RUTHFULLY YOURS

https://www.city-journal.org/san-diego-schools-gender-extremism

San Diego Unified is the latest school district to adopt the principles of academic queer theory and translate them into K-12 pedagogy, with the ultimate goal of dismantling “heteronormativity” and promoting a constellation of new sexual identities, such as “genderqueer,” “non-binary,” “pansexual,” and “two-spirit.”

I have obtained a range of publicly accessible documents from San Diego Unified that reveal the district’s new ideology. The materials follow the basic premise of queer theory: white Europeans created a false “gender binary” and used the categories of “male” and “female” to dominate racial and sexual minorities. A San Diego Unified training for facilitators of LGBTQ student groups argues that this system of “heteronormativity” forces students to conform to these norms: they are “assigned” a sex at birth, pressed into the identities of “man” and “woman,” and expected to have heterosexual relationships culminating in “marriage (and kids).” This “gender binary,” however, is arbitrary, socially constructed, and harmful. It is, in the words of the presentation, a “limited system [that] excludes and oppresses trans, nonbinary, intersex, and gender-nonconforming people.”

According to the district, the gender binary has created an unjust society that distributes “heterosexual and cisgender privilege,” the sexual analog to the concept of “white privilege.” In the presentation, administrators explain that “a heterosexual/cisgender person automatically receives” this privilege, which “benefits members of dominant groups at the expense of members of target groups” and “results in institutional power” for straight men and women. Furthermore, the district claims, this sexual privilege is connected to a broader range of privileges and oppressions via the theory of intersectionality. “Racism, classism, heterosexism, etc. do not exist independently,” the presentation reads. “Multiple forms of discrimination interrelate creating a system of oppression.”

https://thefederalist.com/2022/08/01/public-schools-are-cesspools-of-wokeness-and-theres-no-bringing-them-back/

Kendall Qualls is a Republican candidate for Governor of Minnesota. Prior to his candidacy, he was president of TakeCharge, which is an organization committed to supporting the notion that the promise of America works for everyone regardless of race or station in life. He is a former Army officer and healthcare executive.

The DNA within the school systems has been radically altered along with administrators, teachers, and many students.

Teachers’ unions are pushing a radical Marxist-inspired agenda that is destroying public education in America.

Over the past several years, the left has aggressively infected the minds of the youngest children with the tenets of critical race theory (CRT) and gender ideology, while academic excellence has been shoved to the back of the bus. As a result, public schools are hemorrhaging students.

In my home state of Minnesota, 2022 “marks the second consecutive year the state’s public school system has lost thousands of students,” the Center of the American Experiment, a Minnesota think tank, reported in February. Why should parents in Minnesota or any other state keep their children in public schools?

In 2021, the Minnesota Department of Education’s statewide test results showed another drop in the number of students meeting or exceeding grade-level criteria. Overall, reading scores fell 7 percent, math scores dropped 11 percent, and science scores shrank 8 percent.

In another example, New York City public schools — which compose the nation’s largest school district — have already lost about 50,000 students over the past two years and are expected to lose nearly 30,000 more by the time school begins this fall.

https://www.city-journal.org/in-portland-the-sexual-revolution-starts-in-kindergarten

The city’s public schools teach K-5 students to subvert the sexuality of “white colonizers” and begin exploring “the infinite gender spectrum.”

Portland Public Schools has launched a war against the “gender binary” and adopted a radical new curriculum teaching students to subvert the sexuality of “white colonizers” and begin exploring “the infinite gender spectrum.”

I have obtained a cache of documents from a source inside Portland Public Schools that exposes the nature of this curriculum. The lessons seek to turn the principles of academic queer theory into an identity-formation program for elementary school students. The premise is simple: privileged white heterosexuals have created an oppressive gender system in order to dominate racial and sexual minorities. As the curriculum explains, “gender is colonized,” and Western societies have used language to erase alternative sexualities.

“When white European people colonized different places, they brought their own ideas about gender and sexuality,” the curriculum reads. “When the United States was colonized by white settlers, their views around gender were forced upon the people already living here. Hundreds of years later, how we think and talk about gender are still impacted by this shift.” (When reached for comment, Portland Public Schools wrote: “We make certain that our curriculum is LGBTQ+ inclusive for students who identify as transgender, gender non-conforming, gender-queer, and queer to create a safe and inclusive environment for all of our students.”).

https://www.frontpagemag.com/fpm/2022/07/black-studies-cultural-reparations-jason-d-hill/

In current conversations regarding reparations for blacks, few consider the phenomenon of cultural reparations as a sufficient contender.

This legacy of the civil rights movement is not to be taken lightly. Indeed, cultural reparations were an enormous contribution of the United States of America to bring blacks fully into the domain of what may be termed the sovereign mass that constitutes the citizenry of our republic.

One reason, among several, that reparations discussions today are uneven, is that they overlook the important fact that cultural reparations in the form of Black Studies that began in the 1960s were a hugely reparative moment for blacks in America.

Soon after tasting the victories of the 1964 Civil Rights Act which civilly and criminally outlawed racism, and the 1965 Voting Rights Act—blacks became voraciously hungry. They were hungry for power—black power. They were hungry also for revenge. They were also filled with anger and rage. Gratitude was not an emotion they felt, as beneficiaries of the rights accorded them via the civil rights movements. They were eager to assume the perpetual mantle of victims and the conferral of moral, iconic sainthood that came with it for the first time in their collective history.

https://amgreatness.com/2022/07/26/major-military-academies-have-been-teaching-critical-race-theory-for-some-time/

A new study by an education watchdog group claims that major military academies in the United States have been actively teaching the far-left and anti-White concept of “Critical Race Theory” (CRT) to future military leaders.

According to Fox News, the report comes from CriticalRace.org, which focuses on monitoring the spread of CRT across the country, particularly in education. The website is a project of the Legal Insurrection Foundation, a nonprofit dedicated to freedom of speech and academic freedom on campus. As part of the project, the foundation has expanded the scope of its investigation to include military academies as well.

“The good news is that CRT and related ideologies have not yet captured the military service academies the way they have overrun higher ed, professional schools, and increasingly K-12,” said William Jacobson, the founder of Legal Insurrection. “The bad news is that these ideologies have established a beachhead at the military service academies and are likely to expand as part of a more general military wokeness campaign from the top down.”

Jacobson said that the investigation had discovered this trend after taking a closer look at the curricula at the United States Air Force Academy, the United States Coast Guard Academy, the United States Merchant Marine Academy, the United States Naval Academy, and the United States Military Academy at West Point. The report concluded that every single one of these elite military institutions has been teaching some form of CRT, otherwise known as “anti-racism,” as part of the broader “diversity, equity, and inclusion” (DEI) agenda.

https://www.americanthinker.com/articles/2022/07/the_national_association_of_scholars_takes_on_the_marxists_in_education.html

I am not a professional academic but for many years I have been a member of the National Association of Scholars (NAS), a politically conservative academic professional group that has always opposed the Marxist socialist, collectivist invasion of educational and other institutions of Western democracies.

On June 13, 2022, Peter Wood (PhD Anthropology, U of Rochester) President of NAS, released a position paper opposing leftist invasions of American education and culture that are broadly referred to as Diversity, Equity and Inclusion (DEI) and Critical Race Theory (CRT) in a long and thorough (more than 4000 words) critique and call to arms and opposition: Regime Change: Repelling the DEI Assault on Higher Education .    

I provide some pertinent excerpts from the monograph and some comments.

Dr. Wood Introduces the Position Paper:|

Criticism of American society for its inequitable treatment of blacks and other minority groups has become a focal point of American education at every level of instruction. Sometimes this criticism is historically well-grounded and tempered by recognition of social, political, and economic complexity. But more often this criticism veers into simplistic claims and fictions presented as fact. . . .  “anti-racist” agenda in post-secondary education have not drawn nearly as much attention as they have in K-12 schools. In this essay I intend to address the critique of America on racial grounds mainly at the college and university level, but problems in K-12 schools will necessarily come into the picture

With courses such as ‘Queer Dance’ and events featuring the drag queen ‘LaWhore Vagistan,’ campus life today is steeped in gender and sexuality.

Until very recently, most people were unaware that asserting that only women can menstruate and become pregnant could be controversial, or that pronouns could be incendiary. Yet today, gender ideology dominates the news cycle. Netflix employees protested Dave Chappelle’s comedy special with “transphobic” jokes. Avid Harry Potter fans boycotted J. K. Rowling’s work because of her supposedly “trans-exclusionary radical feminist” views. It’s not merely a culture war. The State Department recognized International Pronouns Day. Recently, President Biden signed an executive order to “advance LGBTQI+ equality,” which in part promotes “expanded access to gender-affirming care,” even for minors.

How did such radical social change happen so quickly? As incubators of gender fundamentalists, universities are equipping students with ever-expanding terminology for sexual orientation and encouraging activism without cultivating a sense of intellectual humility. Graduates become the directors of corporations, editors of newspapers, and staffers to politicians, thus occupying powerful positions that shape American culture. To help readers understand the college-campus dynamics, National Review compiled academic coursework, extracurricular programming, and institutional resources related to gender and sexual ethics at the eight Ivy League institutions, which serve as exemplars of higher education and train the country’s future elites.

https://www.gatestoneinstitute.org/18697/confucius-institutes

A new, detailed, and thorough report by the National Association of Scholars confirms that not a single one of these [Confucius] “institutes” disappeared; they were just re-branded under a “sister university” arrangement with universities in China, given a different name, or moved to a different sponsor school. And the money continues to flow.

Jamie P. Horsley, senior fellow of the Tsai Center and its former executive director, defends the purpose of Confucius Institutes on American campuses. He argues that they are needed to teach students Mandarin, a language increasingly necessary for business success. She has also written articles minimizing the effects of China’s social credit system and supporting its Belt And Road Initiative.

This is exactly what many Americans fear about placing Chinese government funded institutes, whatever they are called, on American campuses. It is what led the US State Department to classify them as diplomatic missions.

Peterson asked the Chinese director [of a Confucius Institute at an American university] how she would respond if a student asked her about Tiananmen Square. The director answered that she “would show a photograph [of it] and point out the beautiful architecture. That’s the most important thing about that square.”

In the book Red Handed, we meet a remarkable young man named Nathan Law, the Chinese-born, Hong Kong-raised leader of a pro-democracy effort called the “Umbrella Movement,” which protested Beijing’s crackdowns on freedom in Hong Kong. His efforts were brutally crushed by the Chinese government and Nathan Law went to prison for eight months. TIME Magazine named him one of “the 100 Most Influential People of 2020.”