.”

Adolph Hitler strongly pounded home hate on European soil 60-something years ago. Today, Llanes-Myers contends hate goes a long way and will intensify if more people are not educated on the subject.

Her course, for example, produces facts showing that there are at least 3,000 hate sites on the Internet.

Hate also is an educational subject that has drawn the intense interest of HPD Officer Steve Smith, assigned to the human relations unit at the Houston Police Academy since 1993.

Smith, a primary believer, supporter and encourager in the HPD/Holocaust Museum courses, said the course inspired him to envision a similar concept. Instead of just focusing on educating officers about the Jewish targets of hate over the centuries, Smith successfully sought to set up a course featuring the Muslim community.

Muslims everywhere have been targets of hate ever since the tragic events of Sept. 11, 2001. Although Osama Bin Laden’s ruthless band of 5,000 Al-Qaeda followers in no way represent the Muslim faith, sincere believers bore the brunt of often violent and hateful reactions.

“In November of last year,” Smith recalled, “it came to mind that maybe we need to do some training with the Muslim community.”

 

Smith’s Productive Efforts

He contacted the Islamic Circle of North America, a local group, and the Islamic Da’wah and soon got strong support from none other than Houston basketball legend Akeem Olajuwon. The Da’wah is located in an historic bank building in the 200 block of Main Street and receives strong financial backing from Akeem.

“Officer Roman Chavez, who works at the academy, told me about Akeem,” Smith said. “I visited with Akeem and asked if he would be interested. He said it would be a great thing to do. He wants to do more education about the Muslim community.

“It took the efforts of both Akeem and the HPD to develop this training.”

Smith also had the support and dedication of Llanes-Myers and the Holocaust Museum, as well as local Muslim spokesman Jim Coates.

Coates is a former Baptist Christian married to a woman who has been a Muslim since birth. He reverted to Islam when he met Fatimah Bhutan in his hometown of Chicago and the couple moved to Houston, which had been Fatimah’s home in past years.

Coates became a spokesman for the local Muslim community several months after 9/11 when hate crimes against Muslims were rampant because what American society didn’t know was unjustly hurting a religion.

He said Houston’s Muslim leaders decided to launch an unprecedented education campaign. Part of the ensuing process included a billboard on the North Freeway advertising a telephone number to call for information about Islam.

Smith saw the billboard, called the number and got to know Coates. After meeting with Coates and Llanes-Myers to develop the course, Smith followed their advice.

“We had the Muslim and Jewish communities kind of assisting each other in the development of this training, both having the same concerns about hate crimes or hate in the community,” Smith explained, “and you’ve got HPD in the middle facilitating, trying to bring these two communities together.”

 

A Success Story

It worked. Today’s story is a success, with HPD developing stronger ties to both communities as well as an improved understanding of the hate crimes that affect them.

Llanes-Myers said, “When HPD realized there was a problem, they turned to us to see how they could do it.”

She and the Museum were gracious about providing start-up help. She monitored the first class in January, led by Coates at Akeem’s Da’wah.

Coates, a truck driver for a Houston Chronicle contractor, quickly tried to clarify basic myths. Muslims, for instance, don’t meet in “mosques,” but rather in masjids.

By far his highest priority was – and still is – to stress that Osama Bin Laden and his Al-Qaeda followers do not represent the Muslim faith at all but use Muslims to further their terrorist goals.

As far as the course, Coates said, “We didn’t want to be teaching religion. We geared it to teaching law enforcement officers how to react to Muslims and understanding their culture, which is directly linked to their religion.

“Steve helped refine it and our pilot took place in January.”

Smith said the course teaches many basic lessons and could provide many suggestions of ways to better deal with the cultural ramifications.

Example?

Muslims are required to pray at least specified five times every day. They are not always the exact time each and every day.

There have been reports of Muslims acting suspiciously, such as kneeling on small carpets in a parking lot near a vehicle – a situation that seems suspicious. They are not planning to bomb a building; they are praying.

“HPD must work to have a stronger relationship with the Muslim community,” Smith said. “If Dispatch knows the prayer times, they (dispatchers) will know and the officers will know (the reason for kneeling on carpets in parking lots) and have a better understanding.

 

The Benefits

“As we have classes we’re learning more things that might be of use,” he said.

Coates sees the course as one very effective method to prevent hateful acts against an often-misunderstood religion. He is optimistic about Houston overall, calling it “different.”

“Muslim communities around the country have undergone great harassment,” he explained. “But here we have had a lot of good support from communities, particularly the Jewish community, and we haven’t had that many hate crimes.

“It is very important to get this course up and running at this time in order to help solve the problem of terrorism. Our relationship with law enforcement will be better and I think that’s very important to both sides.

“If you decided to isolate the Muslims, you will always have a problem trying to police that community. You will always be looked upon as an outsider.”

But for police officers to reach out to them and learn about them in places like the Da’wah is a step in the opposite direction – a positive direction, not a hateful one.

 

http://www.hpou.org/badgeandgun/index.cfm?fuseaction=view_news&NewsID=71

http://www.hpou.org/badgeandgun/index.cfm?fuseaction=view_news&NewsID=72