I received this e-mail from David Horowitz and I am shocked, disgusted and angry to see Drag Queens teaching, "Gender Ideology," in our elementary schools.
What organization has endorsed and approved this curiculum in our educational system and by what authority or credentials do Drag Queens have which enables them to be able to have access to our children.
Please read the article below first and then check out another
Gender Ideology meeting in another school, which grieved my spirit:
K-12 schools are bringing drag queens into the classroom to teach gender ideology, a Thursday video revealed.
Teachers are praising “Drag Queen Story Hour,” according to a clip released by videographer Sean Fitzgerald and the David Horowitz Freedom Center. The program “captures the imagination and play of the gender fluidity of childhood and gives kids glamorous, positive, and unabashedly queer role models.”
Maurice Sendak Community School, a public school located in Brooklyn, New York, hosted a drag queen and first grade teacher Alexis Hernandez marveled at the event in a testimonial published on Drag Queen Story Hour’s website.
“Drag Queen Story Hour gave my first graders a fun and interactive platform to talk and think about social and emotional issues like acceptance, being yourself, and loving who you are,” Hernandez said. “During our debrief … [students] were preaching the incredible lessons they had learned, like ‘it’s OK to be different,’ and ‘there’s no such thing as “boy” and “girl” things.'”
Public School Drag Show
The first grade teacher said she would be hosting the event again the following year. Katrina Green, a teacher from Chickpeas Preschool in Brooklyn, also lauded the program.
The event “allows preschool children to deepen and complicate their ideas about gender at the exact age when they are often developing rigid ideas about this concept,” Green said.
Drag Queen Story Hour markets itself to children between 3 and 8 years old. The program’s reading list includes books like“Jacob’s New Dress” by Sarah and Ian Hoffman and“Red: A Crayon’s Story” by Michael Hall. While the former book’s plot revolves around a boy convincing his parents to let him wear a dress to school, the latter chronicles the journey of a crayon “mistakenly labeled” red to identify successfully as blue.
Fitzgerald citedarticles noting a spike in children identifying as transgender within the past few years.
“Think about how absurd this is,” the videographer said. “The taxpayer is funding adult-themed performers to come and read to our smallish children in order to indoctrinate them into a political ideology about gender while, at the same time, school districts across the country are removing any and all references to biological sex from science textbooks.”
To learn more about the Freedom Center's campaign to halt indoctrination in K-12 schools, please visit www.stopk12indoctrination.org. To read the K-12 Code of Ethics CLICK HERE. To order the Freedom Center’s new pamphlet, “Leftist Indoctrination in Our K-12 Public Schools,” CLICK HERE.
Readin’, Writin’, and Jihadin’
Robert Spencer’s new pamphlet addresses the Islamization of our public schools.
“The commitment to ‘multiculturalism’ that has now taken over K-12 education in America has been a godsend for Muslims anxious to use schools and textbooks to proselytize for Islam.” So begins the David Horowitz Freedom Center’s new pamphlet, Readin’, Writin’, and Jihadin’: The Islamization of American Public Schools, by the prolific Robert Spencer, Director of the Center’s Jihad Watch website.
This sixty-page work is a quick read but a startling and crucial warning about the degree to which Islamic proselytization has already taken hold in our educational system and is accelerating.
Spencer is the author of many Freedom Center pamphlets as well as eighteen bestselling books, the latest of which is The History of Jihad From Muhammad to ISIS (to be released August 8 from Bombardier Books). In his new pamphlet, he details jaw-dropping examples in recent years of a whitewashed version of Islam being presented in classrooms, textbooks, and special school events. He notes that the presentation of Islam goes far beyond educating the students about it to actively promoting it. No similar favorable attention is given in the classroom to Christianity or any other religion. Indeed, the anti-Christian bias accompanying the teaching of Islam is one of the most egregiously misleading aspects of this not-so-subtle proselytizing. Spencer notes that one textbook council reported, “While seventh-grade textbooks describe Islam in glowing language, they portray Christianity in a harsh light. … Islam is featured as a model of interfaith tolerance; Christians wage wars of aggression and kill Jews. Islam provides models of harmony and civilization. Anti-Semitism, the Inquisition, and wars of religion bespot the Christian record.”
Concepts central to Islamic history and theology, such as jihad, sharia, and dhimmitude, are downplayed in educational materials (when they are covered at all), and Islam is depicted as far more tolerant, inclusive, and peaceful than actual history suggests.
Spencer states that this serves a dangerous political agenda by dissociating Islamic ideology from terrorist acts carried out in its name. Some sources of this misinformation in schools go so far as to suggest that Islamic terrorism is justified, that Western exploitation, oppression, and aggression are to blame for such atrocities as the 9/11 attacks. The result is that young Western minds are indoctrinated into viewing their own values and culture with suspicion, while being dissuaded from understanding how fundamentalist Islam is a threat.
Spencer concludes that the “self-hatred mandated by multiculturalism in American public school students for decades now has created a vacuum, which Muslims have shown themselves to be all too eager to fill.”