Public school teachers strategize how to deal with “meddlesome parents” and recruit kids to LGBT clubs

Not so very long ago, the ideologues teaching i public schools tried to fly under the radar while introducing students to their views on faith and sexuality. Not so anymore—as we saw from this year, it has become more controversial for a school to decline to fly the rainbow flag during June than it is for them to establish clubs dedicated to facilitating the sex lives of students. Now, the introduction of drag queens into public education is celebrated in the newsletter of Ontario’s certified teacher:

It was late 2015 when John Paul Kane, who teaches kindergarten in Toronto, was watching a video from the San Francisco Public Library called Drag Queen Story Hour. The show brought together drag performers who shared stories with children. Kane says he was immediately inspired. “I had already performed with my students at a few Toronto Pride events, but I knew I wanted to do more,” he says.

Enter the incomparable Fay Slift. Kane reached out to his friend Kaleb Robertson, a.k.a. Fluffy Soufflé, and the two paired their love of literacy with their drag personas, creating “Fay & Fluffy’s Storytime.” By 2016, Fay and Fluffy were reading for audiences of kids, adults and families at the Toronto Public Library. “We then embarked on a relationship with The 519 community centre, Glad Day Bookshop, the Gladstone Hotel and Queen Books, [among others] and have celebrated our five-year anniversary as ‘Fay & Fluffy’s Storytime,'” Kane says proudly.

The reality is that many people choose to become teachers so that they can share their worldviews with their students—that is true for those who believe in LGBT dogmas as much as those who believe in Christian ones. In Western nations, LGBT dogmas are in vogue and Christianity is not. That’s why a bisexual Michigan teacher felt he could resign recently after being told he couldn’t have a rainbow flag in the classroom—because he knew his resignation would result in a media furor sympathetic to him.

If you point this out—or dare to say, for example, that ideological teachers are zealous to recruit students to the LGBT cause and to LGBT clubs—and you will called a paranoiac and a bigot. But it is indisputably true that teachers intentionally recruit students to the LGBT movement. Consider this recent example:

Leaked materials from the California Teacher’s Association Conference (CTA) in Palm Springs have shown how teachers are attempting to subvert parents on their children’s inclusion in LGBTQ+ clubs, and tactics for tracking their internet use. The documentation and audio files from California’s largest teacher’s union meeting at CTA were sent to Abigail Shrier, who confirmed their authenticity with three participants from the conference.

The event was held from October 29th – 31st, 2021, and entitled “2021 LGBTQ+ Issues Conference, Beyond the Binary: Identity and Imagining Possibilities.”

Topics ranged from advising teachers on best practices for subverting parents, handling conservative communities, and discussions of school principals of gender identity and sexual orientation.

The workshops provided at the conference encouraged teachers to “create a safe environment that fosters bravery to explore sexual orientation, gender identity, and expression,” while others taught teachers on how to form Gay-Straight Alliance clubs and other forms of LGBTQ+ clubs for middle schoolers.

Such clubs were promoted as answering questions on how to deal with “meddlesome parents” who might not want their child participating in such a club. One speaker noted that the clubs are “not official” so do not hold a roster of members or keep any records.

In the audio files, a Buena Vista Middle School teacher and LGBTQ+ club leader, Lori Caldeira, described how the lack of record-keeping allows for a legal loophole so she can lie to parents about their children’s whereabouts and attendance of such clubs.

Another middle school teacher named Kelly Baraki noted that she refers to her club “The Equity Club” or “You Be You” rather than GSA in order to further prevent parents from knowing what their children are attending.

Bakari spoke of mitigating any decline in LGBTQ+ club membership:

“…we started to try and identify kids. When they were doing virtual learning – we totally stalked what they were doing on Google, when they weren’t doing school work.”

Shrier further revealed that speakers at the conference were proud to share their tactics for tracking their student’s Google searches and other internet activity. Bakari described how she and fellow teachers, “make note of those kids and the things that they bring up with each other in chats or email or whatever.”

Others described eavesdropping on hallway conversations to target sixth grades, who were then sent personal invites to LGBTQ gatherings and clubs. This information was then withheld from the participants parents.

Bakari said, “we use our observations of kids in the classroom, conversations that we hear, to personally invite students, because that’s really the way we kinda get the bodies in the door, right?”

In order to create trust with her students, Caldeira said that she volunteered to read the morning announcements. She notes that this allows her to “control the information that goes home… this year, students have been allowed to put openly LGBT content in our morning announcement slides.”

Caldeira went on to describe how the principal of her school “flinches” because of the three-member team the teacher has assembled in her middle school: two “non-binary” and one “fluid” student.

When it comes to handling parental push-back, Caldeira and Bakari described doing a “mind-trick on our sixth graders,” wherein the anti-bullying presentations they provide will detail the gender stuff first. They hope that this will ensure their students go home and discuss the latter aspects of the presentation with their parents.

Both teachers went so far as to mock a parent who pushed back on this type of information being provided to their child. When another parent pushed back, Caldeira’s principal told the parent to send their child to a private school, which she described as a “win.”

Caldeira noted that she and her colleagues have “acted with great integrity in the past several years that we have run [their LGBTQ+ clubs]. We never crossed a line. We’ve wanted to, but we never have.”

Got that? Teachers discuss how to deal with “meddlesome parents” so that they can indoctrinate the children, introduce them to new lifestyles and sexual behaviors, and hijack their moral formation. This is happening, and it is normal.

If you do one thing in your families, take charge of the education of your children and do not outsource it to the state. If you send your children to public school, you are likely turning them over to teachers like these.