Connecticut Kindergarteners Assigned Transgender Social Justice Course


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Elementary school students in West Hartford, Connecticut are forced to undergo ‘social-emotional learning for equity’ after district officials have reportedly told parents they cannot opt ​​out of the program , which aims to teach students a set of “social justice standards”.

Parents in the district reached out to the nonprofit Parents Defending Education to voice concerns about the material used to teach elementary students about group identities, including transgender content taught to kindergarten students.

A parent raised a red flag about When Aidan became a brother, a fourth-grade taught book that the parent described as “comprehensive on gender theory” that teaches students that your sex assigned to you at birth is “bad.”

“When Aidan was born, everyone thought he was a girl. His parents gave him a nice name, his room looked like a girl’s room, and he wore clothes that other girls liked to wear, ”the book’s description reads. “After realizing he was a trans boy, Aidan and his parents fixed the parts of his life that no longer matched, and he settled happily into his new life. ”

When Aidan’s parents announce they are going to have a second child, Aidan “wants to do everything he can to make things right for his new brother from the start”, including picking the best name and choosing the right one. decor and the right clothes. The book asks what “doing it right” really means.

Another fourth grade mentoring text is a book on pronouns called They She IT Me; Free to be!

The lessons are meant to teach students in Kindergarten to Grade 5 the norms of social justice, including identity, diversity, justice and action.

The “identity” standard includes texts that teach students about transgender people and the use of preferred pronouns, including the singular included “they”.

A mentoring text for kindergarten students is Introducing Teddy which tells the story of a character and his stuffed animal, Thomas. Thomas says, “I always knew I was a girl’s teddy, not a boy’s teddy. I wish my name was Tilly, not Thomas. Another text for the kindergarten age group is Let’s talk about racing.

Meanwhile, a first year text includes Jacob’s new dress, a story about a boy who wants to wear a dress to school and Are you a boy or are you a girl ?, a book about a character who “prefers not to tell other children if they are a boy or a girl”.

Grade 3 students read a similar book titled 10,000 dresses about a boy named Bailey who dreams of magical dresses but people in his life tell him he shouldn’t think about dresses because he is a boy but later he starts making dresses with a new one friend.

The fifth graders also read several books on gender identity, including I am Jazz about a character who “knew she had a girl’s brain in a boy’s body”, and It feels good to be yourself that says, “Some people are boys. Some people are girls. Some people are both, neither or somewhere in between.

In an email to parents, District Equity Advocacy Director Dr Roszena Haskins explains that schools have “redoubled district-wide efforts to meet the social and emotional needs of children. children and adults ”.

He explains that the aforementioned “standards of social justice” come from the framework of the Collaborative for Academic, Social and Emotional Learning (CASEL).

Haskins writes that “CASEL recognizes that” while SEL alone will not resolve long-standing and deeply rooted inequalities in the education system, it can help schools promote understanding, examine biases, reflect and reflect. tackling the impact of racism… filling the gaps in opportunity and creating a more inclusive school community.

“Essentially, SEL provides students with the knowledge and skills they need to increase their social awareness and act in ways that foster respect, empathy, fairness and universal humanity,” writes Haskins. “SEL education sits at the intersection of prosocial education that promotes safe, positive, inclusive, equitable and supportive learning environments. “

“WHPS teaches socio-economic learning through an equity lens, adapted from the social justice framework and anti-bias of Learning for Justice,” the email added.

Tip the press team at NR.


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