RELATIONSHIP AND SEXUALITY PROGRAMS IN NZ EDUCATION SCHOOL CURRICULUM WERE MASKED UNDER ‘ANTI-SCHOOL BULLYING’

March 2019 UNITED NATIONS  TECHNICAL BRIEF ON THE EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION EDUCATION SECTOR was part of the outcome of the Sexuality and Relationship Programmes in the School Curriculum in New Zealand. Under the guise of planning  the implementation of a School Bullying Program worldwide numerous studies and surveys took place internally nationally worldwide as described in Part 1 of my video.

The Stop Bulling, stop Violence, stop Discrimination masked the entrenched questions and responses required of students in schools. These surveys, studies included schools students being asked a number of questions of a very personal sensitive nature around sexuality and relationships, feelings, actions etc., sexual desires. ..preferential sex partners eg girl-girl, girl boy, boy-boy and what were their sexual preferences, sexual desires these were integrated with questions and responses related to discrimination. For example:  dress, skin colour as to discrimination, (critical race theory). All to be aligned manipulated incorporated in UN Agenda 2030 Global Development Goals (SDGs)

SDG 5 ‘Achieve Gender Equality and SDG 3 ‘Leave non-one behind’  manipulated to include – lesbian, gay, non-binary, bisexual trans and gender diverse.(LGBT) persons, groups, communities. Which can be directly or indirectly link to trans.- gender fluid, gender diverse, LGBTQ1 etc.,

NOTE: Under the guise of education, ‘Stop Bullying ‘- Anti-bullying’  RSE Programs were included in School curriculums worldwide, in NZ- in to every class activity. The UN  designed ‘Monitoring school violence based on sexual orientation gender identity or gender expression in national and international surveys

UNESP (UN) is an UN Global Agency that collaborates with UN Member State authorities, leaders. UNESCP led the UN Agenda 2030 SDG for Education 2020-2030, ambitious goals and commitment. With education promoting a global movement based on sexuality and relationships and they call it ‘Monitoring School Violence’, at the very core  is a deliberate based on sexuality, gender identity, gender expression (SOGIE)

Worldwide an estimated 245 millions boys and girls experience school violence (UNESCO 2017). UN concluded ‘All forms of school violence is a barrier to achieving UN Agenda 2030 SDGs (SDG 4) Target  non-violent, inclusive and effective learning environments for all’). That ALL forms of violence are  seen as a barrier to achieving UN Agenda 2030 Global Goal (SDGs), an inclusive, effective learning environment for all.  Gender expression, gender non conformance, girls categorized as masculine, boys categorized as effeminate became information that was embedded in school violence, bullying.

2020 – 2030 N Agenda 2030 Global Goals (SDGs). Saying that Agenda 2030 could not succeed without this UN Global Education framework, strategy. Which included the capturing of sensitive sexual data from students, academia. The scarcity of data prevented an accurate picture of the nature and impact of school violence. Data on SOGIE majorly was pretty non-extent at National, Regional and Global levels. It was found that very few counties routinely collected data on school violence based on SOGIE.  (SOGIE is an LGBTQ acronym for Lesbian, Gay, bisexual, transgender, queer etc

Many countries found that such studies could be costly, unreliable, unsustainable. Therefore UN Member Nation Governments managed the studies because they had the power over what evolved from academia research (universities) If data was recorded  was collected by universities, academia,  NGOs that supported, promoted LGBT1 people.

The UN ‘Global Education 2030 Agenda UNESCO led the way at National, Regional and Global levels, to implement their ambitious global goals for what us called the Best Practice for Global Education 2020-2040. This was school violence physical, psychological, sexual, bullying inside and outside the classroom, off line and online. QUOTE- All forms of violence are a barrier to achieving UN Agenda 2030 Global Goals

Surveys , studies were adapted, manipulated to fit directly or indirectly into UN Agenda 2030 Development goals. Approaches, questions, responses included students being questioned about certain   sexual fantasies, same sex attraction, the classification of multiple genders. Sexual attraction,  sexual behaviours, sexual desirability

Questions included: Whom have you had sexual contact and the frequency (define it) Males, female, trans , defining answers around eg sexual kissing, sexual touching, oral-genitalia sex etc., etc.,  Which of the following do you consider yourself to be?  Heterosexual, that is, straight  Lesbian or gay

The UN Technical Brief on these surveys dated March 2019 referenced the ‘ CDC Global School based student health survey/ Global Population 2018’ and Auckland University. These massive international-national  UN designed studies, survey’s purpose, deliberately highly inflated data on LGBT1 and minor reporting on Heterosexuality.)

For example Auckland University research was namely ‘Youth 2000 School Survey. The sample size was 28,000, Was conducted in 2001, 2008 and 2012 included 9-13 yr olds. Included were references to pasifika cultures, maori languages and terms for gender diversity-Gender-queer

Referenced the CDC  ‘School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018

In Australia, for example, Intersex Human Rights Australia (IHRA) recommends using non-binary options – such as ‘X’ or ‘non-binary’ – rather than intersex in survey questions about a person’s sex or gender (Intersex Human Rights Australia, 2012)   And Australian Commonwealth Government Guidelines on the Recognition of Sex and Gender 2013. An approach that gives recognition to non-binary gender identity or sex characteristics. Examples that  identify ‘sexual jokes, comments or gestures’ – something that could be linked to SOGIE – as a specific form of bullying. Indeed, such practices are often related to a student’s perceived gender non-conformity, particularly boys who are seen as ‘effeminate’. Other studies stated that young children unsure about whom they are attracted to.

Collecting data on intersex students Due to the very small number of students who are intersex, it is highly challenging to collect meaningful data on school violence affecting such children in large surveys. .The term ‘Queer’ a reclaimed word used as an umbrella term for a range of sexual identities including LGBTI or gender questioning Queer’  interrogating of sexual gender. Survey on full-time members of the Canadian Forces; the institutionalized population, children aged 12-17 that are living in foster care, and persons living in two health regions of Quebec

25TH May 2019.. The World Health Assembly updated ‘ 21st Century , the reflecting of critical advances in science and medicine. Reframing Gender  Incongruence . Previously termed as NOT a Gender Identity Disorder. Describing a marked  incongruence between an individuals experienced/ expressed gender and the assigned sex in pre-pubertal children. Incongruence is a lack of consistency, or appropriateness as in inappropriately affect one when one is subjectively evaluated in situations that are at odds with reality. These International- National UN designed population based studies, surveys were deliberately designed and implemented into the UN ‘Global Education 2020-2030’ . Orchestrated by policy makers worldwide as the now ‘Relationship-Sexuality Programs in the NZ School Curriculum.

The UN March 2019 Technical Brief refers to “ Each individuals (school students) physical features relating to sex, including genitalia, chromosomes, hormones, physical features, gender identity differenced from their sex attributed to them at  birth. Was well documented as part of the research, study material

Everyone in society will suffer, children are deliberately being robbed of their innocence, their precious magical childhood years, pushed into a world of instability. Children are our most vulnerable, they hurt the most. Wake Up NZ

...

MINISTRY OF TRUTH 'NZ EDUCATION' Blog Posts View all Categories

RELATIONSHIP AND SEXUALITY PROGRAMS IN NZ EDUCATION SCHOOL CURRICULUM WERE MASKED UNDER ‘ANTI-SCHOOL BULLYING’

March 2019 UNITED NATIONS  TECHNICAL BRIEF ON THE EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION EDUCATION SECTOR was part of the outcome of the Sexuality and Relationship Programmes in the School Curriculum in New Zealand. Under the guise of planning  the implementation of a School Bullying Program worldwide numerous studies and surveys took place internally nationally worldwide as described in Part 1 of my video.

The Stop Bulling, stop Violence, stop Discrimination masked the entrenched questions and responses required of students in schools. These surveys, studies included schools students being asked a number of questions of a very personal sensitive nature around sexuality and relationships, feelings, actions etc., sexual desires. ..preferential sex partners eg girl-girl, girl boy, boy-boy and what were their sexual preferences, sexual desires these were integrated with questions and responses related to discrimination. For example:  dress, skin colour as to discrimination, (critical race theory). All to be aligned manipulated incorporated in UN Agenda 2030 Global Development Goals (SDGs)

SDG 5 ‘Achieve Gender Equality and SDG 3 ‘Leave non-one behind’  manipulated to include – lesbian, gay, non-binary, bisexual trans and gender diverse.(LGBT) persons, groups, communities. Which can be directly or indirectly link to trans.- gender fluid, gender diverse, LGBTQ1 etc.,

NOTE: Under the guise of education, ‘Stop Bullying ‘- Anti-bullying’  RSE Programs were included in School curriculums worldwide, in NZ- in to every class activity. The UN  designed ‘Monitoring school violence based on sexual orientation gender identity or gender expression in national and international surveys

UNESP (UN) is an UN Global Agency that collaborates with UN Member State authorities, leaders. UNESCP led the UN Agenda 2030 SDG for Education 2020-2030, ambitious goals and commitment. With education promoting a global movement based on sexuality and relationships and they call it ‘Monitoring School Violence’, at the very core  is a deliberate based on sexuality, gender identity, gender expression (SOGIE)

Worldwide an estimated 245 millions boys and girls experience school violence (UNESCO 2017). UN concluded ‘All forms of school violence is a barrier to achieving UN Agenda 2030 SDGs (SDG 4) Target  non-violent, inclusive and effective learning environments for all’). That ALL forms of violence are  seen as a barrier to achieving UN Agenda 2030 Global Goal (SDGs), an inclusive, effective learning environment for all.  Gender expression, gender non conformance, girls categorized as masculine, boys categorized as effeminate became information that was embedded in school violence, bullying.

2020 – 2030 N Agenda 2030 Global Goals (SDGs). Saying that Agenda 2030 could not succeed without this UN Global Education framework, strategy. Which included the capturing of sensitive sexual data from students, academia. The scarcity of data prevented an accurate picture of the nature and impact of school violence. Data on SOGIE majorly was pretty non-extent at National, Regional and Global levels. It was found that very few counties routinely collected data on school violence based on SOGIE.  (SOGIE is an LGBTQ acronym for Lesbian, Gay, bisexual, transgender, queer etc

Many countries found that such studies could be costly, unreliable, unsustainable. Therefore UN Member Nation Governments managed the studies because they had the power over what evolved from academia research (universities) If data was recorded  was collected by universities, academia,  NGOs that supported, promoted LGBT1 people.

The UN ‘Global Education 2030 Agenda UNESCO led the way at National, Regional and Global levels, to implement their ambitious global goals for what us called the Best Practice for Global Education 2020-2040. This was school violence physical, psychological, sexual, bullying inside and outside the classroom, off line and online. QUOTE- All forms of violence are a barrier to achieving UN Agenda 2030 Global Goals

Surveys , studies were adapted, manipulated to fit directly or indirectly into UN Agenda 2030 Development goals. Approaches, questions, responses included students being questioned about certain   sexual fantasies, same sex attraction, the classification of multiple genders. Sexual attraction,  sexual behaviours, sexual desirability

Questions included: Whom have you had sexual contact and the frequency (define it) Males, female, trans , defining answers around eg sexual kissing, sexual touching, oral-genitalia sex etc., etc.,  Which of the following do you consider yourself to be?  Heterosexual, that is, straight  Lesbian or gay

The UN Technical Brief on these surveys dated March 2019 referenced the ‘ CDC Global School based student health survey/ Global Population 2018’ and Auckland University. These massive international-national  UN designed studies, survey’s purpose, deliberately highly inflated data on LGBT1 and minor reporting on Heterosexuality.)

For example Auckland University research was namely ‘Youth 2000 School Survey. The sample size was 28,000, Was conducted in 2001, 2008 and 2012 included 9-13 yr olds. Included were references to pasifika cultures, maori languages and terms for gender diversity-Gender-queer

Referenced the CDC  ‘School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018

In Australia, for example, Intersex Human Rights Australia (IHRA) recommends using non-binary options – such as ‘X’ or ‘non-binary’ – rather than intersex in survey questions about a person’s sex or gender (Intersex Human Rights Australia, 2012)   And Australian Commonwealth Government Guidelines on the Recognition of Sex and Gender 2013. An approach that gives recognition to non-binary gender identity or sex characteristics. Examples that  identify ‘sexual jokes, comments or gestures’ – something that could be linked to SOGIE – as a specific form of bullying. Indeed, such practices are often related to a student’s perceived gender non-conformity, particularly boys who are seen as ‘effeminate’. Other studies stated that young children unsure about whom they are attracted to.

Collecting data on intersex students Due to the very small number of students who are intersex, it is highly challenging to collect meaningful data on school violence affecting such children in large surveys. .The term ‘Queer’ a reclaimed word used as an umbrella term for a range of sexual identities including LGBTI or gender questioning Queer’  interrogating of sexual gender. Survey on full-time members of the Canadian Forces; the institutionalized population, children aged 12-17 that are living in foster care, and persons living in two health regions of Quebec

25TH May 2019.. The World Health Assembly updated ‘ 21st Century , the reflecting of critical advances in science and medicine. Reframing Gender  Incongruence . Previously termed as NOT a Gender Identity Disorder. Describing a marked  incongruence between an individuals experienced/ expressed gender and the assigned sex in pre-pubertal children. Incongruence is a lack of consistency, or appropriateness as in inappropriately affect one when one is subjectively evaluated in situations that are at odds with reality. These International- National UN designed population based studies, surveys were deliberately designed and implemented into the UN ‘Global Education 2020-2030’ . Orchestrated by policy makers worldwide as the now ‘Relationship-Sexuality Programs in the NZ School Curriculum.

The UN March 2019 Technical Brief refers to “ Each individuals (school students) physical features relating to sex, including genitalia, chromosomes, hormones, physical features, gender identity differenced from their sex attributed to them at  birth. Was well documented as part of the research, study material

Everyone in society will suffer, children are deliberately being robbed of their innocence, their precious magical childhood years, pushed into a world of instability. Children are our most vulnerable, they hurt the most. Wake Up NZ

...

LINKS TO THE HISTORY OF SEXUALIZING CHILDREN IN THE NZ SCHOOL CLASSROM

These links are reference to my last two video’s on this subject. 2020-2030 Global Sexualization of children (UN). UN Agenda 2030 Global Development Goals (SDGs). Documented in the UN Technical Brief of Anti School Bullying in Schools globally Studies and Surveys of schools students

LINK Several approaches were used for questioning students about themselves, in these UN Surveys, studies  March 2019 https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

Several approaches were used for questioning students about themselves, in these UN Surveys, studies  March 2019 https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

A first example is provided by the 2015 Youth Risk Behaviour Surveillance System (YRBS), conducted by the Centres for Disease Control and Prevention (CDC) in the USA.  Statistically analysed together with a sub-group of bisexual respondents, another subgroup identified ‘Not Sure: of gender.

Youth2000 survey in New Zealand. This is conducted among 9-13 year olds and, since 2012, has included a question about whether students self-identify as transgender. The sample for the most recent survey (2012) involved students being randomly selected from 91 schools that, in turn, were randomly selected from all eligible schools (those with at least 50 students) from across the country.

The resulting sample – of 8,500 respondents – proved large and representative enough for the implementers to find that 1.2% of students identify as transgender – a figure that is significant enough to enable statistical comparisons (Clark, et al., 2013).

UNESCO-supported study in four countries in Southern Africa, questionnaires used in schools referred to gender non-conforming students as ‘people who are seen as different in terms of gender (boys who look or act like girls; girls who look like or act like boys)’.

Auckland University Sample size 28,000. Conducted 2001, 2008, 2012  9-13 yr olds   www.fmhs.auckland.ac.nz/en/faculty/adolescent-health-research-group/youth2000-national-youth-health-survey-series.html

Source. http://cdc.gov/HealthyYouth/yrbs Global school-based student health survey Type: School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018. Further information: https://www.cdc.gov/GSHS/

Source: Growing up today study 2 Type: Population-based survey. Country: USA. Population: Children of Nurses’ Health Study participants. Age: 10-17 year olds (2004). Sample size: 10,900. Frequency: Annually since 2004. Further information: www.gutsweb.org

https://www.samhsa.gov/data/data-we-collect/nsduh-national-survey-drug-use-and-health

From 2018. Further information: https://www.cdc.gov/GSHS/

http://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=3226

Transgender Age: 14-18 year olds (Grades 9-12). Sample size: Varies. Further information: http://cdc.gov/HealthyYouth/yrbs

Age: 12-18 year olds (Grades 7-12). Sample size: 14,400. Frequency: 1994–2008 (longitudinal). Further information: http://cpc.unc.edu/projects/addhealth

School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: 2018. Further information:https://www.cdc.gov/GSHS/

Respondents  were given a  range of gender identity options. EG., whether or not they self-identify as transgender. The following are two examples of best practice questions about gender identity.

Example 2: Question: Do you think you are transgender? This is a girl who feels like she should have been a boy, or a boy who feels like he should have been a girl. (e.g. Trans, Queen, Fa’faffine, Whakawahine, Tangata ira Tane, Genderqueer. New Zealand  www.fmhs.auckland.ac.nz/en/faculty/adolescent-health-research-group/youth2000-national-youth-health-survey-series.html

Intersex Human Rights Australia. (2012). Including intersex in research studies and surveys. Retrieved from https://ihra/org.au/20042/ on-requests-for-research/

Kann, L., Olsen, E. O., McManus, T., Harris, V. A., Shanklin, S. L., Flint, K. H., . . . al, e. (2016). Sexual identity, sex of sexual contacts and health-related behaviors among students in Grades 9-12 – United States and Selected Sites, 2015. MMWR Surveill Summ.

Patterson, J. G., Jabson, J. M., & Bowen, D. J. (2017, April 1). Measuring sexual and gender minority populations in health surveillance. LGBT Health, 82-105.

UNESCO. (2015). From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity. Paris and Bangkok: UNESCO.

UNESCO. (2016). Out in the open: Education sector responses to violence based on sexual orientation and gender identity/expression. Paris: UNESCO.

UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.

REFERENCE MADE TO UN AGENDA 2030 SDG 4.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

https://www.cbsnews.com/news/world-health-organization-removes-gender-dysphoria-from-list-of-mental-illnesses/

: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018. Further information: https://www.cdc.gov/GSHS/

. Age: 14-18 year olds (Grades 9-12). Sample size: Varies. Further information: http://cdc.gov/HealthyYouth/yrbs

: School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: 2018. Further information:https://www.cdc.gov/GSHS/

 

BIOGRAPHY: INCLUDED:-

Australian Government. (2013). Guidelines on the recognition of sex and gender. Barton: Commonwealth of Australia.

Clark, T. F., T., B. P., Crengle, S., Denny, S., Dyson, B., Fortune, S., . . . Rossen, F. (2013). Youth’12 Prevalence Tables: The health and wellbeing of New Zealand secondary school students in 2012. Auckland, New Zealand: The University of Auckland

Intersex Human Rights Australia. (2012). Including intersex in research studies and surveys. Retrieved from https://ihra/org.au/20042/ on-requests-for-research/

Kann, L., Olsen, E. O., McManus, T., Harris, V. A., Shanklin, S. L., Flint, K. H., . . . al, e. (2016). Sexual identity, sex of sexual contacts and health-related behaviors among students in Grades 9-12 – United States and Selected Sites, 2015. MMWR Surveill Summ.

Patterson, J. G., Jabson, J. M., & Bowen, D. J. (2017, April 1). Measuring sexual and gender minority populations in health surveillance. LGBT Health, 82-105.

UNESCO. (2015). From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity. Paris and Bangkok: UNESCO.

UNESCO. (2016). Out in the open: Education sector responses to violence based on sexual orientation and gender identity/expression. Paris: UNESCO.

UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.

REFERENCE MADE TO UN AGENDA 2030 SDG 4.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

.https://www.cbsnews.com/news/world-health-organization-removes-gender-dysphoria-from-list-of-mental-illnesses/

29TH May 2019.. video World Health Assembly updated 25th May 2019 ICD-11 updated for 21st Century reflects critical advances in science and medicine. Is reframed as Gender Incongruence NOT Gender Identity Disorder as previous. Is described by a marked incongruence between an individuals experienced/ expressed gender and the assigned sex in pre-pubertal children.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf 20 PAGES

 

 

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NZ GOVERNMENT SUPPORTING WHITE HATRED ‘TUSIATA AVIA’S SAVAGE COLONISER’

Associate Prof., Sarah Ross Victoria University compiles online poems Avia Tusiata’s poems are included. I am making reference to the controversy of her poem that was produced for the Auckland Arts Festival the 250th  anniversary of Captain Cooks arrival in NZ. No this is not clearly a historical remnant of his arrival in New Zealand but is clearly very graphic rudimental wording white hatred.  Stuff NZ published the poem and should have been taken over the coals by the Race Relations Minister and other MPs representing different Govt Agencies. Tusiata’s poem has caused much anger throughout New Zealand. I note quite a number of her poems are in the Governments National Archives.

Tusaita Avia’s poems content for the Auckland Arts festival includes a group of brown girls planning violent revenge on Capt Cook and white men. The poem is highly provocative and hateful the seeking of revenge referring to Capt Cook or white men like him that might be thieves, kidnappers and rapists or murderers. These are Tusiata’s murderous hateful words to be spoken and published by the Auckland Arts Festival. Her Savage Coloniser Book was published in 2020 it won the Ockman Book Awards in 2021 despite the hateful white men content within the book. This is what the judges said about Tusiata’s book “In a year of outstanding poetry publications that respond to Covid, Black Lives Matter, the Christchurch Massacre, and ongoing violence against women, Avia expresses the outrage shared by many, while maintaining faith that love helps the healing process,”

Stuff NZ then states in its media publication, in the same article about Tusiata white hatred of men poem that seeks revenge on white men and Capt Cook that the poem was condemned and circulated by racist hate speech right wing You Tuber Lee Williams and Sean Plunket (The Platform). Stuff NZ using the opportunity to attack anyone publicly speaking out publicly about the governments agenda or the wokeness it deliberately pushes. Of course Stuff NZ is like other mainstream news media are getting their share of the government journalist fund, they work for the Woke Governments Agenda (Gender Diversity-Sexualizing Politicizing NZ Children in Schools ).  People get sucked in all these Woke messages that are lies, told enough to the public through the propaganda machine ‘lies told continuously and often enough become the truth in peoples minds, and tghey act on those lies because they believe its the truth)

As Sean Plunket said “publicly-funded art must serve the national interest, and should be positive rather than critical”. Studd Ne that Stuff NZ does not support or promote free speech which the reporter calls Sean Plunket a ‘free speech advocate’, its  clearly obvious that Stuff NZ opposes the NZ Bill Of Rights 1991 and other International laws that include freedom of expression, freedom of speech, freedom to choose your own political ideology.  Democracy does not exist in NZ, however institutional racial apartheid does and is promoted by the woke far left cultural Marxist Socialist community. I question are we living in a totalitarian state in New Zealand, I personally believe “We sure are and I have no doubt about it”. When the State promotes support ‘brown girls rising up and killing white men (Tusiata’s Poem) and you clearly evidentially see the increased political policing of law abiding citizens, the sovereign people of New Zealand we are definitely living under a Authoritarian Regime of Tyranny. When the State targets the very young by sexualizing and politicizing them in schools we are on a slippery slope to living under a communist type regime.  It is our duty for the love dignity caring and respect of our children that we as descent law abiding citizens speak out publicly in an effort to protect your children and future generations to come.  One day they may ask you “what did you do to stop us being slaves to this communist regime”. how will you respond? Will you hang your head in shame, or will you stand proud and respond “I did everything in my power to stop this volatile state abuse of our children”. Surely enough is enough, already the state has gone too far. Time right now to NO, NO MORE_KEEP YOUR GRUBBY EVIL HANDS OF OUR CHILDREN NOW”.

Tusiata received an Order Of Merit by the Govt of NZ  for her book ‘The Savage Coloniser’. Its unbelievable NZ taxpayers now pay for Diversity Police Officers in the NZ Police Force.

https://www.stuff.co.nz/national/300826137/poetic-anger-or-racism-in-reverse-the-controversy-over-a-captain-cook-poem

 

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QUEERING OUR SCHOOLS IN NEW ZEALAND..(2011)

The ‘QUEER AVENGERS’ MARCH was September 26th 2011 Central Wellington it started at Ministry Of Education Courtyard and went through to Lambton Key . The first political activist EWcampaign of its kind in New Zealand, to queer the schools in New Zealand.  The word ‘Queer’ was used to mash to multiple transgender diversity that was being promoted throughout NZ by the Queer Avengers and the Socialist Marxist Far Left Workers Party NZ. Byron Clark mayoral campaign in Christchurch 2007 representing the Workers Party NZ. He was a key player and wrote articles in ‘The Spark’ and ‘Fightback’ magazine published by the Workers Party NZ. He is the author of the book ‘FEAR’ that targets anyone that speaks up in opposition to NZ Govt. He names those in his book.. Voices for Freedom, Counter Spin, Groundswell Lee Williams, myself and many others. He character assassinate all those that resided Parliaments grounds. He holds seminars and workshops at Massey University and writes for the main stream news. His book is in the governments archives. Those that speak out about the governments narratives he calls ‘the hostile underworld of extremists’

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