Tag: indoctrination

California pushing radical “LGBTQ+” propaganda on state employees, reveals mental health professional

More than 250,000 people work for the state of California, meaning “We the People of the Golden State.” And from now on, all of them are required to undergo “diversity, equity and inclusion” (DEI) propaganda courses showcasing LGBTQ+ perversion in order to remain employed.

Elizabeth Jones, an employee for the California Department of State Hospitals (DSH), wrote an article for LifeSiteNews that explains what the forced indoctrination classes entail.

DSH employs about 13,000 people whose job it is to provide mental health services to around 6,500 patients at five state-run hospitals: Atascadero, Coalinga, Metropolitan (in Los Angeles County), Napa and Patton.

Jones spent about two hours clicking through a mandatory course within DSH called “DSH LGBTQ+ Training 2024” that instructs employees about what so-called “LGBTQ affirming care is, how to deliver it and why it matters.”

The beginning of the course features a psychologist and social worker at Napa State Hospital breaking down the difference between “sexual orientation” and “gender identity.”

“I was informed that ‘sexual orientations’ include ‘heterosexual, gay, lesbian, bisexual, asexual and pansexual,'” Jones writes. “Pansexual, according to my notes, ‘means that the person’s sexual behavior and attraction is rooted in connection with the other person, rather than the gender the other person chooses to adopt’ – denying our bodily reality.”

“‘Gender identities,’ on the other hand, describe ‘the labels we put on ourselves regardless of our sexual orientation’ and include woman, man, ‘trans-man, trans-woman, cisgender, transgender, gender non-binary, gender fluid and gender queer,'” added Jones.

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Harvard Leftist Summer Reading List Recommends Book On How To Indoctrinate Students With CRT

Harvard University’s summer reading list includes various books covering topics like transgenderism, feminism, and racism, including one book that states that educators should teach their students ideas related to Critical Race Theory.

We’ve got recommendations from the Harvard community, titles from Harvard authors, and a glimpse inside some new releases,” the school’s website reads.

A page titled “Need a good book?” under Harvard’s “Summer Reads” section advertises “We Want to Do More Than Survive,” a book that argues that “the US educational system is maintained by and profits from the suffering of children of color.”

Harvard doctoral student, DeAnza Cook, says the book is a “powerful appeal to build transformative educational homeplaces rooted in abolitionist pedagogies for liberation,” and recommends it for “[diversity, inclusion, and belonging] educators and enthusiasts.”

The book urges that educators “must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements.”

The author of the book, Dr. Bettina Love, is a professor at Teachers College, Columbia University, who previously said her work focuses on “help[ing] white people become less racist.” She also previously wrote that educators should “[r]emove all punitive or disciplinary practices that spirit murder Black, Brown, and Indigenous children.”

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Schoolchildren Are Being Indoctrinated With Hard Left Ideology Under the Guise of Teaching Them to be ‘Inclusive’

Not so long ago I rewatched the original Jurassic Park and was struck by Ian Malcolm’s monologue in which he says to John Hammond, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” It struck me that this unintentionally captured the essence of a growing problem in today’s education system: EDI. School managers and teachers are so eager to rush into whatever is trending in EDI. So convinced are they, without any evidence, of EDI’s supposed moral, ethical, educational and societal benefits that they neglect to consider whether they should be promoting it. 

The virtues of EDI are extolled throughout the education system and my own school is no different. Schools openly bow down to EDI and an entire industry has developed to ensure EDI is embedded across the education system, despite evidence that it has had detrimental effects in the workplace. It is commonplace now to see schools advertising themselves as “inclusive” and numerous websites have popped up to promote EDI, such as the Inclusive Schools Network. The EDI approach has ostensibly been embraced because Britain is now a multi-cultural, multi-ethnic society and it’s supposedly essential to help tackle discrimination, break down stereotypes, facilitate better communication and foster social cohesion. However, I think the push for “inclusivity” distorts education, disempowers the individual and poses a threat to a free society.

One assertion that’s frequently made these days is that “inclusive language” should be used in lessons. But what, exactly, is it? Who defines it? And how can such a thing exist in any case? The economist Ludwig von Mises observed in Socialism: An Economic and Sociological Analysis how Marxism thrived on “dialectic artificialities” and a “word-fetishism” which made it “possible to unite incompatible ideas and demands” (e.g. Queers for Palestine). This linguistic sleight of hand can be used to brainwash the broader population, and this is exactly what “inclusive language” does. Those who advocate “inclusive language” claim it’s a tool for promoting open conversations. But for “inclusive language” to exist and function, it must by its very nature be at odds with intellectual diversity, free speech and democratic values. It requires a central authority to dictate what is or is not inclusive, thereby strengthening that authority’s power, while discriminating against those who are deemed to have said something offensive. 

The drive to use “inclusive language” and to be “inclusive” is in reality exclusionary and intolerant. A cursory glance through some typical ‘guidance’, such as that produced by the University of Leeds, reveals that it usually focuses on what not to say rather than on what to say. The implications of this are worrying as it’s a method of importing identity politics and ideological authoritarianism into schools. As John Stuart Mill noted in On Liberty, “all silencing of discussion is an assumption of infallibility”. By pursuing “inclusive language”, school managers are going along with this linguistic totalitarianism and, in my experience, are never open to any discussion about whether they are embarking on the best approach for pupils and staff. 

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Schoolchildren Are Being Indoctrinated With Hard Left Ideology Under the Guise of Teaching Them to be ‘Inclusive’

Not so long ago I rewatched the original Jurassic Park and was struck by Ian Malcolm’s monologue in which he says to John Hammond, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” It struck me that this unintentionally captured the essence of a growing problem in today’s education system: EDI. School managers and teachers are so eager to rush into whatever is trending in EDI. So convinced are they, without any evidence, of EDI’s supposed moral, ethical, educational and societal benefits that they neglect to consider whether they should be promoting it. 

The virtues of EDI are extolled throughout the education system and my own school is no different. Schools openly bow down to EDI and an entire industry has developed to ensure EDI is embedded across the education system, despite evidence that it has had detrimental effects in the workplace. It is commonplace now to see schools advertising themselves as “inclusive” and numerous websites have popped up to promote EDI, such as the Inclusive Schools Network. The EDI approach has ostensibly been embraced because Britain is now a multi-cultural, multi-ethnic society and it’s supposedly essential to help tackle discrimination, break down stereotypes, facilitate better communication and foster social cohesion. However, I think the push for “inclusivity” distorts education, disempowers the individual and poses a threat to a free society.

One assertion that’s frequently made these days is that “inclusive language” should be used in lessons. But what, exactly, is it? Who defines it? And how can such a thing exist in any case? The economist Ludwig von Mises observed in Socialism: An Economic and Sociological Analysis how Marxism thrived on “dialectic artificialities” and a “word-fetishism” which made it “possible to unite incompatible ideas and demands” (e.g. Queers for Palestine). This linguistic sleight of hand can be used to brainwash the broader population, and this is exactly what “inclusive language” does. Those who advocate for “inclusive language” claim it’s a tool for promoting open conversations. But for “inclusive language” to exist and function, it must by its very nature be at odds with intellectual diversity, free speech and democratic values. It requires a central authority to dictate what is or is not inclusive, thereby strengthening that authority’s power, while discriminating against those who are deemed to have said something offensive. 

The drive to use “inclusive language” and to be “inclusive” is in reality exclusionary and intolerant. A cursory glance through some typical ‘guidance’, such as that produced by the University of Leeds, reveals that it usually focuses on what not to say rather than on what to say. The implications of this are worrying as it’s a method of importing identity politics and ideological authoritarianism into schools. As John Stuart Mill noted in On Liberty, “all silencing of discussion is an assumption of infallibility”. By pursuing “inclusive language”, school managers are going along with this linguistic totalitarianism and, in my experience, are never open to any discussion about whether they are embarking on the best approach for pupils and staff. 

On one level, the emphasis on “inclusive language” encourages others to find offence where none is intended and in doing so undermines resilience. It feeds a culture of victimhood and is hardly beneficial to learning, where failure is often a necessary precursor to success. On another level, it establishes a right not to be offended. This type of approach is fundamentally unworkable, as we have seen through inane legislation like Scotland’s Hate Crime Act. By seeking to protect certain identity groups from being offended, it introduces a form of bullying into a school since it provides bad actors, both pupils and staff, with the perfect cudgel to attack their opponents. 

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LEGO Produces ‘Pride’ Video With Drag Queens And Furries

Children’s toy company LEGO has released a ‘Pride’ video featuring drag queens and even furries in toy form.

Yes, they are furries, not just random bears taking part in a Pride parade. 

Who exactly is this aimed at?

Actual real gay people are fed up of this crap.

The kids unfortunately don’t get a choice.

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Woke Culture Declares War on Beauty: Morbidly Obese Female Wins Miss Alabama and a MAN Wins Miss Maryland USA

The despicable woke left continued its unrelenting war on American society by declaring two hideous-looking individuals beauty pageant winners, one of whom is male.

As WKRG reported, 23-year-old Atmore resident Sara Milliken won Miss Alabama on her third try over Memorial Day weekend.

She claimed her goal was only to make the top 10 after failing to place in her previous two attempts.

“Just making it to top 10 was my goal, ya know, I could leave the weekend saying I was better than I was the year before, and it’s all about bettering yourself for me,” Milliken told WKRG.

But Milliken would have been laughed right out of the room in an actual beauty competition. WKRG-TV Digital Reporter Summer Poole posed for a picture with Milliken following her asinine victory in the pageant.

Who do you think looks more worthy of the crown?

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CNN Provides Parenting Advice; What To Do If Your 4-Year-Old “Comes Out As Trans”

CNN has a piece on its website offering advice for parents on what to do when children barely older than toddlers say they might be non binary or transgender.

Take a wild stab in the dark at what the advice consists of.

“When your kid comes out as trans, here’s what to do,” the column states before moving on to opinions provided by someone called Nova Bright-Williams, a trans identifying individual running something called the Trevor Project, a ‘crisis organization’ for LGBTQ+ children.

“When your child tells you they’re trans, your first response should be to thank them for sharing and learning about their experience,” Bright-Williams says.

Not entertaining the notion that a child with less than 1500 days life experience may have been born in the wrong body “could not only cause hurt and anger but also could ruin chances of a long-term relationship,” The report further advises.

The article offers a case study where a six year old asked questions such as “Mom, am I a boy? How do you know I’m a boy?”  

The mother told CNN “Once I clued in, I said, ‘The doctors make a best guess based on your body… but only you can know, and we love you no matter what.’”

What? Doctors guess biological sex? Since when?

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Seattle-area city to host taxpayer funded LGBTQ Pride catwalk for toddlers

A taxpayer-funded LGBTQ pride event in Lynnwood, Washington will feature a “kids catwalk,” in which a panel of adults will judge toddlers while they strut down the runway to sexually charged music.

One of the judges is Democrat state Sen. Marko Liias, who is the legislator behind SB 5599, which allows for minors to be taken by the state if their parents don’t allow them to obtain sex change procedures.

Also judging are Democrat Lynnwood City Council Members Josh Binda and Nick Coehlo, and former Democrat State Senator Maralyn Chase, The Center Square reported.

The “Wizard of Oz” themed event is scheduled for June 8 at the Lynnwood Convention Center and will be hosted by Lynnwood Pride in partnership with the City of Lynnwood, just north of Seattle.

“The Fashion Catwalk Contest” will be from 2 to 3 pm and split by different age groups. The kids category is for children between the ages of 2 to 12, according to Lynnwood Pride’s website.

Participants will select a three-minute song of their choice. The list of song choices suggested by Lynnwood Pride are songs that contain sexually charged lyrics. This includes “Texas Hold ‘Em” by Beyonce, “Free Your Mind” by En Vogue, and “Supermodel – You Better Work” by RuPaul.

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Apple’s Latest iOS 17.5 Update Coerces Millions of Americans into Downloading LGBTQ Propaganda with Phone Update

Apple Inc. has once again sparked outrage with its latest iOS 17.5 update—this time by pushing LGBTQ-themed content onto its millions of users through a mandatory software update.

On Tuesday, the tech giant rolled out an update that introduced a new set of Pride Radiance wallpapers that many see as a coercive push of LGBTQ propaganda.

“This update introduces a new Pride Radiance wallpaper for the Lock Screen, Apple News enhancements, and other features, bug fixes, and security updates for your iPhone,” stated Apple’s update notes. “Some features may not be available for all regions or on all Apple devices.”

The move has been met with mixed reactions. Although using the wallpaper is not mandatory, some users feel that including LGBTQ+-themed wallpapers is an unnecessary politicization of what should be a neutral tech update.

Twitter user Sid commented, “iOS 17.5 is out! Nothing new, just a new wallpaper pack for gay people which even they’ll refuse to use because of how bad it looks.”

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Federal Appeals Court Denies Parents The Right To Opt Their Children Out Of Reading LGBTQ Books

A parent’s group made up of Muslims, Christians and Jews and the Kids First Organization filed suit last year against the Montgomery County Public Schools in Maryland for forcing their children to read books that involve gay, transgender and non-binary characters in different situations. On Wednesday, their appeal of an original filing was denied.

The parents’ objection, relayed through their lawyers from the Becket Fund for Religious Liberty, stated the curriculum was a violation of their religious rights under the U.S. Constitution’s First Amendment. The parents demanded an opt out for their children Montgomery County Public Schools so they would not have to use the books mentioned. The system denied that opt out right.

The books were approved for use in the school system’s classrooms in 2022. The suit was denied in the lower court causing parents to file an appeal to the 4th Circuit Court of Appeals.

The lower court had declined to issue a preliminary injunction against the s citing the parents “lack of standing” in the issue.

On Wednesday the 4th U.S. Circuit Court of Appeals court in Richmond, Virginia stated that parents had not demonstrated how the MCPS book policy violated their right to exercise their religious freedom. U.S. Circuit Judge G. Steven Agee said the group had not given enough evidence to show that teachers were using LGBTQ+ books in their classrooms and had not demonstrated what teachers were teaching through the books.

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