https://www.nationalreview.com/news/wisconsin-teachers-instructed-to-hide-students-gender-identities-from-parents/
Teachers at a school district in Wisconsin are being instructed to hide their students’ changing gender identities from parents on the grounds that “parents are not entitled to know,” and that it is “knowledge that must be earned,” according to leaked training documents.
The instruction was part of several recent staff development sessions for teachers in the Eau Claire Area School District in central Wisconsin that focused on safe spaces, gender identity, microaggressions, and oppression. According to one of the trainers, parents who disagree with their kids about gender identity issues are guilty of a form of “abuse.” The trainers also encouraged the teachers to be activists: “to vote, to demonstrate, to protest.”
Critics of the training sessions called the instruction “blatant disregard for the parents and guardians of our community’s children,” and they said it sends the message that schools are in control of children, not parents and families.
The fight over teacher training in Eau Claire is the latest skirmish in the national debate over the role of schools in promoting activism, and teaching “woke” concepts about race, gender, and sex.
The training sessions were held in late February, hosted by diversity and multiculturalism staffers from the University of Wisconsin Eau Claire. The training was first reported by the conservative media group Empower Wisconsin, and by Parents Defending Education, a national nonprofit that fights classroom indoctrination and activists agendas in schools.
One of the slides in the training session reads, “Remember, parents are not entitled to know their kids’ identities. That knowledge must be earned. Teachers are often straddling this complex situation. In ECASD, our priority is supporting the student.”
As part of the discussion on the topic, Chris Jorgenson, director of UW Eau Claire’s Gender & Sexuality Research Center, said that “teachers are often put in terrible positions caught between parents and their students. But much like we wouldn’t act as stand-ins for abuse in other circumstances, we cannot let parents’ rejection of their children guide teachers’ reactions and actions and advocacy for our students.”