Cos'é il GENDER per te?

[Dr. Gori]

La relazione socio-culturale che abbiamo col nostro sesso biologico, questa è la definizione corretta ed è un costrutto.

Quello al max è il ruolo di genere, non l'identità di genere

Se hai un'identità di genere che differisce dal tuo sesso biologico soffri di disforia di genere


Dire che un uomo che si sente donna è una donna equivale a dire che un uomo che si sente drago è un drago

[Dr. Gori]

Gender spiegato ai cugini di minchius

[Xenu]

[Dr. Gori]

CA YMCA Transgender Policy Allows Naked Man to Shower Among Underage Girls

Leftist gender ideology makes for bad policy not only because it affirms dangerous lies, but because it infringes on the rights of others. Female athletes are losing their right to an even playing field, and most recently, women are losing their right to privacy in public restrooms


https://www.californiafamily.org/202...nderage-girls/

[Indra88]

un culto religioso

nel nome del genitore 2, del figlio ghei, e della teoria gender

amen, awoman

[Dr. Gori]

un culto religioso

nel nome del genitore 2, del figlio ghei, e della teoria gender

amen, awoman

Trans ideology is turning violent criminals into victims

https://www.spiked-online.com/2023/0...-into-victims/

[Dr. Gori]

MINNESOTA TO REQUIRE TEACHERS AFFIRM TRANSGENDER IDEOLOGY, CRITICAL
RACE THEORY FOR LICENSE, CRITICS SAY

  

A parental rights group and Christian scholars are criticizing the new
requirements for a teaching license in Minnesota, which include a
mandate that teachers must address trans-identified students by their
stated gender identity and embrace controversial ideologies on race.

A new set of Permanent Rules Relating to Licensing and Academic
Standards for teachers in the state are slated to go into effect on
July 1, 2024, nearly three years after they were first proposed in
December 2021.

The new requirements completely overhaul the "Standards of Effective
Practice" for teachers and contain multiple passages indicating
teachers are expected to affirm "students' background and
identities."

A standard on student learning has been amended to read, "The teacher
understands that students bring assets for learning based on their
individual experiences, abilities, talents, prior learning, and peer
and social group interactions, as well as language, culture, family,
and community values, and approaches their work and students with this
asset-based mindset, affirming the validity of students' backgrounds
and identities."

The document maintains that teachers must create "opportunities for
students to learn about power, privilege, intersectionality, and
systemic oppression in the context of various communities" and
teaching their students to act as "agents of social change to promote
equity."

Teachers are expected to understand "the diverse impacts of individual
and systemic trauma," including "racism, and micro and macro
aggressions, on learning and development" and embrace "culturally
responsive strategies and resources to address these impacts."

Additionally, the standards outline requirements on how teachers
should set up their "learning environments."

A teacher who meets the requirements laid out by Minnesota's
Professional Educator Licensing and Standards Board "fosters an
environment that ensures student identities such as race/ethnicity,
national origin, language, sex and gender, gender identity, sexual
orientation, physical/developmental/mental ability, socioeconomic
class, and religious beliefs are historically and socially
contextualized, affirmed, and incorporated into a learning environment
where students are empowered to learn and contribute as their whole
selves."

The call to affirm students based on their gender identity suggests
that teachers will be required to refer to trans-identified students
by names and pronouns that correspond with their stated gender
identity as opposed to their biological sex.

The new standards come as teachers elsewhere in the United States have
been suspended and taken their cases to court after refusing on
religious grounds to embrace an LGBT ideology that contradicts their
sincerely held religious beliefs about sex and gender.

While most of the policies many parents and citizens find concerning
are implemented at the local level by school boards, the new standards
for Minnesota teachers are issued by the state.

In an op-ed published in Alpha News, Bethany Lutheran Theological
Seminary Adjunct Professor Allen Quist and Julie Quist, chair of the
Minnesota parental rights advocacy group the Child Protection League,
warned that "the new standards will embed basic Marxist principles
such as critical race theory, fluid sexual identity, and gender
politics into all Minnesota schools."

"Standard Marxist principles and dogma divide people into opposing
groups so that students and teachers must view themselves not as
individuals, but as members of groups — oppressor groups or
oppressed groups, and oppressed groups must be liberated from the
exploitation of their oppressors. When formally adopted, the new
requirements must be met to become or remain licensed to teach in
Minnesota."

Catrin Wigfall, a policy fellow at the Minnesota-based conservative
think tank Center of the American Experiment, notes that formal
adoption of the rules is anticipated later in the winter or early this
spring after most components of the document were approved by
administrative law judges.

"American Experiment believes the proposed rule changes to the
Standards of Effective Practice (both those approved and modified) are
bad policy, politicizing teacher training requirements by using
language that is political and ideological, not academic," Wigfall
wrote.

"These proposed rule changes drew overwhelming public opposition
throughout the 2022 public hearing and comment periods — from
teachers, education specialists, parents, legal centers, and many
others."

She adds that the rule changes "are not a license renewal requirement,
and they do not determine or set standards and benchmarks, which are
set by the Minnesota Department of Education, or curricula, which are
selected by local school boards."

She claims the new policy will impact teacher candidates completing
their initial licensure program, existing teachers seeking an initial
Tier 3 license and teacher preparation providers.

A teacher who meets the standards laid out in the document
"understands and supports students as they recognize and process
dehumanizing biases, discrimination, prejudices, and structural
inequities." To account for what the document characterizes as
pervasive biases, teachers must "[understand] bias in assessment,
[evaluate] standardized and teacher-created assessments for bias, and
[design] and [modify] assessments that minimize sources of bias."

Minnesota teachers are called to select "anti-racist, culturally
relevant, and responsive instructional strategies, accommodations, and
resources to differentiate instruction for individuals and groups of
learners."

In addition, Minnesota's Professional Educator Licensing and Standards
Board mandates the use of "resources written and developed by
traditionally marginalized voices that offer diverse perspectives on
race, culture, language, gender, sexual identity, ability, religion,
nationality, migrant/refugee status, socioeconomic status, housing
status and other identities traditionally silenced or omitted from
curriculum."

The standards proclaim that teachers should encourage "critical
thinking about culture and race and [include] missing narratives to
the dominant culture in the curriculum."

Much of the document is devoted to ensuring "equitable" outcomes,
featuring instruction for teachers to understand "the historical
foundations of education in Minnesota, including laws, policies, and
practices that have had and continue to create inequitable
opportunities, experiences, and outcomes for learners, especially for
Indigenous students and students historically denied access,
underserved, or underrepresented on the basis of race, class, gender,
sexual orientation, language, socioeconomic status, or country of
origin."

It also asks teachers to engage in self-reflection by examining "how
their biases, perceptions, and academic training may affect their
teaching practice and perpetuate oppressive systems and [utilize]
tools to mitigate their own behavior to disrupt oppressive systems."
Teachers are also urged to make "adaptations and adjustments toward
more equitable outcomes."

When outlining the expectations for "collaboration and leadership"
with parents, the document stresses "the importance of engaging in
culturally affirming, reciprocal communication with families about
student development, learning, and performance" as well as using a
"culturally relevant and responsive lens" to communicate with
families.

An entire section of the document is explicitly dedicated to "racial
consciousness and reflection." Teachers must understand "multiple
theories of race and ethnicity, including but not limited to racial
formation, processes of racialization, and intersectionality" and
comprehend "the definitions of and difference between prejudice,
discrimination, bias, and racism." The document identifies
"ethnocentrism, eurocentrism, deficit-based teaching, and white
supremacy" as sources of a lack of equity.

"The teacher understands that knowledge creation, ways of knowing, and
teaching are social and cultural practices shaped by race and
ethnicity, often resulting in racially disparate advantages and
disadvantages," the document states. "The teacher understands the
histories and social struggles of historically defined racialized
groups, including but not limited to Indigenous people, Black
Americans, Latinx Americans, and Asian Americans."

Additionally, the state wants teachers to acknowledge "the impact of
the intersection of race and ethnicity with other forms of difference,
including class, gender, sexuality, religion, national origin,
immigration status, language, and age."

Ryan MacPherson, a history professor and director of Apologetics and
Worldview Studies at Bethany Lutheran College, contends that the new
Minnesota standards mean that teachers "must personally advocate
critical race theory and transgender ideology" to be licensed by the
state.

He warned that education departments at colleges and universities
"must document their fulfillment of the new standards" or risk having
their program certification rescinded by Minnesota's Professional
Educator Licensing and Standards Board. He added that teachers must
"positively affirm extremist leftist positions about human nature and
sexual practices in order to be allowed to teach in government
schools."

"The state's insistence that every teacher positively affirm
homosexual behaviors and transgendered identities understandably
aggravates consciences among moral traditionalists, but the issues run
deeper than the 'culture war,'" MacPherson wrote for The Federalist.
"What is at stake is the nature of knowledge, the future of liberty,
and the prospects for a sustainable social order. In a word:
civilization."

"Teachers will be required to choose 'anti-racist' — i.e. critical
race theory — instructional strategies for students," he added. "An
administrative judge told the state to amend No. 4 here requiring
teachers to expose children to sexual identities. It will likely still
go into effect, with slightly different language."

As noted in the Quists' op-ed, "the Minnesota teacher licensing board
is called the Professional Educators Licensing and Standards Board or
PELSB. Each board member was appointed by [Democratic] Gov. Tim Walz."

To change the makeup of the board, parents concerned about the new
standards would have to elect a new governor who would have the power
to appoint new members.

Walz, a Democrat, just won re-election by nearly 8 percentage points.
The next gubernatorial election in the state will occur in 2026, more
than two years after the standards are slated to go into effect.

Opposition to the implementation of elements of critical race theory
in public schools has led to the creation of advocacy groups such as
the 1776 Project PAC.

The 1776 Project PAC focuses on "electing school board members
nationwide who want to reform our public education system by promoting
patriotism and pride in American history" and working to abolish
critical race theory from the public school curriculum. The
organization has succeeded in helping candidates win elections in
school board races in Texas and Florida before the 2022 election and
more than 100 races nationwide in the general election.

As defined by Encyclopedia Brittanica, critical race theory is "an
intellectual and social movement and loosely organized framework of
legal analysis based on the premise that race is not a natural,
biologically grounded feature of physically distinct subgroups of
human beings but a socially constructed (culturally invented) category
that is used to oppress and exploit people of colour."

https://www.christianpost.com/news/m...itics-say.html

[Dr. Gori]

La Chiesa in Bolivia denuncia il "curriculum perverso" con l'ideologia di genere per i bambini

https://www.ncregister.com/cna/churc...y-for-children

[Dr. Gori]

Oltre il gender



Postgenderism is a social, political and cultural movement which arose from the eroding of the cultural, psychological, and social role of gender, and an argument for why the erosion of binary gender will be liberatory

Postgenderists argue that gender is an arbitrary and unnecessary limitation on human potential, and foresee the elimination of involuntary psychological gendering in the human species as a result of social and cultural designations and through the application of neurotechnology, biotechnology, and assistive reproductive technologies

https://en.m.wikipedia.org/wiki/Postgenderism






Le femministe gender critical come vedono il postgenderismo?
Anche questo è una minaccia come la trans Ideology che bollano come misogina?

[don Peppe]

Gender spiegato ai cugini di minchius

il gender spiegato da don Peppe Sorrentino, quello vero