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All of Us – Analysis

All of Us – Analysis

 Queer-theory_Lesson 1 Sexual Identity

You’re Teaching Our Children What? – 12 June 2016

There are 8 lessons in the teaching resource, “All of Us” which includes;

  • 7 videos of LGBTI young people
  • Slogans which are called the building blocks of identity, declared as unquestioned truths and repeated in different ways throughout the 8 lesson
  • Lesson activities which create empathy and engage students with the aim to normalise homosexuality, and finally
  • A program of activism that cements students to the new sexuality and gender ideology by making them active in supporting homosexuality.
The aim of these videos would be to create a culture of support and approval of homosexuality, normalise it and celebrate it.

The Videos create empathy for same sex attracted students and repeats the idea of being supportive to gay, lesbian, bi-sexual, transgender and intersex young people, affirming their attraction, lifestyle and decisions.

Slogans called the “building blocks of identity” indoctrinate students in gender theory. Below are some of the ideas repeated and declared as facts.

This is changing young people’s ideas about sexuality and encouraging them to be open to being attracted to both sexes.

Sexual Identity – “There are lots of different components that make up your sexuality. You can be attracted to a whole spectrum of masculinity, femininity, both or even none. Your feelings, behaviours and identity aren’t always the same.”

Again this is normalising homosexuality.

 Don’t Assume – Don’t make assumption that people are straight. Instead use phrases like “do you have a boyfriend or girlfriend?”

These are dogmatic statements and the tone conveyed is one of unquestioned truth. Who says and on what authority do they declare that “gender exists outside the binary”? This is not science this is a radical belief. The statements on gender do not consider genetic influence in regard to gender expression. The genetic/environment debate has been ongoing for years but most people agree today that for most issues in education and psychology it is a combination of both.

Gender theory  “Many students may believe that gender can only be either male or female and that they have specifically related behaviours and characteristics. Gender exists outside this binary and societal expectations of gender are shaped by the world in which we live.

They are told that sex is about the body that you are born with (male, female, intersex) and gender is about how you feel on the inside and that it is OK when your gender does not align with your sex. This is new and radical, never before has it been asserted that your sexual identity does not have to align with your biological sex and that gender is all about how you feel and not about what is real. A transgender person would need to consider at what personal expense it is worth ignoring biological realities.

Children are taught gender theory as if it is fact – this is contested, many parents don’t agree. It should be communicated to the students that there are different views regarding gender ideology and that gender ideology is controversial.

Everyone has their own gender identity in relation to masculinity and femininity. Some identify with both and some don’t identify with either; it’s up to the individual to describe what gender identity fits them best. There are a whole range of different words people use to describe their gender identity.

Children are made familiar with new pronouns like ‘ze’, ‘they’, ‘ey’ and warned that transgender children are offended when they are addressed with the wrong pronoun. By creating a new language this reinforces and normalises transgender behaviour.

Hetero-normative – a belief that makes people who are same sex attracted or bi-sexual or transgender feel that they are not normal, in other words the belief that heterosexual is normal.

The consequence of this kind of reasoning is to position heterosexual or hetero-normal as wrong and discriminatory. Young children will grow up feeling that somehow it is wrong to feel that boy – girl attraction is natural and normal. It is reverse discrimination.

Lesson Activities engage students and normalise homosexuality and transgender behaviour.

Lesson 1 – In the first lesson it is indicated that one of the aims of this resources is to “recognises and celebrates the diversity of each person’s unique sexuality, gender identity or intersex status.”

This aim is concerning because usually we do not celebrate sexuality in schools. We address the topic though health classes, we provide information on sexual health. Heterosexuality is not celebrated so why are we celebrating homosexuality and transgender identity?

Those students who answer no to every question indicating that they would not feel comfortable being open about a same sex relationship will be left standing in the classroom and the inference from this lesson is that if you answer no to these questions then you and your family and your friends are homophobic. It is reverse discrimination as it undermines and accuses those who hold traditional views about gender and sexuality.

Lesson 2 – Jamie’s Video: Same sex attracted experiences – Half the class of Year 7 and 8 students are asked to imagine themselves as a 16 year old who Is attracted to someone of the same sex and to answer yes or no to a series of questions that asks if they would feel comfortable in introducing their partner to friends and family, giving their partner a kiss or a hug in public; taking their partner to a school formal, posting their relationship on Facebook.

Those students who answer no to every question indicating that they would not feel comfortable being open about a same sex relationship will be left standing in the classroom and the inference from this lesson is that if you answer no to these questions then you and your family and your friends are homophobic. It is reverse discrimination as it undermines and accuses those who hold traditional views about gender and sexuality.

Lesson 3 – Vivian’s Story: Bi-sexual experiences – students are asked to carry on a conversation while trying to hide their teeth. The aim of this lesson is to show how difficult it is for gay and lesbian people to hide a part of themselves. Immediately students are then informed about research that says that young people know that they are same sex attracted by 13 but ‘come out’ at 16 years of age and imagine how difficult it would be to hide your sexual orientation for 3 years. Teachers are instructed how to respond to possible suggestions by students that the reason for hiding their identity maybe because they are not sure yet.

This response by students would be reasonable and shows how dangerous and difficult it is to make the assumption that young people are hiding their same sex attraction, rather than being confused about their attractions. Other research indicates that most young people who identify as homosexual as a teenager do not identify as such by the time they reach adulthood. The danger here is that such programs as the Safe Schools Coalition exploits young people’s emotional vulnerability and confusion regarding relationships and forces them to commit to ‘ coming out’  too early. If left alone they will most likely resolve their confusion in a different direction.

Lesson 4 – Nevo’s Video: Transgender experiences – students are asked to define what it means to be male and female. Because it is expected that they will include genitals in their definition they are then asked to imagine what it would be like to lose their genitals.

The reason for this is to downplay gender differences – however this exercise apart from being confronting and uncomfortable for Year 7 and 8 is creating gender definitions which are not based on biological realities or truths. They are divorcing gender from biology, they are defining gender solely on the basis of social influences. This is a faulty premise as reputable science would assert that both biology and social influences play a role in gender expression.

Then they are asked to write a list of characteristics and behaviours under the headings male and female for aliens. The aim is to show that the behaviours and characteristics of many people do not conform to the stereotype.

This is a superficial point – no one is disputing that a boy can enjoy ‘girl’ activities and vice-a versa. Overcoming those stereotypes which has been accepted for years does not then have to mean redefining male and female and divorcing gender from biological reality. This kind of thinking can be confusing to young people because if a girl likes traditionally male activities does she now question if she is a boy or a girl?

Medically this is a contested area – Nevo’s relief maybe short-lived because according to experts in Amercia – re-assignment surgery does not lead to better mental health outcomes. There is a higher chance for depression and suicide with sex re-assignment surgery. How dangerous for a school to affirm the gender dysphoria of a young child and encourage him/her down the path of medical intervention. This child is likely to outgrow his/her gender confusion by the time they reach puberty. How dangerous to intervene medically before puberty and how wrong that these children and their parents are not presented with alternatives to gender affirmation and medical intervention.

In Lesson 4 Nevo is undergoing a transition medically and socially to affirm what he feels inside.

After watching the video on Nevo teachers are prepared for some common questions and how to answer them for example Nevo talks about wanting children, how can he have them? The answer given is “There are lots of different ways of having a child which Nevo could choose from depending on his body, his partner’s body, and what he wants. These include things like IVF, fostering and adoption.

Apart from being beyond  Year 7 – 8 knowledge of biology it focuses on the needs of adults over children and ignores a child’s right and need to grow up with both a mother and a father. The way this statement is presented is that it is perfectly reasonable to “manufacture” a child for the needs of transgender adults and it is of no consequence that this child has not been allowed to grow up with a biological mother or a father. If every child was given a choice wouldn’t they prefer to grow up with a father and mother. It is true that many children do not get this choice because of conflict and divorce. But this is an unfortunate outcome to an unhappy marriage not a deliberate construction of a family unit that does not allow that child to grow up with a mother or father.

Lesson 5 – Phoebe’s Video: Intersex Experiences – the issues that intersex people face are based on real biological issues whereas the homosexual, bi-sexual and transgender assertions are contested. There is no “gay gene” to justify the accusation of discrimination. However intersex people are born with sex gene anomalies and their dilemmas need to be acknowledged. They usually do not want to be genderless and they usually make decisions to increase the potential for one or the other sex.

Student Activism commits students to gender ideology

Lesson 6 Jordan’s Video –  begins with the statistics “Around 1 in 10 people are same sex attracted, up to 1 in 25 people are transgender and around 1 in 60 people are born with intersex bodies.

They begin this lesson with these inflated statistics to give the impression that homosexuality is common and normal – this is misleading. The more reliable statistic is 1.3 % of people are homosexual which is what the last Australian Census indicated.

There is then a discussion about hetero-normativity – which is described as a belief that makes people who are same sex attracted or bi-sexual or transgender feel that they are not normal.

This labelling of hetero-normativity leads to reverse discrimination in the sense that children will grow up feeling confused and guilty if they sense that male – female attraction is normal and natural.

Students are asked to explain in their own words and give every day examples of how this world view is reinforced, for example when a baby is born the parents are asked whether it is a boy or a girl, always asking boys if they have a girlfriend, rather than asking, do you have a girlfriend or a boyfriend?”

This in effect is silencing any opposition and disagreement. Not everyone in life will agree with your decisions and you need to respect their views as much as you hope that they will respect yours?

Students are reminded that research has shown that in order for LGBTIQ students to feel good about themselves it is incredibly important that they receive positive reactions when coming out. The lesson ends with students being asked to sign a pledge as an ally.

This labelling of hetero-normativity leads to reverse discrimination in the sense that children will grow up feeling confused and guilty if they sense that male – female attraction is normal and natural.

Lesson 7 Margot’s Video: ALLY SPECIAL MISSION –  Students are taught to use new pronouns for transgender people. “how do transgender people feel when you use the correct pronoun?”

Children should not be forced to sign anything or be put in a position that they feel embarrassed not to. This is LGBT activism.

Students are set homework to choose 2 things from their pledge that they will  carry out for the week and will report back the following week.

Lesson 8 Michael’s Video – This activism is continued with Lesson 8 where students are encouraged to develop school strategies to combat homophobia. The teacher is advised to nominate a time frame, to have students report back, to check on progress. Some of the strategies recommended are;

  • Facebook/twitter pledge
  • Sign up to join SSCA
  • Start up a student group that will meet weekly to carry out strategies
Are there any other groups in schools that celebrate sexuality? Why do we need to combat homophobia by celebrating homosexuality? All we need are policies and actions to address all kinds of bullying. There are already excellent anti-bullying programs in our schools that deal with homophobia and all other kinds of bullying.
  •  Support IDAHOT day by dressing up in purple or rainbow colours “Make it your mission to ensure that staff and students understand guidelines and expectations about behaviour towards LGBTI people” Announcements at assembly
There have been many instances of reverse bullying with Wear it Purple Days where students who do not wear purple are harassed, intimidated and bullied into showing support.
  • Make sure that the PDHPE lessons are “inclusive and relevant to all students, including LGBTI students”
Which means teachers will be forced to teach gender theory – what about students with religious/traditional values? Won’t they be excluded when gender and sexuality ideas are being promoted and homosexuality celebrated – how do you include them as well – it is a controversial issue and should be treated as such with care not favouring either side.
  •  Posters/stickers/rainbow crossing in front of the school
  • Gender neutral toilets
  • Guidelines for formals that will include same sex partners
  • School website banners/Entrance hall messages
  • Library books with LGBTI messages and characters
  • New ways of dividing up the class – alphabetically or numerically ½, instead of boys/girls
All of these activities create a whole school approach that bombards students with LGBTIQ issues. There is no room for freedom of speech, ideas or thought and students are forced to agree or be victimised.

Safe-Schools-Posters

Source: http://youreteachingourchildrenwhat.org/2016/06/all-of-us-analysis/

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