Uncommon Sense

politics and society are, unfortunately, much the same thing

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.

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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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Transgender boy defeats girls, so much for empowering women

original article: Matt Walsh: Please, leftists, explain how this ‘transgender’ madness empowers women
June 6, 2017 by Matt Walsh

Tell me again, leftists, about your abounding concern for women. Please tell me about the need to empower young girls and provide them with opportunities. Please tell me all about your “pro-woman” stances and policies. Then, if you could, kindly explain how this story fits into all of that.

A mustachioed boy who “identifies as a girl” heroically won gold in the 100 meter dash and 200 meter dash for the Connecticut high school girl’s state championships last week. His times would have placed him a full second behind last place in the boy’s competition, but against the girls he easily came in first. Aside from the general insanity of the situation, there are two particularly disturbing aspects of this story, and I’m hoping you can help us all see the positive in these:

First, the boy and his parents have demonstrated total disregard for the girls he disenfranchised in order to win. The boy, “Andraya,” gloated that he’s happy to have won but he “kind of expected it.” Gee, I wonder why?

His dad graciously conceded that fairness is irrelevant and all that matters is whether his son is happy. “In terms of the fairness aspect, I don’t think about that as a father. I only think about, is my [son] happy, healthy and able to participate in what [he] wants to do… [He] got to compete as a girl where [he] feels [he] should compete.” This is what you call terrible parenting.

His mother also waved her hand dismissively at the girls who were robbed of an opportunity to win a fair race. “I know they’ll say it is unfair and not right, but my counter to that is: Why not… [He] is competing and practicing and giving [his] all and performing and excelling based on [his] skills. Let that be enough. Let [him] do that, and be proud of that.” It should be “enough,” she says, that her son is happy and proud. That’s all that should matter to anyone. Please explain, leftists, how the parents and the boy have the right attitude here.

Second, the actual girls in the race have been so beaten into silence and submission that they were afraid to even voice their displeasure over the competition being blatantly rigged against them. Kate Hall, the student who came in second but really came in first, cried and confessed to being “frustrated,” but then added, “that’s just the way it is now.” “I can’t really say what I want to say, but there’s not much I can do about it,” she muttered dejectedly.

So, leftists, tell me how these girls have benefited from this fantasy that biological males can also be girls. Better yet, tell them. Go up to Kate Hall and explain to her that she has no right to be disappointed. Explain that, although Andraya has insurmountable biological advantages, it’s still fair that he compete against her because that’s what he wants. Explain that his desires and his feelings must always come before her own. Explain how the happiness of one biological male outweighs the happiness of every girl he raced against. Please, explain.

And then perhaps you should have a sit down with all of the girls across the country and let them know that the extinction of women’s sports is on the horizon. Please explain how this is all for their own good. After all, women cannot compete in women’s leagues if men are competing in women’s leagues. So, there will be no more women’s leagues. There will be men’s leagues and then cross dressing men’s leagues. I’m really hoping you can explain to my daughter and to all of our daughters how empowering it will be to witness the end of female athletic competition.

And, while you’re having this discussion, make sure you also explain how their silence and submission is, in this case, right and healthy. These girls are scared of speaking out and letting their feelings be known. They’re scared of saying they want their own leagues, and their own bathrooms, and their own identity. They’re scared of asserting their right to safety and privacy. But this is good, yes? Those bigots ought to be intimidated, right? They ought to just shut up and go along. Please tell them that. Please explain it. I don’t think they quite understand yet. Please, you pro-women folks, you women’s rights defenders, you protectors of female autonomy. Please come forward and lay it out clearly so everyone comprehends it. Say it just as it is, like this:

“No, girls, you don’t get your own bathrooms anymore. You don’t get your own leagues. You don’t get your own identity. Not if men want in. Shut up and let the man beat you. Let him take your gold medal. Let him disrobe in front of you. Let him do what he wants. You have no choice. The proclivities and fetishes of men must come first. The desire that you may have to retain and defend your own unique identity is transphobic. Shame on you. Your feelings are not legitimate.”

Put that on the banners at your women’s marches.

Make it your rallying cry.

Go ahead.

Please.

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Teachers abuse authority to bash Trump, but student recordings are ‘disruptive’

original article: Professors ranting about Trump in class? Court order could protect students who record them
May 26, 2017 by JEREMIAH POFF

The burden is on the school to show recording is disruptive

With increased scrutiny on students using technology to document what happens in the classroom and on school property, a federal judge has recognized broad rights for students to make recordings on school grounds.

If other judges agree with the logic of the order, which pertains to a Maine middle school, college students will have the green light to legally record their professors’ political comments in the classroom, a First Amendment expert told The College Fix.

The case, Pollack v. Regional School Unit 75, involves two parents who sued their school district because it wouldn’t let their autistic son bring an audio recording device to school. They wanted to find out why the 18-year-old, who has “very limited expressive” abilities, came back from school crying and bruised.

The parents cited a 2011 precedent from the 1st U.S. Circuit Court of Appeals, Glik v. Cunniffe, that affirms a person’s right to record public officials who are working in public, including police making an arrest.

Like a person who records police to expose the excessive use of force, the son’s parents wanted to “expose wrongdoing” against him in class. (The 1st Circuit’s precedents are binding on the Maine district court.)

MORE: Professor tells students: Trump’s election an ‘act of terrorism’ (VIDEO)

District Judge Nancy Torresen instead chose an older, narrower and more familiar precedent that governs the First Amendment rights of students in a public school setting.

Under the Vietnam war-era Tinker standard, a school cannot stifle the speech of students unless the speech creates a “substantial disruption or material interference with school activities.”

Tinker “takes into account the unique features of the school environment and it allows schools to restrict expression—even based on viewpoint—where the schools can forecast substantial disruption of or material interference with school activities or collision with the rights of other students,” Torreson wrote.

The school district tried to argue that the recording device did infringe on student activities and privacy, and it didn’t even bother addressing Tinker in its first motion to dismiss the case.

When the parents cited Tinker as their second choice, the school district responded that “Tinker does not apply because the privately-owned electronic device policy is content-neutral, and Tinker is limited to cases involving content and viewpoint-based restrictions on speech,” Torreson summarized.

The judge told the school district it must reconsider the parents’ request under the Tinkerstandard.

“Even if I bought the District’s argument that the policy is content-neutral, the Plaintiffs have also alleged that the District has applied its policy to [the student] in a viewpoint-based manner” because officials feared the scrutiny from being recorded, and they had earlier allowed the autistic student to wear a GPS device, Torreson wrote.

Federal judge says students have the right to record at school unless officials can show it’s disruptive by The College Fix on Scribd

https://www.scribd.com/embeds/349479257/content?start_page=1&view_mode=scroll&access_key=key-ZuaAbp4f83EX6JwXJvWp&show_recommendations=true

The new danger: Waive your right to record or get out?

While seemingly unrelated to the rights of student journalists, the implications of this order could extend to “newsgathering” by students, Student Press Law Center Executive Director Frank LoMonte wrote in a blog post.

LoMonte told The Fix in an email the judge’s order could be a “really interesting opening” for student journalists in both secondary and postsecondary institutions.

It is a “very logical application” of Tinker “to apply to gathering news as well as publishing news,” he said: “That makes perfect sense since gathering information is a necessary prerequisite to sharing it, but it’s rare that a court has been asked to rule on the right to gather information in the school setting.”

The Fix asked LoMonte how the order could affect a situation like what happened at Orange Coast College, where a student was suspended for recording his psychology professor ranting about Donald Trump’s election as an “act of terrorism.”

LoMonte said “if the Pollack case becomes accepted as the standard, you will see students successfully asserting a First Amendment right to record in the college classroom as well.”

MORE: Student who recorded prof’s anti-Trump rant suspended

But he was less sanguine about whether that First Amendment defense by students would hold up as consistently in a college classroom, as opposed to a public school where children’s presence is required by law.

“The college classroom is arguably a little different because taking any particular class is optional – nobody’s compelled to be there – so if a professor were to say that waiving the right to record is a required prerequisite to taking the class, it might hold up,” LoMonte said.

Orange Coast College’s trustees withdrew the sanction in response to a public backlash, but the professor was not disciplined for using class time inappropriately or “bullying” students who support Trump, as the student’s lawyer (below) argued she had done.

Torreson’s order could be quite useful for students trying to demonstrate wrongdoing by officials, LoMonte wrote in his blog post, citing a student who recorded another student being slammed to the ground by a police officer in a South Carolina high school.

“The student who shot that nationally publicized video was threatened with serious disciplinary charges – charges that, under the Pollack ruling, would be subject to challenge on First Amendment grounds.” LoMonte wrote.

Regional School Unit 75 did not respond to a Fix email query Wednesday, and its voice mailbox was full.

MORE: College rescinds suspension of student who recorded professor’s anti-Trump rant

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College students furious after they’re tricked into rejecting socialist ideal

original article: Davidson College students furious after they’re tricked into rejecting socialist ideal
May 24, 2017 by WILLIAM NARDI

Many students at Davidson College recently responded in anguish and outrage after some conservative students filmed a video asking people on campus if they would sign a petition to redistribute GPAs for the sake of “education equality.”

Many students refused to sign the petition, saying it wasn’t fair for a variety of reasons, including that people who earned their As should keep their As, and that students who are given good grades without hard work might not be inspired to improve.

But after students discovered later the petition was a hoax played on them by conservative students in an attempt to illustrate the unfairness of wealth distribution, they hastily called a teach-in at the campus union at which they denounced the effort and vented their frustration.

Some students said the fake petition made them struggle with feelings that they do not belong at Davidson, while others aggressively attacked the video, calling it “oppressive,” “illegally filmed,” and “inflammatory bullsh*t,” according to a video of the April 27 teach-in on Facebook.

Multiple students at the teach-in also made comments supporting both income redistribution and GPA redistribution, saying “life wasn’t always fair” and it’s “the right thing to do.” Others suggested that not forcibly redistributing income would give rich people the power to decide who lives and dies based off their charitable donation whims.

One student who spoke identified herself as the daughter of undocumented immigrants from Mexico, and lamented that her parents are unable to get jobs available to American citizens.

The GPA petition was distributed by students in the Young Americans for Freedom chapter at the North Carolina-based Davidson College, a small liberal arts school. Young America’s Foundation had run a nationwide video contest asking its chapters to film students’ reactions when asked if they would voluntarily redistribute their good grades to a failing student in the name of “fairness.”

MORE: At Davidson College – a top-ranked elite N.C. school – only six percent of professors are Republican

“The hypocrisy is obvious. Liberals embrace socialist policies when their own property is unaffected, but when socialism affects them personally, watch them become advocates of free enterprise instantaneously,” the foundation stated on its website in announcing the contest.

In the Davidson video, members posed as “Students for Educational Equality,” and recorded themselves asking people on campus whether they would sign a petition to “redistribute the top 10 percent of GPAs at Davidson to the bottom 10 percent.”

Many did not sign, although a professor and a couple students did.

At the end of their video, the conservative students say: “Ask yourself this question: If it’s unfair to say that the people with the highest GPAs didn’t deserve it, why is it suddenly fair to say that successful people don’t deserve the money they earned.”

Despite the backlash the effort received, Young Americans for Freedom at Davidson College stood behind it, stating on Facebook it “serves as an analogy, not an equivalency.”

“It is simply an illustration of fruits of your labor and your being able to decide what happens with those fruits,” the statement continued. “Regardless of your level of income or academic achievements, what is relevant is that the fruit is yours and you should be able to decide what you do with it. Davidson Young Americans for Freedom stands for limited government and free enterprise, and we stand by our video.”

Although many students at the teach-in voiced anger, at times the conservative students’ point was made, such as when one student named Helen called out her professor who signed the fake GPA redistribution petition: “There are students like myself who learned English as a second language and have to put in extra hours of work just to do readings, looking up words, phrases, so shouldn’t you get those GPA points for putting in that work?”

The professor responded later in the forum that he disapproved of the petition’s “methodology,” saying he felt tricked as he thought it was either a commentary on the ineffectiveness of standardized testing, or simply a joke. But he added he enjoyed the robust discussion the video created, calling the discourse good and necessary.

Dozens of students turned out for the teach-in, including Haley Hamblin, co-founder of Young Americans for Freedom at Davidson, who explained how she came from a low-income family and was only able to attend Davidson College by working multiple jobs as well as through scholarships the school offered.

“I don’t see that as any kind of disadvantage or something that keeps me from being successful here at Davidson, I think it just gives me more of a drive and love for the education that I have here,” Hamblin said. “The donors [who fund the scholarships] are willing donors and it’s all voluntary. I feel very blessed that the donors allow me to be here and if I ever have the chance to give back I would. But it’s important to understand that that’s voluntary and wealth redistribution isn’t.”

In a message to The College Fix, Kenny Xu, president of Young Americans for Freedom at Davidson, said some members felt frustration over what they believe is a “misinterpretation” of their petition effort, saying they were accused of not caring about low-income students.

“They feel like the video lacked nuance and failed to consider important differences in income vs. GPA,” Xu said in a message to The Fix. “I appreciate their legitimate concerns and criticisms, and wanted this video to be the centerpiece of that discussion (of which many positive and fruitful ones happened on campus). However, some of the concerns went too far as the picture some people tried to paint of us was one of not caring, not listening, and not respecting low-income students. This is categorically false.”

The Davidson video won the nationwide contest, earning the Davidson students free trips to YAF’s national conference.

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Academia is lost

original article: The Left is forcing Christians out of colleges. That’s actually good news for conservatives
May 10, 2017 by Robert Oscar Lopez

In the eighth chapter of the Book of John, Jesus Christ makes two statements in rapid succession. They encapsulate in a few phrases wisdom to cure many Christians of the anxieties that afflict the conservative movement. In 8:31, Jesus says, “If you continue in My word, you really are My disciples. You will know the truth, and the truth will set you free.” A few lines later, Jesus adds, “Everyone who commits sin is a slave of sin.”

Academic Casualties

My Twitter feed has exploded in recent weeks, with plentiful panic about the pitiable state of free speech on college campuses. Big cases—big because they both worsen and reveal the deep structural wounds caused by the purge of Christian and conservative professors—played out this week: John McAdamsAnthony EsolenRebecca TuvelPaul McHughCarol SwainKeith Fink, and Paul Griffiths.

I know of other professors, and of people who know of still others, who are in similar purges but who have to stay silent because of confidentiality gags. Then you must account for all the adjuncts like Mary Grabar who never got tenure-track jobs, earlier exiles like John Zmirak who got out of the academy for better lives, and the many conservatives in grad school who sold their souls to liberals, ran out of the hallowed halls screaming, or were chased out by the usual mobs of screeching race hucksters, homofascists, feminazis, climate-change cabalists, and Marxophonies before they could get their doctorates.

When the dust settles on this sandstorm, there will be many, many, many, many academics on the list of casualties. Seven in one week are but the tip of a big iceberg untouched by global warming.

Okay, the Time to Stay Calm is Over, Conservatives!

We don’t know how many conservatives the liberal academy is surgically removing in what can no longer be denied or ignored for what it is—a concerted putsch. This is the big political story of our era: money, propaganda, conspiracies, corruption, fraud, sex, lies, and hidden bodies.

This is bigger than McCarthyism, and way more expensive. It has involved financial corruption, tuition-based price-gauging, nepotism, and conspiracy to use publicly funded charities (universities) to advance one political party and stifle dissent. Besides persecuting political opponents, academia has corrupted research, knowingly spread profligate falsehoods (especially about sex, gender, and race), and defrauded millions of college graduates who went into debt for an overpriced education that left them dysfunctional, unemployable, mentally unstable, and brainwashed.

We have witnessed a criminal transfer of wealth from hard-working poor and middle-class families to fund managers and university administrators swimming in a deluxe swamp of untaxed endowments that are not being used to advance the common good.

Save the Evidence-Because It’s Really Bad for the Left

The left perpetrated this and must be held accountable, not only through shaming and a thorough accounting for the history books, but also, through some kind of massive restitution. The liberal corruption of academia coincided with enormous increases in tuition and student debt (discussed in my book).

Some estimates of student loan debt range between one and two trillion dollars, but this does not count all the money funneled into university tax shelters, which are not being taxed, and all the payments to colleges for tuition, books, fees, and other expenses, in exchange for a faulty product people were forced to buy through false advertising and a crooked credentialing system. A massive part of the nation’s economy—and of countless families’ budgets—went into a black hole of waste, creating a drag on our country’s economic growth and productivity, which nobody has yet fully theorized. And the people who did this were insufferably smug and completely wrong about everything, on top of all that. (Who will do a study on this when all the economists are paid by or scared of universities?)

Several months ago, when I came out with a book on higher education called “Wackos Thugs & Perverts,” people thought the title was outrageous. Now, as Berkeley has seen three riots and three guest speakers blocked by politically correct outrages, the harsh title seems almost too gentle. Isn’t there something deeper going on?

Everything is getting worse every day. Remember when it was only conservatives who saw their freedom crushed and they were generally deemed deserving of such treatment? I remember. I remember when even conservative watchdogs thought lots of us who came forward with stories were just loonies because why else would so many people in the academy think we were crazy?

At last, some who caviled are now realizing what is afoot. The AAUP responded to my SOS calls in 2014 with unworried emails, saying there was no tenure or academic-freedom issue there. They had the usual routine down, which they use, presumably, when being forced to deal with a kook: “My job is to make you go away, here’s a cookie; this gentleman with the holstered Taser and a security badge will see you out the back way. Good afternoon, Sir.” Now the AAUP is actually starting to sweat (too late to help me, of course—I left that job.)

But Conservatives Need to Get Serious

We can’t get it twisted, though; large numbers of conservatives were either complicit with the racket or contributed to it by their own foolishness. In 2015, I remember trekking to Capitol Hill to meet with Republican lawmakers about academic freedom, with the explicit aim of alerting them to the Higher Education Act and provisions therein, which would enable them to intervene in persecution cases like mine.

After months of trying to get appointments, my friend and I arrived to be told no lawmakers could meet with us, but instead two charming twentysomethings would greet us in their dungarees and flats, with mugs of coffee and yellow legal pads, the pages of which I am sure did not survive five minutes after my departure. These were interns or clerks or something—I wasn’t quite sure.

They told me they were concerned and keeping watch over academic freedom, mostly by reading stories about Laura Kipnis. Prof. Kipnis was a liberal Northwestern professor who wrote a column defending the practice of professors sleeping with students, and alluding to an ongoing rape investigation with dismissive comments about the (unnamed) accusers. As a result of this, the individuals who had raised the rape charges filed a Title IX retaliation charge against Prof. Kipnis, which resulted in her being investigated for two months and then cleared of all charges. I asked the Hill interns, “are you aware of other cases, for instance conservatives opposed to homosexuality, where people were actually investigated for years and then lost their jobs?”

They replied something to the effect of, “I am sure such cases exist.”

My friend stepped in to say, “It would be a very sad thing if you guys diddled around talking about academic freedom while Dr. Lopez, who’s been under investigation for 9 months already, had to leave his job in California, and nothing got done about this. Think of all the others who will lose their jobs.”

The writing could not have been darker on the wall than it was on that day. But the Hill interns said I should email them with any updates (I did, with no response) and they would keep an eye on things and let the appropriate lawmakers know they met with me. My friend and I got phone calls with various staffers over the next year, with nothing other than repetitive references to the case of Laura Kipnis. “We sent a letter to Northwestern about Laura Kipnis’s case,” one told me. I responded, with growing unease, “great! She seems a great lady! But she was cleared of all charges and has a job. Do you think you might send a letter to my college?”

“We don’t want to make things worse,” they said.

“You need hearings!” I was screaming like a crazy person screaming, “soylent green is people!” My dean, who would be named the head of the Clinton Global Initiative on campus and got elected to be president of the National Council of Deans of Arts and Sciences (which is interesting since she is dean of neither arts nor sciences), methodically loaded up my personnel file with reprimand letters and procedural annoyances until at last I decided the only fate worse than losing tenure at Cal State Northridge would be having tenure at Cal State Northridge. But as I was on my way out, I had some consolation that finally Congress was going to hold hearings about academic freedom.

The “hearings”

Professor Robert George, distinguished with his grey locks and gleaming spectacles, appeared before Congress alongside a bunch of his students and a leftist who was told he could not hang up Bernie Sanders posters at Georgetown.

They spoke about the importance of free thought and exchange of ideas, etc., etc., etc., while I proceeded to pull out most of my hair screaming at the wall, “this is it? These are your hearings? These people aren’t about to be fired. When will we talk about defunding the colleges and subpoenaing all the creepy Medusa figures in the administration who keep landing millions of dollars in grants and harassing conservative Christians until they leave?”

Get ready for the death toll-but stop diddling

On many campuses that pushed out conservatives, the routine was frighteningly similar. Well aware of FIRE and other groups devoted to academic freedom, the administrators had learned, by a few years ago, that they could not attack conservatives by openly repudiating their conservatism. They either frame them for some unrelated procedural violation (falsifying files if they have to), or else drag them into a complicated investigation that they know will not survive an academic-freedom challenge, but will likely lead to the victim breaking a rule like confidentiality, notification, disclosure, or non-retaliation.

Because this was how the system worked and still works, countless people live now under investigation, facing certain ousters. They are hostages but we do not know where they are, since they are cowed by confidentiality rules, gag orders, and the observation that courts are siding with liberal oppressors.

Reality Check

If you want to save academic freedom, be aware of some hurtful truths.

First, conservatives dropped the ball. Nothing they’ve done worked and if they don’t try new approaches, this will become even worse.

Second, no painless strategy can fix this. You love homecoming, reunions, the football games, and the friends you made in college. You may have nostalgia for all you learned and the warm professors who guided you into adulthood. But those charms chain you to an oppressive system that threatens our democracy.

Universities are utterly hostile to your values and to God—even the vast majority of religious colleges. They got this bad because they rely on a steady stream of money that has never slowed or stopped, no matter how outraged the nation became. The only strategy that will work will be financial. The federal government must cease all public funding for colleges and universities, save for trade or vocational programs and seminaries (which are vocational). Our nation’s debt matches, roughly, the enormous amounts of cash that this corrupt system has funneled out of the functioning economy into their twisted Wonderland of emotional torture, sexual depravity, and fiscal recklessness.

People you love in the university system will experience pain if this system is to be fixed. Grants, backing of student loans, and tax exemptions on donations must all cease. Forget the conservative refrain of local and state control—the federal government got thoroughly entangled in all this and must take the lead. These are not non-profit charities so that loophole smacked of fraud from the beginning. In the case of most Catholic colleges, the non-profit status actually constituted charities fraud since the church has not yet reversed its stance on chastity yet these Catholic colleges not only fund homosexual social groups but even persecute people who defend Biblical sexuality on their own campuses.

Were such a strategy pursued, we would see massive job losses, the abolition of tenure, the closing of many struggling colleges, and cuts in pay. The wasteful and parasitic administrative class would have to go, causing painful unemployment to possibly millions of people who have made their living off the fat of this monstrous system. So many good people with good intentions would be hurt in the process. For that we must grieve.

But I left my job and quit tenure. It can be done. The universities and their workers brought this infernal crisis on themselves. They had adequate warnings and have no excuse for why they let the situation get this far.

Let go of “academic freedom”

Lastly, you must realize that this is not about academic freedom in the way we have discussed it thus far.

If you are truly conservative, your end goal is not a state of academic freedom, which would imply a situation in which all ideas are expressed and allowed on campus forums, and nobody is blocked from or suffers retaliation for their statements. Such a world would lack all discernment. It would be without virtue, without distinctions, constantly doubting its morals, and incapacitating the triumph of any position over others even in matters of grave importance. It would be demonic.

If you are conservative, and especially if you are Christian, what you seek is the Truth. The Truth is from God and exists as wisdom un-darkened by confusion and sinful thoughts. The Truth is not only what is, but what is right. With our imperfect minds, we cannot rush to decide what Truth is. We cannot censor competing views, except when we can show certainty. But academic freedom within such a system is a means to an end, a tool to build our monument to the Truth. In debates eventually we must acknowledge Truth where it lies, not remain uncommitted.

The left became horrendous because the left was wrong. Their prescriptions about improving race relations did not work because they were wrong. They were wrong about homosexuality and now we see the falsehoods of the LGBT movement growing more arrogant and multiplying as people who were celebrated for their errors now see further false affirmations as their entitlement, and Truth as an attack on their fragile sense of self.

The Truth is on our side. Now as we see all of higher education declare war on Truth, and on us because we championed it, we have nothing to lose. Do not hide behind caveats of academic freedom, as if all we want is to be given a chance to speak, a slush fund to bring Ann Coulter for a speech, a seat on a panel beside people peddling lies—that is not what we want. We want the left to stop lying. We want to proclaim the Truth so people see it, and stop listening to the left, and start listening to God. If this means that academia crashes and turns into ruins of a lost past, do not be mournful. Rejoice, for God has given us victory. Do not worry for tenure or being published somewhere prestigious or stuffing your resume with awards and grants. God gave you legs to walk and a tongue to shout His Word from the rooftops.

Academia is lost. We will never get our desks and library carrels back. Harvard will not ask us to speak what we know from behind a podium with a brilliant seal while the future leaders of America applause and smile. We have won our freedom. Enjoy it.

abuse, bias, bigotry, bullies, bureaucracy, censorship, corruption, culture, discrimination, education, ethics, government, ideology, intolerance, left wing, liberalism, oppression, political correctness, politics, progressive, public policy, reform, scandal, tragedy, victimization

Filed under: abuse, bias, bigotry, bullies, bureaucracy, censorship, corruption, culture, discrimination, education, ethics, government, ideology, intolerance, left wing, liberalism, oppression, political correctness, politics, progressive, public policy, reform, scandal, tragedy, victimization

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