In Portland, queer theory indoctrination begins in kindergarten
Portland Public Schools has launched a war against the “gender binary” and adopted a radical new curriculum teaching students to subvert “white colonizers” and begin exploring “the infinite gender spectrum.”
A cache of documents from a source inside Portland Public Schools exposes the nature of this curriculum. The lessons seek to turn the principles of queer theory into an identity-formation program for elementary school students.
The premise is simple: privileged white heterosexuals have created an oppressive gender system in order to dominate racial and sexual minorities. As the curriculum explains, “gender is colonized,” and Western societies have used language to erase alternative sexualities. “When white European people colonized different places, they brought their own ideas about gender and sexuality,” the curriculum reads. “When the United States was colonized by white settlers, their views around gender were forced upon the people already living here. Hundreds of years later, how we think and talk about gender are still impacted by this shift.”
The curriculum begins in kindergarten with an anatomy lesson featuring graphic drawings of children’s genitalia. The lesson avoids the terms “boy” and “girl” in favor of the gender-neutral variants “person with a penis” and “person with a vulva,” because, according to the curriculum, some girls can have penises and some boys can have vulvas.
In first and second grade, students are introduced to the key tenets of gender-identity theory. “Gender is something adults came up with to sort people into groups,” the curriculum states. “Many people think there are only two genders, girls and boys, but this is not true. Next, students work through a lesson called “Our Names, Genders, and Pronouns.” Students, the curriculum explains, can “change their name to match who they are, like their gender, culture, or just what they like better.” They can be “boys,” “girls,” “cisgender,” “transgender,” or “nonbinary,” and experiment with pronouns such as “they/them” and “ze/zir,” according to their personal preferences.
In third through fifth grade, the district begins lessons on “LGBTQIA2S+” activism. The curriculum presents the categories of “man” and “woman” as manifestations of the “dominant culture” that has used sexual norms to oppress minorities. “The culture, systems, and assumptions that everyone is straight is called heteronormative,” the curriculum claims. This system, according to the lesson plan, is a form of “oppression” designed to benefit “white straight cis boys” and to punish “LGBTQIA2S+” people.
The solution, according to Portland Public Schools, is to obliterate the “white colonizer” conception of sexuality, and encourage students to inhabit “the infinite gender spectrum.” This means destroying the system of “cisheteronormativity” and promoting “queer” and “trans” identities. Teachers are told to eliminate the terms “girls and boys,” “ladies and gentlemen,” “mom and dad,” “Mrs. Mr., Miss,” and “boyfriend, girlfriend,” in favor of terms such as “people,” “folx,” “guardians,” “Mx.,” and “themfriend.” Students are shown photographs of “gender non-conforming” individuals and encouraged to celebrate the flags for “nonbinary,” “genderqueer,” “gender fluid,” and “Two-Spirit” identities. For some students, the subversion of the gender binary might also involve a gender transition. The curriculum provides a detailed explanation of how to “pause puberty” through “hormones and/or surgeries” and advice on adopting a “nonbinary” identity and set of pronouns.
By the end of fifth grade, the curriculum explicitly asks students to make a “commitment to change,” according to the dictates of gender ideology. In other words, they commit to becoming political activists for queer theory and the broader sexual revolution.
This type of pedagogy is, astonishingly, becoming commonplace in public school systems across the United States.
A cache of documents from a source inside Portland Public Schools exposes the nature of this curriculum. The lessons seek to turn the principles of queer theory into an identity-formation program for elementary school students.
The premise is simple: privileged white heterosexuals have created an oppressive gender system in order to dominate racial and sexual minorities. As the curriculum explains, “gender is colonized,” and Western societies have used language to erase alternative sexualities. “When white European people colonized different places, they brought their own ideas about gender and sexuality,” the curriculum reads. “When the United States was colonized by white settlers, their views around gender were forced upon the people already living here. Hundreds of years later, how we think and talk about gender are still impacted by this shift.”
The curriculum begins in kindergarten with an anatomy lesson featuring graphic drawings of children’s genitalia. The lesson avoids the terms “boy” and “girl” in favor of the gender-neutral variants “person with a penis” and “person with a vulva,” because, according to the curriculum, some girls can have penises and some boys can have vulvas.
In first and second grade, students are introduced to the key tenets of gender-identity theory. “Gender is something adults came up with to sort people into groups,” the curriculum states. “Many people think there are only two genders, girls and boys, but this is not true. Next, students work through a lesson called “Our Names, Genders, and Pronouns.” Students, the curriculum explains, can “change their name to match who they are, like their gender, culture, or just what they like better.” They can be “boys,” “girls,” “cisgender,” “transgender,” or “nonbinary,” and experiment with pronouns such as “they/them” and “ze/zir,” according to their personal preferences.
In third through fifth grade, the district begins lessons on “LGBTQIA2S+” activism. The curriculum presents the categories of “man” and “woman” as manifestations of the “dominant culture” that has used sexual norms to oppress minorities. “The culture, systems, and assumptions that everyone is straight is called heteronormative,” the curriculum claims. This system, according to the lesson plan, is a form of “oppression” designed to benefit “white straight cis boys” and to punish “LGBTQIA2S+” people.
The solution, according to Portland Public Schools, is to obliterate the “white colonizer” conception of sexuality, and encourage students to inhabit “the infinite gender spectrum.” This means destroying the system of “cisheteronormativity” and promoting “queer” and “trans” identities. Teachers are told to eliminate the terms “girls and boys,” “ladies and gentlemen,” “mom and dad,” “Mrs. Mr., Miss,” and “boyfriend, girlfriend,” in favor of terms such as “people,” “folx,” “guardians,” “Mx.,” and “themfriend.” Students are shown photographs of “gender non-conforming” individuals and encouraged to celebrate the flags for “nonbinary,” “genderqueer,” “gender fluid,” and “Two-Spirit” identities. For some students, the subversion of the gender binary might also involve a gender transition. The curriculum provides a detailed explanation of how to “pause puberty” through “hormones and/or surgeries” and advice on adopting a “nonbinary” identity and set of pronouns.
By the end of fifth grade, the curriculum explicitly asks students to make a “commitment to change,” according to the dictates of gender ideology. In other words, they commit to becoming political activists for queer theory and the broader sexual revolution.
This type of pedagogy is, astonishingly, becoming commonplace in public school systems across the United States.
