The father of one of my childhood best friends is a man named Murray Shukyn, who in Toronto in 1968 founded the oldest public alternative secondary school in North America, SEED.
The original concept behind alternative schools was admirable. There are students who have great potential but don't have the disposition to fit into traditional education models.
Alternative schools are smaller, with a higher staff to student ratio than the other schools in the board, and as a consequence, cost more per student to operate. The extra cost was seen as a worthwhile benefit to prevent some students from abandoning their education. The goal was to provide an excellent education through alternative means and SEED, in its early days, did that.
But things have changed both for Toronto's public schools as a whole and for the alternative schools within the School Board.
With the advent of Marxist-influenced "critical pedagogy" that has permeated the education system, alternative schools proliferated and became training centers for radical activists. The TDSB's contemporary alternative schools now often provide students with a type of education that is effectively useless for anything but a sad future pursing unmarketable grievance studies.
The Toronto District School Board's new alternative schools are places where radicals can send their children to be immersed in their own ideologies by exploiting taxpayers who provide huge subsidies to them.
In other developments in local education, the Ontario Institute for Studies in Education, which is the largest teachers college in Canada, is eliminating its Bachelor's degree program, and will only admit students to its Master's Program.
I have had more than one university professor tell me, possibly unfairly but worth noting nonetheless, that a Master's degree is in essence the consolation prize for students not smart enough to pick up a PhD. At OISE, that quip does seem to have borne itself out. However in the case of other faculties, in many instances, I know that not to be the case.
But regardless, even if it reality it may not be true, the perception is that a Master's degree does convey an implication of significant knowledge. A new study has shown that almost a third of Canadian university graduates are functionally illiterate. The garbage taught at OISE as "critical pedagogy" and spread by its graduates in the TDSB's and other school boards' curriculum is the major contributor to that tragedy. And now with their advanced degrees in hand, for which OISE graduates require neither intelligence nor research skills, more politicized polemicists will be spreading OISE's poison in the schools.
EYE ON A CRAZY PLANET
Showing posts with label Ministry Of Education. Show all posts
Showing posts with label Ministry Of Education. Show all posts
Saturday, May 3, 2014
Wednesday, April 30, 2014
Study finds one third of Canadian university graduates are functionally illiterate
About a third of Canadian university graduates are functionally illiterate according to recent data (click HERE for more).
My guess is that figure goes up to 80% if you're talking about graduates from the Ontario Institute for Studies in Education.
Saturday, March 22, 2014
Canadian Somali Congress head describes the Toronto District School Board as racist and insulting
This discussion/debate between Ahmed Hussen, the National President of the Canadian Somali Congress, the CBC's heavily biased Anna Maria Tremonti, and not-particularly-bright Toronto District School Board Trustee and identity-politics-in-the-classroom proponent Maria Rodrigues reveals much about how the TDSB is utterly failing its students.
As Mr. Hussen notes, the TDSB's actions are not only insulting to the Somali-Canadian community, they're racist:
As Mr. Hussen notes, the TDSB's actions are not only insulting to the Somali-Canadian community, they're racist:
Thursday, February 20, 2014
Tuesday, February 18, 2014
University of Toronto professor says some classroom activism fostered by The Toronto District School Board and OISE amounts to child abuse
There are teachers in the Toronto District School Board who are subjecting children in Toronto's public schools to child abuse on a daily basis.
It's a minority of them to be sure, but they are in the system and they operate with the blessing of the School Board and of Ontario's foremost teachers college.
The University of Toronto's Ontario Institute for Studies in Education (OISE) has posted a number of interviews with active public school teachers promoting teacher activism in the classroom. The interviews will come as a surprise to those who think the purpose of school is to teach children essential knowledge of mathematics, grammar, geography, literature and civics.
Instead of that core foundation, these activist teachers feel they have a mandate to promote their own politics and biases to the children over whom they have been given authority.
Among OISE's exemplars of activism are Jason Kunin, a teacher at Toronto's Vaughn Road Academy, a public high school, who has used his class to promote his anti-Israel extremism. Another is David Stocker, a teacher at Toronto's Cityview Alternative School who gained considerable notoriety for his intention to raise one of his children to be "genderless," and who asserts his right to condition his students to his own brand of activism.
Manifestations of this teacher activism include the use of science classes to organize student hunger strikes and demonstrations against the Enbridge oil pipeline, and the use of math classes to convince children about the supposed ills of capitalism.
University of Toronto professor of International Relations and Political Science Aurel Braun considers much of the type of indoctrination practiced by activist teachers to be a form of child abuse.
Children in school are a captive audience, Braun notes, and the purpose of education is to provide them with a diversity of views and objective, ascertainable facts so that they have the tools to become thinking, productive citizens capable of reaching their own conclusions.
Instead, Braun, who is currently a visiting professor at Harvard University's Department of Government, suggests the daily reiteration of a particular, political outlook inflicted by activist teachers on their students is similar to the psychological conditioning that is a feature of totalitarian societies.
He compares it with the type of indoctrination for children that was conceived by Vladimir Lenin following the Bolshevik Revolution and the Communist leader's subsequent dictatorship in Russia.
Braun's analogy is particularly apt, since David Stocker asserts that the tools an activist teacher should use are the teachings of Paulo Friere, a Brazilian Maoist who extolled Lenin in his seminal work, The Pedagogy of the Oppressed.
In Canada, there is an explicit contract between the government and the consumers of education, those being the children who attend classes and the parents who entrust their children to the care of the state. The most basic aspect of that contract is that the school system will not abuse and inflict harm on their children.
Many take the view that continually subjecting children to politicized biases is harmful to them as it both warps their worldview and detracts from the skills and objectivity they will require to be successful later on in life.
"Of course they're biased, because all classrooms are biased" Stocker asserts by way of an excuse in one of his interviews. "This is mandated by the board. It's about Human Rights Work, and we have an ethical and moral obligation to do it and yes we're going to do it."
But frequently, what is "ethical or moral," and in certain instances what would be considered a "human right," is warped beyond all recognition by activist teachers who may use those terms as a means to deprive others of their rights.
Unequivocal human rights could involve activism against the ethnic slaughter of black Africans in Darfur, or against the persecution of Christians in Muslim countries. But that is not what the TDSB's activist teachers see as "moral and ethical." Instead, they compel their students to engage with groups such as OCAP and No One Is Illegal, that advocate for class warfare and aspire to cripple Canada's economy, or those like the deceptively-named Canadian Peace Alliance, which acts as apologist for totalitarians who kill Gays and persecute ethnic and religious minorities.
It should come as little shock that OISE would be promoting such totalitarian-leaning classroom proselytizing. That institute recently appointed a professor named Abigail Bakan to head its "Social Justice" Education department. Bakan, a conspiracy theorist, is one of the founders of the International Socialist organization and has been a speaker at antisemitic al Quds Day celebrations. The Al Quds Day activities are the brainchild of the sadistic leader of Iran's Islamic Revolution, the late Ayatollah Khomeini. Last year, a Queen's Park al Quds rally featuring Canadian Peace Alliance boss Sid Lacombe, whom Jason Kunin called to lecture to his class, was notable for inciting participants to commit a genocide of Jews in Israel.
This is the face of classroom "Social Justice" activism that your children are forced to endure, day after day. Most teachers are too decent and too smart to subject their students to such abuse. Thankfully, plenty of those students unfortunate enough to have activist instructors realize their teachers are not particularly intelligent propagandists. However, there are many students who will readily absorb the conditioning that activist educators inflict upon them. And for the majority of students who just want to acquire credits so they can graduate and go on to what comes next, they may not emerge from public schools unscathed. Like plants growing next to a poisoned water supply, eventually, some of the toxins in which classroom activist teachers immerse their students may seep into them through the osmosis of constant exposure.
It is critical that parents become aware of what is happening to their children in public schools. Because this form of child abuse will continue to harm new generations of students until the public raises an outcry that forces a response from Ontario's Ministry of Education.
h/t Socialist Studies
It's a minority of them to be sure, but they are in the system and they operate with the blessing of the School Board and of Ontario's foremost teachers college.
The University of Toronto's Ontario Institute for Studies in Education (OISE) has posted a number of interviews with active public school teachers promoting teacher activism in the classroom. The interviews will come as a surprise to those who think the purpose of school is to teach children essential knowledge of mathematics, grammar, geography, literature and civics.
Instead of that core foundation, these activist teachers feel they have a mandate to promote their own politics and biases to the children over whom they have been given authority.
Among OISE's exemplars of activism are Jason Kunin, a teacher at Toronto's Vaughn Road Academy, a public high school, who has used his class to promote his anti-Israel extremism. Another is David Stocker, a teacher at Toronto's Cityview Alternative School who gained considerable notoriety for his intention to raise one of his children to be "genderless," and who asserts his right to condition his students to his own brand of activism.
Manifestations of this teacher activism include the use of science classes to organize student hunger strikes and demonstrations against the Enbridge oil pipeline, and the use of math classes to convince children about the supposed ills of capitalism.
University of Toronto professor of International Relations and Political Science Aurel Braun considers much of the type of indoctrination practiced by activist teachers to be a form of child abuse.
Children in school are a captive audience, Braun notes, and the purpose of education is to provide them with a diversity of views and objective, ascertainable facts so that they have the tools to become thinking, productive citizens capable of reaching their own conclusions.
Instead, Braun, who is currently a visiting professor at Harvard University's Department of Government, suggests the daily reiteration of a particular, political outlook inflicted by activist teachers on their students is similar to the psychological conditioning that is a feature of totalitarian societies.
He compares it with the type of indoctrination for children that was conceived by Vladimir Lenin following the Bolshevik Revolution and the Communist leader's subsequent dictatorship in Russia.
Braun's analogy is particularly apt, since David Stocker asserts that the tools an activist teacher should use are the teachings of Paulo Friere, a Brazilian Maoist who extolled Lenin in his seminal work, The Pedagogy of the Oppressed.
In Canada, there is an explicit contract between the government and the consumers of education, those being the children who attend classes and the parents who entrust their children to the care of the state. The most basic aspect of that contract is that the school system will not abuse and inflict harm on their children.
Many take the view that continually subjecting children to politicized biases is harmful to them as it both warps their worldview and detracts from the skills and objectivity they will require to be successful later on in life.
"Of course they're biased, because all classrooms are biased" Stocker asserts by way of an excuse in one of his interviews. "This is mandated by the board. It's about Human Rights Work, and we have an ethical and moral obligation to do it and yes we're going to do it."
But frequently, what is "ethical or moral," and in certain instances what would be considered a "human right," is warped beyond all recognition by activist teachers who may use those terms as a means to deprive others of their rights.
Unequivocal human rights could involve activism against the ethnic slaughter of black Africans in Darfur, or against the persecution of Christians in Muslim countries. But that is not what the TDSB's activist teachers see as "moral and ethical." Instead, they compel their students to engage with groups such as OCAP and No One Is Illegal, that advocate for class warfare and aspire to cripple Canada's economy, or those like the deceptively-named Canadian Peace Alliance, which acts as apologist for totalitarians who kill Gays and persecute ethnic and religious minorities.
It should come as little shock that OISE would be promoting such totalitarian-leaning classroom proselytizing. That institute recently appointed a professor named Abigail Bakan to head its "Social Justice" Education department. Bakan, a conspiracy theorist, is one of the founders of the International Socialist organization and has been a speaker at antisemitic al Quds Day celebrations. The Al Quds Day activities are the brainchild of the sadistic leader of Iran's Islamic Revolution, the late Ayatollah Khomeini. Last year, a Queen's Park al Quds rally featuring Canadian Peace Alliance boss Sid Lacombe, whom Jason Kunin called to lecture to his class, was notable for inciting participants to commit a genocide of Jews in Israel.
This is the face of classroom "Social Justice" activism that your children are forced to endure, day after day. Most teachers are too decent and too smart to subject their students to such abuse. Thankfully, plenty of those students unfortunate enough to have activist instructors realize their teachers are not particularly intelligent propagandists. However, there are many students who will readily absorb the conditioning that activist educators inflict upon them. And for the majority of students who just want to acquire credits so they can graduate and go on to what comes next, they may not emerge from public schools unscathed. Like plants growing next to a poisoned water supply, eventually, some of the toxins in which classroom activist teachers immerse their students may seep into them through the osmosis of constant exposure.
It is critical that parents become aware of what is happening to their children in public schools. Because this form of child abuse will continue to harm new generations of students until the public raises an outcry that forces a response from Ontario's Ministry of Education.
h/t Socialist Studies
Tuesday, February 11, 2014
The Toronto District School Board is using English classes to indoctrinate children to a "genderless society"
Sitting on a little over an acre of prime real estate, just on the other side of the south end of Toronto's trendy, hyper-liberal Annex neighborhood, is Central Technical School.
Amidst leafy streets lined with Victorian row houses in an area populated largely by university professors, downtown professionals and urban hipsters, Central Tech is a huge Edwardian structure that, with its adjacent playing field, takes up an entire large city block. The century-old stone building physically resembles any number of large high schools throughout North America erected around the same time. But the school is unique in Toronto in that it draws students from all over the city who come for its specialized technological, trades, and arts courses, which they provide in addition to the regular provincial curriculum.
My son is a student there and through my involvement as a co-Chair of the School Council, I have come to learn that Central Tech has the advantage of an exceptionally professional administrative team and some outstanding teachers.
But some of them have taken the curriculum that was the brainchild of former Education Minister and current Premier Kathleen Wynne and her Deputy Minister of Education, accused child pornographer Ben Levin, more to heart than is comfortable for many patents.
In the newly commenced semester, one of my son's courses is English. On the first day, the class' permanent teacher was not yet assigned and a temp took charge.
The day's assignment was to read a Toronto Star article about the "genderless child" whose sex was being kept a secret by its parents, one of whom is a Toronto District School Board alternative school teacher. They were also assigned a short story called The Story of X, by Lois Gould. First published in MS. Magazine in 1972, it is a whimsical, but rather tritely-written short story that questions gender roles and apparently served as the inspiration for the Toronto couple to turn their child into a human Guinea Pig for a social experiment.
Now thanks to Kathleen Wynne, her rubber-stamp Education Minister Liz Sandals, and the social engineers running the TDSB, every child in the public school system is part of their deplorable experiment in restructuring human behavior.
Discussing the role of gender in society is not something I would find objectionable. But it belongs in a Social Studies class. The aim of the radicals running the school system in Ontario is to alter the next generation with a type of politicized education masquerading as "social justice" that is insinuated into every course, despite its irrelevance to the actual subject matter.
Making the situation more egregious is that there actually are opportunities to discuss gender in established literature. If a teacher feels the need to discuss gender issues in English class, why not teach Twelfth Night, in which the female protagonist Viola assumes the identity of a male? A teacher who shared that play with a class would provide to students the added benefit of familiarizing them with one of the most important works in the body of English Literature. But perhaps expecting Shakespeare to be taught by the Wynne/Sandals/Levin educational regime is unrealistic. After all, that would require students to spend a lot of time immersed in the Eurocentric, patriarchal values upon which western civilization was built. And that runs contrary to the new belief system in which Ontario wants to condition all of its children.
If a lesson requires a short story, there are innumerable volumes of outstanding works which the current crop of students find excluded from their curriculum.
Instead, we have a generation of children who are entering universities unable to punctuate sentences properly. The only O Henry of which the vast majority of these kids have ever heard is the homonymic candy bar. Yet rather than de Maupassant or H.H. Munro, they are subjected to polemical, on-the-nose, banal literary detritus. Because a primary goal of the TDSB is the social
objective of explicit instruction in the proper way of
thinking in our-soon-to-be genderless civilization.
One of the architects of contemporary Gender Studies is a dour academic named Judith Butler. Though acclaimed in some circles, Butler is widely derided as a tedious pedant whose main talent is her ability to utilize copious amounts of meaningless jargon to obfuscate and equivocate. When Butler is nailed down on a position, it is often on something as puerile as her pronouncement that the misogynistic, fanatically fundamentalist, religious terrorist organizations Hamas and Hezbollah are "social movements that are progressive, that are on the left." That assessment of Butler's was based on her sole, defining criterion of them being "anti-imperialist." Even within that nescient framework, she discounts those terror groups' support for the imperialism that led to the spread of Islam throughout the Middle East and parts of Asia, Africa and Europe and their current aspirations to expand it further.
Gender Studies is essentially a politicized branch of Philosophy. Its adherents in our system, driven by a cult-like devotion in places like the Ontario Institute for Studies in Education, lack a basic knowledge of relevant biology and psychiatry. But even so, they feel qualified to proselytize a new order of gender roles and have invented a pseudo-science backed up, not by data, but by their aspirations for a world that reflects their own image. Tellingly, they are heavily invested in outmoded psychoanalytical theories which were almost completely abandoned within psychiatry decades ago.
So while the least capable minds in the academy populate 'grievance studies' subjects like Gender Studies, real science has left them far behind, establishing that there are distinct, discernible differences in the brain structures of men and women.
It wasn't so long ago that a medical term for someone whose sense of gender didn't match their biology was "mentally ill." Evidently the difference between sex and gender is that the former is biological and the latter is a sense of self. But since the biological component drives behavior, it seems that plenty of us, including the "genderless" child's parents, are confused about the whole matter.
In nature, female lions are no more socialized to care for their young than a male Black Widow spider is socialized to allow the female to eat him during mating. Still, despite obvious biological differences between male and females, Toronto's educrats want children to believe that male and female roles among humans are merely a "social construct" which they should abandon.
We shouldn't discriminate against transexuals in any way. They are people who have a condition that causes them great difficulty, and it is often a troubling and courageous effort that leads them to alter the sexual identity with which they were born. But consider that their condition is something that requires surgery to correct, which is covered by publicly-funded heath insurance. So it is, by definition, an illness.
But more to the point, English classes are supposed to teach English and not to encourage children in public schools to question and abandon their concepts of gender.
The troubling part of this sinister remodeling is that, for the most part, it slips by unnoticed. Most parents are oblivious to the particulars of their children's daily curriculum. Once the symptoms become apparent, it is well past the point where serious damage is done, as in the plummeting math scores of kids who were subjected to Ontario's faddish educational designs.
One thing is for certain. If Kathleen Wynne's government is returned to power, they will take it as an endorsement of their mandate and the indoctrination of Ontario's children will only intensify.
Amidst leafy streets lined with Victorian row houses in an area populated largely by university professors, downtown professionals and urban hipsters, Central Tech is a huge Edwardian structure that, with its adjacent playing field, takes up an entire large city block. The century-old stone building physically resembles any number of large high schools throughout North America erected around the same time. But the school is unique in Toronto in that it draws students from all over the city who come for its specialized technological, trades, and arts courses, which they provide in addition to the regular provincial curriculum.
My son is a student there and through my involvement as a co-Chair of the School Council, I have come to learn that Central Tech has the advantage of an exceptionally professional administrative team and some outstanding teachers.
But some of them have taken the curriculum that was the brainchild of former Education Minister and current Premier Kathleen Wynne and her Deputy Minister of Education, accused child pornographer Ben Levin, more to heart than is comfortable for many patents.
In the newly commenced semester, one of my son's courses is English. On the first day, the class' permanent teacher was not yet assigned and a temp took charge.
The day's assignment was to read a Toronto Star article about the "genderless child" whose sex was being kept a secret by its parents, one of whom is a Toronto District School Board alternative school teacher. They were also assigned a short story called The Story of X, by Lois Gould. First published in MS. Magazine in 1972, it is a whimsical, but rather tritely-written short story that questions gender roles and apparently served as the inspiration for the Toronto couple to turn their child into a human Guinea Pig for a social experiment.
Now thanks to Kathleen Wynne, her rubber-stamp Education Minister Liz Sandals, and the social engineers running the TDSB, every child in the public school system is part of their deplorable experiment in restructuring human behavior.
Discussing the role of gender in society is not something I would find objectionable. But it belongs in a Social Studies class. The aim of the radicals running the school system in Ontario is to alter the next generation with a type of politicized education masquerading as "social justice" that is insinuated into every course, despite its irrelevance to the actual subject matter.
Making the situation more egregious is that there actually are opportunities to discuss gender in established literature. If a teacher feels the need to discuss gender issues in English class, why not teach Twelfth Night, in which the female protagonist Viola assumes the identity of a male? A teacher who shared that play with a class would provide to students the added benefit of familiarizing them with one of the most important works in the body of English Literature. But perhaps expecting Shakespeare to be taught by the Wynne/Sandals/Levin educational regime is unrealistic. After all, that would require students to spend a lot of time immersed in the Eurocentric, patriarchal values upon which western civilization was built. And that runs contrary to the new belief system in which Ontario wants to condition all of its children.
If a lesson requires a short story, there are innumerable volumes of outstanding works which the current crop of students find excluded from their curriculum.
One of the architects of contemporary Gender Studies is a dour academic named Judith Butler. Though acclaimed in some circles, Butler is widely derided as a tedious pedant whose main talent is her ability to utilize copious amounts of meaningless jargon to obfuscate and equivocate. When Butler is nailed down on a position, it is often on something as puerile as her pronouncement that the misogynistic, fanatically fundamentalist, religious terrorist organizations Hamas and Hezbollah are "social movements that are progressive, that are on the left." That assessment of Butler's was based on her sole, defining criterion of them being "anti-imperialist." Even within that nescient framework, she discounts those terror groups' support for the imperialism that led to the spread of Islam throughout the Middle East and parts of Asia, Africa and Europe and their current aspirations to expand it further.
Gender Studies is essentially a politicized branch of Philosophy. Its adherents in our system, driven by a cult-like devotion in places like the Ontario Institute for Studies in Education, lack a basic knowledge of relevant biology and psychiatry. But even so, they feel qualified to proselytize a new order of gender roles and have invented a pseudo-science backed up, not by data, but by their aspirations for a world that reflects their own image. Tellingly, they are heavily invested in outmoded psychoanalytical theories which were almost completely abandoned within psychiatry decades ago.
So while the least capable minds in the academy populate 'grievance studies' subjects like Gender Studies, real science has left them far behind, establishing that there are distinct, discernible differences in the brain structures of men and women.
It wasn't so long ago that a medical term for someone whose sense of gender didn't match their biology was "mentally ill." Evidently the difference between sex and gender is that the former is biological and the latter is a sense of self. But since the biological component drives behavior, it seems that plenty of us, including the "genderless" child's parents, are confused about the whole matter.
In nature, female lions are no more socialized to care for their young than a male Black Widow spider is socialized to allow the female to eat him during mating. Still, despite obvious biological differences between male and females, Toronto's educrats want children to believe that male and female roles among humans are merely a "social construct" which they should abandon.
We shouldn't discriminate against transexuals in any way. They are people who have a condition that causes them great difficulty, and it is often a troubling and courageous effort that leads them to alter the sexual identity with which they were born. But consider that their condition is something that requires surgery to correct, which is covered by publicly-funded heath insurance. So it is, by definition, an illness.
But more to the point, English classes are supposed to teach English and not to encourage children in public schools to question and abandon their concepts of gender.
The troubling part of this sinister remodeling is that, for the most part, it slips by unnoticed. Most parents are oblivious to the particulars of their children's daily curriculum. Once the symptoms become apparent, it is well past the point where serious damage is done, as in the plummeting math scores of kids who were subjected to Ontario's faddish educational designs.
One thing is for certain. If Kathleen Wynne's government is returned to power, they will take it as an endorsement of their mandate and the indoctrination of Ontario's children will only intensify.
Wednesday, January 22, 2014
University of Toronto compulsory student fees used to pay for anal sex and hand-job workshops
University of Toronto's compulsory student activity fees fund the U of T Sexual Education Centre.
This week, the Centre is conducting workshops on such important topics as a beginner's introduction to anal sex and how to give a hand-job. I'm not sure which is more troublesome, that the university is paying for these, or that some U of T students are evidently so stupid that they need to take a workshop for them.
The worst part is that this is far from the most offensive activity that U of T students are forced to fund. At least this isn't as bad as the anti-Semitic and Communist Revolutionary Groups U of T's students are compelled to subsidize.
h/t Blazing Cat Fur
Monday, January 20, 2014
Does the Toronto District School Board need "Gender Independent Groups" for kids in kindergarten???
We're told by third-rate academics in Gender Studies programs that gender is a social construct.
On the other hand, neuroscientists and biologists know that there are distinct differences between male and female humans which are not only physiological, but affect thinking patterns and behavior. For that matter, so does anyone with minimal observational ability and a modicum of common sense.
Those of us who have children, or remembers anything of their own childhood, are aware of the natural differences between the sexes and that gender and sex are just two sides of the same coin. Many of which have obvious evolutionary purposes, since females are the ones who must gestate and nurture children in their early stages.
So the "social construct" of "Gender Independent" children is in all likelihood one imposed on them by idiot, activist parents and despicable, ideologically-driven educational theorists determined to use children as Guinea Pigs in a social experiment destined to colossal failure.
The Toronto District School Board and Ontario's Ministry of Education are the enablers of this depravity and are pushing it to children as young as age 5.
Saturday, January 11, 2014
Friday, January 3, 2014
Today in civilizational suicide, TDSB Superintendents want cross-dressing taught in elementary school
In the first few seconds of this Toronto District School Board video, you learn that "conservative" is a bad thing!
Welcome to the TDSB's new "let's sexualize children at an early age" pedophile-friendly curriculum:
More at Socialist Studies
Welcome to the TDSB's new "let's sexualize children at an early age" pedophile-friendly curriculum:
More at Socialist Studies
Sunday, December 29, 2013
Thursday, December 12, 2013
OISE pushing plagiarist-funded identity politics into public schools
Remember when you were a kid in grade school and Halloween was approaching? The whole week before was a time of fun and anticipation. Never have I seen a kid, or even heard of one anecdotally, who wasn't happy about having a party at school, dressing up in costume and best of all, loads of free candy!
But that's not quite how they view things at the wretched Marxist cesspool of radical indoctrination for teachers called The Ontario Institute for Studies in Education (OISE).
According to a new document called "The Professional Learning Series for Culturally Responsive and Relevant Pedagogy" prepared at that Mordor of Education, Halloween is not that time of joy you remember from your childhood, but is "a controversial Western holiday."
You might also have the foolish notion in your head that if someone immigrates to a country, they should take it upon themselves, and encourage their children, to adapt to their adopted society and culture.
Silly you!. By saying such a thing aloud, you've engaged in hate speech according to the Toronto District School Board. That sort of fundamental logic only applies to Islamic countries, where they will beat a woman senseless should she dare to appear in public in immodest clothing. Or maybe also in a few exceptions like Quebec, where they have felt the need to take the drastic measure of banning religious garb at work for publicly paid employees.
But in the rest of this progressive land, as so deemed by the gatekeepers of educational totalitarianism at OISE, it is Canada that must bend to the will and culture of anyone who arrives on our shores and objects to the traditions we have insensitively practiced for generations.
What this type of policy does, is to encourage people not to adapt to Canadian culture and tradition. The outcomes of that self-defeating approach can be seen in the poisonous culture of victimology that has infected myriad aspects of our society.
That poison is actively promoted at OISE, but that shouldn't be any surprise by now. OISE, which produces the people who create school curricula in Ontario, has played midwife to innumerable imbecilic ideas birthed at that institution. It's not just the students who produce deranged theses such as one that proclaims that western feminists opposed to female genital mutilation are lascivious racists motivated by an obsession with genitalia. Even the institute's administrators are pushing depraved bigotry, like OISE professor Sheryl Nestel, who claims Canadian Jews support Prime Minister Stephen Harper as a community to "maintain its place the racial order."
What's rather curious about the new OISE paper is that it acknowledges that it was funded in part by disgraced former Toronto District School Board Director Chris Spence, who resigned his position after numerous instances of his committing plagiarism, including in his doctoral thesis, came to light.
The paper is filled with the predictable stupidity one comes to expect from OISE. As an institution where ideology trumps facts and doctrine overrules science, it's hardly surprising that they want to undo the sort of gender distinctions that are a natural outgrowth of the biological differences between males and females.
Possibly less of a challenge to them is to try to shame kids away from using the word "gay" in a negative context. Still, they may have a hard time with that one too. I support gay rights and gay marriage, and do not think gays should face any form of legal discrimination. But even so, it should be rather obvious that as long as 98% of the normal male population continues to find the idea of having a penis shoved in their sphincter repugnant, getting rid of the negative connotation is going to be a hard sell.
Curiously, as these so-called Social Justice issues that OISE is pushing in public schools permeate more and and more of the curriculum in Ontario, the Minister of Education and the Toronto District School Board are in a quandary trying to figure out why their students' capabilities in mathematics have taken a corresponding nose dive.
TDSB Director Donna Quan has reportedly asked her principals to come up with ways to improve math scores in their schools and across the Board. What is curious is that they have missed the unmissable solution of focusing more on core subjects and less on the politicized, ideological bullshit coming from OISE. Then again, maybe not so curious. Because to understand that would require a measure of basic common sense the people who run our education system have yet to demonstrate.
But that's not quite how they view things at the wretched Marxist cesspool of radical indoctrination for teachers called The Ontario Institute for Studies in Education (OISE).
According to a new document called "The Professional Learning Series for Culturally Responsive and Relevant Pedagogy" prepared at that Mordor of Education, Halloween is not that time of joy you remember from your childhood, but is "a controversial Western holiday."
You might also have the foolish notion in your head that if someone immigrates to a country, they should take it upon themselves, and encourage their children, to adapt to their adopted society and culture.
Silly you!. By saying such a thing aloud, you've engaged in hate speech according to the Toronto District School Board. That sort of fundamental logic only applies to Islamic countries, where they will beat a woman senseless should she dare to appear in public in immodest clothing. Or maybe also in a few exceptions like Quebec, where they have felt the need to take the drastic measure of banning religious garb at work for publicly paid employees.
But in the rest of this progressive land, as so deemed by the gatekeepers of educational totalitarianism at OISE, it is Canada that must bend to the will and culture of anyone who arrives on our shores and objects to the traditions we have insensitively practiced for generations.
One of the associate teachers in the project discussed anNow, is it so bad that children who were compelled by their parents to sit out the most fun day of the school year were provided with a fun alternative? On the surface it might seem not. But think for a moment.
issue that surfaced in her school at Halloween. She
observed that many students with cultural or religious
objections to the holiday had no choice but to sit in the
library during the celebrations. She realized that this
structure was inequitable and didn’t reflect the diversity
of the school. This teacher decided to convene a group of
teachers to discuss this issue and to host a fun event for
the students who couldn’t or chose not to participate in
the controversial Western holiday
What this type of policy does, is to encourage people not to adapt to Canadian culture and tradition. The outcomes of that self-defeating approach can be seen in the poisonous culture of victimology that has infected myriad aspects of our society.
That poison is actively promoted at OISE, but that shouldn't be any surprise by now. OISE, which produces the people who create school curricula in Ontario, has played midwife to innumerable imbecilic ideas birthed at that institution. It's not just the students who produce deranged theses such as one that proclaims that western feminists opposed to female genital mutilation are lascivious racists motivated by an obsession with genitalia. Even the institute's administrators are pushing depraved bigotry, like OISE professor Sheryl Nestel, who claims Canadian Jews support Prime Minister Stephen Harper as a community to "maintain its place the racial order."
What's rather curious about the new OISE paper is that it acknowledges that it was funded in part by disgraced former Toronto District School Board Director Chris Spence, who resigned his position after numerous instances of his committing plagiarism, including in his doctoral thesis, came to light.
 |
| OISE wants your kids to choose their gender regardless of their sex |
Possibly less of a challenge to them is to try to shame kids away from using the word "gay" in a negative context. Still, they may have a hard time with that one too. I support gay rights and gay marriage, and do not think gays should face any form of legal discrimination. But even so, it should be rather obvious that as long as 98% of the normal male population continues to find the idea of having a penis shoved in their sphincter repugnant, getting rid of the negative connotation is going to be a hard sell.
 |
| If you say "gay" as anything but a compliment or as a positive adjective, you're committing an OISE Hate Crime |
TDSB Director Donna Quan has reportedly asked her principals to come up with ways to improve math scores in their schools and across the Board. What is curious is that they have missed the unmissable solution of focusing more on core subjects and less on the politicized, ideological bullshit coming from OISE. Then again, maybe not so curious. Because to understand that would require a measure of basic common sense the people who run our education system have yet to demonstrate.
Friday, December 6, 2013
The return of the Ben Levin/Kathleen Wynne hypersexualized curriculum for young children
Remember that hypersexualized curriculum for young children that was quietly killed by Dalton McGuinty's government after an outcry from scandalized parents across Ontario?
You know, the one produced under the authority of Deputy Education Minister Ben Levin, who has since been charged with producing child pornography, among a number of other charges related to the sexual exploitation of children?
Well, it turns out Kathleen Wynne wants to bring it back.
Tuesday, October 8, 2013
Ontario's Elementary School Teachers Union wants more children to be like the "genderless baby"
Don't you feel lucky to be living in Ontario, where the radical Elementary Teachers Federation published an article by the father of the notorious "genderless baby" advocating for more of the same in public schools?
SOCIALIST STUDIES has more
"I work at City View Alternative Senior School in Toronto’s west end, a grade 7 and 8 school where the provincial curriculum is taught through the lens of social justice. Race, class, gender, sexuality, ability, power, and oppression are all integrated as the content material in many of the classes, along with an emphasis on activism and the need to do something to change the world rather than simply discuss it.
So it’s probably not surprising that one or more of our students began mucking with the signs on our washroom doors. A sketch of a pair of pants was taped on top of the skirt. A slip of paper that read “Not all girls wear dresses” appeared. And on the boys’ door: “Some boys wear skirts.” "
SOCIALIST STUDIES has more
Tuesday, September 24, 2013
U of Toronto's pedophilia-friendly acceptance of the idea of the "erotic child" is evil
For the vast majority of us who are parents, we see our primary duty as the protection of our children's well-being.
That duty manifests in different ways, among them the need to provide education, opportunities and guidance that will allow our kids to mature into successful, happy, well-adjusted, productive members of society. But at its most basic level, protection means exactly what the word implies, to keep them from imminent harm, be that assault, starvation, abuse or worse.
The way the world works, at some point, to some extent almost all of us have to delegate some of that protection to others. Out of necessity we hand our children over to care-givers and educators. With no small measure of parental trepidation, we place faith that those people we trust share our interests in protecting and nurturing our children.
The worst nightmare for a parent, and of course, for any child so victimized, is when that faith is betrayed in despicable ways. It doesn't happen most of the time. But it does happen.
Next month, The University of Toronto and its Ontario Institute for Studies in Education (OISE) will be holding a symposium for schoolteachers called Bodies at Play: Sexuality, childhood and classroom life in which the keynote speaker will be University of Southern California Professor James R. Kincaid.
The ideas behind that choice suggest are both a betrayal of trust and confirmation that the nightmare we fear for our children is real. Indeed, those fears are being mocked by the very people responsible for shaping our public schools.
A comment on an earlier article I'd written about the Bodies at Play symposium noted that just as the bank robber answered when asked why he robs banks, "because that's where the money is," to pedophiles, schools are where the children are.
There are people who view children as erotic, sexual objects. That is a view that society, at least mainstream North American society, finds abhorrent and vile.
But the person U of T/OISE has chosen as its keynote speaker takes a different view; that the eroticizing of children is normal. In the introduction to his book Erotic Innocence: The Culture of Child Molesting, Kincaid wrote, "..most adults in our culture feel some measure of erotic attraction to children and the childlike; I do not know how it could be otherwise."
U of T and OISE's imprimatur of such values and concepts by promoting their advocate to educators of small children is thoroughly loathsome.
The means by which Kincaid attempts to illustrate his theories are more revealing of his own beliefs than they are about society as a whole. His claim that Macaulay Culkin in Home Alone or the young Shirley Temple "look like cartoon characters: Buster Brown or Betty Boop - images vacated so we can write our passion there" is a bizarre interpretation. In my opinion, anyone who truly believes that should be kept well away from children.
Kincaid suggests that we have created bogeymen of child molesters to the extent that "it raises such fears of touching that any form of intimacy may seem hardly worth the risk." When thinking of normal people, Kincaid is wrong, but it is easy to see how someone who believes that most adults view children as erotic objects might think so.
Children need comfort and assurance and sometimes that can be in the form of a hug or an arm around a shoulder. For a normal, sane person, there is no more of an erotic aspect to that than there is when in patting a dog or cat.
Kincaid is fundamentally wrong in his belief, that "most adults in our culture feel some measure of erotic attraction to children" and even more so in his belief that we are committing some sin by denying it.
For most of us, the acceptable "range of erotic feelings towards children" would be exactly zero. Not so for Professor Kincaid, who wrote we should "see what might be done by positing a range of erotic feelings with and toward children. Rather than assuming that such feelings exist in only two forms - not at all or out of control - perhaps we could learn something of their differences, manner of expression and effects, allowing them a complex and dynamic relativity."
As a society, we have every interest in deploring and condemning the odious postulations that Kincaid proposes. By normalizing the eroticization of children, it is only a small measure away from normalizing the logical next step of that reprehensible idea. Will the next OISE symposium for educators feature someone who tells us we're overreacting when we condemn actual sex between adults and children?
There are depraved individuals who derive erotic stimulation from children. Evidently, it has eluded the brain trust at OISE that suggesting to educators such feelings are normal is not likely to instill many parents with confidence in them.
While Kincaid's writings may have esoteric philosophical value, the choice of having him as a keynote speaker at a symposium for teachers of young children suggests stupidity at best, and an acceptance of the most repugnant values at worst. That either is guiding an institution which influences the approach taken to education in Canada is indicative of the appalling state of our public school system.
That duty manifests in different ways, among them the need to provide education, opportunities and guidance that will allow our kids to mature into successful, happy, well-adjusted, productive members of society. But at its most basic level, protection means exactly what the word implies, to keep them from imminent harm, be that assault, starvation, abuse or worse.
The way the world works, at some point, to some extent almost all of us have to delegate some of that protection to others. Out of necessity we hand our children over to care-givers and educators. With no small measure of parental trepidation, we place faith that those people we trust share our interests in protecting and nurturing our children.
The worst nightmare for a parent, and of course, for any child so victimized, is when that faith is betrayed in despicable ways. It doesn't happen most of the time. But it does happen.
Next month, The University of Toronto and its Ontario Institute for Studies in Education (OISE) will be holding a symposium for schoolteachers called Bodies at Play: Sexuality, childhood and classroom life in which the keynote speaker will be University of Southern California Professor James R. Kincaid.
The ideas behind that choice suggest are both a betrayal of trust and confirmation that the nightmare we fear for our children is real. Indeed, those fears are being mocked by the very people responsible for shaping our public schools.
 |
| OISE's keynote speaker Kincaid says this is an image "vacated so we can write our passion there." |
There are people who view children as erotic, sexual objects. That is a view that society, at least mainstream North American society, finds abhorrent and vile.
But the person U of T/OISE has chosen as its keynote speaker takes a different view; that the eroticizing of children is normal. In the introduction to his book Erotic Innocence: The Culture of Child Molesting, Kincaid wrote, "..most adults in our culture feel some measure of erotic attraction to children and the childlike; I do not know how it could be otherwise."
U of T and OISE's imprimatur of such values and concepts by promoting their advocate to educators of small children is thoroughly loathsome.
The means by which Kincaid attempts to illustrate his theories are more revealing of his own beliefs than they are about society as a whole. His claim that Macaulay Culkin in Home Alone or the young Shirley Temple "look like cartoon characters: Buster Brown or Betty Boop - images vacated so we can write our passion there" is a bizarre interpretation. In my opinion, anyone who truly believes that should be kept well away from children.
Kincaid suggests that we have created bogeymen of child molesters to the extent that "it raises such fears of touching that any form of intimacy may seem hardly worth the risk." When thinking of normal people, Kincaid is wrong, but it is easy to see how someone who believes that most adults view children as erotic objects might think so.
Children need comfort and assurance and sometimes that can be in the form of a hug or an arm around a shoulder. For a normal, sane person, there is no more of an erotic aspect to that than there is when in patting a dog or cat.
Kincaid is fundamentally wrong in his belief, that "most adults in our culture feel some measure of erotic attraction to children" and even more so in his belief that we are committing some sin by denying it.
For most of us, the acceptable "range of erotic feelings towards children" would be exactly zero. Not so for Professor Kincaid, who wrote we should "see what might be done by positing a range of erotic feelings with and toward children. Rather than assuming that such feelings exist in only two forms - not at all or out of control - perhaps we could learn something of their differences, manner of expression and effects, allowing them a complex and dynamic relativity."
As a society, we have every interest in deploring and condemning the odious postulations that Kincaid proposes. By normalizing the eroticization of children, it is only a small measure away from normalizing the logical next step of that reprehensible idea. Will the next OISE symposium for educators feature someone who tells us we're overreacting when we condemn actual sex between adults and children?There are depraved individuals who derive erotic stimulation from children. Evidently, it has eluded the brain trust at OISE that suggesting to educators such feelings are normal is not likely to instill many parents with confidence in them.
While Kincaid's writings may have esoteric philosophical value, the choice of having him as a keynote speaker at a symposium for teachers of young children suggests stupidity at best, and an acceptance of the most repugnant values at worst. That either is guiding an institution which influences the approach taken to education in Canada is indicative of the appalling state of our public school system.
Thursday, September 19, 2013
This isn't good: University of Toronto's pedophile-friendly symposium on "childhood" for teachers
Maybe it's just me.
I know that if I were running an Education Department that got the most attention it ever received for having one of its senior academics arrested on charges of producing child pornography just a couple of months ago, I'd think twice about holding a symposium with a keynote speaker whose work demonstrates an obsession with a supposed "erotic appeal" of children.
But this is the University of Toronto we're talking about and its major education faculty, The Ontario Institute for Studies in Education (OISE), is a place where just about any preposterous, moronic, self-indulgent diatribe can qualify a person for an advanced degree.
OISE's Centre for Urban Schooling is presenting, along with York University and U of Toronto's Centre for Sexual Diversity Studies, a symposium called "BODIES AT PLAY: Sexuality, childhood and classroom life."
Some of it is comparatively benign, if comically idiotic New Age drivel of the sort an author like John Mortimer or Martin Amis might have invented to parody the self-indulgent vapidity of posturing academics. These people, who want to wear ostensible enlightenment on their sleeves, have a hodgepodge of fatuous buzz-words that routinely surface in everything they say or do. See how many you can spot in the biographical description of one of the presenters:
As summed up by the author Mark Spilka, Kincaid's work, Child Loving: The Erotic Child and Victorian Culture, is a mission to "persuade us that erotic child-loving is after all okay, as long as it involves other people's children and is never consummated."
It could be the reactionary prude in me, but that's really not the attitude I would like to see fostered in people entrusted with the care of innocent young children. Were I to attend the symposium, no doubt I'd learn my concerns are silly overreactions since, according to Professor Kincaid, that whole "childhood innocence" thing is just an artificial construct developed by Victorians.
Indeed, in another of his books, Erotic Innocence: The Culture of Child Molesting, Kincaid notes ''the subject of the child's sexuality and erotic appeal, along with our evasion of what we have done by bestowing those gifts, now structures our culture.''
Maybe that's true if your culture is centered at places like OISE, but not necessarily for the rest of us.
If all this is upsetting to you, undoubtedly Professor Kincaid could explain that this is all a way of stimulating your own sexual tantalization.
That setback clearly hasn't dissuaded OISE from pursuing its deplorable agenda. They could be counting on the public having a short attention span. They may have calculated that when it comes to the way children are educated, the public really isn't paying that much attention at all.
Sadly, as we can see from their ongoing travesties that continue with impunity, on that final point, they could be right.
UPDATE: The following brief excerpt is from Professor Kincaid's book, Erotic Innocence:
More on this HERE
I know that if I were running an Education Department that got the most attention it ever received for having one of its senior academics arrested on charges of producing child pornography just a couple of months ago, I'd think twice about holding a symposium with a keynote speaker whose work demonstrates an obsession with a supposed "erotic appeal" of children.But this is the University of Toronto we're talking about and its major education faculty, The Ontario Institute for Studies in Education (OISE), is a place where just about any preposterous, moronic, self-indulgent diatribe can qualify a person for an advanced degree.
OISE's Centre for Urban Schooling is presenting, along with York University and U of Toronto's Centre for Sexual Diversity Studies, a symposium called "BODIES AT PLAY: Sexuality, childhood and classroom life."
Some of it is comparatively benign, if comically idiotic New Age drivel of the sort an author like John Mortimer or Martin Amis might have invented to parody the self-indulgent vapidity of posturing academics. These people, who want to wear ostensible enlightenment on their sleeves, have a hodgepodge of fatuous buzz-words that routinely surface in everything they say or do. See how many you can spot in the biographical description of one of the presenters:
Louise Azzarello, B.A., B.Ed., M.A. is a media educator working from an interdisciplinary and equity framework. Her M.A. thesis, Spectacle & Discipline: Regulating Female Bodies through Dance explored the notions of body regulation in Western Theatrical Dance from a feminist social and political perspective. She has taught in a number of tdsb schools working with marginalized/racilaized youth and designing curriculum that embeds issues of equity and social justice.However, the tone takes a more disturbing turn when looking at the works of the keynote speaker, James R. Kincaid.
As summed up by the author Mark Spilka, Kincaid's work, Child Loving: The Erotic Child and Victorian Culture, is a mission to "persuade us that erotic child-loving is after all okay, as long as it involves other people's children and is never consummated."
It could be the reactionary prude in me, but that's really not the attitude I would like to see fostered in people entrusted with the care of innocent young children. Were I to attend the symposium, no doubt I'd learn my concerns are silly overreactions since, according to Professor Kincaid, that whole "childhood innocence" thing is just an artificial construct developed by Victorians.
Indeed, in another of his books, Erotic Innocence: The Culture of Child Molesting, Kincaid notes ''the subject of the child's sexuality and erotic appeal, along with our evasion of what we have done by bestowing those gifts, now structures our culture.''
Maybe that's true if your culture is centered at places like OISE, but not necessarily for the rest of us.
If all this is upsetting to you, undoubtedly Professor Kincaid could explain that this is all a way of stimulating your own sexual tantalization.
The fear that sex might corrupt them is sexually exciting for us. ''We denounce it all loudly but never have done with it,'' he writes. ''Indignation comes to seem almost like pleasure.''OISE is a faculty whose graduates were instrumental in formulating the extremely controversial curriculum that was widely condemned for exposing highly sexualized content to young children. An attempt to introduce that curriculum by OISE professor and accused child pornographer Ben Levin, when he was Ontario's Deputy Education Minister, was withdrawn by then-Premier Dalton McGuinty following the outcry from outraged parents across the province.
That setback clearly hasn't dissuaded OISE from pursuing its deplorable agenda. They could be counting on the public having a short attention span. They may have calculated that when it comes to the way children are educated, the public really isn't paying that much attention at all.
Sadly, as we can see from their ongoing travesties that continue with impunity, on that final point, they could be right.
UPDATE: The following brief excerpt is from Professor Kincaid's book, Erotic Innocence:
We might try to manage without stark essentialist ideas of sexuality and sexual behavior, see what might be done by positing a range of erotic feelings with and toward children. Rather than assuming that such feelings exist in only two forms - not at all or out of control - perhaps we could learn something of their differences, manner of expression and effects, allowing them a complex and dynamic relativity.(from pgs 24-25)
It's important to be plain about this and not try to counter erotic attraction to children with nothing stronger than nostalgia and talk about how sweet children are. For one thing, nostalgia and sweetness are not antidotes to eroticism but ingredients of it; for another, they are trifles. I believe most adults in our culture feel some measure of erotic attraction to children and the childlike; I do not know how it could be otherwise.
Friday, September 13, 2013
The University of Toronto inflicts a demented form of education on students at OISE
The blog Socialist Studies uncovered the new Calendar at the Ontario Institute for Studies in Education (OISE).
OISE is a neo-Marxist cesspool that does its utmost do indoctrinate its students to absorb its anti-capitalist, moral relativist propaganda. Worse still, it tries to push that indoctrination to children at the elementary school level and even younger.
This is the school that was, until recently, the home of Professor Ben Levin, the former Deputy Education Minister responsible for trying to introduce a highly sexualized curriculum for young children that was held back by former Premier Dalton McGuinty, In what many view as not entirely coincidental to the curriculum he attempted to forward, Levin was arrested recently on charges of producing and distributing child pornography.
But even worse obscenities are part of daily life at OISE. The new OISE calendar promotes Communist totalitarians and deranged, violent activist groups like the Ontario Coalition Against Poverty, a group that advocates for class warfare and has instigated riots.
OISE's new Chair of its "Social Justice Education" Department is a polemical Communist promoter of lunatic conspiracy theories by the name of Abigail Bakan. More information about her is available HERE and HERE.
Wednesday, September 11, 2013
Kathleen Wynne's $500 Million payoff to the teachers' unions
TORONTO - Premier Kathleen Wynne may have spent more than $500 million this past spring to buy labour peace with Ontario’s teachers’ unions, the Toronto Sun has learned.
According to figures provided to the Sun by an education sector source, Wynne’s new deal with the Ontario Secondary School Teachers’ Federation (OSSTF) this past April bumped up costs by at least $114 million.
The contract she signed in June with the 76,000 members of the Elementary Teachers’ Federation of Ontario (ETFO) added another $112 million...
h/t Marvin W.
Sunday, September 8, 2013
This week in deranged evil from the Toronto District School Board
The blog Socialist Studies is keeping an eye on the appalling abuses that routinely occur in Toronto's tax-funded public school system.
This week alone, the items include:
This week alone, the items include:
- The TDSB promoting cross-dressing and gender switching to children as young as kindergarten age More on that Here
Friday, August 23, 2013
OISE's new "Social Justice" Department Chair a speaker at Khomeinist al Quds Day & Board Member of 9-11 conspiracy-promoting website
Evidently the Ontario Institute for Studies in Education (OISE) has given up the pretense of being anything but a center of radical, anti-Western indoctrination.
Most recently, this appalling cesspool of neo-Marxist fanaticism made the news when one of its senior academics was arrested for producing child pornography. While that disgraceful distinction is revolting enough on its own, making matters worse is the fact that that same OISE academic, Professor Ben Levin, was responsible for attempting to introduce a hyper-sexualized curriculum for small children in public schools.
That curriculum came with the blessing of OISE, a faculty of the University of Toronto, whose graduates and academics helped design that reprehensible effort to rob children of their innocence.
If you think OISE, which is the most prominent teachers' education facility in Canada, couldn't get any worse, then think again.
.jpg) |
| Abigail Bakan speaking at a Khomeinist CASMO al Quds Day event |
This month, the institute named the new Chair for its "Humanities, Social Sciences and Social Justice Education" Department. That person is Abigail Bakan.
Ms Bakan is a Communist extremist who was a speaker at an al Quds Day event organized by the racist Khomeinist group CASMO. The Canadian Association of Shia Muslim Organizations (CASMO) is comprised of Khmomeinist fanatics who had a public relations fiasco when it became public knowledge that they were posting anti-Semitic videos made by the former Ku Klux Klan leader David Duke. In the spirit of hatefulness that characterized the event, Bakan made the fatuous and despicably slanderous declaration that Israel "is exactly like the apartheid state of pre-1994 South Africa."
Bakan is also one of the five Editorial Board members of a 9-11 conspiracy promoting website called The Canadian Charger, whose founder and her co-Board member is Mohammed Elmasry, who infamously declared that all Jews in Israel over the age of eighteen are 'legitimate' targets for murder.
You might imagine that someone who makes common cause with anti-Semites and people who advocate the murder of homosexuals might not seem the ideal choice as a leader for "Social Justice Education."
But then at OISE, "social justice" isn't about justice at all.
At OISE, Social Justice is a euphemism for hateful detestation of Israel with its implied anti-Semitism of choosing the Jewish people as the one group on earth to whom they would deny national self-determination. Social Justice at OISE means advocacy for communism and totalitarian communist dictatorships, which deprive people of individual liberty.
At OISE, Social Justice is a euphemism for hateful detestation of Israel with its implied anti-Semitism of choosing the Jewish people as the one group on earth to whom they would deny national self-determination. Social Justice at OISE means advocacy for communism and totalitarian communist dictatorships, which deprive people of individual liberty.
The department that Bakan will Chair had its only notable distinction in its former incarnation as OISE's Sociology and Equity Studies in Education Department, which has since folded into the new division.
That distinction came when one of its students and her thesis was denounced in the Ontario Legislature by the Minister of Citizenship and others for anti-Semitism.
Bakan, who was an instructor at a secretive, anti-Israel course at Queen's University, may have learned a lesson. Not about Social Justice, but about the need to spread hate with stealth.
That may fly in the basic principles of academic responsibility, but it would make it entirely consistent with what passes for Social Justice at OISE.
Subscribe to:
Comments (Atom)