At five in the afternoon, Cairo time (39).. France’s Decision Against the Muslim Brotherhood: The Beginning of a New European Phase to Dismantle the Organization (4)

 

Manufacturing the Alternative Citizen: Is the Brotherhood’s Infiltration of Education in France the Goal?

 

If the mosque is the first “symbolic space” in the project of political Islam, then education is the real factory that reshapes minds and guarantees the continuity of the organization generation after generation.

 

In my possession is a massive confidential report reviewed by the committee that produced the May 2025 report, which likened the Muslim Brotherhood to drug trafficking and called for the enactment of stringent laws to confront its penetration of French society and its attempts to undermine the values of the French Republic.

 

The report places the education file at the heart of the infiltration project and considers it the decisive battleground between the French Republic and Brotherhood networks.

 

The Brotherhood does not treat education merely as knowledge, but as a gateway to redefining identity and belonging:

from a “French Muslim citizen” to “a Muslim living in France, whose cultural and political loyalty lies outside it.”

 

1) Why Is Education a Priority for the Brotherhood?

 

The report explains that the Brotherhood views education as:

 

A path to re-Islamizing new generations.

 

A means of manufacturing a cohesive group within society.

 

A tool to normalize the concept of “soft separation.”

 

A preparatory stage for subsequent social and political ascent.

 

The danger here is that the process does not occur through direct confrontational rhetoric, but through long-term accumulation:

language… symbols… narratives of victimhood… extremist literature… followed by a gradual transfer of loyalty from the homeland to the group.

 

2) The Map of Infiltration: From School to University

 

The report draws a comprehensive map of the pathways of the education-infiltration plan, along which Brotherhood networks and their allies move from school to university.

 

First: Private Muslim Schools

 

The report notes that the number of private Muslim schools under contract with the state is steadily increasing due to high demand, and that private education has become one of the most important channels for spreading extremist religious thought among children.

 

Although contracted schools are subject to an official framework and oversight, the report highlights two extremely dangerous points:

 

Non-contracted schools enjoy broad freedom in setting curricula and textbooks.

 

Some have already been closed for contravening the values of the Republic.

 

The report presents two examples:

 

1. Ibn Rushd High School:

An established institution in the field of Islamic education in France, opened by the Brotherhood in 2003 and placed under a partnership contract with the state in 2008. The institution currently enrolls 500 middle-school students and 400 high-school students.

 

According to the report, audits conducted by the Regional Audit Office revealed the following:

(a) The school received illicit funding, in the form of loans followed by debt write-offs granted by neighboring mosques and by the Islamic Center in Villeneuve-d’Ascq, which was funded by several Gulf states as part of direct external financing until 2016, as uncovered by investigations conducted by journalists Christian Chesnot and Georges Malbrunot in their well-known book Qatar Papers (2019).

(b) Serious deficiencies in the educational resources available to students: a lack of minimum equipment in music rooms; in the documentation center, the absence of works related to social institutions, culture, secularism, and sex education; and, conversely, the presence of works whose content contradicts republican values, particularly the works of Imam al-Ikhwani and The Forty Hadith of Imam al-Nawawi, which call for preventing women from mixing with men, forbidding their medical examination by male doctors, prohibiting conversion from Islam under penalty of death, and asserting the supremacy of Sharia over all positive laws.

 

2. Al-Kindi High School in Lyon:

The information collected on the situation at Al-Kindi High School (Lyon), most of whose classes are under a partnership contract with the state, may prompt the Rhône Prefecture to initiate similar measures against it. Educational shortcomings were observed during an inspection of the documentation center, which lacks geography and sex-education books but displays publications by Tariq Ramadan and numerous Salafist works calling for the subjugation of women, including biographies of the Brotherhood’s founder Hassan al-Banna, Yusuf al-Qaradawi, and Sayyid Qutb. Accordingly, three decisions were issued on 10 January 2025 terminating the contracts of the associations running the primary, middle, and secondary schools, and these were communicated to the director of the association managing the group of schools.

 

Second: Qur’anic Schools (Parallel Religious Education)

 

The report presents Qur’anic schools as “the most effective passage” for creating an early gap between the child and the principles of the French Republic.

 

It notes that a large number of these institutions are linked to mosques and often convey messages that contradict republican values, while being difficult to regulate because they operate in gray areas:

 

Cultural or religious associations.

 

Arabic-language lessons.

 

Qur’an memorization.

 

Weekend activities.

 

The report offers a striking estimate: there are around 2,500 mosques or prayer halls, nearly a quarter of which have established Qur’anic schools, and the number of children attending these lessons may reach 35,000.

 

In the logic of the French state, these figures mean that there exists a “parallel school” being created outside the school system.

 

Most importantly, the report hints that many parents do not know “who the Brotherhood are,” but they trust the “mosque” as a reference point—so control occurs without awareness.

 

Third: Online Arabic-Language Education (New Channels of Infiltration)

 

The report warns that distance learning is the most dangerous recent development because it:

 

Is not subject to a clear legal framework.

 

Is connected to cross-border networks.

 

Allows ideological discourse to be broadcast into homes.

 

Merges language, religion, and identity into a single package.

 

It points to reliance on a Brotherhood leadership-training center: the European Institute of Human Sciences, as a source for producing cadres capable of teaching and preaching. It was recently closed by decision of the French government prior to the designation of the group as a terrorist entity.

 

The report cites examples of websites offering religious “training” and targeting women in particular through new formats:

wife, mother, identity, commitment—so that religion becomes the basis for organizing daily life, not merely a spiritual practice.

 

Here the most dangerous idea is realized:

transforming faith into a socio-political system of life.

 

Fourth: The Weakest Link: Childcare and Mother-Assistant Services

 

The report places a red flag on early childhood and considers it a terrifying loophole in the concept of secularism.

 

It presents a case study of a structure concerned with mother-assistant services (RAM) in Issy-les-Moulineaux, noting that:

 

The proportion of veiled women among a sample of 60 mother assistants reached 25 percent.

 

Meaning that one child in four may spend the day with a visible religious reference.

 

The report does not reduce the problem to the headscarf as an appearance, but to the transformation of reference into an educational discourse. It cites the example of a woman who began wearing the headscarf after performing the pilgrimage in Saudi Arabia and then began introducing different ideas about women’s status and the upbringing of boys and girls. Note that you are in Europe, in France, and subject to laws and values you have sworn to respect and sought protection under.

 

The report warns that the shortage of childcare places may push parents toward options they cannot control, turning childhood into fertile ground for unintentional infiltration.

 

It proposes options for the state such as:

 

Increasing childcare facilities.

 

Making schooling compulsory from age 3.

 

Introducing the concept of secularism into the training of mother assistants.

 

Imposing an appropriate language proficiency level for child-rearing.

 

Enforcing the duty of religious neutrality during childcare.

 

4) Universities: Soft Infiltration Through “Identity and Rights”

 

In higher education, the project is not presented through direct religious discourse, but through “rights-based,” “representational,” and “anti-discrimination” language.

 

The report provides a highly indicative example: the Union of Muslim Students in France (EMF).

 

It notes that the organization was founded in the late 1980s, has dozens of branches, and adopts a discourse that appears inclusive and non-religious, yet in practice intersects with the Brotherhood’s agenda through:

 

Linking student issues to the concept of “Islamophobia” (hostility toward Islam in the West).

 

Forming alliances with influential university unions such as UNEF.

 

Influencing union positions on religious symbols such as the headscarf.

 

Connecting with “Islamophobia”-monitoring networks and disseminating guidance manuals to students.

 

The result:

the university shifts from a unified secular space to one in which “religious identity” advances as a tool of political struggle.

 

5) The Brotherhood’s Ultimate Goal in Infiltrating Education: Manufacturing an “Alternative Citizen”

 

The report expresses the idea clearly:

the issue is not merely increasing the dose of religious education, but the ability to produce individuals who:

 

Are partially or wholly detached from French society.

 

View the Republic as an adversary or a repressive entity.

 

Transfer their loyalty from the homeland to the “group.”

 

Gradually legitimize the idea of a parallel society.

 

This is the true meaning of “separation”:

not necessarily violence, but the silent reshaping of identity.

 

In conclusion, the report considers the infiltration of education to be the most dangerous of the Brotherhood’s pathways in France, because it is the least noisy and the longest-lasting.

 

The weapon here is not explosives, but curricula, study circles, student networks, and digital space.

 

The greatest danger is that this pathway operates within a “gray zone”:

between religious freedom and freedom of organization, and between republican schooling and parallel education.

 

Therefore, defending the Republic begins with posing the fundamental question:

Who is raising the child in France? The school—or Brotherhood networks?

 

To be continued tomorrow, God willing…

Paris: five o’clock in the evening, Cairo time.