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Political Information : True US History Last Updated: Mar 28, 2022 - 12:08:15 PM

Radical homosexual agenda invading public schools
Oct 5, 2011 - 9:45:16 PM

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Radical homosexual agenda invading public schools

  • 07/18/10

This shocking information needs to be read in short takes. You won’t like it. You might not believe it. But if you are a parent it is imperative you become aware of a sexually explicit and perverted agenda that was not part of the curriculum when you were in school

Thanks to President Barack Obama, Jennings has free reign to promote his Gay, Lesbian and Straight Education Network (GLSEN) organization — which he founded in 1995 — to children, beginning in kindergarten. They call it “Queering the Schools.”

To see what they are teaching our young children, check out this link to videos

This is what Kevin Jennings, obama's homosexual safe school czar advocates.

Sexual Anarchy, Not Homosexuality, Is the Reality

An ethic of sexual anarchy with homosexuality as its lead issue is being deliberately sold to our youth under the guise of "safety" and "tolerance." Meanwhile, young people's lives and emotional stability are endangered if they make a decision in these tender years to engage in homosexual activity -- or are seduced into such acts by a teacher, coach, or older peer. As we have repeatedly said, there is no evidence of a genetic connection for homosexual desires, and a wealth of evidence that such feelings arise from emotional instability, often fueled by the confused legacy of sexual abuse. The thousands of ex-homosexuals testify to the fact that homosexual feelings can be changed, and it is a betrayal of our children not to let them know about this hope. Yet many schools now are being told by activist groups, including the ACLU and teacher organizations, that they must not encourage heterosexuality instead of homosexuality when counseling troubled or questioning kids.

The "gay" -friendly educational system continues to open its doors to groups like GLSEN and PFLAG, who have been aided by substantial funding boosts in recent years. Many concerned parents are removing their children from the public schools. But others, equally concerned, either do not have the option because of family circumstances, or have no clear educational alternative for their children. And, should we abandon the schools anyway? (ed. note: Absolutely! The sooner the better.)

Turning our backs on the culture and retreating into conservative or religious enclaves is what got us into this mess to begin with. Let's contact our local schools, find out what's going on, and join with other concerned citizens to make some changes this next school year.
Judge orders 'gay' agenda taught to Christian children

A federal judge in Massachusetts has ordered the "gay" agenda taught to Christians who attend a public school in Massachusetts, finding that they need the teachings to be "engaged and productive citizens."

U.S. District Judge Mark L. Wolf yesterday dismissed a civil rights lawsuit brought by David Parker, ordering that it is reasonable, indeed there is an obligation, for public schools to teach young children to accept and endorse homosexuality.

Wolf essentially adopted the reasoning in a brief submitted by a number of homosexual-advocacy groups, who said "the rights of religious freedom and parental control over the upbringing of children … would undermine teaching and learning…"

David and Tonia Parker and Joseph and Robin Wirthlin, who have children of school age in Lexington, Mass., brought the lawsuit. They alleged district officials and staff at Estabrook Elementary School violated state law and civil rights by indoctrinating their children about a lifestyle they, as Christians, teach is immoral.

"Wolf's ruling is every parent's nightmare. It goes to extraordinary lengths to legitimize and reinforce the 'right' (and even the duty) of schools to normalize homosexual behavior to even the youngest of children," said a statement from the pro-family group Mass Resistance.



Dr. Judith Reisman, expert witness before the attorney general’s commission on pornography and veteran researcher has found contrary to the popular view that there is little crossover between homosexuality and pedophilia, she says homosexuals are anxious to recruit young boys--a practice that is becoming easier than to sex education and “diversity programs” in schools that teach children to consider homosexuality as both acceptable and normal.

NO pedophile has the right to seduce or enslave a child for sexual pleasure!

by Ed Vitagliano | AFA Journal

The battle in this country between those holding to traditional morality and those espousing hedonism has reached a fever pitch, manifested in no clearer terms that the ideological conflict over homosexuality. But forget about same-sex marriage, employment discrimination or AIDS funding. There may be no area of debate that causes blood pressures to escalate more rapidly than the question of whether public schools should teach children about homosexuality.

Now the homosexual community has thrown down the gauntlet by unveiling a video entitled It’s Elementary: Talking About Gay Issues In School, and as its title implies, the video is aimed at the educational establishment.

The video is produced by Helen Cohen and Debra Chasnoff, the latter an Academy Award-winning documentary producer. In 1992 Chasnoff became the first woman to openly declare her lesbianism at the Oscars.

The producers went into six elementary and middle schools where teachers and principals are already force-feeding children with pro-gay grist. The narrator says the educators allowed the filming “in the hope of inspiring other educators and parents to take the next step in their own school communities to teach children respect for all.”

The video was funded largely by the San Francisco-based Columbia Foundation, as well as People for the American Way, the Gay & Lesbian Alliance Against Defamation, and the California Teacher Association’s Gay and Lesbian Caucus. The film also credits the National Endowment for the Arts (NEA) with a hand in helping to fund the project.

It’s Elementary has picked up several awards, including the prestigious C.I.N.E. Golden Eagle for the Best Teacher Education Film of 1996.

Targeted to state departments of education and local school boards, the video has been screened in at least six states, and California Assemblywoman Sheila J. Kuehl, an open lesbian, said she intends to have it shown in all 50 states.

The narrator’s voice calmly introduces the video while the camera pans over a playground full of children playing peacefully together at a public school. “Most adults probably don’t see why schools should teach young children about gay people,” the voice says. While that is no doubt true, it becomes clear in It’s Elementary that homosexual activists see why schools should teach about the gay lifestyle.

It is to capture the hearts and minds of the next generation. In fact, in an interview about the video with a Santa Fe newspaper, Chasnoff states candidly, “What’s clear in the film is that the younger the kids, the more open they were....If we could start doing this kind of education in kindergarten, first grade, second grade, we’d have a better generation.”

Out of the mouths of babes

“Most adults probably don’t see ...” becomes the theme of this documentary, portraying the ignorance and bigotry of adults - including parents - as the fountainhead of homphobia. In contrast, pro-homosexual statements are heard coming from the mouths of children, shown as innocents who have thus far been uncontaminated by the backwater views of adults.

A student in one New York City school thinks even 5- and 6-year-olds should be given books about the homosexual lifestyle. If parents “freak out,” it’s only because they are “biased.” And a second grade boy in Cambridge, Mass., says an adult who is opposed to lesbianism is not very“open-minded,” and in fact is downright “prejudiced.” This theme supplies the rationale for It’s Elementary: keep the discussion of homosexuality out of the hands of ignorant parents, and place it in the hands of an enlightened public school system.

Circumventing parents

Celia Klehr, whose child has gone through her school’s pro-homosexual program, has nothing but praise for the curriculum. But what if a parent disapproves of homosexuality? The program is still beneficial, Klehr insists.“At least this way it opens the topic,” she says, “so that you can then teach what you believe to your child.” But Klehr’s reasoning begs the question - should schools be teaching this in the first place?

If a parent views homosexuality as wrong, what is the child to do with a contradictory message coming from another respected authority figure - the child’s teacher? A wedge has been driven between the child’s two worlds: home and school; doubt has been raised in the child’s mind about whether or not his/her parents are wrong.

Writer of the Forward to ‘Queering Elementary Education’ is Obama’s “Safe Schools” Czar

Like Jones, Jennings is given to spouting foul language when speechifying about the opposition. He also admits to using deception when pushing a subversive agenda that would be rigorously opposed by the vast majority of Americans if honestly promoted under its true colors.

What is Jennings agenda? Promoting homosexuality (in all its various permutations) under the guise of promoting “safe schools.” Jennings, whose official title is Assistant Deputy Secretary for Safe and Drug-Free Schools, is a career homosexual activist who founded the Gay, Lesbian and Straight Education Network (GLSEN) and served as executive director for 14 years, until October 2008. For the past nearly two decades he has been a leading change agent for the cause of “queering” the nation’s K-12 curriculum, and is largely responsible for instituting annual pro-homosexual propaganda programs such as the “Day of Silence” and “No Name-Calling Week” in hundreds of schools. (In using the term “queering,” we are not disparaging or name-calling, but merely using a term adopted by Jennings and GLSEN & Company — when speaking amongst themselves, that is — to refer to their process of transforming society through the schools. Jennings wrote the foreword to Queering Elementary Education, an anthology by leading homosexual “educators.”)…

Can we drop the pretension? Obama’s “Safe School Czar”, Kevin Jennings is no more about safe schools, than he is about firearm safety. The man is about “queering” American schools, and Obama has just increased his budget to 410 million, an increase of 45 million over last years budget, to help him do that.

Citizen Link Blog reports:

So what does Jennings intend to do with this money?

For starters, he says he’s going to make “school climate” measurement a top priority—and, in fact, he’d love for “school climate” to eventually be made part of the “Common Core” national standards movement! He plans to begin with “a new grant program coming out of this department where we’ll be providing possibly as much as $70 million for investments in school climate projects.” (He revealed all this and much more in this month’s Phi Delta Kappan magazine. Scroll down to the “Safe at School” title.)

So at this point, you might be wondering, What on earth does “school climate” really mean? I think it’s best to take that definition from Kevin Jennings–based on his record as the longtime founder and leader of GLSEN (Gay, Lesbian and Straight Education Network).

Under Jennings’ leadership, GLSEN has provided students with a “school climate” continuum measurement tool. This tool reveals a lot about Jennings’ true goals: A positively rated “inclusive school,” for instance, is defined as one where “LGBT themes are fully integrated into curricula across a variety of subject areas and grade levels.”

I.e., Jennings and GLSEN want homosexual, bisexual and transgender themes taught in every subject at every grade, all the way down to the kindergarten level, maybe even preschool.

A “hostile school,”would be one where “Curricula are devoid of LGBT themes” and homosexuality is “characterized” as “sin.” By extension, parents and students who oppose the radical homosexual agenda, would be in violation of the schools “safety policies”?

Gateway Pundit notes:

Recently the Obama Administration cut funding to Upward Bound, a successful educational program with a proven track record. Upward Bound provides support to participating students in their preparation for college entrance. Upward Bound serves high school students from low-income families and high school students from families in which neither parent holds a bachelor’s degree. 95% of Upward Bound graduates have entered post-secondary education and are four times more likely to earn a college degree than students from similar back-grounds who do not participate in the program. The Obama Administration will cut funding for this successful educational program.
Queering the Schools
by Marjorie King

At a high school in prosperous Newton, Massachusetts, it’s “To B GLAD Day”—or, less delicately, Transgender, Bisexual, Gay, Lesbian Awareness Day. An advocacy session for students and teachers features three self-styled transgendered individuals—a member of the senior class and two recent graduates. One of the transgenders, born female, announces that “he” had been taking hormones for 16 months. “Right now I am a 14-year-old boy going through puberty and a 55-year-old woman going through menopause,” she complains. “I am probably the moodiest person in the world.” A second panelist declares herself an “androgyne in between both genders of society.” She adds, “Gender is just a bunch of stereotypes from society, but I am completely personal, and my gender is fluid.”

Only in liberal Massachusetts could a public school endorse such an event for teens, you might think. But you would be wrong. For the last decade or so, largely working beneath public or parental notice, a well-organized movement has sought to revolutionize the curricula and culture of the nation’s public schools. Its aim: to stamp out “hegemonic heterosexuality”—the traditional view that heterosexuality is the norm—in favor of a new ethos that does not just tolerate homosexuality but instead actively endorses experimenting with it, as well as with a polymorphous range of bisexuality, transgenderism, and transsexuality. The educational establishment has enthusiastically signed on. What this portends for the future of the public schools and the psychic health of the nation’s children is deeply worrisome.

This movement to “queer” the public schools, as activists put it, originated with a shift in the elite understanding of homosexuality. During the eighties, when gay activism first became a major cultural force, homosexual leaders launched a campaign that mirrored the civil rights movement. To claim their rights, homosexuals argued (without scientific evidence) that their orientation was a genetic inheritance, like race, and thus deserved the same kind of civil protections the nation had guaranteed to blacks. An inborn, unchangeable fact, after all, could not be subject to moral disapproval. There ensued a successful effort to normalize homosexuality throughout the culture, including a strong push for homosexual marriage, gays in the military, and other signs of civic equality.

But even as the homosexual-rights campaign won elite endorsement and lavish funding, even as supportive organizations proliferated, the gay movement began to split internally. By the early nineties, many gay activists viewed goals such as gay marriage or domestic partner unions as lamely “assimilationist”—an endorsement of standards of behavior that “queers,” as they called themselves, should reject as oppressively “straight.” And they militantly began defending the “queer lifestyle” not as an ineluctable fate but as the result of a fully conscious choice.

Underlying this militant stance was a radical new academic ideology called “queer theory.” A mixture of the neo-Freudianism of counterculture gurus Norman O. Brown and Herbert Marcuse and French deconstruction, queer theory takes to its extreme limit the idea that all sexual difference and behavior is a product of social conditioning, not nature. It is, in their jargon, “socially constructed.” For the queer theorist, all unambiguous and permanent notions of a natural sexual or gender identity are coercive impositions on our individual autonomy—our freedom to reinvent our sexual selves whenever we like. Sexuality is androgynous, fluid, polymorphous—and therefore a laudably subversive and even revolutionary force.

Rutgers English professor Michael Warner, a leading queer theorist, observes that categories like “heterosexual” and “homosexual” are part of “the regime of the normal” that queer theory wants to explode. “What identity,” he writes, “encompasses queer girls who f*&k; queer boys with strap-ons, or FTMs (female-to-male transsexuals) who think of themselves as queer, FTMs who think of themselves as straights, or FTMs for whom life is a project of transition and screw the categories anyway?” To overturn the old dichotomies of hetero/homo and even male/female, Warner encourages continuous sexual experimentation.

A relatively recent arrival on college campuses, queer theory has swiftly dominated the myriad university gender-studies programs and spread its influence to other disciplines, too, “queering” everything under the sun. Type “queering” into’s search engine, and up comes Queering the Middle Ages, Queering the Color Line, Queering India, and many other books, many from prestigious academic presses.

It would be tempting to dismiss queer theory as just another intellectual fad, with little influence beyond the campus, if not for gay activists’ aggressive effort to introduce the theory’s radical view of sexuality into the public schools. Leading the effort is the Gay, Lesbian and Straight Educational Network (GLSEN, pronounced “glisten”), an advocacy group founded a decade ago to promote homosexual issues in the public schools. It now boasts 85 chapters, four regional offices, and some 1,700 student clubs, called “gay/straight alliances,” that it has helped form in schools across the country.

GLSEN often presents itself as a civil rights organization, saying that it is only after “tolerance” and “understanding” for a victim group. Sometimes, therefore, it still speaks the old gay-rights language of unchangeable homosexual “identity” and “orientation.” But it is, in fact, a radical organization that has clearly embraced the queer-theory worldview. It seeks to transform the culture and instruction of every public school, so that children will learn to equate “heterosexism”—the favoring of heterosexuality as normal—with other evils like racism and sexism and will grow up pondering their sexual orientation and the fluidity of their sexual identity.

That GLSEN embraces queer theory is clear from the addition of transgendered students to the gays and lesbians the group claims to represent. By definition, the transgendered are those who choose to change their gender identity by demeanor, dress, hormones, or surgery. Nothing could be more profoundly opposed to the notion of a natural sexual identity. Consider as evidence of queer theory’s influence, too, the GLSEN teachers’ manual that says that middle-schoolers “should have the freedom to explore [their] sexual orientation and find [their] own unique expression of lesbian, bisexual, gay, straight, or any combination of these.” What is this but Michael Warner’s appeal to pansexual experimentation?

President Barack Obama’s safe schools czar wrote a foreword to a book in 1999 that called for elementary school children to explore their sexual identities, for teachers to incorporate homosexual themes in grades K-5, for discarding a “hetero-normative” approach to education and for “acknowledging children as sexual beings.”

Kevin Jennings, now the assistant deputy secretary for education who heads the Office of Safe and Drug-Free Schools, began the foreword to
Queering Elementary Education: Advancing the Dialogue about Sexualities and Schooling (Rowan & Littlefield Publishers) by writing about the Columbine school shooting in Colorado and comparing it to the beating-death of Matthew Shepard in Wyoming and, from there, to the issue of intolerance in schools.

“We remain silent in the face of intolerance,” wrote Jennings, then president of the Gay, Lesbian and Straight Education Network, an organization he founded. “We do little to teach the values of equality and justice. We simply fail to set any kind of expectation at all that these young people must respect each other even (especially?) when differences among them are vast and profound.”

“Nowhere is this failure more evident than when it comes to antigay prejudice, and nowhere is that particular failure more manifest than it is in our elementary schools,” wrote Jennings.

The book for which Jennings wrote the foreword includes essays from gay and lesbian educators that advocate teaching acceptance of homosexuality in elementary school and kindergarten. (The book is edited by William J. Letts IV and James T. Sears, who also wrote essays for the book.)

In his foreword, Jennings rejects the premise that sexuality should not be taught in elementary schools by arguing that it already is taught, but to instill and promote anti-gay hatred.

“I often find myself confronted with people who attack me for ‘bringing this issue into our schools,’” he wrote. “How laughable this statement is, I think. The reality is that this issue--anti-gay bigotry--is already in our schools. Little kids are learning to hate, and they’re learning it right now in elementary schools across America.”

“Face it: ‘That’s so gay’ has become a mantra of elementary-school children, a mantra invoked whenever a child encounters something or someone they do not like or understand or appreciate,” Jennings wrote. “But the hatred and attitudes they express are not the exception--they are the rule. And we shouldn’t be surprised when troubled people vent their rage in murderous fashions on those they learned it is okay to hate.”

Jennings also criticized conservative political figures in the foreword.

“I’ll admit that in a world populated by the likes of Jesse Helms and Gary Bauer and Pat Buchanan, we can’t blame our schools for all the prejudice we see visited upon queer people,” Jennings wrote. “After all, when the senate majority leader [Trent Lott] compares us to kleptomaniacs, it’s hard to blame bigotry entirely on one’s third grade teacher (although one wonders exactly who Mr. Lott had for his teachers given the profound level of ignorance that pours forth from his mouth).”

To accuse any individual who does not share Jennings’ opinion of hate is a means of silencing debate, said Gary Bauer, president of American Values, a pro-family advocacy group

[Colour fonts and some bolding added.].


The Radical Homosexual Movement Is Run By Jews. See:

Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance:

Sexual anarchy: The Kinsey legacy. see:

Sex Plague. See:

Hollywood's Sabbatean Sex Propaganda. See:

The Plot Against Art, Parts 1 & 2. See:


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