For those who despite all evidence to the contrary still believe that the bullying amendment that is pending in the Illinois Senate is centrally about stopping bullying, please read what one of Illinois’ chief homosexual activists organizations, Equality Illinois, recently sent out to its devotees:
SAFE SCHOOLS – AMENDMENT SUBMITTED FOR ANTI-BULLYING LEGISLATION
Thanks to the work of Representative Kelly Cassidy and broad Prevent School Violence Coalition, which includes groups like Equality Illinois, Illinois Safe Schools Alliance, ACLU of Illinois, among others, bill passed the House and is now going to State Senate.
Equality Illinois is a homosexual activist organization. The Illinois Safe Schools Alliance is a homosexual activist organization that was once part of the Gay, Lesbian and Straight Education Network (GLSEN). The ACLU is an organization as committed to normalizing homosexuality and gender confusion as GLSEN, Equality Illinois, and the Illinois Safe Schools Alliance. And State Representative Kelly Cassidy (D-Chicago) is openly homosexual.
Equality Illinois also made clear that HB 5290 is unnecessary: “House Bill 5290 modifies current law by integrating the specific recommendations of the Illinois School Bullying Prevention Task Force.” HB 5290 restates the recommendations created by the very liberal Bullying Prevention Task Force. Those recommendations are easily available on the Illinois State Board of Education website for any school district that feels it needs further guidance.
Cassidy stated that this additional law is needed because 3 school districts (out of over 900) have no policy and 20 do not have “adequate” bullying policy. What she failed to make clear during floor debates is that the 3 school districts that don’t have bullying policy are already in violation of existing law, so HB 5290 is unnecessary.
Furthermore, HB 5290, which mandates nothing, would do nothing about the 20 school districts that have — in Cassidy’s view — inadequate policy. If these 20 districts have bullying policy, they are in compliance with existing law.
To illustrate that “anti-bullying” programs that address homosexuality or gender confusion (aka “gender identity” or “gender expression”) are centrally about promoting “progressive” notions about homosexuality, just replace “sexual orientation” (a Leftist rhetorical creation) with another condition constituted by subjective feelings and volitional sexual acts.
Everyone knows that teenage girls who are promiscuous are often called ugly names or worse. No decent person wants promiscuous girls bullied, so why don’t anti-bullying laws and school policies include promiscuity in their lists of conditions for which students may not be bullied? Why don’t teachers show films in which promiscuity is portrayed positively? Why don’t schools invite speakers who affirm a sexually promiscuous identity to come talk to students about how bad it felt to be bullied in high school for their promiscuity? Why don’t they have “youth programming” in which promiscuity is affirmed? Why don’t teachers have students read and perform plays in which promiscuity is celebrated and disapproval of it is portrayed as ignorant, bigoted, hateful, provincialism — all in the service of ending bullying?
Or replace “sexual orientation” and “gender identity” with polyamory? What if some students are bullied because either they or their “parents” identify as polyamorists? Will schools have anti-bullying “youth programming” in which polyamorous unions are portrayed as morally equivalent to families headed by two people? Mary Jo Merrick-Lockett, a teacher in a Minneapolis high school that has recently been at the forefront of a national bullying campaign to malign and sue the district into ideological submission to the great and powerful pro-homosexual lobby had this to say:
If you can’t talk about [homosexuality] in any context, which is how teachers interpret district policies, kids internalize that to mean that being gay must be so shameful and wrong. And that has created a climate of fear and repression and harassment.
Will teachers assert that silence on the issue of polyamory creates a climate of harassment for polyamorists? Do teachers believe that internalizing the belief that polyamory is wrong is damaging to students?
What if a student is bullied because her parents are siblings in a committed, loving incestuous relationship? Will public school administrators treat adult consensual incest exactly as they are treating homosexuality and gender confusion — all in the service of ending bullying?
We all know the answer to these questions. Schools would never have students read plays, novels, and magazine articles; or watch films; or perform plays; or attend “youth programming” sessions; or listen to invited speakers that affirm promiscuity, adult consensual incest, or polyamory — not even to end bullying. The reason that lawmakers wouldn’t seek such remedies and administrators would not permit them is that they would not want to affirm something as positive that they believe is immoral — not even to end bullying. And this is the point: public schools are both implicitly and explicitly taking sides in the public debate about the nature and morality of homosexuality.
Some will take offense at my comparison of homosexuality to polyamory or adult consensual incest because — they argue — those conditions are immoral and homosexuality is not. But that is precisely the unsettled debate. The moral beliefs of homosexuals and their ideological allies who oppressively control public schools are just that: beliefs, assumptions, moral propositions — not facts.
All the various organizations committed to using public schools to normalize homosexuality are trying to make the case that opposition to their anti-bullying laws, policies, and programs constitutes support for bullying, and our lawmakers are falling for it. Our lawmakers are quaking in their boots because they know homosexuals will call them supporters of bullying if they don’t toe the pro-homosexual ideological line. Allowing their fear to control their actions is destructive and embarrassing.
The truth is it is entirely possible to oppose bullying without mentioning every possible condition for which students may be bullied, without “youth programming,” and without duplicative non-mandatory laws that will before long be made mandatory.
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