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Freedom of Belief
Gaza
Middle East
Migration
7 min read

What the Gaza conflict and the asylum seeker row have in common

Iran’s persecution drives its Christians here. This is their story.

Graham Tomlin

Graham is the Director of the Centre for Cultural Witness and a former Bishop of Kensington.

Rows of soldiers march away from the camera, two in the back row turn their heads back.
Officers at Iran’s Sacred Defence Week parade, 2023.
Tasnim News Agency, CC BY 4.0, via Wikimedia Commons.

The Israel-Gaza war and the recent row between the church and the UK government over asylum seekers don’t seem on the surface to have much to do with each other. But they do have a common denominator: Iran.  

Iran may not have directly sponsored Hamas’ infamous attacks on Israel on October 7th but without Iranian support for Hamas, it is unthinkable that they would have happened. Iran remains on the list of those countries who sponsor terrorist organisations across the Middle East, such as the Houthis in Yemen, and are widely regarded as a force for instability and undermining democracy across the region.  

It is also one of the most repressive nations on earth. It counts in the top ten of countries where freedom of religion or belief are restricted. According to the Open Doors’ World Watch List, list, Iran is the ninth most dangerous country to be a Christian in 2024, just behind Sudan and ahead of Afghanistan. With 1.2 million Christians in the country, they make up just 1.4 per cent of Iran’s population, and yet, they are considered to be a risk to national security and a means by which the West is seeking to undermine the Iranian government. This inevitably makes life incredibly hard for the Christians who call Iran home; to be a recognised Christian means to live your life as a second-class citizen, under constant surveillance, and enduring endless discrimination. 

Given that Iran is hardly a friend of the UK, the USA and its allies, you might have thought western governments would do all they could to support people seeking to escape the country, or a movement that draws people away from the influence of the mullahs. Which makes the attack on asylum seekers seeking baptism in UK churches all the more perplexing. 

Over the past week, Seen & Unseen has spoken to several Iranian Christians in the UK. These are definitely not bogus Christians. Some came to Christianity in Iran after a Muslim upbringing. Others were born into the small Christian community in Iran. Some are training to be ordained in the Church of England, and many of them have been imprisoned for their faith in Iran before coming to the UK. 

“The persecution that Christians are facing in Iran is absolutely real. Does that mean that some of them are leaving the country? Yes. I had to. I’m here. I had to leave my home.” 

One man, Mehdi (his name has been changed to protect his identity) became a Christian in Iran at the age of 18. His older brother converted to the new faith first and Mehdi, having seen his big brother struggling with violence, anger, depression and drugs, was curious about the complete and immediate change in his brother’s life. That curiosity led him to believe in Jesus. It became immediately obvious to these two brothers that their new faith was going to make their life complicated; and at the age of 20 and 26, they found themselves being arrested for the first time.  

He explains what drew him, and many others to Christianity. “It’s the same for many Iranians. There were people around us who are who were, and still are, dealing with lots of difficulties because of the economic situation, because of the oppression and corruption of the government. It feels like there’s no hope, no solution. The only solution can be found in the hidden places. It’s Jesus. He is the hope of a new life.” 

He tells us how Iran sees Christians: “They believe that Christianity is a weapon of Western countries, with a long-term plan to convert Islamic countries like Iran so that they can alter the culture and take the power.” 

After years in prison, much of it in solitary confinement in degrading conditions and yet more threats from the authorities, he was forced to leave Iran. He is now living in the UK with his wife, and at the midway point in his training to be a priest.  

We wanted to know what he thought of the comments concerning the church and ‘bogus asylum claims’: 

“The violation of human rights, the right to both free speech and freedom of belief, in Iran is real, it’s true, it’s happening. The persecution that Christians are facing in Iran is absolutely real. Does that mean that some of them are leaving the country? Yes. I had to. I’m here. I had to leave my home. And there aren’t enough legal routes, there aren’t enough ways to seek asylum in countries like the UK.  

So, it’s true that Christians are leaving Iran. I’m one of them. And I was incredibly lucky, I got here safely and securely.”  

Another convert, Hassan (also a false name to protect identity) while at home in Iran, went though the usual teenage angst, wondering about his place in the world, and whether God really exists. He delved into Islamic theology but says it left him ‘feeling empty’.  

After a few months of praying that God would somehow reveal himself, Hassan had a dream of a figure on a cross. This was the beginning of a journey that led him to faith in Jesus Christ. Hassan talks about his experience with the immigration system: “It’s hard for the Home Office, but the church has an important role to play – to support the people who have been persecuted, who have never before had a place to learn about or worship God. Those who have never had the freedom to express their faith, or live in their faith.”  

They are habitually religious people, so are not naturally drawn to atheism or agnosticism. On arriving in the UK, which they assume to be a Christian country, they naturally want to explore the faith of the country that they have arrived in. 

An Iranian refugee Darbina, unlike the others, was born as a Christian into a Christian family. Yet she speaks of how Christians are persecuted in Iran. She says they are treated like second class citizens, unable to sell food because they are regarded as unclean, unable to enter many professions because they are Christian. She describes the open surveillance of Christians. Her father, a pastor, was imprisoned for ‘acting against national security’ by organising small groups and illegal gatherings. Eventually Daria herself was imprisoned for a year. She experienced degrading treatment as a woman in a predominantly male prison, and frequently had to listen to the torture of others.  

There is another common story. Many Iranians leave Iran not yet as Christians, but seeking a better life from an economically depressed nation and disillusioned with the form of Shia Islam found in the country. They are habitually religious people, so are not naturally drawn to atheism or agnosticism. On arriving in the UK, which they assume to be a Christian country, they naturally want to explore the faith of the country that they have arrived in, even when they find the UK church more lukewarm than they expected. Of course, there are a number of Iranian Christians already in the UK such as Mehdi, Nasir and Daria, ready to help them discover a faith which has become vital to them. This would seem a much more common explanation of Iranian Christians wanting baptism, then simply a cynical attempt to manipulate the asylum system.  

Of course, there are Iranian and migrants from other countries claiming false conversion as a means of advancing their case for asylum. No-one doubts that. Yet the problem has been exaggerated. A recent Times report found that since January 2023 only 28 cases were heard at the Upper Tribunal Court in which a claimant cited conversion to Christianity as a reason to be granted asylum – in other words, just one per cent of cases heard. And of those 28, seven appeals were approved, 13 were dismissed and new hearings were ordered in eight cases. Hardly an ‘industrial scale’ operation. Yet there is a great deal of evidence of numerous people like those we spoke to, who have genuinely converted to Christianity, either in Iran itself, or in the west.   

More significant than the comparatively small number of fake claims, is evidence of a genuine religious revival amongst Iranian Muslims, drawn to Christianity as a more attractive option than the oppressive form of Islam they find in their homeland. Attacks on Iranian and other migrants, with the implication that all Iranians seeking conversion are bogus, or at least feeding suspicion of such claims to conversion is undermining exactly the kind of movement that you would have thought that the British government would be wanting to encourage. 

If there is something of a spiritual revival taking place amongst Iranian Muslims then this should be something to be celebrated rather than penalised or tarred with the brush of deception. We owe it to these people who have risked their lives to find a better way of living and believing.  

Read the stories of Iranian Christians in the UK

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Education
6 min read

Shouldn’t you be in school?

Beyond headlines about school refusers and ghost children, lies a challenge to adult notions of schooling. Henna Cundill unpacks the issue, inspired, in part, by fish.
A school of tropical fish swims to the right, while one swims to the left.
A school of tropical fish off the Maldives.

The squeaky black shoes are back in the hall, and by now all the white polo-shirts in the land (except aged 4-5, slim-fit) have been snaffled by harassed mums and dads. Yes, it is that time of year again – the time for newspaper editors to dredge up some statistics about the rising number of “school refusers” – anxious young people whose squeaky shoes and white polo shirts are looking set to never leave the house.  

The numbers are “spiralling” frets the Guardian, and the Daily Mail asks “Are you raising a ‘ghost child’?” Forth come the stock images of a sulky teenage girl pulling the duvet over her face, or a young boy with an oversized backpack and hands clamped firmly over his ears. A parent, frowning, is quoted as saying that the school isn’t doing enough. A headteacher, eyebrows knitted, says how difficult it is without the support and cooperation of the parents. Then everybody shakes their heads and blames the pandemic. 

In my time as a School Chaplain, before the pandemic, I saw how truly awful school refusal is – for everyone involved. Beneath the covers, underneath the backpack, there is actually no “refusal” of anything – in fact, there is a campaign to get rid of this term, which I heartily support. Refusal implies there is a choice, but when a young person feels so overwhelmingly anxious and afraid, there is no choice for them, other than fight, flight, or freeze. Parents and caregivers feel judged, teachers are largely helpless. Social workers, when they get involved, quickly feel like they are the enemy of absolutely everyone involved. Surrounding any long-term school refuser there is often a hot mess of frustrated adults, and underneath the frustration, sadness.  

No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home. 

Why sadness? Because we know that, regardless of our views on the importance of cookie-cutter educational attainments, no young person should be isolated. Even families who are committed and evangelistic about home-schooling will also schedule social activities for their children, be it membership of various clubs and organisations or group sessions of learning with other home-schooled kids. But the school refusers I have known have typically also refused anything like that. No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home, that one tiny corner of the world where they have a sure sense of belonging and some modicum of control.  

With the idea of “belonging” in mind, perhaps it is helpful to think about what a school actually is. The word school is multi-faceted in meaning. In nature, it denotes a group of fish, all swimming together. Such behaviour would seem counter-intuitive, since it means that all the fish are then competing for the same food or other resources. But ask any fish and it will tell you that being part of the group is itself a resource, enhancing their ability to find food and to protect themselves from predators. We could put this a more familiar way: a school is where the whole is greater than the sum of its parts.  

There’s also another meaning to the word school – groups of creatives or philosophical thinkers whose styles and methods influence and complement each other, e.g., “His paintings are those of the Impressionist school.” We can see how, in these schools, people spark off one another, constantly developing and refining their own work in response to the work of others. Those with greater skill and experience mentor those who are just beginning. In this respect, we could say that a school is where people can push the boundaries of human creativity and knowledge.   

Since the ancient days, when learners gathered around the Greek philosophers, first to listen, then to discuss, and then to refine ideas, we have gathered our young people into schools for the purpose of educating them. We have long acknowledged that the best learning is a group activity which takes place over time. This is why home schoolers also schedule the clubs and activities – not just because children need friends (although that is important) but because there is a particular “other” kind of human progress that happens when we have to rub along with other people. When learners are placed in groups, ideas can be tested, boundaries can be overcome, creativity meets with critique - the whole quickly becomes greater than the sum of its parts.  

You may notice that many schools promote themselves as being a “learning community” or a “family.” It’s not just about being twee – research shows that promoting a sense of belonging reduces the amount of school refusal and non-attendance. We know that belonging matters, as Belle Tindall has recently discussed, and that a sense of belonging can impact our health and even our mortality. (“Well, I told you so!” says the fish.)  

This was something the early Christians knew too. In the first few decades after Jesus’s life and ministry they gathered in groups to pray and to discuss, just like those earlier followers of Plato and Aristotle had done. There was an eagerness to learn from those who had heard Jesus’ teaching first hand, and to develop and refine their understanding of what that teaching could mean in practice. It was a school, although they called it a church – or strictly speaking an ecclesia in the Greek, which just means a gathering of people.  

In the ecclesia there was good natured debate, but also some spicy disputes and arguments, along with a lot of discussion about who was “in” and who was “out” - something which is also a hot topic in the school playgrounds of today. Into that context, Paul (one of the first leaders of the ecclesia) wrote that the church was a bit like a human body, in which:  

The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 

His point was that belonging is about knowing not just that you belong but that you are needed. In a human body, different parts have different roles, and Paul also asks his readers to consider this point:  

“If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be?”  

I have seen that schools do often try very, very hard to communicate to young people that they belong. But, shackled to the syllabi and never more than a few short months away from the next round of exams or individualised assessments, it’s much harder for schools to show young people that they are needed. With our present system, how can we show young people that, even if they are not predicted to be the student in the class who gets straight A’s, their presence there in the group and their role in the learning process is vital, and contributes to the learning of others? 

When it comes to the presence of absence among our young people, schools have often gone as far as they can practicably go, as have parents, as have social workers. And the young people themselves? Well, they are stuck – biologically their only options are fight, flight, or freeze.  

So that leaves us, the society that over-emphasises individualised achievement, that glorifies celebrity and individual success. In adulthood we so quickly forget how to “do” school, how to model it to our young people, swimming all together in a way designed to promote human knowledge, protect each other from danger or even just to ensure that everyone gets fed. No wonder our young people absorb a sense that their presence isn’t needed, when in so many areas of life it’s every fish for themselves. 

As adults, perhaps we should be asking ourselves the question: why aren’t we in school?          

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