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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Family First NZ has  published an online analysis of NZ Schools Relationship Sexuality Education Guideline 2021 (link provided). Aimed at parents/caregivers as to the overall welfare of children in NZ. Raising awareness as to knowing what is happening within the NZ School curriculum

Family First NZ promotes, advances research & policy regarding family and marriage. Participates in social analysis & debate surrounding issues relating to and affecting families. Educating the public in their understanding of the institutional, legal and moral framework that makes a just and democratic society possible.

Produces, publishes relevant & stimulating material in newspapers, magazines and other media relating to family issues, speaks up about issues relating to families that are in the public domain.

Family First publication as to Relationship Sexuality taught in the NZ School Curriculum covers, includes Parents/Caregivers concerns as to Relationship Sexuality teaching in the school curriculum-

The problem of the schools implementing controversial and divisive policies. The indoctrination and politicisation . The delivering of sexuality programmes to children from the age of 5ys and above.

For Relationship Sexuality programs to be taught in all classes within the school curriculum, Art, Science, Technology, English etc.,  To embody, reinforce these RSE teachings to capture young minds. Aiming to create a more inclusive school environment, portrayed as scientific however how no basis for science.

Where  misinformation surrounding gender and sex being pervasive guidelines risk children being ideologically indoctrinated within the school confines. So you believe sexualization should be taught to children as young as 5-6 yrs old.?

Should 7yr olds be taught about gender and sex, that a child sex is assigned at birth instead of biologically at the time of conception.  That there are a multitude of genders, just pick one.?

The one the child picks will be listed with their identity on the school role with a pronoun of their choice. What happens at school can stay at school if the child wishes. The teacher may choose this to be.

2. Children are not learning the biological, scientific truth. Topics addressed transgender and changing rooms, toilets. Sports team participation, sports teams irrespective of sex.

Its extremely important that parents/ caregivers fully understand and are knowledgeable about what their children are being taught at school. Every school should have a ‘First Do No Harm Policy’

Family First NZ give reasons to be concern about the RSE teaching in the school curriculum for example, children as young as 5 & 6yrs old being taught sexual reproduction, to recognise body parts, genitals and name them in Te reo Maori and English, to understand the basic concepts about reproduction

I personally believe children of this age are still living in the magic world of imaginings. Its innocence why plant this sexuality teaching into young minds and rob them of these young imaginings, like tooth fairies etc.,

Children should be given the opportunity to grow each at their  own pace, to their maturity and brain development. Between the ages of 5-6yrs old typically children should be able to draw, shapes, faces, print their names, copy letters, draw straight and curved lines, numbers, copying and tracing.

By the time they are seven should be able to write sentences, little stories with upper case and lower case letters, punctuation. Interesting little stories and funny little poems. These are my personal thoughts when I think about what children should be learning in the educations system between 5-7yrs of age. Not sexual reproduction naming genitals and sexual reproduction.

However now its 7 and 8 yr olds being taught to identify gender stereotypes, diverse gender and sexual identities in society. To write ‘assigned at birth’ “All babies are assigned their sex at birth, usually determined  by visual observation olf external genitalia”. Teaching children there are multiple genders. Thus  labelling “the assumption that there are only two genders (girl/boy.. man/woman as being “incorrect”. Hence not based on biology or science but a big fat lie.

Like all babies assigned a sex at birth (their biological characteristics) Never mind sex is also identifiable through DNA. Determined at the time of conception. What about the privacy, sexual abuse risks around that? We are talking about children here. Should they be exposed to opposite sexes in the same very personal private places. I personally do not believe that is safe, its highly risky and amounts to child abuse committed by the state.  Should young people in the school environment be learning about hormone blockers. ?. This teaching of hormone blockers in schools in England has been banned because of  very risky, harmful consequences.

Your child attending a Technology class will learn how to identify how gender expectations are embedded in technology, the  design and style of power tools and other tools “explore symbols linked to gay and transgender rights movements”. Arts, your child will “consider plays with roles that do not conform to gender stereotypes.” In Social Sciences, your child will be encouraged to explore the development and persistence of gender stereotypes (for example, by researching the #MeToo movement).”

The RSE guidelines teach young people that Male-Female/Man-Women and Boy-Girl  are labelled incorrect. An incorrect assumption, guidelines state that students must identify gender stereotypes. There are now hundreds of genders waiting to be discovered. Should five year olds be speaking about same sex marriage in the school classroom. Should schools promote hormone blockers that can weaken bones causing bone mineralization and infertility, at puberty hormone blockers can have long term effects on the brains development.

Implications of RSE teaching in schools  “children will be socialised to believe the confusion about gender, that they may be stuck in the wrong gender. Hence dangerous to their emotional mental health and well being because of the state of confusion. Risks leading to young people taking puberty blockers.

Under the new guidelines: Science classes will teach your children to: 21

SCIENCE:

• “…consider how biological sex has been constructed and measured over time…” . + Years 1-8_ Years 9-13 _
• “…consider variations in puberty, including the role of hormone blockers.” . Years 1-8 _ Years 9-13 _

4.• “…explore the role of genetics in constructing debates about gender and sexuality.” + Years 1-8 _ Years 9-13

• “…explore what ‘male’ and ‘female’ mean in relation to various living things, for example, plants, sea creatures, and fungi.” + Years 1-8 _ Years 9-13
• “…explore what ‘male’, female, and ‘hermaphrodite’ mean in relation to plants and animals.” Years 9-13

There is no scientific justification for this teaching in a science class.

TECHNOLOGY Classes will teach your children to:-

• “…explore symbols linked to the gay and transgender rights movements.” + Years 1-8 _ Years 9-13 _
• “…identify how gender expectations are embedded in technology, for example, in the design of power tools and other tools…” + Years 1-8 _ Years 9-13 _
• “…explore the way toys, apps, and online games and activities are designed for a gendered audience.” + Years 1-8 _ Years 9-13 _
• “…engage in a gender-neutral design challenge.” + Years 1-8 _ Years 9-13 _
• “…interrogate the design and sustainability of contraceptives.” Years 9-13 _

There is no justification in children exploring symbols linked to gay and transgender rights movements in a Technology class.

ARTS your child will learn to:-

• “…consider plays with roles that do not conform to gender stereotypes.” + Years 1-8 _ Years 9-13 _
• “…explore the representation of gender in visual art.” + Years 1-8 _ Years 9-13 _
• “…explore dances and dance styles where there are specific roles for gender and also those where there is no gender differentiation.” + Years 1-8 _ Years 9-13 _ • “…identify ways that colour and language are related to gender and sexual orientation.” + Years 1-8 _ Years 9-13 _

Children learn how to embody gender fluidity into Art. There is no justification for this.

SOCIAL SCIENCES: children encouraged to:-

• explore the “…development and persistence of gender stereotypes (for example, by researching the #MeToo movement)”. + Years 1-8 _ Years 9-13 _

5. • “…consider famous ‘rainbow’ figures from history.” + Years 1-8 _ Years 9-13 _

• “…explore geographical spaces in the school and community in terms of how they relate to gender (for example, are spaces designed according to gender? Who plays on which areas of the playground and why?).” + Years 1-8

_ • “…explore the history of rainbow movements and gay rights in Aotearoa New Zealand, for example, law changes over time to address issues from the death penalty to marriage equality.” Years 9-13 _

• “…describe the way the media reports on different leadership styles in relation to gender and/or sexual orientation.” Years 9-13 _

Why on earth should children of primary school age need to research  The ME Too Movement- given the sensitive nature of the crimes alleged.

LANGUAGES your child will learn to:-

• “…investigate the different words and their meanings used by indigenous peoples in their languages to depict different kinds of relationships or sexual orientations in accordance with their world views.” + Years 1-8 _ Years 9-13 _
• “…analyse the use of language in earlier and current media and/or public discussions of sex and gender, highlighting changes and developments in language use.” Years 9-13 _

ENGLISH The guidelines want your child to learn to:-

• “…engage in dialogue and debate in the context of provocative online posts linked to relationships, gender, and sexuality.” + Years 1-8 _
• “…identify positive and negative gender bias in media stories.” + Years 1-8 _ Years 9-13

_ • “…create texts (oral, written, or visual) to convey ideas about gender and sexuality.” Years 9-13 _

RSE Guidelines explicitly state, create an environment through school policies, practices, culture, leadership that shapes the attitudes, behaviours of young people.

The  embodiment of the sexualising, politicising capturing young minds  projects what is learned in the confines of the school environment in the outside world. Risking the fragmentation within the family unit, with friends and relatives, loved ones. Hence drawing an individual into isolation because of confusion. Parents/Caregivers I urge you to encourage open dialogue about gender and sexuality teaching within the school curriculum, with the school and the broader community

School rolls and records reflect the child’s chosen gender identity and pronouns;  Gender neutral uniforms, categorising uniforms by gender or sex is purposely being avoided. What may be seen at face value is harmless may not be entirely harmless and may be causing your child harm. Relationship Sexuality teaching in the school curriculum I believe is unjustifiable. Is child abusive. Children risk peer pressure to be com pliant and to conform. Children may feel rejection and seek isolation. Indoctrination and overexposure.

.When subjected to prolonged, continual exposure to false information it leads people to believe the misinformation presented is actually true. This is called ‘ illusory truth effect’. Where a preference for misinformation is adopted because it feels familiar. Leaves a person to believe a lie is the truth. Then this is shared and grows amongst the group, or population, the children in the school environment. Repeated statements are easier to process and perceived to be more truthful. A big problem in the school environment by indoctrinating children into the Relationship Sexualisation Education programmes.

 It all comes down to parents rights. Its very important and I urge parents/ caregivers, community member to seek out Family First NZ. There is heaps of very useful informative information. What you as caregiver/parents can do. And what is being taught in the school curriculum that risks harming your child’s health and overall welfare.

Check what your children are learning at school. Check to see if they have a ‘First Do No Harm Policy’. Liaise with School Board Trustee’s.

Closely monitor classroom content, material what the school is covering in their classes, homework/assignments etc.,  If all fails withdraw your child from class.

Family First NZ covers a wealth of constructive ideas for parents/caregivers and work with schools in a respective manner to foster genuine truth and compassion

 

LINK:  https://familyfirst.org.nz/wp-content/uploads/2021/01/ANALYSIS-Relationship-Sexuality-Education-Guidelines-2021.pdf

 

CLICK ON LINK IN IMAGE FOR RUMBLE OVERVIEW

 

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The Contraception, Sterilisation, and Abortion Act Abortion had been a criminal offence in New Zealand since 1866. By the 1970s it had become a deeply divisive social and political issues.

Family First NZ has quickly become a household name, advocating for families, and speaking common sense and values on a broad range of family issues in New Zealand, sharing free information on many topics on family matters particularly around Ardern’s Labour led Relationships and Sexuality Education. Family First NZ bringing awareness to parents of children of what their children are taught in the school curriculum. Warning about school sexuality, gender diversity programmes in schools that involve Mates & Dates, Rainbow Youth and Family Planning Association NZ.

It was during the third Labour Govt that the ‘Little Red Book’ was re-published in New Zealand that caused quite a controversary, then followed by ‘Under the Plum Tree’ at the beginning of the National Govt in 1976. Followed by another book entitled ‘Display Under the Palm Tree’ . The obscenity of sexual language  and images had been targeted at children from 10 years upwards.

Below is some of the informative history of this area which involves sexualization of New Zealand school children:-

The radical Little Red School Book appeared in NZ bookshops prior to 1972, it was published in Denmark in 1969. And republished in other countries also  The book was modelled on Chairman Mao’s cultural revolution led by his youthful red guards in the late 1960’s. The Little Red School Book was aimed at youth-teenagers  worldwide. In England it was published by 27yr old Richard Handy side. The NZ publisher was 28yr old Alister Taylor. He recruited a team of teachers and people within the Education Dept, he claimed a senior inspector to revise the English edition for local consumption (for NZ Youth)

Taylor was a former president of the NZ University Student Assoc., had worked in Nation Radio. Launched his publishing career with LRSB whilst he was chief editor of educational books for A H & A W Reed and a spare editor of the Journal of the Post Primary Teachers Assoc.,. 200 pages of the book dealt with drugs, sex and organizations including Family Planning Clinics, the Abortion Law Reform Assoc and the Homosexual Reform Society

The Little Red School Book was said,  it filled children’s minds with utopian nonsense taking control of children’s minds and children’s lives. 25 pages of the book was on the most objectionable information, that was seen to be likely to harm teenagers, as it encouraged sexual activity. “People who warn you against strong feelings and sex are as a rule afraid of both  of sex and strong feelings and don’t know enough about it. Judge for yourself, from your own experiences. The treatment of sex was about the reduction of intimacy to the level of merely animal activity. Says very little about feelings and informed children ‘The usual word for a boys sexual organ is a pXick or a cXck. A girls sexual organ described as a fXnny or a cXnt. Intercourse as fXcking

2.Children were informed about masturbation, petting various parts of the body including the sexual organs “Can all be caressed with fingers, lips, tongue. If the school will not supply a vending machine, open your own contraceptive shop. That pornography, homosexuality, there are many other forms of family life apart from marriage between a man and woman”. Referred to abortion, pornography, contraceptives

The Police Offences Act had been amended in 1954 to make it illegal to supply contraceptives to young people under the age of 16yrs. Instruction in the use of contraceptives and persuasion to use them remained illegal. By 197- contraceptive education led to the interpretation of the law permitting the ‘giving of information’ about the use of contraceptives to ‘instructing to use’’

The Secretary of Justice submitted the Little Red School Book to the Indecent Publications Tribunal. The tribunal delivered its decision in March 1972 that 50,000 copies of the book had already been sold it was decided the book was NOT indecent. The tribunal was not bothered at the physical side of the book or the dehumanizing effect, in fact they were impressed with some of the book, adolescents were the experimental guineapigs.

SPCS  ( Society  also sent individual letters of appeal and protest for Promotion of Community) fought back questioning the right of the tribunal to pass a book that encouraged breaking the law. Trevor Young MP Eastern Hutt president of the SPCS formerly requested the Minister Of Justice to allow an appeal. Individual members of the SPCS. Alister Taylor the NZ publisher of the book had prepared the market, challenged this saying there was a great need for it, for a wide spread sex education throughout communities, particularly schools. Profits from sales of the book meant that he could make a 2^nd major contribution to the sexual education of children in NZ.

November 1972 the 3^rd Labour Government came to power, the education portfolio went to Phil Amos who was very sympathetic to the sex education lobby. Early 1973 the Director General of Education Bill Renwick appointed a committee of 12 people, the chair person was Mr J A Ross, their task was to draft a discussion paper on health and special education.

The paper was released in December 1973 entitled the ‘Human Development & Relationships in Schools Curriculum, making recommendations, actions to improve the media, to prevent sexual exploitation and outlined the content of the school program proposed for all levels-primary, junior, secondary. That this should include petting and masturbation, contraception, homosexuality and an emphasis on different attitudes to abortion.

Compulsory at all levels. Primary school teachers could talk about the bulk of this (This was called the Ross Report-Feb 1974) There was no provision for parents to withdraw their teenagers from sex education classes. It was said by many at the time that these sex education classes were driving wedges between their children and parents.

1974 a group formed in Christchurch around Christchurch High School. The 1974 NZ Council for Education Research  circulated in every school a British Family Planning comic “To Great A Risk” which illustrated contraceptive methods Christchurch parent groups decided to act. And formed the ‘Concerned Books Assembly’. Sex education plans went ahead against a backdrop 3.of increased opposition activity by the general population. 1972 Family planning had set up ‘Advice Referral Centres’ for youth in Auckland and Christchurch and then extended this to Wellington.

July 1974 The Statutes Revision Committee recommended to Parliament repeal of the Police Offence Act 1954. The Rowling govt did not act on it. Dec 1974 a delegation from SPCS presented a petition containing 27,640 signatures against contraception education. They stressed that sexual activity,  by no means should be introduced into the school system

There was coercion by Family Planning Assoc., personnel and the Sex Magazine ‘FORUM’ subtitled ‘The International Journal of Human Relations  edition of the sexology monthly from the stable of the Penthouse Edition, featured articles, letter on sexual experimentation of all kinds in pursuit of the ‘ultimate turn-on’. The July 1976 issue led with a 4 page article on sodomasochist experiences including an interviews with promiscuous bisexual males boasting 2,000 to 3,000 lovers, letters detailing masturbation, experiments, incest, three some’s, anal sex advice on se

A Dr Robert Chantham on penis enlargement sexology supreme.  And views on incest.  The 1974 issue listed Dr Frazer McDonald, medical supervisor of Carrington Psych Hospital Auckland, Prof James Ritchie dean of the school services.  At Waikato University three other senior academics od psychology and psychiatry, also listed was Isobel Stanton a leading abortion law reform activist, a counsellor of Auckland Abortion Clinic and one of its trustee’s. She later became a member of the govt Abortion supervisory committee.

In the July  publication of ‘FORUM” Margaret Sparrow  of the Abortion Law Reform Assoc and also the Family Planning Assoc’s medical director for Wellington, also International consultants were named in the FORUM issue, this included Ted McIvor member of the Advisory Board of the controversial Sex information and Education Council of the US.

A 1974 Issue of the FORUM namely 75 And Us- US National Sex Forum, involved in the supply of sex films and other materials for sex education and Dr Mahon Potts the medical director of International Planned Parenthood US. International Planned Parenthood and NZ Family Planning Association are affiliated.

The Forum magazine was not subject to customs inspection. Although 4 issues were classified as R18. In the 1970’s Family Planning Association was already receiving significant funding from the government. In 1976 Family Planning Assoc  employed a full time Youth Education Officer whom 10 months earlier had been an editor ofc the FORUM magazine. And was chosen to be in charge of the work done in NZ Schools and FPA clinics. That all seemed ok with the government thought. The Minister Of Education.

The FORUM magazine had been advertised in the journal of the Post Primary Teachers Association on Human Development & Relationships in the schools curriculum. Teachers were suppose to benefit from this pornographic trash, the exploiting on teenagers minds with sexual material full of obscene words.

4.December 1976 Alister Taylor published ‘Under The Plum Tree’ for children aged 10 yrs plus, it included obscene explicit body images and sexual language. Intercourse, anal and oral sex. This caused a public outcry, was sent to the Indecent Publications Tribunal, 100’s of copies had already been sold, the tribunal put 3 months freeze on the sales pending classification Feb 1977 a representative of the Secretary of Justice said the book was an afoot to commonly accepted standards of decency in NZ and asked for a ruling that the book be classified as an R18.

Alister Taylor called expert witnesses to defend the book including Margaret Sparrow and education lecturer and a secondary school teacher Robin Duff who was the coordinator for the campaign for Homosexuality. The classification remained R18 “Indecent in the bands of anyone under the age of 18yrs unless such persons are being instructed by parents or professional advisors.  This opened it up for teachers to be in the guise of professional advisors. The book was not allowed to be kept in the school library otherwise prosecution may occur.

Then came the book ‘ Display Under the Palm Tree’ this was referred to the NZ Police as a result the London Bookshop in Central Wellington was convicted in 1978 for openly exhibiting the book to under age persons. The labour govt of the 1970’s  became under great pressure from within and outside their ranks. The Contraception, Sterilization Abortion Bill entered parliament in August 1977 Part 3 Clause 56 made it mandatory such sexuality courses might be prescribed by regulations under the Education Act. Clause 3 allowed people acting in place of parents- doctors, family planning personal and other people were authorised by the minister of justice to give contraceptives and contraception instruction to children. Clause 60 allowed a girl of any age to be referred for an abortion without parental consent.

To my friends and followers on Social Media l the information I have shared with you is included in a book entitled ‘A Stand For Decency’ by Carolyn Moynihan. Published in 1995. I recently picked this book up at a Lions Monthly Book Fair in Auckland.

‘A Stand For Decency’ refers to Patricia Bartlett and the Society for Promotion of Community Standards 1970-`1995 ‘The Sex Education Debate ‘ Page 54. The SPCS fought long and hard against the obscene language and images that were displayed in certain books that were published to exploit children’s minds by sexual deviancy  and still we continue the fight to stop sexual obscenity out of our schools in NZ.

Thank you to Family First New Zealand for your compassionate continuous efforts in trying to make parents aware of what their children are being taught in schools today –which I  personally believe is sexual abuse,  sexual exploitation by the State.  I urge Parents of school age children to visit the Family First NZ website where extremely valuable information is shared free of charge – I call this ‘Heart Gifts’

PLEASE SHARE, SHARE, SHARE- LINK: Family First NZ     https://familyfirst.org.nz

 

Carol Sakey   https://wakeupnz.org

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We are all aware of the sexulizing and politicizing of young people through the NZ Education System. (NZ Ministry Of Education)

I urge you to CLICK ON THE IMAGE ABOVE….. which will take you to a very informative video on  how infants are being abused, indocrinated, brainwashed in New Zealand’s Early Childhood Educational System.

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