(Article by Jonathan Van Maren republished from LifeSiteNews.com)
This, obviously, is a weak attempt to divert our attention from the fact that these videos were first posted by trans activists themselves, and that we should listen very closely to what they are saying due to their position of cultural influence.
One recent example from Johns Hopkins All Children’s Hospital shows the director of the Adolescent Speciality Clinic, which services children as young as twelve, stating that part of their patients’ visits involves having a confidential meeting with children while the parents are absent—in order to create a “safe space.”
Director of the Adolescent Specialty Clinic at @AllChildrens, which services kids as young as 12, says part of a patient’s visit is having a confidential meeting without parents to create a “safe space” for the kid. pic.twitter.com/FU0rwlZknW
— Libs of TikTok (@libsoftiktok) September 24, 2022
As I’ve noted before, this is yet another example of how trans activists are increasingly saying that it is necessary for children to be cut off from their parents because it is actually LGBT activists, not mothers and fathers, who know what is best for children. This narrative is being pushed by some of the most prestigious publications, and it is vile and dangerous.
Consider how the Times, one of the U.K.’s leading newspapers, frames the problem in their recent report titled “Teachers face ‘significant challenges’ to avoid outing trans pupils to parents.” Read that again, closely. This article explains why teachers are struggling—to hide information about children from their mothers and fathers. The article is so sinister it is important to quote it at length:
Teachers face “significant challenges” trying to avoid accidentally outing trans children to their parents amid a surge in pupils adopting new gender identities. Staff at Queen Anne High School, in Dunfermline, are told to ask pupils what name, gender and pronouns they use at home before speaking to parents.
The school’s pride club has expanded across two classrooms after an “absolutely huge” number of pupils expressed an interest in signing up to discuss their LGBT identities…Gareth Surgey, a science teacher, said: “The challenges of parents’ night when getting names, gender and pronouns right is significant for many staff. Maybe the child hasn’t communicated that at home so that will create a bit of angst for the teacher because we all want to get that sort of thing right for the child.”
What that teacher is saying is that parents may pose a danger to their child, and that as such, key information about how that child is choosing to identify must be hidden from their parents in order to protect them from their own family. More:
Last year, official advice was published to help support trans children in school which ministers said was “not prescriptive and did not promote transitioning”. The recommendations included not forcing a trans pupil to use a specific lavatory, trying to make social dancing events less gender-specific and using the name and pronouns requested by the child. Schools were also urged to include parents in discussions about their child’s gender identity.
Lynx, a transgender pupil who uses the pronouns they/he/it, said the school was “extremely supportive with every little tweak” of gender identity as they adjusted. One history, geography and modern studies teacher simply goes by the name “Dr T” and uses the pronouns they, Dr or sometimes Mx, a gender-neutral alternative to Mr, Mrs or Ms.
They said: “I never felt like I was a boy or a girl growing up and I still don’t feel I am a man or a woman. I grew up in a relatively conservative environment in central Europe. I think we should be really happy that kids have these tools now so they can grow up more happy and free than some of us did. A couple of months ago the principal literally told me, ‘you’re so flamboyant, we need you’ and for me to feel needed and wanted for being different really made me feel welcome.”
Dr T advised pupils considering coming out that they “have to be patient and do a lot of work to explain yourself to people”. They said: “It is really difficult, but unfortunately we have to do [all this extra work] to respect others’ experiences even if we cannot understand it.”
Got that? LGBT teachers are coaching kids and encouraging them to “come out”—so much so that the LGBT club is predictably exploding—which the staff see as evidence that they are “doing something right”:
An S2 transgender pupil who changed their name to Mars last year said they received a lot of support from teachers helping classmates adjust to the new name and correcting their pronouns. Lynsay Duff, a physics teacher, said she recently had to split the pride club that she ran into two rooms “because so many people want to come along at lunch time and share their experiences”. She said: “We are obviously doing something right here at Queen Anne because we have an absolutely huge number of pupils attending the pride club.”
The Times then quotes a parent who struggled with their child coming out as “non-binary,” but noted that after she also had been educated about all of this, she realized that her struggles were her problem.
Another mother noted that she also had a non-binary or “gender-fluid” 14-year-old that the school had supported (dare we say “encouraged?”). In fact, one “non-binary” student noted that the school was “really helpful in helping me come out and discover my identity,” with a young student who identifies as transgender telling the Times that the school “was excellent on equalities.”
At no point does the Times ask why so many students in so many schools are coming out as “non-binary” or “gender-fluid” or “transgender;” at no point do any of the educators wonder why there is a sudden explosion of interest in identifying as part of the ever-expanding LGBTetc acronym. It is simply accepted as a very good thing; as evidence that they are “doing something right” and “something to be encouraged.” Nobody seems to wonder if the encouragement is the problem here.
Read more at: LifeSiteNews.com