HWFAC'S ALARMING CONCERNS!
- Draft Policy Statements (sexual orientation strand begins on Page 16) Apr.08
- Glossary - Re-Defined terms: cultural identity, curriculum, discrimination, equity, ethnicity, and inadequate defiition of stakeholders.
- Current (January 2007) Glossary
HWFAC Compares Def'ns with Webster's: See
- Feb/04 Glossary
- Nov/04 Glossary
The Policy's Glossary is full of Marxist terms and language. See Article,and Response Paper discussed with Superintendent Chuck Reid and Equity Consultant Bill Torrens on July 25th.
- Inappropriate subject/Incompatible with childhood moral/conceptual development -
Chamberlain v. Surrey, BC School Board
- Labelling of children creating an environment of conflict (oppressor/ intolerant/ discriminatory/ homophobic/heterosexist v. victim/ powerless/ oppressed). The School Board Equity Steering Committee acknowledges that these terms are very negative and stigmatizing. However, the Committee currently insists on applying these terms to children and families who disagree with the claims of proponents of homosexuality, bisexuality, transexuality, and other unnatural 'sexual orientations'.
Note: HWFAC is committed to equity for all children in the school system. No student should be disadvantaged or harassed due to identifying him or herself either as Christian or homosexual. However, the terms "heterosexist" and "homophobic" create disadvantage and harassment of anyone who believes that homosexuality is wrong. We are not suggesting that anyone who disagrees with Christianity should be labelled a "Christophobe" or some other objectionable label. In the same way, our children should not be labelled "heterosexist" or "homophobic" because they or their families disagree with the affirmation and immutability of homosexuality. We pray that the Committee will realize that equity requires similar treatment for all children and families, whatever their beliefs about homosexuality or faith.
- Indoctrination of Children and their Spiritual Compromise demanded contrary to Education Act and Parental Authority- Religious instruction: Part III, Section 51(1):"Subject to the regulations, a pupil shall be allowed to receive such religious instruction as the pupil’s parent or guardian desires or, where the pupil is an adult, as the pupil desires." R.S.O. 1990, c. E.2, s. 51 (1). See also U.N. Rights, Article 26 (3), Parents have a prior right to choose the kind of education that shall be given to their children. See HWDSB's Approved Policy Statements of Drafted E.P. Policy,
- Discriminatory of People with Moral Conscience
See Canada's Charter of Rights and Freedoms, Section 2.
- Health Risks grave. See research of medical consequences.
- Language. See Section 5 Statements. There has been raised in the Steering Committee meetings, and enforced in other school districts, the elimination of 'heterosexist language,' that is: terms like 'mom, dad, husband and wife,' and replaced with 'partner, person, parent, co-parent, and lover.' They are not just adding language terms, but eliminating traditional terms as well.
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MORE CONCERNS!
- Decrease in civility and Increase in Conflict contrary to The Education Act, Section 301(2.3) "To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility."
- Sensitive/Moral Subject contrary to Ontario's Elementary Health and Physical Education Curriculum.
- Denial of Freedoms of Speech, opinion, conscience, religion. See Statement Nos. 2 and 3 of Drafted E.P. Policy.
- Curriculum on every subject permeated with the subject of homosexuality and same sex families. See Policy statements Section 5. Curriculum resources, and examples found in other school boards show student exercises which place children in positions where they must role play, to consider their own gender and sexual orientation, and to accept and affirm abnormal sexual attractions.
- No opting out allowed. See Statement 4.3 "The Hamilton-Wentworth District School Board will ensure staff delivers curriculum and provides learning experiences that are free of Homophobia and Heterosexism." This would not be permitted, nor practical, as all subjects throughout the year would permeate with the stories and examples of same-sex families, and/or social justice (e.g. anti-discrimination laws) related to LGBTs. Curriculum is defined by the Board as the total school environment, not just study and classroom materials and lessons. The total environment would be given over to proponents of anti-heterosexual activists. See Toronto District School Board's response. Furthermore, Staff would not be permitted to 'opt out.' See Statements 4 (Curriculum) and 10 (Staff Development).
- Removal of Barriers Of particular concern are the first two statements of Section 3: School-Community Partnerships
3.1 - The Hamilton-Wentworth District School Board recognizes that school communities include people who are lesbian, gay, bisexual and transgendered and will promote active engagement with these communities to ensure inclusive school community partnerships.
3.2 - The Hamilton-Wentworth District School Board acknowledges that there are barriers which may prevent full participation in school-community partnerships by lesbian, gay, bisexual and transgendered communities. Through engagement with these communities, the Hamilton-Wentworth District School Board will identify and remove these barriers.
The Implications There is an absolute unwillingness by certain members of the Steering Committee and Chairpersons to identify what 'barriers' are currently present, the purpose for which we can only presume is to avoid their discussion. Looking at other school boards, and the stated 'social justice' goals and resources of the various national and provincial teachers' federations (CTF, OSSTF, ETFO), it seems that the desire is to bring in LGBT resource curriculum, LGBT organizations known for their affirming sexual orientations, the teaching of its unscientific 'facts versus myths', the normalcy and pride of same-sex attractions, the prompting to 'question' one's sexuality and gender identity, to recognize the 'biases' within students' families and society, and the teaching of various sexual practices (promoting no/low-risk versus high-risk). This is evidenced by their promotion of Gay and Straight Alliance Clubs in the schools and lengthy lists of recommended resources, and extensive political lobbying. This will all remove a barrier that your family may want to keep in place!
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