Miranda Devine, The Daily Telegraph
September 8, 2020 11:31am

Penis tucking, bra padding as Safe Schools returns
Here we go again. The Safe Schools’ sexual indoctrination program for kids is the zombie course that never dies.

The NSW government promised to end Safe Schools in 2017 after an outcry from parents who didn’t want their children taught that gender and sexuality is fluid, heterosexuality is not the norm, and sex is arbitrarily assigned by a doctor at birth.

But all that happened is the fake-anti-bullying program went underground. Last month, NSW education bureaucrats sneaked the biologically inaccurate material back into teacher’s in-trays, to be used the following week on Wear It Purple Day.

Along with Safe Schools’ “resources” placed on the Department of Education website on August 21 was material from Minus18, a fringe organisation which leapt to notoriety in 2016 for providing instruction to children in penis tucking, chest binding and cross dressing.

In an unprecedented letter sent to teachers on August 28, Mark Scott, the head of the NSW Department of Education, endorsed the Wear It Purple promotional day.

It is “a day to celebrate diversity and promote the creation of supportive, safe and empowering environments for LGBTIQ+ people,” he wrote.

“I’m delighted to see that many of you have already committed to being part of the change”.

The letter was tacit approval of the re-emergence of Safe Schools.

All of this would have remained hidden from parents, if not for Mark Latham, the One Nation NSW leader, who managed to get behind the internet wall the department uses to send information to teachers.

“For the 2020-2021 graduate admissions cycle, the University of Chicago English Department is accepting only applicants interested in working in and with Black Studies.”
(This is now taken down but the rest is there in its blazing agit-prop idiocy)

The department is invested in the study of African American, African, and African diaspora literature and media, as well as in the histories of political struggle, collective action, and protest that Black, Indigenous and other racialized peoples have pursued, both here in the United States and in solidarity with international movements. Together with students, we attend both to literature’s capacity to normalize violence and derive pleasure from its aesthetic expression, and ways to use the representation of that violence to reorganize how we address making and breaking life. Our commitment is not just to ideas in the abstract, but also to activating histories of engaged art, debate, struggle, collective action, and counterrevolution as contexts for the emergence of ideas and narratives.

English as a discipline has a long history of providing aesthetic rationalizations for colonization, exploitation, extraction, and anti-Blackness. Our discipline is responsible for developing hierarchies of cultural production that have contributed directly to social and systemic determinations of whose lives matter and why. And while inroads have been made in terms of acknowledging the centrality of both individual literary works and collective histories of racialized and colonized people, there is still much to do as a discipline and as a department to build a more inclusive and equitable field for describing, studying, and teaching the relationship between aesthetics, representation, inequality, and power.

In light of this historical reality, we believe that undoing persistent, recalcitrant anti-Blackness in our discipline and in our institutions must be the collective responsibility of all faculty, here and elsewhere. In support of this aim, we have been expanding our range of research and teaching through recent hiring, mentorship, and admissions initiatives that have enriched our department with a number of Black scholars and scholars of color who are innovating in the study of the global contours of anti-Blackness and in the equally global project of Black freedom. Our collective enrichment is also a collective debt; this department reaffirms the urgency of ensuring institutional and intellectual support for colleagues and students working in the Black studies tradition, alongside whom we continue to deepen our intellectual commitments to this tradition. As such, we believe all scholars have a responsibility to know the literatures of African American, African diasporic, and colonized peoples, regardless of area of specialization, as a core competence of the profession.

https://english.uchicago.edu/

Johnnie wrote on Sep 21^st, 2020 at 7:30pm:

It was a disaster before the pandemic. It's a sinister idiocy.

Johnnie wrote on Sep 21^st, 2020 at 9:10pm:



What did such people have to offer us:
education?
skills,
money?


It seems that most were illiterate people who couldn't
speak English who used to live in mud huts.
Who the hell authorised this?

Johnnie wrote on Sep 21^st, 2020 at 9:26pm:



Both Labor and Liberal did it.
It supports my theory that we live in a one party
communist state with 2 branches: Labor and Liberal.

Auggie wrote on Sep 21^st, 2020 at 9:46pm:

Those days are over, white man has spaceships on their way to the stars, we now see civilisation being retarded by the usual suspects.

Frank wrote on Sep 22^nd, 2020 at 10:33am:


All of which were religiously and ethnically diverse

Frank wrote on Sep 30^th, 2020 at 10:51pm:


Diverse civilizations don't value race - they value institutions. The law makes no distinction between black or white, brown or yellow. At first there may be a 'dominant' culture but then there's assimilation and the other races move up the hierarchy and become part of the upper classes.

Diversity is strength and greatness!