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RADICAL GENDER IDEOLOGY BEING PUSHED INTO SCHOOL DISTRICTS — LATEST VICTIM: TEXAS

Aug 19, 2017 by

“Radical Gender Ideology Being Pushed Into School Districts – Latest Victim: Texas”

By Donna Garner

8.19.17

 

 

ALERT TO TEXANS AND TO ALL PARENTS EVERYWHERE:

 

The Minnesota Department of Education is pushing a perverse transgender school toolkit into its public schools. Welcoming Schools and the Human Rights Campaign (largest LGBTQ organization in the U. S.) are behind this effort. The transgender toolkit is also found in Austin ISD where Welcoming Schools has been used stealthily to train teachers for the last three years.  When Dr. Whitney Morgan, pediatrician, discovered its use, she took action; and the story of what she encountered has been told by Bonnie Pritchett in the Sept. 2, 2017 issue of World Magazine ((https://world.wng.org/2017/08/anti_bullying_bait_and_switch).

 

Undoubtedly, Austin ISD and many other public schools throughout this country have been stealthily implementing Welcoming Schools into their curriculum.  This is why it was so important for the Texas Legislature to pass the Student Privacy Laws — to try to counter some of the harmful consequences of the LGBTQ agenda.  Reps. Straus/Cook kept the Texas Legislature from ever bringing the legislation to the House floor, and now it will be up to local parents in their own school districts to try to stop the LGBTQ lies from sweeping into their children’s schools. – Donna Garner

 

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8.19.17 — Breitbart     

 

“Transgender School Toolkit Forces Students and Parents To Accept Radical Gender Ideology”

By Dr. Susan Berry

 

http://www.breitbart.com/big-government/2017/08/19/transgender-school-toolkit-forces-students-parents-accept-radical-gender-ideology/

 

Excerpts from this article:

A new document released by the Minnesota Department of Education is forcing gender ideology onto K-12 students and their parents by elevating the claim that biological sex is subordinate to self-declared “gender.”

Minnesota’s new “Toolkit for Ensuring Safe and Supportive Schools for Transgender and Gender Nonconforming Students” upends the common civic understanding, based upon biological science, that there are only two sexes – male and female – and creates an entirely different structure for school relationships that caters to a very small number of troubled gender dysphoric children as it dismisses the needs of the majority of children who accept their biological sex.

 

More than 200 parents and LGBT activists watched the state education advisory council vote to approve the toolkit, reports the Star Tribune, which described the document as a “nonbinding guide with information about providing welcoming environments for all students and guidelines for school officials to support transgender and gender-nonconforming students.”

 

The toolkit demonstrates the state education department’s total acceptance of the claim by radical LGBT activists:

Families of transgender and gender nonconforming students play a critical role in their child’s well-being and success at school. A family’s acceptance and support of their child’s gender identity is strongly associated with positive mental health and academic achievement.

The Minnesota Education Department, in fact, is on board with gender transition:

To ensure a safe and supportive transition at school, school leaders and staff should meet with the student and parents to actively discuss transition. The Gender Spectrum’s Student Gender Transition Plan may be a helpful resource for school staff when planning with the student and family. Schools should appreciate that it is helpful to the student to have support before, during and after transition.

Writing at the National Pulse, Andrea Moury observes that the toolkit goes overboard in catering to the needs of a few gender-confused students while dismissing those of the vast majority of children who are comfortable with who they are:

 

While its stated goal is to provide a welcoming place to all students, the document in fact caters to a small minority of transgender students while suggesting policies which alienate others. It tells school officials that they have the duty of ensuring transgender students can access private spaces “consistent with their gender identity.” If that makes other children feel uncomfortable or unsafe, these other students should be segregated into a private space — as long as that will not result in stigmatizing the transgender student.

 

According to the toolkit:

Schools should work with transgender and gender nonconforming students to ensure that they are able to access needed facilities in a manner that is safe, consistent with their gender identity and does not stigmatize them. Privacy objections raised by a student in interacting with a transgender or gender nonconforming student may be addressed by segregating the student raising the objection provided that the action of the school officials does not result in stigmatizing the transgender and gender nonconforming student.

American Principles Project senior fellows Emmett McGroarty and Jane Robbins write at Townhall that the Minnesota toolkit is an example of “totalitarianism”:

 

Overall, the toolkit is most noteworthy for its utter lack of concern, bordering on disdain, for non-transgendered students. These students are treated as mere obstacles to full self-actualization of their confused classmates, possessed of prejudices that should generally not be catered to.

McGroarty and Robbins point out as well that Minnesota’s education department also relies upon the pro-transgender Obama-era Title IX interpretation, which includes “gender identity” in the definition of “sex.”

 

“But it fails to mention that the current U.S. Department of Education has withdrawn the Obama administration’s “guidance” that expanded the statute beyond its boundaries,” the authors state. “Although a few activist courts have stretched Title IX to accommodate the leftist claims, it is entirely dishonest to cite withdrawn guidance as reflecting the requirements of federal law.”

 

The toolkit even encourages “transitioning” students to change their identities on official school records – or as McGroarty and Robbins assert, “falsify education records” – without any documentation:

Schools should not assume a student’s name, gender identity or pronoun. School officials should ask the student and use the requested name and pronouns. Students need not provide schools with legal documents to correct their first name or gender within their student records.

The state education department goes as far as to warn school personnel they could be in violation of federal law if they even casually use a transgender student’s “incorrect” pronoun or name.

“Casual use of a student’s incorrect pronoun or incorrect name may violate FERPA [Family Educational Rights and Privacy Act],” the document asserts.

When it comes to athletic activities, the Minnesota Education Department states:

Schools should not exclude any student from participation in a school-affiliated activity based on a student’s gender identity or transgender status. Schools should not treat students differently on the basis of sex, including gender identity, in any school activities or the application of any school rule. Schools must provide the same opportunities to transgender and gender nonconforming students that they provide to all students. Transgender or gender nonconforming students should be able to participate in activities in a manner that is consistent with their gender identity.

For school or athletic field trips, it is clear in the Minnesota toolkit that the privacy of the majority of students who are comfortable with their biological sex is not the priority:

If students are to be separated based on gender when travelling for athletic, educational or cultural activities, school officials should allow a transgender or gender nonconforming student the opportunity to room with peers who match the student’s gender identity unless the transgender or gender nonconforming student requests otherwise. At times, any student may have specific needs for privacy and the school should make arrangements based on that student’s needs.

McGroarty and Robbins say the radical agenda of the Minnesota Education Department is “bullying” students and parents.

“Parents and children will be bullied into relinquishing their basic human rights to accommodate a tiny minority of troubled students – and dissent will not be tolerated,” the authors conclude. “Or, as an alternative, Minnesota parents could inform [the state education department] that their children won’t be subjected to this petty tyranny. Radical bureaucrats intent on making public schools uninhabitable for the vast majority of citizens must be reminded who’s in charge.”

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