Kindergarten is where the woke agenda begins in Portland's public schools

Portland Public Schools has launched a war against thegender binaryand adopted a radical new curriculum teaching students to subvert the sexuality ofwhite colonizersand begin exploringthe 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.

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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.” (Quando raggiunto per un commento, 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.”).

The curriculum begins in kindergarten with an anatomy lesson featuring graphic drawings of children’s genitalia. The lesson avoids the terms “ragazzo” e “ragazza” in favor of the gender-neutral variantsperson with a penis” e “person with a vulva,” perché, according to the curriculum, some girls can have penises and some boys can have vulvas. “Any gender and kid can have any type of body,” a related presentation reads.

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In first and second grade, students are introduced to the key tenets of gender-identity theory. “Gender is something adults came up with to sort people into groups,” the curriculum states. “Many people think there are only two genders, girls and boys, but this is not true. There are many ways to be a boy, una ragazza, both or neither. Gender identity is about how you feel about yourself inside.

Il prossimo, students work through a lesson calledOur Names, Genders, and Pronouns.The lesson tells them thatgender is like outer space because there are as many ways to be different genders as there are stars in the sky.” Studenti, the curriculum explains, può “change their name to match who they are, like their gender, cultura, or just what they like better.They can be “ragazzi,” “girls,” “cisgender,” “transgender,” o “nonbinary,” and experiment with pronouns such as “loro / loro” e “ze/zir,” according to their personal preferences. “Only you can know what your gender is,” they are told.

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In third through fifth grade, the district begins lessons onLGBTQIA2S+activism. The curriculum presents the categories of “uomo” e “donna” as manifestations of thedominant culturethat has used sexual norms to oppress minorities. “The culture, sistemi, and assumptions that everyone is straight is called heteronormative. The culture, sistemi, and assumptions that everyone is cisgender is called cisnormative,” the curriculum claims. “Perciò, the culture, sistemi, and assumptions that everyone is straight and cis is called cisheteronormativity.This system, according to the lesson plan, is a form of “oppressione” designed to benefitwhite straight cis boysand to punishLGBTQIA2S+” persone.

The solution, according to Portland Public Schools, is to obliterate thewhite colonizerconception of sexuality, with its rigid male-female binary, and encourage students to inhabitthe infinite gender spectrum.This means destroying the system ofcisheteronormativityand promoting “strano” e “trans” identità. Teachers are told to eliminate the termsgirls and boys,” “Signore e signori,” “mom and dad,” “Sig.ra. Mr., Miss,” e “fidanzato, fidanzata,” in favor of terms such as “persone,” “folx,” “guardiani,” “Mx.,” e “themfriend.

Students are shown photographs ofgender non-conformingindividuals and encouraged to celebrate the flags fornonbinary,” “genderqueer,” “gender fluid,” e “Two-Spirit” identità.

For some students, the subversion of the gender binary might also involve a gender transition. The curriculum provides a detailed explanation of how topause puberty” attraverso “hormones and/or surgeriesand advice on adopting anonbinaryidentity and set of pronouns.

By the end of fifth grade, the curriculum explicitly asks students to make acommitment to change,” according to the dictates of gender ideology. Students receive a list of six commitments, Compreso: “I commit to learning more about what LGBTQIA2S+ words mean and how they have changed over time”; “I commit to learning about the history and leadership of Black trans women”; “I commit to practicing pronouns and correcting myself EVERY time”; “I commit to attending QSA/GSA and being a leader at my school”; e “I commit to watching and reading books, film, and TV shows that have LGBTQIA+ characters.” In altre parole, they commit to becoming political activists for queer theory and the broader sexual revolution.

This type of pedagogy is, astonishingly, becoming commonplace in public school systems across the United States. But there will be an endpoint. Queer theory is a fundamentally weak academic theory. As it becomes practice in public schools, it will begin to damage students, leading them through a series of broken promises, Compreso, per alcuni, disastrous hormone treatments and surgical procedures. Infine, as parents understand the ideology and what it hopes to accomplish, they will revolt against ita day that cannot come soon enough.

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