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Two views on the current state of the West. Both share a fairly grim tone. We need to as nations of the West turn things around. The classical liberal* principles that our societies were founded on need to be restored and refreshed in their primacy of how we exist as people in society.
There are competing narratives of how we are supposed to advance society, I think if we stray from the path we’re on we going to be in trouble.
*Classical liberalism is a political tradition and a branch of liberalism which advocates free market and laissez-faire economics; and civil liberties under the rule of law, with special emphasis on individual autonomy, limited government, economic freedom, political freedom and freedom of speech
Violence is violence. Calling terrorism ‘decolonizing’ does not change the terror event into a positive. Post colonial theory should not be the only lens that is used when viewing events in our world. From Jonah Davids on the Hub:
“So why do Canadian universities find the murdering of innocent Israelis less objectionable than innocent Ukrainians? Or for that matter, why do they find terrorism less condemnable than parents protesting the way many schools are teaching gender and sexuality to young students? Perhaps the answer lies in the fact that for years, universities have been teaching and promoting postcolonial theory, which views relationships between people, organizations, and countries through a simplistic oppressor/oppressed framework. It’s easy to view these theories as ivory tower pantomime, but this week’s events have made clear that their adherents take them very seriously, and believe that violence is acceptable if it’s an “oppressed” or “colonized” group rising up against an “oppressor” or “colonizer.” Pro-Palestinian protesters across Canada have employed this rhetoric, calling Israel and Canada colonialist states and justifying Hamas’ activity as part of decolonization.
Such an explanation, however, may overintellectualize what is simply a gross failure to educate the Canadian public on the atrocities committed against Jews historically and to dissuade them from antisemitism. In a 2019 survey, half of Canadians said they did not know that six million Jews had died during the Holocaust, and one in five young Canadians had never heard of the Holocaust. Canada is an increasingly diverse nation lacking a sense of identity or common values, and pro-Hamas protests demonstrate the limits of our pluralist approach to statecraft. Perhaps university administrators trying to size up the conflict, knowing little of Jewish history but much postcolonial theory, opted for a “both sides” approach. This is a charitable reading, but it is the one I would prefer to be true, rather than them actually believing that hundreds of Jews in Israel are less worthy of a public statement than the death of a single Black man in America.”
These principles seem to be formed on the objective material we all share. They are a step in the right direction.
Statement of Principles – The September Declaration
This document is intended to be a minimal set of principles that are commonly agreed to by all individuals and organizations participating in the Parents Rights Coalition of Canada.
While the interests of various participants may be broad, the coalition’s focus is on the rights and responsibilities of parents and legal guardians with respect to their children who are below the age of majority. We believe that parents and legal guardians have a responsibility to their children to be faithful stewards of their best interests, and “parental rights” are the basis for them to exercise this responsibility.
We regard “gender ideology” to be a set of highly controversial beliefs and values rooted in academic fields such as “queer theory”, “gender studies”, postmodernism, and neo-Marxism. The tenets of gender ideology are unscientific and antithetical to the beliefs and values of most Canadians. These include the ideas that children can be “born into the wrong body”, that there are more than two “genders”, that gender is “fluid”, that gender is a “social construct” unrelated to sex, that traditional values concerning sexual propriety are “oppressive”, and so forth. We reject all core tenets of “gender ideology”. These include the following:
We reject that “gender” is a set of socially constructed behaviours and is independent of sex.
Note: Our position is that stereotypical behavioural differences between men and women are simply the cultural manifestations of deeply rooted biological and neurological differences between the two sexes. These concepts are not independent of each other. Accordingly, we make no distinction between “gender” and “sex. We propose to eliminate the use of the word “gender” to avoid confusion.
We reject the assertion that there are more than two sexes, that “gender” is separate from sex, and related concepts such as “gender spectrum”, “non-binary genders”, “transgender”, etc. Note: Our position is that there are only two sexes defined as follows: Man/Male = Adult Human Male and Woman/Female = Adult Human Female.
Accordingly, we call for the removal of all references to “gender identity” and “gender expression” from all provincial and federal diversity, equity, and inclusion policies, and wherever it may be present, from the official K-12 educational curriculum as well.
Principle 1: “No government has ever proven itself a capable parent.”
Parents have the right to raise their children in accordance with their own traditional cultural, religious, or secular moral codes. Publicly funded schools have no authority to overrule parents’ rights in this regard. This means that parents must give permission for their children to participate in any contentious political, social, or cultural subject matter at any time. The default position for this type of participation for students must be “opt-in”.
Principle 2: “No secrets, parental consent is mandatory.”
We demand that schools adopt and vigorously enforce a “no secrets from parents” policy. Gender social affirmation at school is a serious psychotherapeutic intervention. It must never be conducted without parental approval. The provincial Ministries of Education must enforce this policy within the school system.
Principle 3: “We demand protection for girls’ sports.”
Boys must not be permitted to compete in competitive sports intended for females where male-specific physical advantages (strength, muscle mass, fast-twitch muscle fiber, bone density, etc.) result in an unfair competitive advantage and increased safety risks for female participants at the grade school and high school level.
Principle 4: “Affirmation cannot be dictated under penalty of law.”
We acknowledge that a small minority choose to present themselves as the opposite sex in terms of stereotypical dress and deportment. In a free country, they have the option to do so. This does not obligate the rest of society to affirm their choice. One’s self-proclaimed identity is a continuous negotiation with broader society which all Canadians must be free to accept or reject as they choose. Forced affirmation, including compelled or coerced speech, must not be dictated in our public schools. We likewise reject any attempt to force our children to use preferred pronouns or names they (or their parents) do not agree to.
Principle 5: “Public schools must be ideologically neutral.”
We call for an embrace of freedom of thought, respect for diversity of opinion, and principles of religious tolerance in public education. Schools must not promote, nor denounce, any religion(s) or secular ideological belief systems. We call for the removal of ideological symbols and forced celebration of days dedicated to various ideological social causes. On the matter of flags, we ask that only national flags and provincial or territorial flags be flown in our public schools anywhere on the school property.
Principle 6: “Sex-based rights must be respected.”
We demand that both sexes be prohibited from accessing spaces designated for the privacy and protection of the opposite sex regardless of how they self-identify. This includes all Canadian K-12 schools bathrooms/showers/changerooms, children’s camps, and overnight school trip accommodations, etc. Furthermore, we demand that all public schools and other public facilities have sex-based washroom options: girl’s washrooms, and separate boy’s washrooms. Sex-neutral washrooms as the only option, are not acceptable.
Principle 7: “There is no such thing as a transgender child.”
Teaching the idea that children are ever born in the wrong body (i.e.: one not matching their sex) is a blatant form of mental child abuse and a flagrant violation of the duty of fiduciary care schools have to all our children. We acknowledge that some children deal with gender dysphoria, and this must be addressed with compassion and the involvement of parents.
Principle 8: “Opt-out default for Comprehensive Sexuality Education programs.”
Some school boards and educators embed the core tenets of “gender ideology” into “anti bullying”, “DEI training”, and what is deemed “Comprehensive Sexuality Education” which differs from traditional sex education programs. This includes teaching “gender identity” and “gender expression” without presenting dissenting “gender critical” perspectives. As such, we demand that parental consent be required for all Comprehensive Sexuality Education and that it should be taught on an opt-in basis only where the opt-out option is the default choice.
Furthermore, no tenets of gender ideology should ever be shoehorned into classroom instruction, extracurricular activities, school posters/displays, or introduced by third-party trainers under any circumstance.
We demand that all school boards list all related training topics and provide electronic copies of all training materials pertaining to any “Comprehensive Sexuality Education” programs on their official websites so as to allow all these materials to be reviewed online by parents at any time.
Principle 9: “A moratorium on ‘gender-affirming medical care’ for minors.”
We call for an immediate moratorium on both “social gender transition” and so-called “gender-affirming medical care” for minors until such time as an impartial evidence-based review of gender medical practices (puberty blockers, hormones, surgery) similar to the UK “Cass Review” can be completed in Canada. Children do not have the brain development, maturity, wisdom, or life experience to fully appreciate the long-term consequences of puberty blockers, cross-sex hormones, and surgical procedures designed to emulate the appearance of the opposite sex. Social gender transition is the first step on the path toward medical transition for children and must be treated as a form of child abuse. Accordingly, we also call for the removal of “gender expression” and “gender identity” from the definition of “conversion therapy” under the criminal code of Canada given the impact on children.
September 28, 2023 Revision
In this video Navajo Historian, Wally Brown discusses the difference between male and female in Navajo Culture.
Citing Fundamental law Wally teaches about how the two are different but at the same time require the other.
Well well well. Looks like some Navajo Elder is just begging to be cancelled for his ‘gender essentialist’ bigotry.
The truth is that sex is real and was very important to Navajo culture. Woke Cultural Anthropologists might disagree as they have a ideology to protect and promote so the “Two-Spirit” facade must continue.
Justdad7 has the lowdown on the real cultural appropriation going on.
1/ Time to call on out the 2S part of the every shifting 2SLGBTQIA+ tag. Woke white people who casually use the term two-spirit are engaging in a form of cultural appropriation far more damaging than hipsters in feather headdresses. 
2/ The term two-spirit was first used in 1990 at a conference in Winnipeg to describe gay and gender non-conforming people. In some indigenous cultures, it has a very specific meaning and others don’t recognize it at all.
thecanadianencyclopedia.ca/en/article/two…
thecanadianencyclopedia.ca/en/article/two…
3/ Some indigenous communities, such as the Dakota, have an understanding of two-spirit that is quite different from contemporary theories of gender identity and does not include a ‘third sex’ or denial of sex differences.
Two-Spirits against a Great Divider The Queer lobby keeps adding letters to their banner to signal their holier-than-thou “inclusivity” and “diversity”. One of the more recent inclusions has been the 2S, which stands for Two-Spirit”, bu… https://www.genderdysphoriaalliance.com/post/two-spirits-against-a-great-divider
4/ Indigenous cultures are diverse and complex. Much traditional knowledge has been lost or distorted in the process of colonization. In some cases the only evidence we have of LGBT indigenous peoples comes from the writing of explorers and missionaries.
[…]
Check out his substack here.
Canadians are beginning to find their voice and say no to the regressive gender ideology in society.
“The reason these parents were protesting is simple. They do not want their children to learn that ‘everyone has a gender identity’, to be asked for their ‘pronouns’, or to be told they may have been ‘born in the wrong body’. Parents do not want their kids learning that their families are ‘bigoted’ or ‘abusive’ because they believe their children’s bodies are perfect just the way they are. They do not agree that it is possible to ‘identify’ as the opposite sex.
Yet this is precisely what is being taught in Canadian classrooms as part of the so-called SOGI (Sexual Orientation and Gender Identity) curriculum. Primary-school kids learn that ‘When babies are born, doctors and parents usually decide if the baby is a boy or girl’, but that ‘not everybody will grow up feeling like or identifying as a boy or a girl’. And they are told they should ‘look for clues’ that reveal a boy is really a girl.
Lesson plans for teachers suggest they ask pupils, ‘What does it mean to feel like a boy or to feel like a girl?’. A suggested activity in one lesson plan instructs teachers to ‘ask everybody to walk around the classroom and introduce themselves and ask each other what their names are and what pronouns they should use’.
These kinds of practices have been adopted in public schools across Canada, with zero input or consultation with parents or voters. Many have felt voiceless on these issues. Contacting our MPs and the media has proven fruitless. The One Million March offered the silent majority a chance to stand up and speak out.
While most of the rallies across Canada were enormously successful, the march I attended in Victoria, British Columbia was shut down prematurely.
I was informed, halfway through my speech, that the police had demanded my mic be cut. Counter-protesters had swarmed the area, aggressively pushing their way to the front of the rally, while screaming at and being physically aggressive towards the children, parents and grandparents in attendance. They then attempted to attack the stage. The police determined the situation was too dangerous and that they could no longer protect attendees, and so they shut down the rally, just 30 minutes in. Ironically, it is those claiming to advocate ‘love’ and ‘inclusivity’ who consistently use bullying, threats and violence to silence views they disapprove of.”
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