Carol Sakey
NZ Education

AGENDA 2030 SEXUALITY EDUCATION ‘A GLOBAL TRAFFIC LIGHT SYSTEM’ TARGETING, SERIOUSLY ENDANGERING OUR CHILDREN

COMPHREHENSIVE SEXUALITY EDUCATION. A Review of UNESCO and WHO Standards April 2023 Authored by the ‘Safe Schools Alliance UK’ includes the methodology, Global Reach, Sexuality, Grooming, Gender Ideology, Pedophilic Policy, The Sexualized Concept of the Child a Global Review. The review is of two standards of documents produced by UNESCO and WHO both UN Agencies they underpin the global initiative for ‘Comprehensive Sexual Education (CSE), being promoted by UNESCO (UN)s ‘ Foundation for Life and Love Campaign’. This being completely compatible with the ‘Queer Theory’ entrenched into children’s school classrooms worldwide. This is NOT a safe guarding our children approach but the significantly hugely putting our children at increasing risk of child sexual abuse and exploitation within and beyond the classroom. WHO and UNESCO standards, guidelines depend on unquestioning acceptance that children are sexual from birth.

UN Agencies recognize a child as a person under the age of 18 years and they cater for the ages 0-15 plus and 5 to 18 plus respectively During these age specifications the child is considered to have a right to sexual pleasure, the same sexual knowledge as adults. Thus referred to as ‘children’s as having sexual rights’, presented as ‘the rights to prevent ill health’ therefore ‘protection from abuse’. The UN Sexuality Education is intended to influence the developments of a child’s personality, social interactions and sexual behaviors, an embedded gender ideology with a view to body modification in children’s sexuality education from their earliest years. They see this as justification for providing sexuality education from birth

Sequencing of sexuality education is recommended with the use of matrices, which adopt an iterative approach to repeatedly layer and consolidate sexual knowledge, attitudes, skills and experience throughout the childs life. This is an internationally approved framework- the sexualized grooming of our children worldwide. Sexual grooming to desensitize children to sexual content and behaviors. The onus to protect children from the exposure to sexual knowledge and experiences in the form of sexuality education from infancy will empower them, this is a huge major shift from ‘parental rights to protect their children from harm to where the State the puppets of UN Agencies are demanding control of our children through indoctrination, manipulation, coercion and massive lies.

WHO has reframed all human social interactions in childhood, including parent-child relationships and platonic friendships. Ordinary non-sexual behaviors are now subsumed under the mantle of sexuality education, a completely flexible approach to sexuality teaching ahead of any safeguarding of children. There is no prescribed limit upon sexual knowledge or experience at any age with zilch consideration of child protection from sexual abuse and sexual exploitation. Age consent being seriously undermined. UNESCO and WHO call this a ‘holistic approach’ to education. Sexuality education embedded in every lesson taught whether it be math’s, English or whatever, children are unable to escape this by being withdrawn from one particular class. The UNESCO approach is branded ‘comprehensive sexuality education’, which means refusal to engage in sexual activity may be possible for an unspecified but limited time in a child’s life, determinable by the child because of their sexuality education. However, in contradiction, the underlying principles and philosophies remain the same as those of ‘holistic’ sexuality education, which sexualize the child, and their activities, from birth.

The UNESCO approach is branded ‘comprehensive sexuality education’, which means refusal to engage in sexual activity may be possible for an unspecified but limited time in a child’s life, determinable by the child because of their sexuality education. However, in contradiction, the underlying principles and philosophies remain the same as those of ‘holistic’ sexuality education, which sexualize the child, and their activities, from birth. UNESCO and WHO persist with a radical, and therefore experimental approach. UNESCO’s uncritical centralization of ‘gender identity’ in children’s education was found to be a continuation of the experimental work of (alleged) child sex abuser John Money. Of Morrisville New Zealand. He was a NZ-American psychologist, sexologist a professor a John Hopkins University. He created the concept of ‘gender’ through experimentation. His cruel experiments led two young men to suicide (twin brothers the Reimer twins) they suffered terribly as to being used and terribly abused in  John Williams Money’s experiments. John Money is known as the founder of the Trans movement.

The philosophies underpinning WHO and UNESCO’s standards and guidance, including the concept of ‘childhood sexuality’, is found to be the legacy of the abusive, unethical and unreliable research of Alfred Kinsey. Much can be researched about this on line

This UN global framework of teaching sexuality in classrooms worldwide has creating a significant risk of childhood sexual exploitation, and a very serious risk to the overall health for our children. This is clearly institutional child sex abuse, sexual grooming on a global scale. NOTE; UNESCO (UN) presents global recommendations and WHO (UN) are regional recommendations, guidelines for sexuality education. In 2018 WHO collaborators International Planned Parenthood (IPPF) researched the status of sexuality education across 53 WHO member organizations. Now UN Member Nations Governments have committed to UNESCO Global Education2030 Agenda, specifically global development goal number 4 (SDG4). CSE Education ‘Ensure inclusive and equitable quality education, promote lifelong learning opportunities for all’. Resources have been presented to parliamentarian worldwide. Childrens exposure to graphic and ideological extremist material is part of the sexuality education curriculum in schools. Education has been severely corrupted by the sexualization of children and politicized in favor of unscientific, contentious beliefs around sex, sexuality and gender

The international influence of the UNESCO and WHO standards cannot be underestimated. I urge all New Zealanders that believe in protecting our children from harm to demand that whoever sits in Parliament to take a ‘safe guarding approach’. The safety and wellbeing of our children is to be the utmost of importance, consideration in all analysis, evaluation, relevant materials and resources. Protect our children from harm, exploitation, abuse, maltreatment.

Putting Child Protection first and foremost, remove all ideology of sexuality out of schools, remove pseudo science, remove the lies and corruption, remove the sexual exploitation. Ban the political indoctrination and sexual exploitations. No more Drag Queen Story Times in Libraries they belong in adult entertainment not in children lives. Child causality grooming has huge risks as to health issues, anxiety, depression, post traumatic stress and suicidal thoughts. Boys wanting their testicles removed and girls their chests bound.  Where children are sexually exploited, groomed, abused they either become introvert or extravert. If extravert at risk of acting out unacceptable sexual behavior, introverted risks serious emotional, mental health issues and suicidal thoughts.

The deliberate targeting, endangering of our children, there is no room for doubts about this targeting your children, there are no doubts about this. This is NOT a conspiracy theory it is a Global Conspiracy that risks serious harm to children’s lives and the breakdown of family relationships. Surely parents, adults, Aunties, Uncles, Grandparents, Teachers cannot just stand by and let this happen, the deliberated  sexualizing grooming of our children. The whole worlds children have become a global initiative SDG Agenda 2030.

The Ardern Labour led government introduced the non binding UN Agenda 2030 into Domestic Policy thus making it Binding legally. Then Ardern as guest speaker to a Melinda and Bill Gates hosted gathering of WEF Global Shapers that she was the first in the world to adopt UN Agenda 2030 into government domestic policy making it binding. She then advised other UN Nation States to follow her lead.

We as a Nation of Peoples need to demand that those that reside behind the doors of Parliament to ‘end gender theory’ and ‘critical race theory’. All race based legislations, decision making- policies. To call a halt to the global cascading of global international laws, legislations that determine what we do, how we think, what we consume, how we behave and how we live and how our children are being deliberated targeted by this global cascading insanity that is being imposed on us all.

Children are taught to be global citizens, not good law abiding citizens. Those in parliament are deliberately disposing of the loyal patriotic traditionalism of New Zealanders. A major transformative shift ignoring that brave courageous soldiers died to defend our freedoms and liberties. Those soldiers that will never fade away. The people of NZ I urge you to demand of those that sit within parliament to ‘end critical race theory and gender theory NOW. Of course they won’t because all those political cronies on the electioneering campaign path will not share with you that we are all, including our children are being controlled by legislations that have cascaded down from the Global cabal. The World Economic Forum mapping strategic interdependencies SDG 4 Global Education. WEF 2015 fully supports Education Agenda 2030. Transforming Schools of the Future (WEF) Agenda 2030. Introduced globally acted out locally in all UN Nations by parliamentarians, local government ..Local Governments- Councils- Drag Queens  in Libraries Story Time for children.

Here is reality we were introduced to the ‘traffic light’ system during COVID 19 lockdowns. On page 25 WHO global status report, country curricula are rated according to levels, thus adopting a traffic light system according to whether a curriculum is identifies as ‘gender responsive’

  1. Grey indicates ‘No Comprehensive sexuality education *Red indicates related curricula, with some themes unspecified  * Amber indicates ‘gender responsive’ curricula in secondary schools  *Green indicates ‘gender responsive’ curricula in both primary and secondary schools

Gender is defined distinctively from biological sex. Much of the developing world is rated ‘green’ or ‘amber’. There is an intense focus on gender identity and LGBTQ+1 lives distinct from biological sex. All underpinned by Human Rights legislation. The Tyranny of Human Rights worldwide. Definitely in New Zealand. Thus this is a RED FLAG for us

Wake Up New Zealand your children being deliberately targeted and are seriously endangered

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NEW ZEALAND SCHOOLS AND RAINBOW POLICIES

Waatea News .com  20th April 2022 reported “Schools look out for Rainbow Policies

The Government has made available a range of new resources to help schools teach about sex and relationships – including issues like consent, gender diversity and rainbow inclusion.

Associate Education Minister Jan Tinetti says she wants schools in Aotearoa to be safe spaces for all students, regardless of their gender, race, nationality, beliefs, or sexual orientation.

Tabby Besley from rainbow charity InsideOUT, which developed some of the resources, says more young people are coming out in the school environment and need support.

Schools are looking for not just lessons on gender diversity and rainbow issues but help creating policies and support groups.

“We hope schools will pick up those resources, particularly the one around policies and supporting our trans young people, because those are where we get the most requests from schools. A lot of the time they ask if we have policies about how to do that rainbow inclusion or when a trans student comes out in the school, what they should be doing to support them. Often the parents and the students are getting in touch because the school isn’t doing it,” Besley says.

She says the resources are only guidelines, and schools need to consult with their communities when they bring in new policies.

By Peter Verschaffelt

NEW ZEALAND SCHOOLS AND RAINBOW POLICIES ’20th April 2022′. NZ Government made a range of new resources to help schools about sex and relationships. Educatgion Minister Jan Tinetti said she wants “schools in Aotearoa to be safe places for all students regardless of gender . Hence pushing ‘gender fluidity’ that does not exist. She referred to lessons on gender diversity and rainbow issues- creating policies to support trans people. These people are children from the start of primary schoool age to end of senior school. Jan Tinetti spoke of ‘rainbow inclusion’

Tabby Besley from rainbow charity InsideOUT, which developed some of the resources, says more young people are coming out in the school environment and need support. chools are looking for not just lessons on gender diversity and rainbow issues but help creating policies and support groups. “We hope schools will pick up those resources, particularly the one around policies and supporting our trans young people, because those are where we get the most requests from schools. A lot of the time they ask if we have policies about how to do that rainbow inclusion or when a trans student comes out in the school, what they should be doing to support them

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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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THE SEXUALIZATION, POLITICALIZATION OF OUR CHILDREN OUR SCHOOL- DRAG QUEENS,  READING STORIES TO CHILDREN IN LIBRARIES:

LESSONS HAVE NOT BEEN LEARNED. THE STORY OF KIWI BORN JOHN WILLIAM MONEY SHOULD BE TOLD  TIME AND TIME AGAIN PUBLICALLY. Firstly the theory of ‘gender neutrality’ namely ‘gender identity’ was developed primarily as a result of gender theory of social learning ‘nature vs nurture’ from early childhood, that it could be changed, just like changing your clothes everyday with behavioral interventions. Below I will share with you some of my research I have undertaken of Kiwi born psychologist David William Money and the identical twins Bruce & Brian Reimer who lived in Winnipeg Canada.

At 6 months old the twins had problems urinating, at 7 months of age they underwent circumcision,  the operation on Bruce went badly wrong, his penis was burned beyond surgical repair. The twins parents contacted many doctors for help to no avail. Then one day the Reimers were watching a program on Canadian News of John Money being interviewed about gender. They contacted John Money who was a psychologist at the John Hopkins Medical Institute in 1967. Money was known as a pioneer in his field of sexology and gender’

John Money’s theory was ‘gender neutrality, he based his work on intersex patients, that gender identity could be changed through using the appropriate behavioral interventions. A gender identity theory as a result of social learning. (I noted that this is exactly what is happening in schools in NZ across the world today, the sexualization of children through behavioral interventions eg using pronouns, choosing what gender school students want to be- gender diversity teaching (gender fluidity). Plus the governments introduction of changing an individual’s biological sex on birth certificates if they so require..

The identical Reimer twins became the guineapigs of John William Money’s gender theory. He decided that Bruce Reimer would be happiest living as a woman with functioning genitalia. He used Brian Reimer in the guineapig human trials. This was known as ‘Joan and Joan Case Study’, where one boy would be raised as a girl the other a boy. Because Brian shared his brothers genes he was used as a ‘’control’ in the experimentation. (Nature vs Nurture)

John Money persuaded Bruce’s parents that Bruce should have a ‘sex reassignment’ surgery, saying it was in Bruce’s best interests. This was performed and a rudimentary vulva was fashioned to replace Bruce’s testes so he could be raised as a female in his biologically male body he was then renamed as Brenda. The twins visited John Money every year for consultations, a social learning concept of gender identity. The boys visited John Money’s clinic until they were 13 years old.

John Money’s guinea pig experiments on the twins included ‘childhood sexual rehearsal play’ where the boys were ordered to play at thrusting movement and copulation. They were forced to do sexual acts with Bruce (now Brenda) playing the female role. John Money placing Brian crotch between Brenda’s buttocks, forcing Brenda’s legs open with Brian laying on top. Money took photo’s of the sexual acts, and often other students-colleagues would be the audience.

If the twins resisted John Money’s orders he would become very angry and aggressive, ill tempered with the children. He made Bruce (Now Brenda) take of his clothes, when he resisted money would shout at him louder and louder ‘NOW, NOW, NOW”, so he fearfully obeyed him, standing their naked and shaking. These boys were 6 years old when these sexual acts were forced upon them by John Money, both the boys were highly traumatized by being Money’s gender guineapig theory. They suffered extreme depression, especially Bruce (Brenda) being stuck in a female body being biologically male. He never ever accepted he was female.

Later Brenda who had received Estrogen hormones through John Moneys experiments had grown breasts, then underwent reconstruction surgery and took testosterone and renamed himself David Reimer. Both the twins suicided in their 30’s. David shot himself and Brian overdosed. Their parents said that their sons suicides were because of John Moneys guineapig study on them. But John Money proclaimed the his study on the Reimer twins as successful. By the time David was 15 years old he was living as a  male.

David in going public tried to discourage similar practices. At 13 years old he experienced suicidal depression he ceased going to school at 14 and was tutored privately. On March 14th 1980 the Reimer twins were told the truth about the sex reassignment by their parents. David underwent a double mastectomy and other operations including hormone treatment in an effort to return to his maleness. At school he had been bullied and called a ‘cave woman’

Later David was employed in a slaughterhouse, he then met Jane Fontane, they got married and David adopted her three children., he continued to suffer severe depression and the threat of a marriage breakup lead to David shooting himself in the head with a sawn off shotgun. His identical twin brother Brian had suicided by an overdose only 2 years earlier..

.The Reimer twins story, the biography of David Reimer was published by John Colapintgo in the ‘Rolling Stone’ magazine in December, it won the ‘National Magazine Award’. The New York Times published ‘As Nature Made Him: The Boy Was Raised As A Girl’ (2000) this included how in John Moneys experiments David refused to be identified as a girl, he was ostracized, bullied by peers dubbed him a ‘cave woman’. Davis said “that no frilly dresses nor hormones made him feel female” David’s relationship with is parents was difficult..

 Researcher Mary Anne Case  reported that John William Money’s gender based theory also fueled the rise of the anti-gender movement. John Money deliberately concealed the fact that David Reimers sex reassignment to being a female was not going well. John Money was referred to by Judith Butler in her 2004 book ‘Undoing Gender’ which examines gender, sex, psychoanalysis and medical treatment of intersex people.

Horizon a BBC series based 2 episodes on the life of ‘The Boy Who Was Turned Into A Girl’ in year 2000 and also a documentary on ‘Dr Money and the Boy With No Penis’ in 2004. A PBS Documentary series ‘Nova’ entitled ‘Sex: Unknown’, investigated David Reimers life. A BBC radio episode called ‘Mind Changers’ was about the ‘John & Joan Case’- The boy who was raised as a girl, the impact of two psychological theories of ‘Nature vs Nurture’ Other related stories about David and his identical brother Brian were:-

Chicago Hope episode ‘Boys will be girls’’ year 2000. Explored the theme of a child’s right to undergo sexual reassignment surgery without consent. David Reimer and his mother appeared on the Oprah Winfrey Show in 2000 and the ‘Laws & Order Special Victims Unit’ episode called ‘Identify’ (2005) was based on David & Brian Reimers lives and their treatment by John William Money.

A song by Winnipeg ‘Indie Rock Band called ‘The Weakerthans’ had concerns about David Reimer and produced the  ‘Hymn of the Medical Oddity’. A 2016 play titled ‘Boy’ produced by Ensemble Studio Theatre was inspired by the Reimer story and a Taiwanese film ‘Born to be Human’ (2021) shared a similarity to the Reimer story where a child undergoes sexual reassignment surgery without consent at the insistence of an authoritative doctor.

WHO WAS JOHN WILLIAM MONEY?  He performed one of the most immoral experiments that helped give birth to the trans-movement  due to his sinister origins of gender ideology (Lauren Smith 5/2/2023). Biological sex does not determine ones gender identity. the being born biologically male or female. Trans gender ideology can be traced back to John William Money (1921-2006).  He was born in Morrinsville in 1955, the first person in his field of sexology to use the word ‘gender. He popularised the term ‘gender identity’, founded the worlds first ‘gender identity’ clinic at John Hopkins University Baltimore in 1966.

Above all John Money pushed the view that is so central on todays trans-movement. Without John Money its unlikely that trans ideology, especially the phenomenon of ‘trans-kids’ would exist the way it does today. (The social engineering in schools namely ‘gender diversity’ teaching.). John Money believed that children at the age of 2 yrs old pass through a ‘gender identity gate’. He determined whether one is male or female biologically this could be socially engineered into another fender (gender fluidity- gender diversity)

Without Money, it’s unlikely that trans ideology, especially the phenomenon of ‘trans kids’, would exist today in the way that it does. His ideas uphold trans activists today namely male or female is not biologically determined. That some-one born with male sexual organs can still become female. John Money is rarely heard of because his experiments were cruel, creepy and immoral, he left a trail of misery, pain and suicide in his wake. John Money has been criticized as his main interests were that gender identity development of children with normal sex characteristics, that he wanted to apply his theory about the malleability of gender to all children.

To test his theory on normal biological infants male or female it had become a problem for Money because what parents would allow their healthy babu to be streamed into the opposite gender, undergo countless operations, intensive therapy sessions/ Rolling Stones magazine article of David Reimers story fell into their hands. The media championed John Reimers work in 1973 in the New York Book Review described ‘Man, Boy and Girl as ‘ the most important volume in social sciences to appear in the Kinsey Reports, solved the age old question of ‘Nature vs Nurture’, landing on the side of ‘Nurture’. This became the foundation of future writings that helped to legitimise sex assignment surgery for children worldwide.

 At the onset of David Reimers puberty David Money decided that David should have female hormones asap.The ‘Sigmundson’ Paper  this became controversial was published in 1997 this became controversial in the scientific community, however it convinced a large number of paediatricians that John Money’s theory on the gender neutrality of babies was flawed that his treatment of intersex babies in most cases caused more harm than good.

Lessons have not been learned from the John Money’s cruel callous human guineapig experiment of the Reimer twins, that gender is not fluid cannot be shaped at will through medical interventions and hormone treatments. The Reimer twins were sacrificed at the alter of gender ideology, it was a tragedy, but the ideas of gender identity and gender fluidity are still promoted even in our schools.

 Many politicians treat trans gender ideology as ‘progressive’ however they should be held accountable, responsible for using children as the gender fodder for gender diversity experimentation. Now the schools from a tender age embrace gender ideology, do the teachers know about  John William Money how be trailblazed the idea of the ‘trans-child’, have they any idea of the devastating impact he has on the Reimer family life, of the Reimer twins?

The Central and Local Government (Councils) in New Zealand and other country’s governments are promoting ‘gender diversity’ on children from Kindy age to the end of senior school and beyond. The tragedy, cruelness, misery, heart breaking sadness, the  inhumane immoral undignified experimentation of the Reimer twins by Kiwi born John William Money must be continuously publicly shared, it is a tragedy that should never have happened, one that must be learned by. New Zealand politicians need to be held accountable for the unacceptable sexuality gender diverse teaching of our children in schools. Drag Queen Story Time to children in council run libraries must be stopped now.

This is adult entertainment, and disrespectful imaginary that depicts women. Men dressed up in drag queens. This is not so called family fun as advertised. This is genderised insanity. In our adult sanity we as sane caring adults demand that ‘ENOUGH IS ENOUGH’ this stops NOW. United must stand as caring, loving parents, family, friends to protect our children from this evilness.  The message to the NZ political cronies in the toilet bowl of Wellington is “KEEP YOUR GRUBBY POLITICISING, SEXUALISING HANDS OFF OUR CHILDREN” NOW’

I URGE YOU TO SHARE THIS STORY SEND IT TO YOUR FAMILY AND FRIENDS. Thank you Carol Sakey (WakeUpNZ)

NOTE: The Reimer Twins story can be found on my website at https://wakeupnz.org

NOTE: Of all the governments in the world NZ Government have the most numbers of LGBT+ Transgender political cronies. Newshub headline   reports  that New Zealand has the ‘Queerest’ Parliament In The world  18th October 2020.

https://www.newshub.co.nz/home/politics/2020/10/new-zealand-now-has-the-gayest-parliament-in-the-world.html

 

https://wakeupnz.org     Carol Sakey

https://en.wikipedia.org/wiki/David_Reimer

. https://www.spiked-online.com/2023/02/05/dr-john-money-and-the-sinister-origins-of-gender-ideology/

 

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QUEERING SCHOOLS IN NEW ZEALAND ‘Far Left Wing Cultural Marxist Party’

THE WORKERS PARTY NZ comprises of Far Left Wing Cultural Marxist Socialists they published two magazines  ‘The Spark’ and Fightback’. Byron Clark  has recently published a book called ‘FEAR’ on thee front cover reads ‘New Zealand’s hostile underworld of extremists’. The extremists he refers to Counterspin, Groundswell, Voices for Freedom, Hannah & Brian Tamaki, Lee Williams, Sue Grey, Carol Sakey others that have spoken out publicly against the governments narratives.

Byron Clark 2007 campaigned as Mayor for Christchurch as a representing the Workers Party NZ.  26th September 2011 an article in the Workers Party NZ ‘Fightback’ magazine titled ‘Queer Our Schools’,  saying this is the first campaign to ‘Queer our Schools’ in New Zealand by a Wellington group called ‘The Queer Avengers’

They emerged from the ‘Queer Night March’ that took place in the central city of Wellington. Deliberating they used the term ‘Queer’ deliberately masking the multiple list of gender identities  by just using the word ‘Queer’. Once the march had finished they went back to their daily lives, their jobs etc., However they still had meetings once a week, not only did they include gender diversity (queering) but also climate change.

The Queer Avengers planned a three pronged campaign, firstly focusing on youth. A march took place from the Ministry Of Education 47 Pipitea St, Thorndon through to Midland Park, Lambton Quay where there were speeches and entertainment. The Workers Party NZ ‘Fightback’ magazine promoted, published

The ‘Queer Avengers Group were political activists, they made clear demands to the Govt’s Ministry of Education. (1) Government resourcing for the formation of student led, community supported queer straight alliances in every secondary school in New Zealand.

(2)Incorporating sexuality and gender variance diversity into all relevant subjects, including history, health, science, English.  (3) Making schools accessible and safe for gender variant students.(4) Zero tolerance of homophobic & transphobic bullying

(A) Gender neutral bathrooms/private changing facilities (B) Non-gendered dress codes  (C) Resources and education which fits the needs of gender variant students (D) Trans affirming spaces and role models, requiring professional development staff to model queer positive spaces.

The ‘Queer Avengers’ spokesperson Jason Froch told GayNZ that he wanted to question the Ministry of Education’  as to “why they have not provided programs to enable students to recognize their full potential as individuals,  saying  “schools are generally not an affirming space of queer peoples identities and are unacceptable places for trans-youth. That they should be able to go to school in the appropriate uniform and use the bathroom of their choosing”.

Jason Froch blamed the government for “its failing to provide a legal duty of care” saying “the march is on- the march of the ‘Queer Avengers -we will call the government out -the ‘Queer Avengers’ will continually agitate the government until the Ministry Of Education does something about their demands.

Froch said “What we need to do as a community is to continue to organize the valuing of our identities, having more people involved so that the ‘Queer Avenger’ can call up the Ministry of Education, for example in the campaign planned by the ‘Queer Avengers’

Froch referred to other groups such as ‘Safety in Schools 4 Queers’ (SS4Q), this group had been operating for some years before the ‘Queer Avengers’ were established, however Froch said “they did not have a driving force behind them, no social movement to push them. The ‘Queer Avengers’ aims, goals were to be a political action group, to organize the community and educate society.

A ‘Queer Night Demonstration’ took place where 600 people gathered, a number of them were youth, others were involved including some school aged students. Froch explained why he used the term ‘Queer’- “Its about being inclusive without the alphabet soup” (Advertised in the  Workers Party NZ Fightback magazine)

Froch said “his political goal was to educate people about there being no such thing as natural identity “all people are created by society, co-one is born straight, he would fight Queer oppression and leave no-one out”.

A Wellington group called ‘Legalise Love’ were acting similar to the ‘Queer Avengers’ but in a different manner. Not that interested in social change like Froch was, he had his mind fixated on Parliamentary reform, trying to change social values that could be passed by Parliamentary reform

At this time another Wellington group were ‘Queer Avenger’ like-minded-‘Legalize Love’, they were doing similar to the ‘Queer Avengers’ but in a different manner. Froch was more interested in Social Change, fixated on Parliamentary reform

‘Queer Avenger’ leader Froch explained that he was trying to change social values that could be passed by parliament so he said we need to create our own space for public debate”. However he fully supported the group “Legalize Love’. The ‘Queer Avengers’ advertised for further people to jump on board with them.

“The Queer Avengers are looking for school aged people or those that have left school less than 5 years ago to get in contact with them to share their school experiences. Giving the email address as [email protected]

Byron Clark was a key member of the ‘Workers Party NZ’ published and promoted the ‘Queering of Schools’ in NZ. (Workers Party NZ- 26th September 2011) supporting the Queer Avengers). Byron Clark who campaigned to be mayor of Christchurch representative of the Workers Party NZ a ‘far left wing, cultural Marxist Socialist

Clarke gives seminars, lectures in Massey University. Plus gives a damming description of those that resided at parliaments grounds. His book ‘FEAR’ has earned a place in the Govts National Library. He often reports for main stream media and has been interviewed also by Mainstream media about his book ‘FEAR’.

4th October 2011 ‘Fightback’ Workers Party NZ magazine article read ‘Queer Our Schools – I am a ‘Queer Avenger -and advertising , promoting ‘GLBT Campaigning ‘ in Wellington and also an interview with ‘Queer Avengers’

Fightback magazine article dated 26th August 2019.. Daphne Lawless article on ‘Socialist Feminism’. Byron Clark’s new book ‘FEAR’ has a special place in the ‘National Archives of New Zealand’

Queer Our Schools

https://web.archive.org/web/20130208162751/

http://workersparty.org.nz/2011/09/26/the-queer-avengers-march-on/#more-4877

https://wakeupnz.org   Carol Sakey

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Demands by ‘The Queer Avengers’ to the Ministry of Education: (Promoted and advertised by Byron Clark’s Workers Party NZ.

  1. Government resourcing for the formation of student-led, community supported queer-straight alliances in every secondary school in the country.
  2. Incorporating sexuality and gender variance diversity into all relevant subjects, including history, health, science and English.
  3. Making schools accessible and safe for gender variant students
  4. Gender neutral bathrooms/private changing facilities
  5. Non-gendered dress codes
  6. Resources and education which fits the needs of gender variant students
  7. Trans affirming spaces and role models
  8. Zero-tolerance of homophobic & transphobic bullying and requiring professional development of staff to model queer positive spaces.

 

 

 

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