At the same time the Andrews government is removing religious instruction from the school curriculum there can be no doubt it is pushing a radical cultural-left agenda about sexuality and gender on Victoria’s school children. This shouldn’t surprise, as Premier Andrews is a key member of the ALP’s Socialist-Left faction and one of the policies his party took to the 2014 election stated that an incoming Labor government would “improve the health and safety of same-sex-attracted and gender-questioning (SSAGQ) students by ensuring schools and health services effectively address homophobia, including content of sexuality education”.
While all accept that bullying and unfair discrimination are wrong, the reality is that what Premier Andrews supports is more about advocating a radical lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI) lifestyle than making schools safer. As acknowledged by Roz Ward, the Marxist academic at La Trobe University who helped to establish the controversial program, the program is not about stopping bullying.
Ward admits, “Safe Schools Coalition is about supporting gender and sexual diversity, not about stopping bullying”. She goes on to say it’s about “sexual diversity, about same sex attraction, about being transgender, about being lesbian, gay, bisexual” (watch the video below).
When justifying the program Ward also argues, “Marxism offers both the hope and the strategy needed to create a world where human sexuality, gender and how we relate to our bodies can blossom in extraordinary new and amazing ways that we can only try to imagine today”.
The reality is that the cultural-left LGBTQI activists are determined to impose their radical gender and sexuality agenda on schools and innocent children. And the Safe Schools Coalition program is not the only resource being employed. A second program funded by the Victorian Government, titled Building Respectful Relationships, also pushes a radical, cultural-left view of sexuality and gender.
In both programs students are being indoctrinated with a neo-Marxist view of gender and sexuality that many parents would find unacceptable. LGBTI advocates tell young children that gender is fluid and limitless, that it’s OK if boys self-identify as girls and girls self-identify as boys, that parents don’t have to be told if their teenage children want to have a gender reassignment.
In this brave new world of Marxism and postmodern theory, calling children ‘he’ or ‘she’ is forbidden and activists believe that separate boys and girls toilets, school uniforms and changing rooms are unfair because, as argued by Ward, “everything is divided into these two limited gender items”.
Parents should also realise that while the Safe Schools program claims approximately 16% of students are LGBTQI, the facts prove otherwise. One of the largest surveys analysing sexuality and gender found that 97 per cent of Australian men and women identify as heterosexual.
A second survey discovered that only between .05% to 1.0% cent of couples identify as same sex. If it’s true that 16% of students are LGBTI then it is also true that, as they get older, heterosexuality is the norm.
Christopher Akehurst: Schools That Are Safe For What?
The Respectful Relationships progam, intended to “educate secondary school students about gender, violence and respectful relationships”, tells Year 8 students that “gender is not fixed and that as young people they can resist traditional notions of what it means to be a young man or woman in today’s society”. Gender is presented as a “social construction” and students are told “Gender roles are learnt. They are not innate or natural. In fact, almost everything that males can do, females can also do. And almost everything females can do, males can do”. As a result students are told they must use the gender-neutral description “partner” when discussing relationships, as descriptions like ‘boyfriend’ and ‘girlfriend’ exclude gay, lesbian and transgender partnerships.
The Building Respectful Relationships program presents “traditional notions of sexuality between boys and girls” as always negative, with boys and men portrayed as domineering and violent while girls and women are passive and at risk.
One of the criticisms of the Safe Schools Coalition program is that the material is not suitable for young children. Well, the same can be said about the Building Respectful Relationships program. Examples include Year 8 students reading personal ads like “Lustful, sexually generous funny (and sometimes shy) Tigerb1962 seeking sexy freak out with similarly intentioned women” and “Slim dark-skinned older guy (looks young and fit) seeks guy 25-40 who likes love and affection, kissing etc”.
Other examples include asking Year 10 students to “deconstruct the gendered nature of sexualisation and explicit sexual imagery” in pornography and discussing statements such as “All men have very large penises”, “Heterosexual sex almost always includes anal sex” and “Women orgasm easily from whatever men do to them”.
Parents can quite rightly ask: why is this radical sexuality and gender agenda being forced on schools? One reason is that cultural-left teacher unions, academics and professional associations have long argued that the school curriculum must advocate LGBTI lifestyles.
In a 1995 English teachers’ journal an academic argued against the traditional view of masculinity, as it supposedly imposed a “monolithic category within the field of psychoanalytic and gender theory”. The 2003 policy on LGBTI people endorsed by the Australian Education Union argues “homophobia and heterosexism” must be included in teacher training and that “homosexuality and bisexuality need to be normalized”.
Nor is Victoria alone. Across the border in South Australia, official guidelines have presented gender as a “societal construct” that enforces male domination and heterosexuality. Keep that emphasis on re-engineering human sexuality in mind the next time you read that Australian schools have slipped another notch or two in the international rankings for mathematics, science and language.
Dr Kevin Donnelly is a Senior Research Fellow at the Australian Catholic University and author of Dumbing Down