L
losh14
Guest
This is somewhere between bizarre and pederasty, although the LSN article may be overstating it:
lifesitenews.com/news/ontario-urges-acceptance-of-kindergartnerssexual-orientationgender-identity/
It’s one thing to say “honey, just because you’re a girl doesn’t mean you need to be a stay-at-home mom when you grow up.” Fine. I plan on buying my daughter a chemistry set, teaching her to throw a football, and making sure that before she drives the car she knows how to check the oil and transaxle fluid. She’ll also know how to cook because, well, she’ll probably live on her own at some point and need to feed herself.
It’s another to talk about respecting a child’s “sexual orientation” or “gender identity”. This seems like a conversation we might have in high school but I have no idea why we’d have it in kindergarten. Children may have an innocent curiosity about each other and why girls have long hair and play with dolls while boys have short hair and play baseball. I don’t know how much a school can reasonably be expected to address while not exposing the kids to sexual topics.
From the Catholic school’s website:
In an environment based on the principles of inclusive education, all children,
parents, other family members, and other members of the school community –
regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race,
religion, gender identity, sexual orientation, socio-economic status, or other similar
factors – are welcomed, included, treated fairly, and respected. Diversity is valued,
and all members of the school community feel safe, comfortable, and accepted.
Every child is supported and inspired to succeed in a culture of high expectations
for learning. In an inclusive education system, all children see themselves reflected in
the program, their physical surroundings, and the broader environment, so that
they can feel engaged in and empowered by their learning experiences.
From the underlying Ontario government doc that drives it:
Preconceived notions about children’s ethno-cultural backgrounds,
gender, abilities or socioeconomic circumstances create barriers that
reduce engagement and equitable outcomes … Addressing prejudices
increases the involvement of all children. Early childhood practitioners
can take actions to avoid prejudice and to counteract bias when it
occurs in early childhood settings.
From these two, I don’t get the quote in the LNS article:
The equity strategy, [Stefanowicz] said, “assumes that very young children have sexual feelings and thoughts, will sexually act out, and can provide sexual consent with whomever or whatever they choose"
Any Quebecois out there who can help clarify what this all means?
lifesitenews.com/news/ontario-urges-acceptance-of-kindergartnerssexual-orientationgender-identity/
It’s one thing to say “honey, just because you’re a girl doesn’t mean you need to be a stay-at-home mom when you grow up.” Fine. I plan on buying my daughter a chemistry set, teaching her to throw a football, and making sure that before she drives the car she knows how to check the oil and transaxle fluid. She’ll also know how to cook because, well, she’ll probably live on her own at some point and need to feed herself.
It’s another to talk about respecting a child’s “sexual orientation” or “gender identity”. This seems like a conversation we might have in high school but I have no idea why we’d have it in kindergarten. Children may have an innocent curiosity about each other and why girls have long hair and play with dolls while boys have short hair and play baseball. I don’t know how much a school can reasonably be expected to address while not exposing the kids to sexual topics.
From the Catholic school’s website:
In an environment based on the principles of inclusive education, all children,
parents, other family members, and other members of the school community –
regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race,
religion, gender identity, sexual orientation, socio-economic status, or other similar
factors – are welcomed, included, treated fairly, and respected. Diversity is valued,
and all members of the school community feel safe, comfortable, and accepted.
Every child is supported and inspired to succeed in a culture of high expectations
for learning. In an inclusive education system, all children see themselves reflected in
the program, their physical surroundings, and the broader environment, so that
they can feel engaged in and empowered by their learning experiences.
From the underlying Ontario government doc that drives it:
Preconceived notions about children’s ethno-cultural backgrounds,
gender, abilities or socioeconomic circumstances create barriers that
reduce engagement and equitable outcomes … Addressing prejudices
increases the involvement of all children. Early childhood practitioners
can take actions to avoid prejudice and to counteract bias when it
occurs in early childhood settings.
From these two, I don’t get the quote in the LNS article:
The equity strategy, [Stefanowicz] said, “assumes that very young children have sexual feelings and thoughts, will sexually act out, and can provide sexual consent with whomever or whatever they choose"
Any Quebecois out there who can help clarify what this all means?