Video 10 – Childhood Gender Dysphoria.
Safe Schools: The Tenets.
By Prof John Whitehall.
We’re going to talk about things, especially in Australia. The politics behind all this, the power behind this. What’s happening? How come that this has flourished in such a short time? This was unheard off ten years ago, barely heard off five years ago. Now school programs are designed, special toilets, uniforms have changed. A huge societal response. Where is it coming from and how’s it being affected? Well, where they’re coming from, there was a so called Safe Schools program that people underestimated. It says we aught to have safe schools because we don’t want schools to be bullying institutions. Who can argue with that? None of us want bullying institutions. They are saying, “Well, the bullying extends not just to the slightly obese kids or whatever, it extends to the child who is confused about their genders. What’s that? Well, I’ll tell you what that is. That is where we’re not boys or girls, binary, we’re all in between. This causes confusion in people, and we mustn’t bully them.
Well, none of us heard about this five, ten years ago, but now it’s a major issue that the Safe School program, as part of this general business, has a very specific orientation to explaining to the children, by means of their authority figures, their teachers, because most of the parents don’t know what’s going on, what all this transgender business is about. How you’re not really a girl or a boy. You’re somewhere in between. And it is for you to decide.
What do we do now? Well, there is a sexual expression about there, whatever that may mean. “Well, we will help you understand that you need to know; the names of the organs, you need to know what a penis is, a vulva is, a breast is. You need to know how these things work and if you need to know more, there are special websites that you could look up. They will explain it to you. Let’s say you were a girl and you think that you are a boy, well, that website will teach you how to put a binder on so that your breasts can be obscured and you can do this without mom and dad knowing. Or if you think that you’re a boy you can have a thickener put between your legs and it looks like a boy. And you don’t need to talk about this to mom and dad because they may not understand.
So there is this program of indoctrination about children about this gender fluidity ideology with then reference to a very specific website that directs them even further.
Now, to their credit, the federal government in two thousand and sixteen thought, “Hang on a second, we don’t like this,” and they withdrew federal funding. That’s terrific. But immediately, Premier Andrews of Victoria said, “Well, if the federal government doesn’t pick up the bill, well, we will pick up the bill.” So, the government was committed therefore to extending it. But I suppose that the pressure got so much and they became much more sophisticated in their attempts so that the flamboyant excesses were withdrawn and a more reasoned approach was taken.
How do you teach the teachers to teach the children? So, what emerged was this thing in Victoria and a similar one being discussed in New South Wales called Resilience, Rights and Respectful Relationships. Who could argue with that? We all want that, that’s a great thing. What does it actually mean? Resilience Rights and Respectful Relationships. What does that actually mean?
And I quote. “The early school years are a critical time to challenge stereotypes.” Sounds alright. “Based on gender and other differences. It’s useful to do explicit work.” This is for the teachers. “explicit work with these children to acknowledge, explore and celebrate diverse identities.” We’re not talking here Indian verses Chinese, or German versus whatever. The innuendo in this, the implication in this is sexual identities. Ahh, how do we explain sex itself? “Gender is socially constructed.” What does that mean? That means if you feel you’re a boy and you’re not, then this is normal. This is part of gender fluidity. What you think you are is by what your environment is trying to teach you.
“So, children are assisted to detect, assisted to detect, and challenge the limiting nature of many traditional gender norms.” Many! How many are there? There is male and female, that’s all we used to have. How many now do we have? How many now will the children be assisted to detect and challenge and discuss? How many gender norms are there? Well, this doesn’t say. But in other axis’s to this literature,
there are many, many, many genders you can be. Asexual, bisexual, homosexual, heterosexual, sixty different mind confusing concepts to which you could identify yourself. And not once, but you could change.
So, it’s not written down here that, “we will be telling the children, the little children, that there are many different, not just males and females, but many different things, and you can change.” That doesn’t mention it here, but that’s what this means. How do we do it? “Read some gender diverse stories to the class.” Fine. “Work with children to name the outside bits.” Okay, let’s get down to the nitty gritty.
Level one and two: What are you going to do? And I’m reading this because you can hardly make this up. Level one to two. “Introduce the word gender. Talk about what it means to be a boy or a girl,” and something in between. “These ideas can change over time. Read gender diverse literature to these children.” What happened to Mathematics, History? “Teach that sometimes children are looked after by two female parents or two male parents.”
Level three and four: “Differences between boys and girls don’t come from your body parts, those are more like differences in fashion and they can change over time. These differences are called gender.” This is all the ideology of gender fluidity that you’re neither boy nor a girl. But you are in between and it can change just like a fashion. You want a ponytail this week? Fine! You want a crewcut next week? Fine! No worries, it’s all the same. It’s just hair. It’s the same thing.
Level five to six: “Understand the difference between inherent biological differences.” That would be chromosomes and special appendages, “and the learnt,” … this is gobbledegook, “the learned social and cultural differences.” In other words, you think you’re a boy, but you feel you’re a girl, it’s your parents, it’s society that’s making you think you were a boy simply because you had boy parts. Whereas your mind, in fact, is directing you somewhere else. That’s what this means.
Critical thinking exercises. Now they’re talking amongst themselves. “You will detect and challenge the limiting nature of many traditional gender norms.” These are children five and six. Where the concept is, you’ve got them together, right, “let’s discuss how to detect and challenge the limiting nature of many traditional gender norms.” What Does that mean? We’re now going to talk about how there’s no such thing as a boy and a girl, and it’s all gender fluidity. We’re going to talk about this.
“Explore gender identity, challenge stereotypes and learn to value and show respect for diversity and difference. Understand basic vocabulary needed to understand sexual orientation and gender identity.” It’s all getting back to this same ideology.
Level seven and eight: “There’s a third gender.” Now we’re getting explicit. We’re not just boys and girls; we’ve been telling you that for the last four or five years. Now what the term is transgender and explain how it is becoming legally recognised. But by inference, there’s all those sort of troglodytes, conservatives and Christians and others who were saying, “Well hang on a second, we don’t think this is a good idea.”
There is an activism being taught into this.
Level nine and ten: “When is the right time for deep kissing, sharing sexual images, anal sex, oral sex and genital touching?” OK, then there’s advice to the teacher now. “Keep the mood light and let it be fun. And it might be helpful to have an extra teacher or colleague to help with the role play.” Hang on a second. What are you talking about now? Role play? Unbelievable!
“Roles include Fourteen year old Kelly, who thinks she might be a lesbian. Grace, Fourteen, who’s been sexually active since thirteen.” You play her and talk about what it was all about. “Megan, seventeen, who’s had fifteen partners, including adults and thinks she might be bisexual after all that. We need to just talk about this and work it all out. Jesse, eighteen, who watches pornography and discusses casual sex”. This has supplanted reading and writing. This is an ideological thing that has overtaken us. What, who, believes this stuff!
Prof. John Whitehall
Foundation Chair Paediatrics And Child Health, School Of Medicine. Western Sydney University.
Qualifications: MBBS, BA, DCH (MRCP(UK), FRACP, MPH and TM.
BA Murdoch University, Perth Western Australia.
MBBS University of Sydney, Australia
CAUSE(Coalition Against Unsafe Sexual Education.) Australia.
CAUSE extends its utmost gratitude to Professor Whitehall for providing his time and expertise in these videos.
CAUSE was formed as a result of parents becoming increasingly alarmed about the sexualizing content and gender ideologies they discovered that their children were being taught at school.
These videos address the concepts taught in the Safe Schools, Resilience, Rights and Respectful Relationships, and a number of other Sex Ed programs, taught in our Victorian State Schools. We at CAUSE affirm that all people are equal in value.
We affirm that, within Australian law, all people have the right to live their lives as they want. Further, we believe that children should be raised within the morality as taught by their parents. This video and the other eleven on Childhood Gender Dysphoria and a great deal more information can be found on our website.
CAUSE Website URL: https://www.stopsafeschools.com/
Copyright CAUSE(Coalition Against Unsafe Sexual Education) 2018.