The trans movement and the wealth that supports and promotes this evil cultism that is intent in sexualizing, grooming, indoctrination, coercion of children. The trans movement has expanded at huge speed throughout the world to the point that is described as a transgender revolution. Biden and his ‘Trans Visibility’ agenda is being promoted across the world. The Transgender day of Visibility Aotearoa is documented as March 31^st. Gender diversity was originally  seen to be Gay and Lesbians but now the trans community are something quite different. Most Gay and Lesbian people just want to quietly get on with their lives, not like the trans aggression that happening all around the world today.

Gender Minorities Aotearoa is a nationwide transgender organization supply materials and resources to s schools. In 2017 the PPTA published a report on sexual and gender diversity which recommended, among other things, gender-neutral school toilets and uniforms. NZ Govt report In 2017 the PPTA published a report on sexual and gender diversity which recommended, among other things, gender-neutral school toilets and uniforms. ‘Transition’ is a term for the steps taken by some people to be recognised by others as their gender, rather than the gender assigned to them at birth.

Transition may include social elements such as changing one’s name, hair, or clothing, and medical treatments such as hormone therapy and sometimes surgeries. It may also include legally changing the sex marker on their birth certificate, passport, and other documents.

Carmen Rupe (Ngāti Maniapoto, Ngāti Hauā, Ngāti Heke-a-Wai) was one of 13 children in a King Country farming family. She became the first Māori drag-queen performer in the 1950s, and later opened a series of late-night coffee bars, brothels and a strip club. She ran for mayor of Wellington in 1977.

The traditional Māori term ‘takatāpui’, which originally referred to a close companion of the same sex, fell out of use for many decades, but since the 1980s has been reclaimed as an inclusive term used by gay, lesbian, transgender, bisexual and intersex Māori women and men. It is a term that encompasses Māori spirituality and culture as well as sexuality.  The contemporary te reo Māori word for transgender people is ‘irawhiti’. This can be used by transgender women, transgender men, and those with non-binary genders. ‘Ira kore’ is the term used by those who don’t identify with any gender. (I would be interested as to any comments on this by those people with Maori blood- Carol Sakey)

John William Money born in Morrinsville NZ, psychologist and sexologist he pioneered theories of intersex identity and treatment during his career at Johns Hopkins University. He gained an international reputation for his work on intersexuality and invented the now widely used terms ‘gender identity’ and ‘gender role’.  (You won’t get the Trans community publicly talking about John Money he is known for his cruel experiments on the identical twins- Bruce and Brian Reimer.

Even this article authored by NZ Govt describes the ‘sex rehearsals, sexual play that John Money demanded the boys took part in in from of an audience of academics and genital inspection. When the boys refused to obey Money would get loud and aggressive towards them, the boys were only 6 years old. The experiments finished when they were about 11 years old. Both the twins suicided in their late thirties, suffered terrible depression and suicidal thoughts at the age of 13yrs old. (The NZ Govt know this but promote transgender in schools.

Transgender people can make a statutory declaration to have their passports changed to reflect their gender, or to have an ‘X’ (denoting gender-diverse), rather than ‘Male’ or ‘Female’.

June 2023 the  Gender Self Identification Process is being introduced in NZ. This means that an individual can amend their birth certificate multiple times, change their name, gender and sex. How difficult is it Sperm=Male.. Egg = Female. FULL STOP. In some states in America protestors are storming these Drag Queen Story Times. In Texas the Senate voted to defund libraries where Drag Queens story time events are supported and promoted.

Libraries across New Zealand are promoting, supporting Library Drag Queen Story time. Drag Queens are adult entertainment.

RNZ reported  13^th June 2022 there was an online backlash to drag queen performers the community was shocked. On a New Plymouth District Council Facebook post promoting the Puke Ariki and Waitara Library appearances, the pair were a. Facebook threads read “ children are being  indoctrinated children by the Rainbow community. They are being manipulated, people don’t see the children are being groomed, being taught to trust their abusers.

“Between the ages of 1 and 7 a child’s brain is the most vulnerable … but of course you already know this … this is the time children soak up all the information that they see, it has everything to do with how they grow as a person, that’s why this is so dangerous… I don’t care what you do, but leave the kids out of it.”

 

TIME TO TAKE THESE POLITICIANS TO TASK. TIME TO TAKE THE LOCAL GOVT TO TAKS (COUNCILS).. CHURCHES, SCHOOLS THAT PROMOTE THIS EVIL PRACTICES IN OUR SCHOOLS.

 

 LINK https://teara.govt.nz/en/gender-diversity/page-3

 

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THE FOLLOWING IS TAKEN FROM’ TEACHER GUIDANCE AND LEARNING’ TEACHING CHILDREN AND YOUNG PEOPLE IN SCHOOLS IN NEW ZEALAND (Ministry Of Health-Govt) With a couple of comments from me. This is only a smidgen of the sexualizing of our children in schools in NZ.

NZ RAINBOW COMMUNITY: Handsomely funded by the government for years to teach gender and identity ideology, teaches entire classes, teachers and staff also parents/caregivers. Teachers in schools have become obedient to NZ Education Dept (Govt) as they are allowing children to dress, name change use what are so called preferred pronouns. Through Teachers Trade Union codes of practice advisory materials prepared by the Ministry of Education and other Gender Diversity material through organisations eg Inside-Out, whom have been given extensive funding to extend their influence of transgenderism in schools and paid training courses,  I question are parents in New Zealand really aware of what their children are being taught in schools in NZ??

THE GOVERNMENT IS USING YOUR TAXPAYER MONEY TO GROOM CHILDREN, YOUNG PEOPLE: Its my opinion, belief children are being sexually groomed in schools.  GOVERNMENT FUNDING: The Government funds in 2020 went to creating Rainbow Inclusive Schools. Events open to school staff, students, Pink Shirt Day.  Inside-Out  projects. Workshops focusing on rainbow inclusive primary and intermediate schools

TEACHING UNION CODES OF PRACTICE: Materials, resources and other materials used a teaching resources from trans-organizations. Health and Physical Education in Schools. Sexuality and Relationship Resource Materials to support sexuality and relationship education planning. Effective practices showcases consist of 6 video’s and accompanying questions

POLITICIZING, SEXUALIZING, INDOCRINATION, COERCION AND GROOMING. These RSE programs are embedded throughout individual classes within the school curriculum, not just one class. RSE programmes are what are called a part of a broader health education programme. (UNESCO (UN) has implemented this Sexuality teaching right across the world). INFLUENCING SCHOOL STUDENTS WITH PORNOGRAPHY Students critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society. Lesson Plan Activities (Ministry of Education):-

CHANGE THE KERERO FOR ZINE:Engaging with materials that supports educators to change conversations around sexual relationships and the role of pornography plays in the lives of rangtahi. Navigating a range of relationships must include a critique of pornography  (3) Educators fight find the website ‘INTHEKNOW.co.nz’ useful. This offers answers and info to questions about porn, nudes, sexual experiences. Conversations with students to promote shared learning and involve conversations.

THE TEACHER ( EDUCATOR) BECOMES THE FACILITAOR:.. rather than the expert holder of knowledge. Focusing on dialogue, purposely questioning linking ideas into coherent lines and thinking and linking of ideas into coherent lines and thinking, encouraging further student deeper enquiring, conversations, a strong focus on encouraging students.  Teacher (Educators) to challenge what children are taking for granted.  (Note the Teacher becomes to groomer no longer an educator- My opinion Carol Sakey)

WHAT DO THE SCHOOL STUDENTS THINK, HOW DO THEY FEEL ABOUT PORN: Explore what school students think and feel about porn and the reasons they may view it, how it influences peoples ideas about sex and relationships. Brainstorm messages that porn may give people about sex and relationships. Teacher (Educator) to use  deeper thinking skills- for example “You don’t have to ask  for consent. It just happens and everyone is up to it.”

TEACHERS MAY RESPOND TO A CLASS: So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships. .What do you think? The teacher/educator can summarise”- Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can then think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

CHALLENGING ASSUMPTIONS:: Using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectives. Exploring how pornography influences relationships and identity. Investigate and describe how messages surrounding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

CREATING A ZINE: (Never heard of the word ZINE on before in my research- Carol Sakey). This is breaking down gender stereotypes portrayed in porn. .They call this critical thinking to challenge assumptions and promote social justice.

CRITIQUING HOW PORNOGRAPHY PERPETRUATES…. gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice. Using the term ‘Social Justice’ to critique the influence of porn, inclusiveness. Students to critically examine the influence of pornography on personal identity, relationships with others (people in society)

Included in the RSE resource aims to support young people to critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society.

Lesson Plans include Activities

• What we GET and what we WANT. Fantasy vs Reality  3 It just makes me think and feel.  4 Are you Okay with is?  5 Changing the Kerero  6. Crreeatiiing a zine
• Engaging with materials that supports educators to change conversations around relationships and sexuality education and the role pornography plays in the lives of rangatahi. Navigating a range of relationships must include a critique of pornography.
• Educators might find the website INTHEKNOW.co.nz useful. It offers answers and info to questions about porn, nudes and online sexual experiences. Conversations should promote shared learning and involve more than just conversations. The educator becomes the facilitator rather than the expert holder of knowledge. Focusing on dialogue, purposeful questioning, linking of ideas into coherent lines and thinking, a strong focus on encouraging further student inquiry. Be involved in what the school students know, and challenge taken for granted assumptions .
• Explore with the class the reasons they think people might view porn. The Educatior: Today we are going to analyse how pornography can influence peoples ideas about sex and relationships . Lets brainstorm all the messages that porn might give people about sex and relationships
• Educator uses a deeper thinking skills, Eg used : You don’t have to ask for consent..It just happens, and everyone is up to it.
• Students build up their ideas and chain them into cpherent lines of thinking and enquiry. Educator may respond to a class : So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships..What do you think?
• The Educator may summarise. Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can tghen think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

Intended learning outcomes include Challenging assumptions, supporting others, using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectivesp Exploring how pornography influences relationships and identity. Investigate and describe how messages surroungding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

Creating a zine is breaking down gender stereotypes portrayed in porn.. called critical thinking to challenge assumptions and promote social justice. Critqueing how pornography perpeturates gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice.

Use principles of social justice to critique the influence of porn (Fairness, inclusiveness, non-discrimiation)

 

LINKS:

https://hpe.tki.org.nz/planning-and-teaching-resources/resource-collections/relationships-and-sexuality-education-guidelines-resource-collection

1 PAGE PDF https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Planning-tool-2.0-EG.pdf

Relationships and sexuality education key learning and the underlying concepts of health and physical education Relationships and sexuality education key learning and the underlying concepts of Health and Physical Education Resource for Teachers

 The explanation of the underlying concepts in this document expands the understanding of the key learning in the Relationships and Sexuality Education guides. https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Key-learning-2.0-EG.pdf Resource for Teachers.

Relationships and sexuality education key learning and the underlying concepts of Health and Physical Education Resource for Teachers

Supporting the inclusion and wellbeing of students who identify as sex, gender, or sexuality diverse (SGSD).

A resource, focused on pornography within the broader context of Relationships and Sexuality Education, is for all educators, including teachers. The activities, reflective questions, and additional materials are designed to ensure flexibility for educators. Parents and whānau: You can ‘browse as guest’ and find the public version using the search tools. For educators: Login using your ESL or LMS login, you will see the course in the catalogue

Where to go for a key documents that support RSE Planning 5 pages Ministry Of Education  https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Where-do-I-go-to-for-2.0-EG.pdf

https://hpe.tki.org.nz/

insideout.org.nz/projects/creating-rainbow-inclusive-schools-workshops/]

Learning progressions are tools that illustrate the significant steps that ākonga take as they develop their learning expertise  https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Progression-2.0-EG.pdf

https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Pedagogy-2.0-EG.pdf

https://www.publicgood.org.nz/2020/03/08/a-cautious-approach-is-needed-for-children-and-young-people-with-gender-confusion/

https://docs.google.com/forms/d/e/1FAIpQLSexqucvgN08C5BqcO7RWHYhD133T4CY5Ln3H38iz9p-9LaY6w/viewform?fbclid=IwAR2nS1NQMolODkIJzjMSUZzcIR5xmaM938v6fMGtHpDUxOtZrXv2OKSSdpI

https://training.education.govt.nz/pages/mediacontent.jsf?mediaId=1244287&catalogId=849811&menuId=112475&client=external

 

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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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27th August 2019 ‘The Red – Brown Alliance in ‘Policing Gender’, communist politics in New Zealand, they deliberately hide the words that label them as to what they really are ‘Cultural Marxist Socialist with a Communist agenda’. Daphne Lawless is a member of the Socialist Far Left Marxist Workers Party NZ, as is Byron Clark who recently authored the book ‘FEAR’ targeting and naming groups, individuals who publicly speak out opposing govt policies character assassinating them, he himself clear, evidentially violating the NZ Bill Of Rights 1991 and international Human Rights Agreements that give people the right to freedom of expression and to freedom of peaceful public assembly. We are experiencing the very aggressive rudeness of the Woke in NZ. Peaceful Assembly to them does not equate, they deliberately want to destroy peaceful assemble and the freedom of expression this is clearly communism and totalitarianism a regime of tyranny.

Trade Union organizers Daphne Whitmore and Don Franks are described as veteran socialists and union organiser, they say they defend free speech, but that free speech must only be defined as their free speech, everyone else ‘just shut up and sit down’. The Workers Party NZ whom they represent have been reported to be truly nasty far left that represents ideas such as the ‘zombie plague’, they have an immoral compass. In 2011 promoted marches to ‘Queer schools in New Zealand. A key member of the Workers Party also being a political activist a leading member of the group from Wellington ‘The Queer Avengers’. Their goal to establish political reform in parliament for transgender diversity teaching, they communicated with Grant Robertson whom was well established in the Labour Party back then, worked for Helen Clark. The promoting of ‘progressive transgender in the school classroom. The rising of trans activism in New Zealand those that called themselves ‘Comrade, comrade, comrade’, neo liberal New Zealand communist, the non-binary, gender-queer’,  the globalisation of gender-queer’ politics common in veteran activists and young people mostly from universities, institutes worldwide… hence the fantasy construction of the biological male or female body, namely the illusion of gender fluidity, chose what sex you want to be, choose from a multiple of genders and remember its all in the language.. Pronouns He-She etc., The insanity gets worse, and continues to so, the rainbowing of schools in NZ, the dumbing down of education. Kids should be taught their ABC’s not their LGBT’s. Byron Clarks Workers Party NZ and its published ‘Fightback’ magazine promoting the Palestinian Liberation Front a designated terrorist org., in four out of the Five Eyes group. New Zealand Government does not list the Palestinian Liberation Front as a Designated Terrorist Org., like the other ‘Four Eyes Country Members’. The Palestinian Liberation Front that has used children as suicide bombers and messengers in war like situations.  Byron Clarks Fightback magazine advertised raising funds and send money directly to the Palestinian Liberation Front. Selling Tee shorts, street stalls and meetings to support this terrorist org., he now gives seminars and workshops at Massey Universities and reports for Mainstream media in NZ. Yet it was the Workers Party Fightback that supported and promoted the Palestinian woman terrorist who hijacked commercial airliners several times. Byron Clark who campaigned to be mayor of Christchurch in 2007 as a representative of the Workers Party NZ, the publishers of ‘The Spark’ and ‘FightBack’ magazine that promoted the ‘Queering of Schools in New Zealand’.

LINK:

https://fightback.org.nz/category/oppression-liberation/queer/

 

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