Teaching transgender doctrine in schools is set to reach new heights in the New Year with the publication of a guidebook which advises teachers not to call girls and boys “girls and boys.” Children are also to be indoctrinated into Gender Identity and Queer theory via a whole new lexicon of made-up words to stop them thinking in terms of two sexes, but coach them into the belief that nothing is real except personal “identity.”

The guidebook, distributed by a government-funded organisation called ‘Educate and Celebrate’ and endorsed by Ofsted, is entitled Can I Tell You About Gender Diversity? but of course it teaches the opposite of diversity. In the words of the publishers, this is the first book “to explain medical transitioning for children aged seven and above.” The story of a fictional 12 year-old girl ‘transitioning’ into a “boy” (although without the language of “girl” and “boy” we can’t really name this) suggests that diversity is not to be celebrated but medicalised by changing sex and thus replacing non-conformity to one stereotype with conformity to the opposite sex stereotype. The possibility of diversity without medication is not entertained. This is very subtle brainwashing of children that non-conformity to sex stereotypes is a problem which needs fixing, under the guise of accepting and celebrating difference.

And although biological sex is seemingly irrelevant to whether you are a girl or a boy, it is your biological sex characteristics which must be prevented from developing and then cosmetically changed into the opposite sex characteristics through synthetic cross-sex hormones for life and possible surgery (almost inevitable for girls), with infertility as collateral damage. Through its financial backing the government is helping to promote unnecessary, harmful, non-evidence-based medical intervention on the healthy bodies of children in service of an ideology which demands nothing less than we all believe that words no longer mean anything.

The obfuscating language used in the excerpt above is typical of every transgender activist organisation: first establish the term “gender” to obscure the reality that girls and boys are actually two sexes, female and male, not two genders. Next, use the ploy of meshing “trans” and “gender-variant” kids into one group as if it’s all the same thing. All trans activist organisations do this: asserting that it’s the “trans and gender-variant kids” or “trans and gender non-conforming kids” they seek to “protect.” Using the word “gender” hides the fact that you are promoting sex-change to kids and by conflating “gender” with “sex” you are calculatedly redefining the non-conforming kids as literally somewhere between biologically male and biologically female, or no sex at all. In one go, you wipe out biological sex as the reality at the same time as welding the concept of non-conformity to the sexed body in children’s minds.

Can there be any way of interpreting this other than as a cynical ploy to get the “gender-variant” kids to start wondering whether they are really transgender and in need of “gender reassignment”?

Children can have no idea that in using the newly-introduced words in the guidebook they are expressing allegiance to the new political ideology of identity, nor any knowledge that language-policing is a form of thought-control. No child realises that by accepting the term “cisgender” they are implicitly changing the fundamental meaning of the words “boy” and “girl” and girls in particular can have no idea they are being coerced into willingly identifying as the subjugated gender and losing the right to define themselves as the female sex. The new words represent beliefs which children should not be manipulated into subscribing to before they know what they are really saying.

The founder of the organisation Educate and Celebrate (which according to the Daily Mail goes into ‘hundreds of schools’) is Elly Barnes, who has been awarded an OBE for her contribution to ‘education, equality and diversity.’ She explains: ‘Not everyone identifies as male or female – that is fact.’ In the booklet a “transman” is described as someone who was born female but “identifies” as male. What is ‘fact’ is that ‘male’ and ‘female’ are not ‘identities’ but biological realities and it is impossible to change from one to the other; sex is impervious to the efforts of ‘identity.’

In the same week, we hear that the number of children and adolescents contacting Childline with “gender identity” confusion has more than doubled this year, from 1,299 in 2014 -15 to 2,796 during 2015-16, mostly from children aged 12 – 15. And once again, the experts have no idea why this might be. Emily Cherry, head of children and young people participation at the NSPCC says:

“I don’t think we can be clear in why there is a big increase in the number of calls. I think we’re slowly trying to talk more openly about trans issues.”

Children are being taught in schools that it’s their “gender identity” and not their biology which makes them male or female. By teaching them that this “gender identity” is their “authentic self,” disassociated from the body, we are actively training children into a state of “gender dysphoria” as the normal. What do we really expect to happen? If a girl has interests that society is already telling her are “for boys” and she learns that how she feels is the critera by which she should judge whether she’s a boy or a girl, what conclusion is she supposed to reach, other than “maybe I’m really a boy”?

No generation of children before this one has been taught an ideology in place of facts in an area so fundamental to how they understand themselves. We can expect to see the number of frightened and confused children who contact Childline continuing to increase; we are creating them. And once they do seek help, Childline will just give them more of the same ideology.

If you doubt how much the transgender doctrine has infiltrated the UK education system already, the following account makes it abundantly clear. This guest post was written by a supply teacher who contacted us recently and has asked to remain anonymous for fear of losing her job. We are very grateful to her for recording her experience and allowing us to publish it here:

All in a days teaching

As a supply teacher, I get to teach in many different secondary schools when a teacher is off sick or on maternity leave. The main subjects I teach are Religious Education, now often called PHSE, Citizenship or ethics. As a qualified RE teacher I am usually left to prepare my own lessons for students.

This year I taught in several schools that asked me to include lessons on Transgender as part of the syllabus. I am used to schools asking me to include special lessons on, for example, smoking, drugs, financial management, career options etc. Sometimes material is provided but usually I am asked to make my own lesson resources. The last school I taught in I was given 3 lessons on Transgender issues to include as part of the syllabus. The content of these lessons made me feel very uneasy.

The three lessons I was asked to deliver were like something from the 50’s in terms of gender stereotypes. Slick animations showed diagrams of boys with mainly blue brains and girls with mainly pink brains. Amongst these pink and blue-brained figures were a minority of boys with pink brains and girls with blue brains. A video interview with a doctor explained that sometimes biology gets it wrong and a boy or a girl will be born with the “wrong” brain in the “wrong” body. But, now it is all ok because medical science can “fix” this and put the right brain in the right body. Interviews with happy trans kids who had taken drugs to stop puberty and were awaiting “gender reassignment” surgery made the whole thing look perfectly ordinary.

The lesson continued with explanatory diagrams and explanations about how easy it is to change sex now. Any child who thinks their problems are a result of their being in the “wrong” body is encouraged to explore gender reassignment as a possible solution. There was no mention of any side effects or of the long-term consequences of taking such an important step.

Normally at the end of a controversial lesson, students are keen to debate the issues. RE lessons are often lively as the syllabus includes lessons on capital punishment, alcohol, war, abortion, drugs, racism etc. Both sides are always presented. What was different about this lesson was that no opposing views were included in the material provided. There was no chance to debate the issues in any meaningful way. Unproven theories such as males having blue brains and females having pink brains were presented as scientific fact. Consequently, there were no questions at the end of the lesson, just a stunned silence. I wanted to encourage the students to think critically about the issues but the time and material given made no allowance for that. I was also very aware that any attempt to challenge the carefully prepared message could lead to my dismissal.

I spoke to several other teachers who explained that they had had a training day earlier in the year when a transgender person had come into the school and told them how they should behave with young people questioning their gender and what the main issues were. There was no debate about whether this should or should not be included in the syllabus, it was simply “this is what will be taught from now on”. Several teachers told me they did not feel comfortable about teaching these lessons to year 7 pupils (aged about 11) but they did not feel they could speak out for fear of being labelled transphobic or worse, losing their jobs.

These lessons are now part of the syllabus in most secondary schools I have taught in. I wonder if parents are aware of this. I wonder if this is perhaps the reason there are now so many more young people presenting for gender reassignment. The year 7 pupils I taught these lessons to had probably never thought of it before, but they certainly will now. I wonder how many young people going through the normal angst and worry of adolescence have been encouraged by well meaning adults into believing the root of perfectly ordinary problems lie in their being born into the “wrong” body.

The whole thing felt like a well-funded dangerous social and medical experiment. We do not know the long-term consequences of such medical treatments yet young people are being encouraged to see it as perfectly normal to change sex. I wonder if this will be the next child abuse scandal in 20 years time as these children realise they are unable to reverse an ill-informed decision made before puberty. As a teacher of 10 years I know how squeezed in-school teacher CPD training is. The one or two days teachers get a year are usually about curriculum changes or important whole school initiatives. Yet schools are giving precious days of training to this bizarre educational experiment.

If you would like to protest the introduction of the new guidebook into schools you can sign this petition.

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