Almost no one argues that all children need love and protection.  But this is not protecting precious kids in their formative years.   They are little sponges and can be shaped and led just about anyway a semi-smart adult wants to take them…….And how will this push for sex, sex, sex, (as BCTF puts it) play out in the minds and souls and bodies, and lives of vulnerable children.  Because to a little child, their teacher is next to God.

And I wonder if Justin Trudeau will foist this radical, altered sea-change view of things on to Muslim kids? Frankly I do not believe the Prime Minister has the courage to order the implementation of this gibberish on to the Muslim community.

Or for that matter, does the BC Government dare order the Dashmesh Punjabi school in Abbotsford to meekly accept this attack on man/woman/children/family norm, a norm that is so clear, obvious and natural?

We need to be clear about what is fact and fiction, but from first-hand stories coming out, transparency is not always the goal of radical social activists.  Slide massive change in on the sly for smoother sailing is in evidence when children are forbidden to share classroom activity with parents.

Democracy is a large number of people paying a small number of people to look after our common needs.  Education is a large number of parents paying a smaller number of people to HELP teach their children skills that will equip them to go out into the larger world and survive, maybe even thrive.

We have so lost sight of this simple formula.  Elected politicians, civil servants, educators,…..they are OUR employees.  They are not to be tyrants in ivory towers who decree what we must do, according to their flights of fancy.

Inform yourself about SOGI, Engage yourself in this business.   Take back your precious kids from a future full of SOGI revisionist nonsense about gender.

 

From the BCTF website:

Responding to resistance to teaching sexual health education in an LGBTQ-inclusive manner

Complaints or concerns that you might hear:

  1. Gay sex is unnatural.Response: In all populations and all cultures around the world there are people who are attracted to the same sex. Like left handedness, it is a natural variation of the human population. Over 1,500 species of animals have same-sex behaviours.

  2. Why are you teaching about gay sex in your classroom?Response: I am teaching about all aspects of sexual health in a developmentally appropriate manner. Excluding important sexual health information is irresponsible.

  3. What you’re teaching goes against my religion and family values.Response: As teachers, we do not condone children being removed from our classes when we teach about Aboriginal people, people of color, people with disabilities, or gays and lesbians.Response: You can teach your child your own values at home. Public schools teach everyone about respecting diversity and valuing everyone.

    Response: This is not about parent rights. Children have the right to an inclusive education free from discrimination.

    Response: The School Act requires education in British Columbia to be conducted on strictly secular and non-sectarian principles. The curriculum in BC stresses tolerance and inclusion, and places high importance on discussion and understanding of all family groups and relationships.

  4. It’s not your job as a school to teach my kids about sex.Response: As part of the mandated curriculum set out by the Ministry of Education, I am required to teach about sexual health to my students. The Health and Career Education IRP is available on the ministry website if you would like to have a look at the prescribed learning outcomes. You’ll also find the Alternative Delivery Policy outlined in the IRP document.

  5. Teaching gay sex will make my child want to try it.Response: There have been a number of studies done that show that there is no connection between an inclusive curriculum and changing someone’s sexuality.

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Response: There have been a number of studies done that indicate that many youth engage in sexual activities with others of the same sex, regardless of whether they define themselves as gay or straight.

  1. Are you gay? Why are you pushing your personal agenda?Response: My sexual orientation is irrelevant to the subject matter that we are discussing and your question is inappropriate.

    Your response could also follow this format:
    I don’t need to be a person of colour to …
    I teach antiracism work and I don’t need to be a person of colour to do so.
    I teach antisexism work and I don’t need to be a woman to do so.
    My agenda comes from the Ministry of Education which values and celebrates diversity. Our curriculum is inclusive of the diverse populations that we serve.

  2. Gay sex is just wrong.Response: In a public institution we, as teachers, do not discriminate against groups of people. Your language is discriminatory.

  3. Why aren’t my family’s traditional values being included?Response: In a public institution, we teach in a manner that doesn’t exclude groups of people, especially those protected under the British Columbia Human Rights Code.

Sexual education free from heterosexism

Heterosexism is a system of attitudes, biases, and discrimination that positions heterosexuality as normal and superior within society. It presumes that everyone is heterosexual and that a person born male or female should assume gender roles traditionally associated with their biological sex.

The effects of heterosexism in sexual education

excludes some students from the benefits of learning about safe sex practices to protect themselves from STIs. Sexual health education should give equal consideration to safe sex practices for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth. leads to isolation and can contribute to depression and lower self-esteem for students who are LGBTQ.

limits straight students’ understanding and appreciation of others.
Bullying often happens when an imbalance of power exists. Teaching about only heterosexual relationships and ignoring other relationships denotes straight people as “normal” and LGBTQ people as abnormal. This form of marginalization encourages systemic bullying of LGBTQ people.

Inclusive sexual education

is taught via a co-ed model (all students have access to the same information in a gender- neutral and supportive environment).
redefines sex as being about more than just reproduction.
considers that some students will identify as LGBTQ and lesson plans include information that will address their needs and affirm their identities.

doesn’t assume heterosexuality. For example, avoid conversations like, “Girls at your age may notice that they are beginning to have feeling for boys. This is a normal development.” Same sex attractions are also normal.
includes images of same sex couples and families in order to role model acceptance and diversity.

moves beyond tokenism—integrates information about LGBTQ people into curriculum in a significant way.

The following resource offers some interesting videos looking at the effects of “abstinence only” health classes which reinforce heterosexism. Rainbow Bear’s Wedding (www.amplifyyourvoice.org/videos) offers insight into how a youth participating in a heterosexist lesson about relationships may feel.

Sexual Health Resources for Schools Primary Grades

For Educators:

  1. The New Speaking of Sex: What your children need to know and when they need to know it.
    By Meg Hickling. ISBN-13: 978-1896836706
    Meg Hickling’s early work in sexual health education formed the basis of the learning outcomes that are in use in BC schools today. This very readable book offers excellent suggestions for answering questions from kids of all ages.
  2. The Transgender Child: A handbook for families and professionals. By Stephanie A. Brill.
    ISBN-13: 978-1573443180
    Through extensive research and interviews, as well as years of experience working in the field, the authors cover gender variance from birth through college, offering a deeper understanding of gender variant and transgender children and teens.
  3. From Diapers to Dating: A parent’s guide to raising sexually healthy children. By Debra W. Haffner. ISBN-13: 978-1557048103
    A helpful book with tips on how to find and use teachables and address matters around sexuality K-7.

For K-3 Students:

  1. Boys, Girls & Body Science: A first book about facts of life. By Meg Hickling.
    ISBN-13: 978-1550172362
    Meg Hickling, the grandmother of sexual health education and local illustrator Kim LaFave, have created an engaging and educational book for young children offering age specific information about safety, body science, and the science behind conception.
  2. What’s the big secret? : Talking about sex with girls and boys. By Laurie Krasny Brown. ISBN-13: 978-0316101837The writers of the ‘Arthur’ books take on bodies, reproduction, and birth, all in a frank and positive style.
  3. Who has what? : All about girls’ bodies and boys’ bodies. By Robie H. Harris.
    ISBN-13: 978-0763629311
    Robie Harris, a well-known children’s book author, uses simple answers to address young people’s questions about the body including the similarities and differences between boys and girls bodies.
  4. What makes a baby. By Cory Silverberg. ISBN-13: 978-1609804855
    A children’s picture book about where babies come from that is written and illustrated to include all kinds of kids, adults, and families.

2014 Sexual Health Resources for Schools

Social Responsibility & Diversity Team

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5. It’s NOT the Stork! A book about girls, boys, babies, bodies, families and friends. By Robie H. Harris. ISBN-13: 978-0763633318
This book helps answers questions that preschool, kindergarten, and early elementary school children ask about how they began using cartoon characters with up-to-date and age appropriate information.

6. Amazing You! Getting smart about your private parts. By Gail Saltz. ISBN-13: 978-0142410585
A picture book for preschool, kindergarten, and early elementary school children that presents clear and age-appropriate information about reproduction, birth, and bodies.

7. Where Willy Went… The big story of a little sperm! By Nicholas Allan. ISBN-13: 978-0099456483
A story about a sperm who is in a race to be the first to get to the egg, written in a hilarious and age appropriate manner.

A how-to guide for educators
Avoiding homophobia and transphobia in sexual health education

  1. When we teach sexual health, it is important to create a safe environment in our classrooms. Students should be encouraged to share their ideas and ask questions in a space that is free from ridicule and prejudice.Before starting conversations around sexual health, set parameters around how the class will carry on respectful conversations such as telling students that:“Having different views about sex is okay, but discriminatory language is not.”
    “You may have different religious and/or cultural backgrounds which inform your values around sex, but homophobic and transphobic language will not be tolerated.”
  2. When teaching sexual health education, don’t assume that everyone is going to be straight even if there are no “out” students within your class.Regularly include videos and images in your lessons that depict same-sex couples and transgender people.
    When teaching methods for having safe sex, include information about oral and anal safe- sex practices. Don’t assume that anal sex only applies to members of the LGBTQ community, or that all members of the LGBTQ community engage in one particular sexual activity like anal sex. There is great diversity of sexual practices amongst all people, regardless of self-identification.Dispel the stereotype that AIDS is only a concern for gay people. Teach students that certain sexual activity comes with increased risk regardless of personal self- identification.
    Don’t separate genders for specific information; it can make LGBTQ people feel uncomfortable because of the assumptions being made. All students will benefit from information about each other.Make sure you bring up the term LGBTQ and inform students what this acronym stands for.

    (L=lesbian, G=gay, B=bisexual, T=transgender or two-spirited, Q=queer or questioning)

  3. Don’t limit discussions of sex to being just for reproduction. Most sexual activity occurs for reasons beyond wanting to reproduce. If sex education is exclusively framed as just for reproduction or in medicalized terms, then non-reproductive sex will become equated by some as unnatural.
  4. Continue to educate yourself. Information about sexual health and sexual health education continues to evolve, though resources can often be limited depending upon your community. There are community groups, health professionals, and resources that are accessible. Some of them are listed online at bctf.ca/SocialJustice.aspx?id=21406.