Uncommon Sense

politics and society are, unfortunately, much the same thing

Public education and hyper speed sex ed

original article: Sex Ed and Stalinism at the Local School Board
February 13, 2018 by AUSTIN RUSE

I usually avoid really sick, appalling spectacles. I skip movies like Saw. But last Thursday I saw something worse. I went to the sex-education committee meeting of the Fairfax County School Board. I have never seen anything as shocking.

Understand, that I have sat through years of shocking meetings. My day job is monitoring and lobbying the United Nations. But, I have never seen or heard anything like this. This meeting was a horror show. And a Soviet one at that.

The Family Life Education Curriculum Advisory Committee (FLECAC, pronounced flea-cack) advises the Fairfax County School Board for the content of the sex-education lessons taught to students from kindergarten through 12th grade.

This group has come up with over 80 hours of sex-education for these poor kids. And some of it is straight-up pornography.

Rich, Leftist, and Libertine

This school district in Northern Virginia, one of the largest and richest in the country, is among the most leftist in the country. No big surprise there. Twenty-five years ago, they were already promoting “Two Mommies” to the little tots.

But the sexual revolution ideology kicked into hyper speed a few years ago. Fairfax leftists put transgender ideology into schools a full year before Barack Obama’s Department of Education mandated it for the rest of the schools in the country. Last year the Trump administration cancelled the mandate, though Fairfax County is clinging onto it.

This committee has long embraced the rest of the LGBT program. “Oral sex” is introduced to kids as young as 12.  Thirteen year olds are told about “anal sex” 18 separate times in one year’s lessons.

The FLECAC committee is made up of about two dozen people. They’re appointed by the overwhelmingly leftist Fairfax County School Board. Four voting members are students, chosen no doubt because they’re members of student LGBT clubs, and most other members appear to be teachers and administrators.

If the idea behind the committee is to get community input, why stack it with people on the county payroll?

The School Board’s Supreme Soviet

Last Thursday night, two regular citizen members of the committee tried to offer amendments to the curriculum. What happened to them is right out of the Politburo of the Supreme Soviet.

The subject was the phrase “sex assigned at birth,” which appears numerous times in the lessons. This is a politically-charged slogan that teaches that it’s wrong for a delivery room doctor to say a penis means boy or a vagina means girl. A child should be left to his own gender choice later in life.

One citizen member made a motion to remove this phrase from the lessons and to simply use the word “sex” instead. Through parliamentary maneuvers, other members of the committee made sure the amendment was put off indefinitely without debate. The vote to cut off debate and never speak about it again passed 23-3.

The member who offered the amendment asked for a roll call, so that those voting to keep in “sex assigned at birth” would have their names associated with their votes. The motion for a roll call was killed by voice vote.

No debate, no accountability.

Another citizen member made a motion that, somewhere in the numerous lessons about various contraceptive methods taught beginning in eighth grade, there ought to be something about the possible health risks of certain contraceptives.

This, too, was shut down without debate, by a vote of 23-3. A roll call of the vote was shouted down by voice vote.

Hush, Adults Are Listening

The first citizen member made a motion to include a discussion in the lessons about the health risks associated with hormonal and surgical “transitioning.” This, too, was not allowed.

One county employee member asked why there was no lesson on anal sex for the seventh graders. There was oral sex, but why was anal sex missing? The chairman of the committee assured her that the anal sex begins with lessons in the eighth grade.

This revealing moment was followed by another: The chairman actually apologized, with a nervous laugh, for using those graphic terms.

Did it not occur to her, or anyone else on the committee, that she was apologizing to the adults in the room for using words that are scripted into the lessons they have created for children?

It was clear to me that much of the reaction to these motions was a kind of animus toward traditional morality. The glee with which the majority cut off the legitimate concerns of the minority was breathtaking.

Christians as the Taliban

One new member of the committee is a democratic activist named Daniel Press. He was the one who was most vociferous that these motions not only be trashed, but that they not even be discussed. On his Facebook page he calls Christians the Taliban and has an image of Christ on the cross over the mocking words: “Total Winner.”

The other thing that struck me was the sheep-like attitude of most of the members of the committee. There were a few loudmouth ideologues, to be sure.  One student member treated us to an anti-American diatribe ending with the charge that transphobia stems from white supremacy. For the most part the members were silent. But they were lickety-split to raise their hands whenever called upon to vote against debate, discussion, and accountability. That they could not allow.

Finally, it’s remarkable how fast such new and fantastical notions have entered the leftist mindset. The notion of “sex assigned at birth” was itself born just a few years ago. And yet, these people are so certain of its truth, they clap hands on their ears to avoid hearing anything contradictory. Even more, they clap their hands on the mouths of anyone who might want to question this new tenet of faith.

Blind Faith, False Faith

This brings to mind two things: brainwashing, and bad religion. The committee members may not know it, but they have been brainwashed to believe things that are simply not supported by either science or reason. Theirs is faith plain and simple, and the worst kind of faith, the kind that contradicts reason, the kind that can only be imposed. Theirs is a blind faith, taking as gospel whatever the sexual zeitgeist vomits forth.

And so what are parents to do? Opt their kids out of Family Life Education and take over the school board. One is easy, but both are necessary. Sexual Stalinism, of the kind I witnessed a few nights ago, has no place in the education of our children.

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anti-religion, bias, bigotry, bureaucracy, children, corruption, cover up, culture, education, elitism, ethics, extremism, ideology, indoctrination, left wing, liberalism, nanny state, political correctness, progressive, propaganda, public policy, reform, scandal

Filed under: anti-religion, bias, bigotry, bureaucracy, children, corruption, cover up, culture, education, elitism, ethics, extremism, ideology, indoctrination, left wing, liberalism, nanny state, political correctness, progressive, propaganda, public policy, reform, scandal

A mom’s/teacher’s experience shows big bureaucracy usurps the will of the people

original article: How Common Core Taught Me Bureaucrats Will Always Win Unless We Slash Big Government
January 3, 2018 by Jenni White

 

During summer 2010, while researching an article to address yet another tax-and-spend initiative to fund public schools, I stumbled upon a 33-page state law passed that spring titled “Schools; relating to teacher incentive pay plans; modifying requirements.”

Although a portion of the legislation did address teacher incentive pay, the bulk was used to establish a state longitudinal database, a “Teacher/Leader Effectiveness Evaluation” (TLE) system, a way to “turn around” low-performing schools, and institute something called the “Common Core State Standards” into Oklahoma policy with a single sentence.

A Google search led me to discover that cementing these four programs into state law increased the likelihood of our state receiving Race to the Top grants from the Obama administration. As a former public school teacher, the change in educational landscape represented by even one, let alone four, of these programs concerned me. As a small government gal and a parent with kids in public school, I wanted to know why our state would institute a whole raft of new, untested, educational programs just to get federal funds.

In June 2011, after months of investigation aimed at answering these questions, I published a paper with 179 references entitled “Common Core State Standards and Race to the Top; An Introduction to Marxism 101.”

Oklahoma’s Common Core Repeal

From 2011 to 2014, the Common Core Four, as National Review dubbed us, fought Common Core and student data collection in the Oklahoma legislature. We logged hours and hours of travel across the state and country, showing up anywhere we were invited—mostly Republican women’s clubs—where I talked about Common Core. Eventually I found myself on radio and news shows from Utah to Florida, including national media programs like Glenn Beck, Laura Ingraham, and NPR, discussing my research.

Finally, and many thanks to the Herculean efforts of state Sen. Josh Brecheen and state Rep. Jason Nelson, a law repealing Common Core and requiring the state to develop new “Oklahoma standards” was passed the last day of the 2014 legislative session. Following a state Supreme Court ruling denying a lawsuit to scuttle the bill, from Common Core supporters including four State Board of Education appointees, Gov. Mary Fallin signed the bill June 5.

By the time school started in the fall, we were fielding question after question through our Facebook page akin to, “They’re still teaching Common Core at our school! What do I do?”

I was not surprised that schools would continue to use Common Core curricula, but was surprised it was so blatantly done and with so little regard for the law. This turned out to be the least of my surprises. After an exhaustive search for an answer, the biggest shock we got was that we’d overlooked the most important part of House Bill 3399—an enforcement mechanism.

Unfortunately, our hard-fought, hard-won Common Core repeal bill was little more than a suggestion at best. Nowhere in its endless legalese did it address punitive action for continued use of Common Core. Other than contacting their local district attorneys (which several parents did and were ignored, with replies  of “Why would we spend money going after Common Core ‘law breakers’ when we’ve got meth labs on every corner?”) we were told parents should run for local school boards to keep it out of their schools.

After licking our wounds from this setback, we pulled up our big girl panties and prepared to watchdog the curriculum mandates re-write process, thinking we’d see Common Core end there.

Oklahoma’s Common Core Standards Re-Write Saga

The standards re-write process began in earnest in January 2015 under direction of a new state superintendent. In February, Dr. Sandra Stotsky—an education policy powerhouse and member of the Common Core State Standards Validation Committee who refused to sign off—and Dr. Larry Gray, a math professor at the University of Minnesota, were among four experts asked to testify before the Standards Process Steering Committee about how Oklahoma’s new academic standards (OAS) could advance beyond Common Core.

Very long story short, after producing critiques of all four subsequently released standards drafts, Reclaim Oklahoma Parent Empowerment, the grassroots organization I help lead, asked the legislature to grant more time to the re-write process before officially making OAS the state’s new curriculum and testing mandates. From that moment on, the Oklahoma education establishment (#oklaed) engaged in a series of social media attacks against ROPE, and me personally, to marginalize us as “tinfoil hats” for suggesting any overlap between OAS and Common Core, and me as a hater of public education.

Leo Baxter, a state school board member who sued to stop the Common Core repeal, was especially vocal, taking to social media every moment he could, at one point calling Stotsky an “arrogant miscreant” (while misspelling Massachusetts).

Rather than stand their ground against a vocal, largely uncivil, minority of Oklahoma teachers, the Oklahoma senate gaveled out of session rather than vote on Oklahoma’s new “Oklahoma Academic Standards” (OAS). On March 28, 2016, OAS became law through administrative processes written in the bill, leaving Oklahomans who fought desperately for better education standards with nothing for all our years of citizen advocacy.

Oklahoma and Common Core Today: One Teacher’s View

Emotionally spent after years of fighting government for better education opportunities only to end up very publicly attacked, I wrote a blog post detailing all the ways I’d come to believe Common Core had beaten us despite Oklahoma’s repeal. I stand behind every observation today, but I wanted to know if others had the same pessimistic conclusions, so I interviewed several.

Sandy Harrell, an Oklahoma math teacher who participated in the “Common Core Is Not OK” pushback, at first assured me, “Common Core is not gone from Oklahoma classrooms,” before telling me how unclear the new mandates are, echoing a common complaint about OAS. The thing that frustrates her most however, is the fact that, “Some teachers and administrators thought adopting CC was a step in the right direction. There are teachers who still use CC in their classrooms because they think it superior to OAS.”

An April 2015 article in the Hechinger Report called “Gone but not forgotten? Common Core lingers after Oklahoma’s repeal” reinforces Sandy’s point. Here, the author interviews several Oklahoma teachers including Oklahoma teacher of the year (2009) Heather Sparks, who admits that not only does she use Common Core-aligned teaching materials, she also writes Common Core-aligned lesson plans for a teaching website.

Harrell told me many of her fellow teachers are “grasping at straws” to satisfy OAS with limited budgets and outdated resources. This often leads them to reach for curricula from outside suppliers, which correlate OAS and CC math standards.

“I’m curious how Smith Curriculum and Consulting can equate each OAS and CC standard to provide teaching resources if the two sets of standards are not closely related, as some OSDE employees have claimed,” Harrell said. “As a teacher, I have to be able to justify every lesson and method I teach. I have yet to hear anyone justify why CC is superior to PASS [Oklahoma’s previous academic standards].”

Oklahoma and Common Core Today: A Legislator Responds

Josh Brecheen, the Oklahoma state senator responsible in great part for HB3399, told me, “It’s a teacher by teacher decision as to whether they are bringing Common Core aligned curriculum into the classroom. It’s my hope teachers continue to honor the wish of Oklahomans who voiced their opposition to the Common Core State Standards through their elected officials.”

For Brecheen, the biggest threat to Common Core independence in Oklahoma has to do with the new state superintendent’s desire to have taxpayers pay for every high school junior to take the ACT, a college entrance exam controlled by a private company.

“ACT is known to be aligned to the Common Core and if a teacher uses Common Core curriculum, rationalizing it will prepare students for the ACT exam, this undermines HB3399 and ultimately, the voice of parents in our state,” Brecheen said.

Interestingly, the information regarding ACT’s alignment with Common Core has since been scrubbed from its website. Thankfully, my experience with disappearing pages from the Common Core webpage taught me to take lots of screenshots.

The senator also believes using the ACT in such a way “puts private companies in charge of what is being taught in our state and not teachers and parents,” yet most Oklahoma lawmakers, as well as those in many other states, seemed largely content to mandate ACT for all juniors. “National curriculum uniformity driven by company profits and a national marketplace for their goods and service offerings will stagnate educational improvement long term as well as threaten each state’s traditional values,” Brecheen says.

Oklahoma and Common Core Today: A Parent’s Take

Like many Oklahoma parents, Melissa Wilkins watched her third grader, Ashlyn, turn into someone she didn’t know during the 2014 school year.

“We started every morning with a fight because she constantly complained of a stomach ache and cried because she didn’t want to go to school,” she said. “We would finally get her around and out the door to catch the bus, and then I would catch myself almost dreading her walking back in the door after school. It wasn’t uncommon for her to walk in the door, hit or kick her baby brother for no reason, and then run back to her bedroom where she would yell or cry, again for no reason I could understand.”

After talking to another parent, she found her daughter’s school was implementing Common Core math and English just in time to take the state’s new third-grade reading test, the results of which could keep her from moving to fourth grade. While taking part in Common Core repeal activities, she also met many times with Ashlyn’s teacher, wondering why her daughter had slipped from a fifth-grade reading level to barely above third grade.

When she saw her daughter’s practice tests, “I was appalled,” she said. “Not only was the content immoral, but the questions were so subjective that there simply could be no right or wrong answer.”

After fighting so hard for her kids’ education, Wilkens’ life changed once Common Core was repealed. Through her advocacy on Common Core, she became interested in “alternative means” of education, because her four children “all have very different approaches to learning.”

Wilkens homeschooled her other two children for a year, after which she enrolled them in an Oklahoma online charter school. Wilkens continues to be frustrated by numerous reading assignments given to her oldest son, who was required to read graphic, anti-Christian literature in his senior English class.

“Is Common Core dead in Oklahoma? I would say no,” Wilkens says. “Am I better prepared to lead my children through the challenges posed by this toxic set of standards? Yes! Being a political activist cannot be my primary role, but I will never again be scared to dig deeper when my gut tells me something isn’t right.”

Oklahoma and Common Core Today: A Teacher of Teachers

Barbara McClanahan is an associate professor of educational instruction at Southeastern Oklahoma State University. Early in our fight, we were asked to give a presentation in the far southeast part of the state, where we met this diminutive powerhouse who had done all her own research on Common Core and come to the same conclusions. Until Common Core was repealed, she spent her time like we did: testifying before government committees, writing, and traipsing about talking to anyone who would listen.

Barbara says, “In the fall of 2011…I began to have my teacher candidates attempt to apply the new CC standards to the lesson plans they were required to write for 1st-3rd grade students. We began to discover that the standards components for these age groups and grade levels simply did not match the developmental concepts they were learning about in their textbooks. I became quite frustrated and began looking outside my institution, which seemed to have no answers, for an explanation.”

To her the Common Core victory was hollow, she says, in part because both Oklahoma City Public Schools and Tulsa Public Schools loudly proclaimed their continued use, but also because the standards don’t help children learn to read well. In the end, she says, her position on standards changed.

“Whereas I used to feel that standards were a useful tool, the fact that they have been co-opted in the service of high-stakes standardized tests makes their usefulness highly questionable. Standards, in the end, lead to standardization, which is fine for widgets, but not for children,” Barbara says.

And What About Me?

I learned through this process that education policy in this country simply can’t be shifted by citizens anymore because there are too many moving parts and entrenched policy makers tied to progressive education methods to have any real impact. So I quit fighting for public education.

Part of me hates that, but I was beginning to look a bit like the Elephant Man from banging my head into unmovable walls, and my husband and kids deserved more of my attention. Today, I help run our small farm, teach three classes at our homeschool co-op, and drive my kids’ studies like a good natured tyrant.

If I learned anything from Common Core, I learned that local is the answer to nearly every government problem, and I turned my attention to my tiny Oklahoma town of 2,700 where, in April, I became mayor. Now I fight battles largely winnable, in a picturesque little town on a plot of land where I can see both the sunrise and sunset, and pray that national public education will get better despite the near impossibility of parents and local voters to significantly affect it.

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bureaucracy, children, culture, education, government, indoctrination, legislation, legislature, marxism, nanny state, politics, public policy, reform, tragedy

Filed under: bureaucracy, children, culture, education, government, indoctrination, legislation, legislature, marxism, nanny state, politics, public policy, reform, tragedy

Is your elementary student being instructed with sexualized propaganda?

original article: California elementary schools to use pro-LGBT history textbooks
November 14, 2017 by Dorothy Cummings McLean

 

Children in California will be learning to identify historical personages by their sexuality.

The Advocate reported that the California state board of education approved “10 LGBT-inclusive history textbooks” for elementary school students in grades K-8 last week. It also rejected two textbooks on the grounds that they did not include “LGBT history.” The exclusion of LGBT history violates California’s FAIR Education Act.

The FAIR Education Act, once informally called the LGBT History Bill, was written by Senator Mark Leno. FAIR stands for “Fair, Accurate, Inclusive, and Respectful.” It ensures that the political, economic and social contributions of people with disabilities as well as those people identified as lesbian, gay, bisexual, and transgender are included in textbooks of California’s state-funded schools. It also added sexual orientation and religion to a list of characteristics that California schools already could not present in a negative way.

In 2008, Mark Leno became the first openly gay man to be elected to the California State Senate. He introduced the LGBT History Bill in 2011. Fifty-eight other bills penned by Leno were made into law, including the California Universal HealthCare Act and the establishment of Harvey Milk Day in California.

When the LGBT History Bill was presented, there was opposition from traditional family organizations. Candi Cushman of Focus on the Family told LifeSiteNews that the Bill was unnecessary because “California has some of the most pro-active laws in the nation in this regard already on the books.”

Cushman added, “The appropriate emphasis in history books and social science books is to honor people because of their contributions. It just seems kind of crazy to be promoting them based on their political or sexual identity. You wouldn’t want to leave people out based on that, but neither do you want to base the entire reason that they’re included in history on sexual identity. It should be based on their historical contributions.”

However, homosexual rights advocates welcome the new LBGT-inclusive textbooks. Rick Zbur, head of Equality California, told the Advocate that this “is the next step for California students to learn about the contributions of LGBT people.”

“Approval of these textbooks means that California schools will now have access to approved materials that accurately represent LGBTQ people … ”

Renata Moreira, executive director of the pro-homosexuality Our Family Coalition, told the Advocate that “LGBTQ students, and those with LGBTQ families, will finally be able to see themselves and our history accurately reflected in textbooks in California.

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bias, children, culture, diversity, education, homosexuality, indoctrination, left wing, liberalism, political correctness, progressive, propaganda, sex

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She assured me this sort of thing would not happen, nonetheless it is happening

original article: A sixth-grade teacher tried to pull a fast one on parents by assigning a sexual orientation quiz
October 13, 2017 by Pat Gray

Parents in an Atlanta suburb were not happy when they found out their children were subjected to a sexual orientation and gender identity quiz by their sixth-grade teacher at Lithonia Middle School.

The quiz included wildly inappropriate fill in the blank questions regarding sexual preferences and suggestive references to homosexuality and transgenderism, but parents were having none of it.

“Why are they teaching that in school? What does that have to do with life?” an infuriated Octavia Parks told Fox 5 Atlanta.

“We’re talking about a sixth grader who still watches Nickelodeon. I’m not ready to explain what these words are nor what they mean,” said Parks.

The district is currently investigating. Pat pulled no punches when he got wind of the story and praised the parents for standing up to this kind of stuff but highlighted the double standard. Check out what he had to say in the clip.

To see more from Pat, visit his channel on TheBlazeand listen live to “Pat Gray Unleashed” with Pat Gray weekdays 12 p.m. – 3 p.m. ET, only on TheBlaze Radio 

children, corruption, culture, diversity, education, homosexuality, ideology, indoctrination, left wing, liberalism, nanny state, political correctness, progressive, propaganda, scandal, sex

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School choice: let’s be honest enough to remember Rome wasn’t built in a day

original article: Guest column: School choice data doesn’t reflect classroom reality
October 11, 2017 by Robert C. Enlow

Louisiana has become a closely watched laboratory for school choice, and for good reason. The state has several ways families can choose: voucher programs, tax-credit scholarships, a tax credit and deduction program, alongside a system of traditional and charter schools.

The spotlight shone a little brighter recently when a study from the University of Arkansas and Tulane University showed a negative effect on first-year students using private school choice programs to access new schooling options. But by the third year, things had turned around for those students. Unfortunately, much of the attention focused only on the first-year decline. That is simply not fair, nor is it the way we have ever judged traditional public schools.

Adults have trouble adapting to a new routine at the gym, let alone a new job or a relocation. Imagine how a second-grader feels to walk into a new school, meet new teachers and make all new friends — potentially while learning a new set of rules and adapting to a new school culture. Indeed, kids need time to adjust to new school settings, and their future success can depend on the extent of their mobility.

The recent study shows students in private school choice programs actually make gains after that first- and second-year decline — and in some areas wind up ahead of their public school peers within three to four years. Students in Louisiana saw steep declines in both reading and math scores in the first year of the voucher program, a result that may be attributable to the short window students initially had to enroll and the limited number of private schools participating. After the first year, outcomes improved in both areas, with reading scores higher after the third year than when students began the program. The Louisiana Scholarship Program had significant positive effects on reading scores for the lowest-performing students.

Simply put, kids need time to adjust to new circumstances the same way grown-ups do. And interviews with school leaders and staff in other states have found private schools participating in choice programs also needed to make some adjustments to better serve the students who were coming from public schools. School choice programs enable students to leave a school that is not working for them and switch to a school they believe will be a better fit. We know from our original research that families choose for a variety of reasons, but chief among them are better academics, smaller classes, a safer environment and a focus on morals and values.

While private school parents report overwhelming satisfaction with their choices, that doesn’t lessen the literal and figurative learning curve for students who may be coming from district schools with large classes, lower academic standards or less emphasis on character development. They’re not only in a new school; it’s a completely new experience for them. Which brings up a final point as we look at this new Louisiana study and anticipate additional research on the effectiveness of choice programs: Supporters and opponents alike have become far too reliant on standardized test scores — often from only one, state-mandated test — to determine whether a type of school or choice program is successful. As choice programs go, Louisiana’s is one of the most restrictive in the nation when it comes to testing.

Yet when you ask families whether and why they are satisfied with their child’s K-12 experience, test scores are rarely among their top indicators of a quality school. Rather, they tend to focus on safety, class size and college acceptance rates. And there are studies that show choice programs have positive effects on high school graduation rates, college enrollment and persistence in college. As school choice continues to gain support, we must broaden the conversation about effectiveness to include more than scores, and we must seek access to more data that can help us determine not just how students are performing in math and reading, but what effect expanding educational options has on them beyond graduation.

We also must resist the temptation to jump on every short-term data finding as a symbol of the success or failure of a school choice program — or for that matter schools, teachers or students. Rome wasn’t built in a day, and humans don’t adjust to new situations overnight.

bias, education, ideology, innovation, reform, study

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Professor offers ‘American Whiteness’ course

original article: Professor offers ‘American Whiteness’ course which describes ‘whiteness’ as ‘a very bad idea’
August 21, 2017 by Jeffy Fisher

A professor at an Iowa college is teaching a class called “American Whiteness” this fall that will explore the “historical expansion” of white people in the U.S. as well as “challenges to whiteness.”

Professor Karla Erickson is offering the course, which will look at “whiteness as a specific racial formation with a distinct history, proactive and defensive politics, and institutional and personal investments,” Campus Reform reported.

Students will learn about the “historical expansion” of whiteness; “formal and informal advantages that accrue to whiteness”; and potential “challenges to whiteness.”

On this week’s episode of “The Jeff Fisher Show,” Jeffy Fisher thought the title “American Whiteness” sounded like a TV series available to stream.

He pointed out that college and university campuses are tumultuous places where students protest in order to feel “safe.”

“What we need more of is people finding ways to divide us on college campuses,” Jeffy said sarcastically.

To see more from Jeffy, visit his channel on TheBlaze and listen live to “The Jeff Fisher Show” Saturdays 9 a.m.–noon ET, only on TheBlaze Radio Network.

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Transgender lesson for 5-year-olds, parents precluded

original article: School gives transgender lesson to 5-year-olds, refuses to give details to parents
August 24, 2017 by Lianne Laurence

Tensions continue to rise in a Sacramento suburb over a boy who “transitioned” to a girl at Rocklin Academy Gateway kindergarten last June during a lesson that some parents say left their five-year-olds traumatized.

Angry parents flooded the Rocklin Academy School Board meeting Monday to protest that they weren’t forewarned the boy was transitioning to a girl or that the kindergarten class would be taught about transgenderism, reported CBS.

Parents were notified only a week later and told only “that two books had been read, not that there was a transgender student in the class,” according to a parent statement provided to LifeSiteNews by Greg Burt of the California Family Council.

But kindergarten teacher Kaelin Swaney defended her actions at the board meeting.

“I’m so proud of my students. It was never my intent to harm any students but to help them through a difficult situation,” she said, according to CBS.

Teacher, board won’t tell parents what happened

But the teacher has refused to disclose to parents what happened during the lesson, according to the parent’s statement. Instead, she told the parent to “ask our student.”

The school board has taken the same line, says Karen England, executive director of Capitol Hill Resources, a pro-family public policy group.

Board staff “are refusing and they refused even afterwards to answer parents’ questions and have referred the parents to their children who were in their class, to the five-year-olds, as to what happened,” she told LifeSiteNews.

Because of state regulations governing open meetings, the board couldn’t legally address the issue Monday night because it wasn’t on the agenda, England told LifeSiteNews. The teacher and parents spoke during the general comments section.

Board accusing parents of inaccuracies

The board is now saying that parents’ accounts of what happened on the second-to-last day before summer break are inaccurate.

In a Tuesday email to parents, Rocklin Academy superintendent Robin Stout disputes the “timeline of events” but adds: “Because of our obligation to protect student confidentiality and safety, we are not at liberty to correct every detail.”

Stout states no “transition ceremony took place” but the “gender transition of the student had occurred before the day the book was read.”

LifeSiteNews contacted Stout and Rocklin Gateway School but did not hear back.

According to the parent’s statement, one-third of the class (seven students) said the teacher read one book in the beginning of the day and another at the end. (The two books pro-transgender books were “I am Jazz” and “The Red Crayon” and target four to eight year olds.) Somewhere in between, “the child changed his clothes from boy clothes to girl clothes.”

“All of the students knew that the child now had a girl brain in a boy body and that he had a new name that the students were to call him,” the parent stated. “Because of this we are assuming that there was some sort of presentation.”

At the next day’s graduation ceremony, the teacher introduced the student by “his girl name” and “all of the students knew he was now a girl and that he had to be called by his new girl name,” the parent stated.

“The school did not refute this happened until a week ago,” she wrote. “They are now disputing the sequence of events but not that the events did not take place.”

Parent getting hate mail; school fears lawsuits

That parent is also getting hate mail among the responses to a petition she has launched, Burt said. “People are afraid to talk about this issue.”

Parents fear not only the backlash but lawsuits, noted England. “I’m getting a letter from a legal group that lets them know that no, you can’t get sued for telling the truth.”

Schools also “are scared to death” they’ll be sued or charged with discrimination, Burt said.

He blames California’s lawmakers for this.

Indeed, Stout has stated the board didn’t have to tell parents in advance because gender issues don’t fall under sex education and aren’t subject to the state’s opt-out and parental consent laws.

California law also bans discrimination based on gender identity and gender expression.

A July 31 school board presentation stated a child has a “right” to self-identity and anyone who intentionally does not use a student’s preferred pronouns could be guilty of “gender identity harassment.”

More transgender laws coming

California’s senate is now poised to pass SB-179, which will create a “third” gender for birth certificates and driver’s licences, Burt said.

“This particular bill allows a parent to change the gender of their children, no questions asked, no doctor’s note required,”  he told LifeSiteNews.

“Plus there’s no age limit, so a parent can change the sex on their two-year-old’s birth certificate by simply filling out a form if they wanted.”

Added Burt: “So what’s a school do if a boy comes in and it says legally on his birth certificate that he’s a girl and he’s obviously not a girl?”

The California senate is also considering Bill 219, which will jail people for up to a year for not using the pronouns of choice for patients in long-term care facilities. The bill mandates such facilities place men claiming to be women in rooms with women.

Parents and faith leaders must fight back

The kindergarten blowup in Rocklin is the inevitable result of such legislation, Burt says.

The California Family Council is “pleading with parents and religious leaders speak out publicly regarding their opposition to laws that promote transgenderism and to call and personally meet with their legislators,” he told LifeSiteNews.

“Way too many people who disapprove of these government policies have been silent about their opposition. And policy makers have interpreted this silence as approval of the direction they have been going. That has to stop,” added Burt.

“This isn’t going away,” England told LifeSiteNews. “The school is digging in. … It’s erupting.”

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More social justice math, it’s “discriminatory”

original article: Math is ‘unjust and grounded in discrimination,’ educators moan
August 23, 2017 by Toni Airaksinen

  • Two national organizations of math teachers are on a mission to prove that math education is “unjust and grounded in a legacy of institutional discrimination.”
  • In a joint statement, the groups complain that making students “master the basics” leads to “segregation and separation,” and call on math instructors to adopt a “social justice stance” in the classroom.

Two national mathematics organizations are on a mission to prove that math education is “unjust and grounded in a legacy of institutional discrimination.”

The National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for All “ratify social justice as a key priority in the access to, engagement with, and advancement in mathematics education for our country’s youth,” the groups declared last year in a joint statement, elaborating that “a social justice stance interrogates and challenges the roles power, privilege, and oppression play in the current unjust system of mathematics education—and in society as a whole.”

Next month, NCSM and TODOS, along with a few other membership societies for math teachers, will host a free webinar drawing upon the principals noted in their joint statement, inviting any interested members of the public to join in hearing “A Call for a Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education.”

[RELATED: Teachers learn to use math as Trojan horse for social justice]

The president of NCSM, Connie Schrock, is a math professor at Emporia State University, and multiple professors serve on the board of TODOS.

While the organizations hope that math can be used as a tool for social justice in the future, they also believe that math has historically perpetuated “segregation and separation,” asserting in their joint statement that “mathematics achievement, often measured by standardized tests, has been used as a gatekeeping tool to sort and rank students by race, class, and gender starting in elementary school.”

Citing the practice of “tracking,” in which pupils are sorted by academic ability into groups for certain classes, NCSM and TODOS argue that “historically, mathematics and the perceived ability to learn mathematics have been used to educate children into different societal roles such as leadership/ruling class and labor/working class leading to segregation and separation.”

[RELATED: Michigan colleges drops math, considers diversity course instead]

“In practice, children placed in ‘low’ groups experience mathematics as an isolating act consisting of fact-driven low cognitive demand tasks and an absence of mathematics discourse opportunities,” the statement contends, attributing the condition to “a pervasive misguided belief that students must ‘master the basics’ prior to engaging with complex problems [sic] solving.”

The groups also bemoan the “white and middle class” workforce of math teachers, fretting that it may not appropriately “reflect” the demographics of the communities in which they teach, such as immigrant or racial minority communities.

Social justice could be the key to solving these issues, they say, calling on math teachers to assume a “social justice stance” that “challenges the roles power, privilege, and oppression play in the current unjust system of mathematics.”

[RELATED: Prof finds ‘no evidence’ sexism is behind gender gap in STEM]

NCSM and TODOS even provided detailed strategies that math teachers can use to promote social justice, such as advocating for increased “recruitment and retention of math teachers from historically marginalized groups” and challenging “individual and societal beliefs underlying the deficit views about mathematics learning and children, with specific attention to race/ethnicity, class, gender, culture, and language.”

But social justice work is nothing without accountability, they warn, declaring that “we must hold the profession and our organizations accountable to making a just and equitable mathematics education a sustainable reality.”

Campus Reform reached out to NCSM and TODOS for more information. TODOS did not reply, and NCSM President Connie Schrock declined to schedule an interview.

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Social Justice Math: hiding progressive propaganda in class lessons

original article: Lesbian: I use math class to teach young kids about homosexuality so I can ‘hide’ it from parents
April 24, 2017 by Pete Baklinski

A lesbian teacher ‘married’ to another woman revealed at a pro-gay teachers’ conference earlier this month how she teaches grade 4-5 students to accept homosexuality through what she called “social justice” math.

Alicia Gunn, an elementary public school teacher in Mississauga, Ontario, told attendees at the April 10 conference in Toronto’s City Hall that injecting LGBTQ issues into the classroom, especially in math, helps students as young as nine “disrupt the single story that many of our kids have about LGBTQ families.”

“Social justice math happens when students are solving problems using real, engaging, and meaningful numbers. Social justice issues happening in their school, community, or even globally become the context for the math that the students are doing,” she said.

The conference, hosted by the homosexual activist organization Jer’s Vision — now called the Canadian Centre for Gender and Sexual Diversity — focused on the implementation of Bill 13 in Ontario classrooms. Bill 13, called by critics the homosexual bill of rights, passed in June 2012, giving students the right to form pro-gay clubs in their school, including Catholic ones, using the name Gay-Straight Alliance.

When asked by one of the workshop attendees if she first asks parents’ permission before bringing homosexual issues up in class, Gunn responded that she does not, but she makes sure to teach her students about numerous social justice issues so that no parent can accuse her of focusing on homosexuality, which she said she likes to “hide” in her lessons.

“I find if you teach all the ‘isms,’ it kind of backs you,” she said. “If I teach all the isms, and sometimes I can hide it a little bit in the math, and what I mean is I can say, ‘I’m just teaching your kid about division. I’m so sorry that you, you know, feel that way,” she said, causing the room of educators to break into laughter.

LifeSiteNews attended the event and was asked at one point to stop filming, but captured the discussion on a back-up audio recorder.

Conversations about ‘gay stuff’

Gunn told attendees in her workshop, titled “Equity & Inclusion in Curriculum,” how she used the situation of students one day name-calling a young female student “lesbian” as a springboard to introduce the class into what she called “conversations” about “gay stuff.”

Gunn, who has received awards for her teaching methods and who is featured in a teacher resource put out by the government agency ServiceOntario, related how she first spoke with the female student, telling her that it was “OK to be gay.”

“And when I spoke to her about it, what she kept saying to me was, ‘Mrs. Gunn, I swear I’m not gay. I’m not gay,” Gunn told attendees. “And I kept saying back to her, ‘I don’t care if you’re gay. It should be OK to be gay.”

In an attempt to “give this girl her dignity back” Gunn made a presentation to the class of the lives of famous people who have identified as ‘gay,’ including basketball player Jason Collins, Welsh rugby player Gareth Thomas, and TV host Ellen DeGeneres.

“So, we came back to the carpet to talk about what do these people have in common. And [the students] were saying, ‘They’re awesome, they’re so cool, they’re famous. We’d love to meet them,’” Gunn told attendees.

Video from 2008 of Gunn teaching children about homosexuality:

Gunn then said when she broke the news to the students that all these people were gay, instead of them reacting positively as she had hoped, the students began to shout out “‘gross’ and ‘disgusting’ and ‘these people are sick.’”

At this point Gunn said she realized she would have to come up with a more creative way to get her students to think differently. That’s when she and a few like-minded teachers held a meeting to determine how they could weave the promotion of homosexuality into the curriculum, beginning with math.

Pink Triangles

Gunn showcased at the workshop her math lesson on triangles. She designed it around the pink triangle which the Nazis used in WWII concentration camps to identify sexual offenders including rapists, paedophiles, zoophiles, as well as homosexuals.

Image
Student-made poster of beauty queen contestant ‘Jenna’ Talackova.Pete Baklinski / LifeSiteNews

“The pink triangle was a badge of shame that the Nazis made gay men wear during the holocaust. So what we did is take a look at all the different badges of shame that people would have been wearing,” she told attendees.

“Now mathematically where we were is looking at different types of triangles. So, looking at angle-inside measurements to be able to tell is it isosceles, is it equilateral, is it scalene. So, that was the math aspect. But more importantly was the [pro-homosexual] thinking that went into it.”

Related: Teacher reveals how he convinced his Catholic school board to go pro-LGBTQ

Following the pink triangle math lesson, Gunn related how she had her students create “badges of pride” to turn the narrative on its head, “because that’s what the pink triangle has become, it’s become a symbol of pride.”

She related how one student made a badge with a pink heart, writing, “The pink heart shows that I am proud of who I love. I chose the color pink to make the badge, because of the badges of shame the Nazis made pink to make gays feel bad about being gay. So, I use it to show that you can love whoever you want.”

Gunn said she was pleased with the students’ headway.

“Already I’m feeling that the story is being disrupted. The original story of gay people being gross and disgusting, slowly we’re getting there.”

“So, I keep going,” she told attendees.

‘Pretty and Proud’

Her next classroom project consisted of having the students research famous LGBTQ Canadians and the contributions they’ve made.

Image
Sticky note LGBTQ projectPete Baklinski / LifeSiteNews

One such person the class focused on was ‘Jenna’ Talackova, a biological male who in 2012 successfully campaigned to participate in the Miss Universe Canada contest. Talackova, who underwent “gender reassignment” surgery at the age of 19, was originally barred from the contest because of a rule requiring the contestant to be a “naturally born woman.”

A poster-board display created by the students titled “Pretty and Proud” showing photos and magazine clippings of Talackova falsely claims he “won the pagent [sic]” when in fact he was one of the final 12 contestants.

Gunn said the students learned from the lesson that “you really need to stand up when things are wrong. You need to have a voice.”

‘Does it matter if someone’s LGBTQ?’

Gunn related how on another occasion, she wrote on the board, “Does it matter if someone’s LGBTQ?” asking her students to write their answer on a sticky note, which, when collected, were sorted into ‘Yes’ and ‘No.’

She told workshop attendees that the children’s answers showed the fruit of her work. “You’ve got to remember, these are grade 4-5 students and some of them really get it,” she said.

One student wrote, “No, it should not matter who you love, what gender you are, your race or sex, or what you look like.”

Another wrote: “I think it doesn’t matter if someone is LGBTQ, because they are just like us.”

Related: Lesbian teacher: How I convince kids to accept gay ‘marriage’, starting at 4-years-old

“And that’s what we’re after,” Gunn said. “We are the same.”

Image
Pride Dolls the students play with and used as a fundraiser to support Russian LGBTQ people.Pete Baklinski / LifeSiteNews

Gunn related how she then used math to examine the rates of discrimination against people who identify as gay or lesbian from a chart put out by the homosexual organization Egale.

“What I had students do in groups is take a look at one of the graphs, and tell the class the story that the graph tells. What’s happening in our schools right now that makes it still matter if someone is LGBTQ,” she told attendees.

One group of students went on to examine a graph of those “feeling upset by homophobic comments” compared to those who do not.

“My one group was really upset by people not being upset,” Gunn related. “They were saying, ‘The fact that only 5.6% of non-LGBT kids care when they hear these things, that upsets me.’ One of my boys put up his hand and said, ‘I’m one of those people, and I’m extremely upset.’”

Gunn related how after one pro-LGBT lesson she asked her students what they were going to do to make a difference. On top of deciding to be “kind” to LGBTQ people, the students decided to run a fundraiser selling Pride Dolls to raise money for Russia’s LGBT community by supporting the Gay and Lesbian International Sport Association (GLISA). Gunn praised the dolls to attendees as an asset to the classroom, saying how students loved to play with them. “They’re nesting dolls. The kids love taking them apart and playing with them,” she said.

One conference attendee asked Gunn what to do about parents who do not support the LGBTQ movement, mentioning how parents once told her not to involve their child in the pro-homosexual ‘Day of Pink.’

Gunn mocked the parents for failing to realize just how extensive are pro-LGBTQ issues in the classroom and curriculum.

“And it’s not one day a year,” she said. “If you don’t want to send your kid to school on the Day of Pink, that’s OK. But they’re going to get it all the days before. They would have got it in September, and they’re going to get it after. So, one day? We’re not about one day.”

Gunn’s workshop partner Hiren Mistry, Instructional Coordinator for Equity & Inclusive Education in the Peel District School Board, put it this way: “Equity is not an add-on, it is the foundation of everything.”

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Trans revolution: Public schools are only the beginning

original article: The Trans Juggernaut Wants Your Kids, And Public Schools Are Just The Beginning
August 17, 2017 by Joy Pullmann

If you had argued pre-Obergefell that de-sexing marriage would lead to drag queens leading preschool storytime in public libraries and public schools hounded into hiding their mandatory sex ed curriculum from parents after a settlement requiring trans-friendly “education” starting in kindergarten, you would have been called an unhinged bigot. How could what two consenting adults do privately have any effect on whether five-year-olds are told they should consider cutting off their penises? Preposterous. Fear-mongering. Wild-eyed insanity.

Or not. Rod Dreher’s “Law of Merited Impossibility” strikes again: “It will never happen, and when it does, you bigots will deserve it.” As I’ve written beforeObergefelland related caselaw, which are still developing, are turning out not to be aboutwhat consenting adults do privately. They are the spear tip of a wholesale shift in law that is already negatively affecting children, because at its heart is the principle that sexuality is genderless.

As theologian N.T. Wright pointed out to the Times of London last week, “Nature…tends to strike back, with the likely victims in this case being vulnerable and impressionable youngsters who, as confused adults, will pay the price for their elders’ fashionable fantasies.”

This is likely why the transgender movement is targeting the young: They are vulnerable and impressionable, prepuberty pose better as either sex and therefore look less terrifying than adult transgenders, and once locked into the trans body morph will never truly be able to escape. Devastated people are prime candidates for exploitation by their pretend advocates. Also, locking in trans-policies now is a way to preclude debate before more extensive data and personal experience can fuel the inevitable backlash.

Of course this is bad for kids, but it’s not about kids. They’re just pawns, as usual. It’s about politics. Pushing transgenderism not only destabilizes a key component of a child’s identity but also contributes to early sexualization that is linked with mental illness and risky behaviors. Early exposure to and lack of clear parental direction about sex is also linked with increased gender confusion, which is precisely what we’re seeing as clinics for cutting and pasting children’s hormones and body parts explode inside a media environment that glamorizes this form of child abuse.

Parents are facing fewer and fewer ways to protect their children from being used as guinea pigs inside an experiment constructed by unelected bureaucrats. Here we’ll discuss two recent examples: one specific and one more general.

You Can’t Know What We’re Teaching Your Kids About Sex

Kelsey Harkness recently reported on the brewing situation at a public charter school in Minnesota. Charters are public schools often created and run by a board of a coalition of local parents and community leaders. Everyone who attends has to choose to do so rather than be assigned to attend automatically through geographic attendance zones, like most public schools. They usually provide a safe haven for families looking for a sound alternative to traditional schools, which are on average of lower academic quality because they do not have to compete for students.

Saint Paul’s Nova Classical Academy is ranked by U.S. News and World Report as the top Minnesota high school. But it has been transformed into a rainbow Trojan horse after Dave and Hannah Edwards sued Nova for not including pro-transgender materials starting in kindergarten to accommodate their five-year-old son, whom they claim is transgender. Parents began transferring their kindergarteners out of the child’s class when they came home saying things like, “Mom, I think you can choose if you want to be a boy or a girl,” according to interviews with The Daily Signal.

The little boy began wearing a female uniform and accessories, and classes began to include pro-trans picture books endorsing gender fluidity. This month’s settlement after 16 months of litigation requires the school to make all uniforms available to both sexes, pay LGBT organizations to “train staff” in politically correct behavior every three years, and “not adopt any gender policy that allows parents to opt out of requirements in the gender inclusion policy because of objections based on religion or conscience.” This lawyer and Federalist contributor, after reviewing the settlement, said it appears to ban the school from even notifying parents of its sex policies.

The circumstances are even more suspicious and shocking than a prohibition on telling parents what their children will be learning about human biology: Dave Edwards is an academic in the University of Minnesota’s Department of Psychology, whose pending PhD is being funded by a taxpayer-funded grant and who specializes in transgender education. As a school consultant and trainer on gender identity, he now personally profits from doing “training” of the kind his family’s settlement forces on Nova. Here’s from his website, GenderInclusiveSchools.com.

There are more curiosities in the family’s case. Edwards’ LinkedIn profile lists him as a “founding staff member of Venture Academy Charter School,” also in Saint Paul, a high-profile school funded by the Bill and Melinda Gates Foundation, which uses its deep pockets to seed “education reform” with far-left ideas and personnel. Edwards started his career in a heavily Gates-funded teaching fellowship known for its politically progressive staff.

Rather than enroll his son in the school Dave helped create, the Edwardses chose to apply for Nova at approximately the same timeDave stopped working at Venture Academyand began pursuing his doctorate with a focus on transgender school compliance. This was almost three years after the family decided the child was gender-fluid when he began emulating Beyonce’s dancing at two years old. In March 2016, after their son had attended Nova for seven months, the Edwardses withdrew him, but continued to press their lawsuit.

“The daily influence of this little boy, who very much looks like a girl, all the accessories … they’re really doing it up with him,” said a mother whose six-year-old was in kindergarten for those few months with the Edwardses’ son when he was five. Since lawsuit-induced policies have been adopted, Nova has lost a tenth of its students.

Nova Is Just a Tip of the Spear

Nova is a test case for what trans activists want to perpetuate nationwide — and not just in public schools, but also in private and home schools. An 8-year-old drag queen groomed by his parents says “If you want to be a drag queen and your parents don’t let you, you need new parents,” the underlying, totalitarian belief of the movement he represents. The easiest initial access point is private school choice programs, but activists are also targeting all private schools through accreditation bodies. The accreditation attack is currently most visible in higher education, but it’s spreading to K-12.

Since President Trump appointed school choice proponent Betsy DeVos as education secretary, Democrats have demanded to know why she supports giving parents freedom to choose their kids’s schools when so many hinterland bigots will choose schools that don’t let boys shower with girls or lie to developing minds about basic biology and its implications for their identity.

These questions led to a media divebomb this summer on a Christian school in Indiana that accepts voucher students and whose policies reflect the Ten Commandments’ prohibition against sexual immorality. Subsequently, Indiana outlets have begun investigating which in-state private schools are “anti-LGBT,” meaning require students to adhere to centuries-old prescriptions for chastity that apply to those of all sexual attractions.

Through reviews of publicly posted handbooks and phone calls, journalism nonprofit Chalkbeat Indiana found 27 “anti-LGBT” schools and created a comprehensive database of in-state private schools’ sexuality and admissions policies. Just in case, you know, rainbow protesters wanted to show up at a few, or know where to enroll their gender-dysphoric kindergarteners and then sue.

It also quoted a professor who says “allowing some schools to discriminate against LGBT students on the basis of religion is no different than racial discrimination.” You read that right. Orthodox Christianity, Judaism, and Islam are morally equal to racists. It’s not surprising, then, that in this political environment about 80 percent of Indiana private schools keep their sex policies off the Internet and don’t return reporters’ phone calls to reveal them.

In Indiana, private schools must be accredited by either the state or one of seven private accreditors approved by the state board of education to accept students through one of the state’s two private choice programs. Chalkbeat, another Gates Foundation grant recipient, singled out the Association of Christian Schools International, an organization with 3,000 member schools, for offering a sample sexual ethics policy that repeats standard Christian teachings about the proper use of sexuality — within marriage between two opposite-sex people.

Discrimination Based on Behavior Is Not Like Racism

Chalkbeat referred to sex-specific policies and safeguards as “discrimination,” implying an equivocation between racial discrimination and behavior expectations. But race is an immutable fact, not a behavior. This is one of the reasons discrimination on its basis is so unjust. Yet we as a society discriminate based on behavior all the time, and we must to stay civilized, as well as to preserve our constitutionally guaranteed rights to free exercise of religion and freedom of association.

We sometimes treat the sexes distinctly, and create special, sometimes separate, environments for those who are emotionally troubled. There are sensible reasons for these that are not in the same ballpark as racism. The leftists harping on this topic are essentially demanding a religious litmus test — the adoption of the moral belief that every sexual practice must be affirmed — as a precondition for educating children. It is starting with public and private schools, but will eventually encompass “outliers” such as homeschoolers. None of us are safe unless we band together and stop this crazy train in its tracks.

A key problem is that Republican-led statehouses are the ones guarding school choice programs, and these same statehouses can barely muster the votes to protect children in public schools from being forced into unisex shower and sleeping quarters. Just two days ago Texas Speaker Joe Strauss torpedoed a special session that was set to consider both a bathroom bill and a school choice bill, and the state is in desperate need of both. Despite the lack of federal laws banning sexuality-based policies even when rational, such as in public showers and sports competitions, courts are already busy writing this religious (and antiscientific and inhumane) litmus test into existing sexual-privileges laws for women.

Chalkbeat put its recent set of articles on these topics under the heading “Choice for Some.” It’s an ironic slogan given that the logical end of their rhetoric is choice for none. Eradicating all social and ethical policies based on the distinctions between the sexes herds everyone into an Potemkin genderless society whether we consent to that arrangement or not. Some may feel that’s progress; others may call it totalitarianism.

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