RUTHFULLY YOURS

https://www.americanthinker.com/blog/2022/12/video_watch_a_trans_demiboy_nonbinary_explain_her_pronoun_lesson_for_5th_graders.html

You know a video is alarming when you receive texts and emails from several people, all pointing to it as the perfect example of what leftists are doing to America’s school children. In this case, a self-identified “trans demi-boy non-binary” speaks matter-of-factly about how she uses classroom time when she has complete control over the children to teach them about imaginary “gender identities” and pronouns. Parents need to get outraged, and there’s at least one group that exists to help parents channel that outrage into successful political action.

At Saturn Street Elementary School, which is part of the Los Angeles Unified School District, one of the fifth-grade teachers is a woman named Skye Tooley. Her home page at the school’s website has a small picture of a young, green-haired person wearing a t-shirt saying “trans resistance.” That’s the first hint to parents that their child is going to be indoctrinated, rather than educated. Tooley also signs her introductory statement as “Mx. Tooley” (which I always read as meaning “mixed up”) and adds “Pronouns: they/them.”

https://www.americanthinker.com/articles/2022/12/sacrificing_academic_excellence_on_the_altar_of_equity.html

One of the four dissenting judges in the 2003 Grutter v. Bollinger case, which resulted in the allowance of race quotas in student admissions, was Justice Clarence Thomas, a descendant of slaves and himself a beneficiary of affirmative action. Outraged by the patronizing attitude of teachers and classmates, and driven by the values of hard work, merit, and pride instilled in him by his grandfather, he had come to believe, over the course of his inspiring life, that quotas are demeaning.

“The Constitution abhors classifications based on race,” he wrote in his dissenting opinion, “not only because these classifications can harm favored races, or are based in illegitimate motives, but also because every time the government places citizens on racial registers and makes race relevant to the provisions of burdens or benefits, it demeans us all.”

Against such eminent good sense, a deranged ‘woke’ agenda of diversity, inclusion, and equity (DIE) is sweeping the country. This obsession with victimhood, with its unending demand for compensatory benefits, erodes self-respect and self-reliance, and perpetuates a culture of expecting and making do with government handouts and hand-me-downs. It is the antithesis of the pursuit of excellence.

DIE policies are also threatening to destroy America — traditionally a powerhouse of innovation — by destroying top public schools that nurture the talent, merit, and persistence of the gifted and inspire creativity and imagination. The race-blind admission requirements of these schools — standardized entrance exams, high GPAs, and a record of rigorous coursework — are under attack from the false narrative that they are designed to exclude racial minorities and that merit per se is racist.

https://www.frontpagemag.com/institutions-of-lower-learning/

As if you needed any further evidence that even our most prestigious institutions of higher learning have degenerated into woke indoctrination mills aimed at deconstructing the moral, intellectual, and cultural underpinnings of our civilization, a new course catalog for Princeton University reveals that the Ivy League school will begin offering its students courses on BDSM and fetishism next year.

As colleges and universities all over the Western world hasten to “decolonize” their curricula in order to erase the magnificent legacy of no-longer-relevant Dead White Males™ such as Will Shakespeare and Isaac Newton, they offer, as alternatives, courses like Princeton’s “Black + Queer in Leather: Black Leather/BDSM Material Culture” and “Anthropology of Religion: Fetishism and Decolonization,” both of which students (or their parents) paying $57,000 in tuition can look forward to in 2023.

“Black Queer BDSM material culture resists contextualization in relationship to biographical narratives because of the underground elements of the community,” reads the jargon-bloated course description. What will students be doing in the course? Why, they will “consider the fragility of archival engagement with these communities by surveying existing BDSM archives in research libraries, community groups, and individuals and their personal ephemera,” of course.