RESTORED: 3/17/22
THOUSANDS of FRONTLINE DOCTORS. HAVE RISEN UP FOR TRUTH. WHAT WILL YOU DO NOW? WE ARE IN A BATTLE. IT IS THE TRUTH AGAINST THE LIE.
This Post is LOADED. Hard to introduce to you. No way to put it in a category. YET it is all related, and all vital information. YOU NEED TO SEE IT ALL.
Originally published on Breitbart News’ Facebook Page.
1 year, 7 months ago
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Dr. fired from hospital after ‘White Coat Summit’ supporting COVID drug
How did the drug hydroxychloroquine get to be such a political football?
Doctor Simone Gold Fired from Hospital After Attending ‘White Coat Summit’ — Hires Atty Lin Wood. So reads the headline.
On Thursday night Dr. Gold told Tucker Carlson that she was fired from her position after 20 years as an emergency room physician because she appeared at the White Coat Summit this week.
From the website: “If Americans continue to let so-called experts and media personalities make their decisions, the great American experiment of a Constitutional Republic with Representative Democracy, will cease.”
Dr. Simone Gold, a board certified emergency physician, spoke this week at the White Coat Summit. After over 18 million views of their conference on Monday Google, YouTube and Facebookremoved their videos.
I suppose that next anyone who doesn’t support Fauci’s new idea of wearing full face shields and goggles will summarily be dismissed from the internet as well. Just how far will they take this? We will soon know after the November election.Dr. Anthony Fauci to @DrJAshton: “If you have goggles or an eye shield, you should use it. It’s not universally recommended, but if you really want to be complete, you should probably use it if you can.” https://t.co/SJPZn8fN6Fpic.twitter.com/Ml87aBuclI
— ABC News (@ABC) July 29, 2020
You can find all of the ‘White Coat Summit” that she mentioned on Tucker at https://www.teapartypatriots.org/americas-frontline-doctors-summit/
H/T: Gateway Pundit
Everything fine is the swamp indeed.
Website: https://americasfrontlinedoctorsummit.com/ –
click the link above to hear the current press conference.
email:
info@americasfrontlinedoctorsummit.com
#Hydroxychloroquineworks write to the President
American life has fallen casualty to a massive disinformation camp#aign. We can speculate on how this has happened, and why it has continued, but the purpose of the inaugural White Coat Summit is to empower Americans to stop living in fear.
If Americans continue to let so-called experts and media personalities make their decisions, the great American experiment of a Constitutional Republic with Representative Democracy, will cease.
640 European doctors gather to discuss the overreaction to .
***PLEASE LIKE, SHARE & SUBSCRIBE, LET’S SPREAD THE WORD***
2 months ago
Replying to
X22Report: Do You See How it’s All Coming Together, Drip, Crimes Against Humanity, Drip, Treason! – Must Video
Friday, July 31, 2020 19:31
CENSORED ON YOUTUBE
Report date: 07.31.2020
The [DS]/MSM are being cornered and the public is being educated one drip at a time. This is all part of the plan, treason, sedition and crimes against humanity will collide and this is when the public realizes what really was going on. The number of cases in Fl, TX, AZ have dropped on average of 15% or so. The patriots are in control, never interfere with an enemy while they are in the process of destroying themselves.
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1 year, 7 months ago
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This Needs to Go Worldwide!!!! Dr. Fauci Clearly Wasn’t Expecting This Question!!!
CENSORED ON YOUTUBE
CENSORED ON YOUTUBE
Dr Carrie Madej, a very courageous and brave doctor, tells us very important things we need to know about the Covid-19 vaccines being developed. I have heard most of it before in bits and pieces but not all put together and not from a concerned doctor before. One thing I am not sure she mentioned is that these vaccines will change your DNA and therefore whoever owns the vaccine owns the people that are vaccinated totally, like a slaves only much worse. You will be totally owned and if you survive and have children they will be owned by your owner also.
1 year, 7 months ago
Cutting Edge Ministries
E-mail Cutting Edge Ministries
Daily News Updates
PO Box 1067, Wagener, SC 29164
A group of concerned doctors held a press conference on Capital Hill yesterday to clear the air over COVID-19.
NEWS BRIEF: “Frontline Physicians Aim to Dispel ‘Massive’ COVID-19 ‘Disinformation Campaign’“
Breitbart News, 27 July 2020
“American doctors held a ‘White Coat Summit’ on Capitol Hill Monday to address what they call ‘a massive disinformation campaign’ surrounding the Chinese coronavirus to which ‘American life has fallen casualty’.”
Their message was brief and to the point, but brutally honest.
” ‘If Americans continue to let so-called experts and media personalities make their decisions, the great American experiment of a Constitutional Republic with Representative Democracy, will cease’, reads the event’s information page.”
The message was too threatening to the Leftist crowd, so Facebook, Google/YouTube, Twitter Censored Viral Video of Doctors’ Capitol Hill Coronavirus Press Conference!
The bottom line is explained below. After reading this fact, you will wonder how so many people could be so vastly panicked over so little a threat.
But, that kind of scenario is the skill of the master propagandist.
NEWS BRIEF: “Doctor Dispels Coronavirus Fears: ‘99.8 Percent of People Get Through this with Little to No Progressive or Significant Disease’,”Breitbart News, 27 July 2020
“Dr. Dan Erickson, owner of Accelerated Urgent Care, spoke at Monday’s “White Coat Summit” on Capitol Hill as part of a greater effort to extinguish fears surrounding the Chinese coronavirus and reminded the public that “99.8 percent of people get through this with little to no progressive or significant disease.”
What skyrocketed during this lockdown were “Anxiety hotline calls up 1000 percent. Child abuse both sexual and non up. Financially, emotional distress, Suicide. Alcohol. 150,000 Americans a month not receiving cancer screening … Delay in medical care. We talked about that. Orthopedics, nonessential. Suicide calls up 600 percent. Suicide calls…”
The time has come for the Democrat crying and moaning and frightening to be over so America can get back to work and to living normal lives.
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This entire COVID-19 scenario is resembling Illuminati Mind Control.
NEWS BRIEF: “COVID: Trauma-Based Mind Control “,
by Jon Rappoport, July 27, 2020
“The covert operation called COVID, which has been planned for years, is all about trauma-based mind control. The trauma combines fear of a germ with the sudden psychic shock of the lockdowns, the masks, the social distancing, the economic destruction.”
If you are surprised by the idea that COVID-19 was planned a long time ago, we would refer you to the quote from the New Age book, “Behold A Pale Horse”, by Bill Cooper, 1992.
Listen: “The only alternative left to the world’s ruling elite was to increase the death rate … Dr. Aurelio Peccei of the Club of Rome … advocated that a plague be introduced that would have the same effect as the Black Death of history.” [“Behold A Pale Horse”, ( p. 49, 167)
Dr. Peccei conceived the possibility of “increasing the death rate” through the introduction into the world of a plague which would kill at the rate of the “Black Death of History” in 1954!
And, of course, what caught my attention is that a type of Black Death plague is foretold in Revelation 6, in the Fourth Seal. Listen:
“When the Lamb opened the fourth seal, I heard the voice of the fourth living creature say, ‘Come!’ I looked, and there before me was a pale horse! Its rider was named Death, and Hades was following close behind him. They were given power over a fourth of the earth to kill by sword, famine and plague, and by the wild beasts of the earth.” (Rev 6:7-8, KJV)
The combined death toll from this Fourth Seal is to reach 25%. How many people died during the Black Death pandemic?
“The Black Death … estimated to have killed 30% to 60% of Europe’s population.” (Wikipedia)
Now, can you see how dangerous Dr. Peccei’s suggestion was to reintroduce a plague as deadly as the Black Death Plague?
Now, let us return to our current news report:
“The government and media messaging about the “pandemic” was immediate, and it was launched as a wall-to-wall campaign. News reports, ads, public service announcements, talk shows, newspaper articles, press conferences, etc. No room was permitted for counter-opinion and evidence or intelligent discussion and debate. The messaging flood plays a major role in the trauma effect.
“In a state of subconscious paralysis, people obey. They follow orders. They sleep-walk. They even, on top of the layer of paralysis, actively defend the powers-that-be. A nation asleep. A world asleep.”
This entire crisis over COVID-19 is Illuminati Mind Control.
“Re the use of fake official science as mind control: “Brainwashing is a system of befogging the brain so a person can be seduced into acceptance of what otherwise would be abhorrent to him. He loses touch with reality…“
“Brainwashing is defined as an observable set of transactions between a charismatically-structured collectivity and an isolated agent of the collectivity with the goal of transforming the agent into a deployable agent.”
“COVID IS A MASS MIND CONTROL PROGRAM.”
The debate intensifies over whether school children should return this Fall, led by Leftist Democrat mayors and governors.
NEWS BRIEF: ““Schools Steal This Joy From Children”: Homeschool & Outdoor Programs See Huge Surge Amid COVID-19”
Activist Post, July 24, 2020
“School districts and counties across the US, including counties in COVID-resurgent Texas this week, have mandated that all public and private schools not start their school year until after Labor Day (Sept. 7).”
“Bottom line is that school-wise it’s a time of extreme uncertainty and anxiety for families across the US. … Due to these and other lingering questions, homeschooling is set to explode across the US … all kinds of ‘alternative’ and hybrid stay at home schooling programs are now popping up organically amid continued pandemic and ‘shutdown’ fears.”
Our Proposal: schools should be locked down until we can get older textbooks in the system, so that we are no longer training our children to believe that Socialism / Communism is preferable to Capitalism.
The unbelievable millions of young Americans who prefer Leftist concepts believe that way because they were trained in our Public Schools!
This dramatic shift from Christian-based education to this Marxist education currently afflicting you, was also planned a very long time ago.
America’s Public School system no longer teaches accurate history, no longer teaches the Constitution, and no longer teaches the historic values and attitudes which built this country. As early as 1911, the Illuminati began buying textbook writing companies, until they owned them all after World War I. Once they got control of textbooks, they gradually began to “dumb down” the curricula and rewrite history. Today, students of public schools since World War II have received increasingly inferior educations, until now the population is largely academically inferior, is political herds of “sheeple”, and is religiously ignorant of Biblical Truth.
In fact, the Illuminati gained control of the American Public School system between World Wars I and II, riding the popularity of Dewey and C.F. Potter.
Potter captured the thinking of the Illuminati toward the Public School system very clearly. Listen carefully:
“C.F. Potter, author of `Humanism, A New Religion’ (1930), said `Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday Schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?'”
Now, can you understand that students should be kept home until the old textbooks can be printed again and disseminated throughout our Public Schools? Changing the textbooks should not be as much of a problem as you might believe.
Christian parents must now pull their precious children out of Public Schools, to save their souls. Remember, the Public School System was originally advocated by none other than Karl Marx, in his Communist Manifesto. American children were not subject to Public Schools controlled by the State until the latter part of the 19th Century. From 1776 until approximately 1900, students were educated in a collection of private schools, including churches.
When I was in Pensacola Christian College in 1991, having delivered one of our daughters to the school to begin her Freshman year, I toured the college. At the Library, on the third floor, I saw that Pensacola College had recreated a one-room schoolhouse. Bookshelves had been built-in around three of the walls of the schoolhouse. They were filled with extremely old books. Since I have always loved old books, I was intrigued. As I pulled several of them off the shelf, I realized that these books were textbooks, with some dates in the late 1800’s. I asked the Pensacola student on duty in the Library where Pensacola College had gotten these old books. She replied that the college had been given these books by a wide variety of people over the years, and that these old textbooks were used in the A Beka Home Schooling Program as the basis for their current textbooks.
I must have looked shocked, so the student explained. She said, Pensacola college professors recognized that textbook materials in America have been “dumbed down” since World War I, and could not be depended upon to draw from to produce modern textbooks. But, these old textbooks were not “dumbed down”! Therefore, Pensacola uses the material in these old textbooks to produce excellent textbooks for today.
Truly, the decline in American academic standards is most appalling, especially when we learn that the stated objective is to produce obedient little citizens to an all-powerful state government, rather than to train their students in the skills necessary to be a productive individual. Finally, the downward slide to actively teaching occultism to our students in another proof that we are indeed in the End of the Age, in the time period immediately preceding the appearance of the New Age Christ [Antichrist].
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Teacher Blogs > Living in DialogueSee our Teachers news coverage
Anthony Cody spent 24 years working in Oakland schools, 18 of them as a science teacher at a high-needs middle school. A National Board- certified teacher, he now leads workshops with teachers on Project Based Learning. He is the co-founder of the Network for Public Education. With education at a crossroads, he invites you to join him in a dialogue on education reform and teaching for change and deep learning. Follow Anthony Cody on Twitter.
« The Making of Common Core Creation Stories: Myth or Fact? | Main | Student Prepares for Hunger Strike for Democracy in Education »
The fundamental question that has been presented to all of us through the Common Core process is this one: Who decides what is taught in our schools? I first started thinking seriously about national education policy when No Child Left Behind became law, and my school was labeled a failure. Our staff meetings began to be dominated by “data,” and experts told us to focus on the students who could improve our ratings, and ignore those who were too far behind to reach proficiency. I was not alone. Teachers and parents across the country became widely dissatisfied and raised their voices. NCLB became a “toxic brand.” The rallying cry then was to make sure teachers “had a seat at the table” when important policy decisions were made.
Now we have Common Core, and a whole system of tests and curriculum aligned to it, and very clearly teachers were NOT at the table when the key decisions were made.
The “deciders” in the Common Core process were those who set the process in motion at the Gates Foundation and Department of Education, and the testing companies who were involved in crafting the standards so they would be testable. (That is Mr. Gates specialty. His favorite book: How to LIE with numbers.)
So I have been raising objections. Loudly, repeatedly, and with supporting evidence to document the basis for my concerns. The archive for my blog shows 80 posts in the “Common Core” category, and this post will add yet another. But some people think I am wasting my breath. Commenter Al Meyers wrote this week:
“It’s time to rename this blog “Living in Dialogue To Kill The Common Core.” Isn’t it time to live in dialogue about another topic in public education? This is a debate you cannot win.
Instead, how about talking about how teachers can leverage the resources at their disposal to become the most effective teachers they can be? Or better yet, how about making this a discussion about best practices in teaching. Surely in your 24 years of teaching in Oakland schools, you have learned practices worth sharing with the wider community?
I think your talents would be best served by touching on other topics that can help teachers, rather than providing them a forum to simply rant about their own misgivings about matters beyond their control. What they can control is their classrooms and how they can instill the love of learning in each and every child, regardless of socioeconomic background. You may call it Quixotian or Utopian, but I call it pragmatism.”
I think this is, in a way, what the teaching profession as a whole has been told. Know your place. Your job is to implement what others have decided. Teachers were allowed to participate in a “review” process of standards that the testing company representatives and non-educators like David Coleman have written, and now we are expected to apply ourselves to making these standards work with our students.
It is not our job to question. It is not our job to challenge. It is our job to get to work and make the best of the imperfect tools we were handed. Meyers calls this pragmatism.
This sort of pragmatism perhaps guided our teacher unions and professional organizations to decide to get on board, and accept the millions of dollars the Gates Foundation has been handing out to those willing to play along. But those who take this approach have conceded something of huge importance. They have ceded to the powerful the prerogative to make decisions that ought to be made in a democratic fashion, and they have relegated themselves and their constituents to the role of bystanders rather than shapers of history.
In acquiescing, we accept as permanent the existing relationships of power. Those taking this stand are not looking at what could happen when people get upset and start organizing. This is why the widespread rebellion against the Common Core has been such a surprise to our leaders and elites. They thought that everything had all been decided when they got the governors and state superintendents to “adopt” the Common Core. Now that things are going sideways, there is a bit of consternation.
The Common Core has come with a powerful propaganda campaign. That is what all these bogus “Common Core Myths & Facts” documents are all about. Every organization that has taken Gates Foundation money to promote or implement the Common Core seems to have one. Big corporations like Exxon are buying ads to defend the project. Astroturf groups like StudentsFirst and charter school operators are even mobilizing teachers and parents to pubic hearings to proclaim their enthusiasm for the tests that 70% of the students in the state failed.
But the truth is leaking out. There are obvious holes in the wool being pulled over our eyes. Parents are not fooled when all of a sudden they are told their children are “less brilliant,” when they learn the tests were intentionally designed to produce these dismal results. Teachers are not fooled when they are told we helped write the standards when the only evidence that can be produced shows only a role in reviewing them after they were written.
We are told the Common Core standards are distinct from the tests, but there is nowhere in the country where their adoption is not accompanied by high stakes tests. And the Department of Education, which makes NCLB waivers contingent on the adoption of “college and career ready standards” such as Common Core, also requires states to include test scores in teacher evaluations.
We are told to give them a chance, but the early indicators are that this is one more huge step down the road towards a comprehensive system of rewards and punishments for test scores, and the results in New York tell us all we need to know about how this will affect our classrooms.
The Gates Foundation, Pearson, the Department of Education, and a host of allied corporate reformers have dominated our classrooms long enough. This need NOT be a permanent state of affairs. It is time for students, teachers and parents to take back our schools.
I am not any sort of elected spokesperson for the teachers of the nation – let alone the students and parents. I write this blog, and do what I can to share my thoughts and experiences, based on my 24 years working in the Oakland schools. I do have some ideas about “best practices,” but I don’t intend to limit them to the classroom environment. I have some ideas for best practices for our nation.
- Standard-setting should be a process that engages and involves the entire school community – teachers, parents and students. A loose national framework would be helpful, and should be developed by leading classroom teachers and child development experts, with active input from parents and students. But there should also be processes at the local level to engage our communities.
- Accountability should be based on authentic student work, not test scores. Tests should be used to provide some basic diagnostic information. But our schools should be accountable to their local community, and make student learning visible to that community. See the Community Based Accountability framework offered by Julian Vasquez-Heilig, and these resources from FairTest.
- The Federal government and large philanthropies (There is that dirty word again. Philanthropy has become a cover up for the covert dealings of corporations and wealthy businessmen.), which have no constitutional role in creating or promoting national educational standards, or managing things like teacher evaluation, should butt out. These are decisions best left to democratically elected school boards and state or regional bodies. (As originally planned and operated for years.)
To be clear, none of this is a defense of the status quo, which has been top-down mandates for the past decade and more. It is a call for broad engagement in the decisions that matter about what is taught and how our schools, teachers and students ought to be held accountable.
The power shift that I am hoping for has not yet arrived. The Gates Foundation and Department of Education are still driving the Common Core forward, and still pouring millions into advocacy and promotion. They still have many levers of power. But history is full of surprises. Full of moments where people break out of the manipulative systems that have been set up to control them. Anything that was decided by a governor and a superintendent can be reversed — and we are seeing a number of states moving in that direction. We may be out of practice, but it is like riding a bicycle. We can remember what that was like. For me, that would be the best practice of all.
What do you think? Should we stop challenging the Common Core and focus on how to best implement it? Or is there another chapter to this story waiting to be written?
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One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events. For LGBTQ students, attending a school with an inclusive curriculum is related to less-hostile school experiences and increased feelings of connectedness to the school community. Inclusive curriculum benefits all students by promoting diversity and teaching them about the myriad of identities in their communities.
THEORY: Curriculum as Window and Mirror
Curriculum can serve as a mirror when it reflects individuals and their experiences back to themselves. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books. (Which is NORMAL) At the same time curriculum can serve as a window when it introduces and provides the opportunity to understand the experiences and perspectives of those who possess different identities. (Like perverts) These windows can offer views of worlds that may be real or imagined, familiar or strange. Applied to LGBTQ-inclusive curricular content, these mirrors and windows can help create a more positive environment and healthy self-concept for LGBTQ students while also raising the awareness of all students. (They want to do more than raise awareness, they want to introduce their perversion into experience for all kids.) Inclusive curriculum supports students’ abilities to empathize, connect, and collaborate with a diverse group of peers, skills that are of increasing importance in our multicultural, global society.
Over the past several decades, Canada has made considerable progress in recognizing the rights of the LGBTQ2+ community. Thanks to the adoption of the Canadian Charter of Rights and Freedoms and many other pieces of legislation, the systemic discrimination previously experienced by this segment of Canadian society has diminished. The Senate of Canada, which ensures that bills forwarded to it from the House of Commons respect the rights of minorities, has played an important role in this regard. Indeed, the Senate recently reaffirmed and strengthened these rights during its debates on both Bill C-16, which prohibits discrimination against transgender people, and Bill C-66, which establishes a procedure to expunge certain historically-unjust convictions of members of the LGBTQ2+ community.
Despite this progress, we are aware that much remains to be done so that this community is accepted and respected throughout the country. This initiative of the Canadian Commission for UNESCO is therefore timely because it goes beyond lofty principles and provides concrete tools to municipalities so that they can uphold these rights, regardless of where the municipality is located in Canada. Municipal governments are often the public authorities that people contact first and as such are an administrative sector that has a crucial role to play in the inclusion of, and respect for, the LGBTQ2+ minority.
The involvement of municipalities is all the more essential because the profile of the LGBTQ2+ community is constantly evolving. There is now greater cultural, ethnic and religious diversity among LGBTQ2+ persons, and the influx of asylum-seekers fleeing discrimination because of their sexual orientation or their sexual or gender identity poses a major challenge for our cities and villages in terms of welcome and support. Approaches need to take account of these new realities. Fortunately, inspiring initiatives have been undertaken across the country to welcome, include and integrate the LGBTQ2+ community, as eloquently described in this document.
We are pleased to lend our names to this guide because, as Senators, we have the constitutional responsibility to protect minority rights, whether linguistic, Indigenous, ethnic or sexual. We will therefore enthusiastically promote this tool in our respective milieux, and each of us will continue to speak out in the Senate on behalf of a more inclusive society for our country’s sexual minorities.
I know what LGBTQ stands for, but what is LGBTQ2S? from OutOfTheLoop
LGBTQ2 The 2 stands for TWO SPIRIT. Someone with more than one spirit living in them, one male and one female. The indigenous people are well known for having relationships with spirits. Spiritualism. Usually through a Shaman. They consider people with Two Spirits to be sacred or godlike. (Bible believers call this demon possessed.)
Mending the Rainbow: Working with the Native LGBT/Two Spirit Community
Two Spirit – Native LGBT
Term is from the Anishinabe language meaning to have both female and male spirits within one person.on.
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Japanese people dressing in Western clothing is an example of acculturation.
acculturation
- the process of conditioning a child to the patterns or customs of a culture
- the process of becoming adapted to a new or different culture with more or less advanced patterns
- the mutual influence of different cultures in close contact
Origin of acculturation – ac- + cultur(e) + -ation
acculturation
noun
- The modification of the culture of a group or individual as a result of contact with a different culture.
- The process by which the culture of a particular society is instilled in a human from infancy onward.
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SEXUAL HEALTH
LGBT – Two Spirit
People often use the words lesbian, gay, bi-sexual, two-spirit or queer (LGBTQ) to describe their sexual orientation. Some people know their sexual orientation early on in life, while others go through periods where they wonder: Do I like men? Do I like women? Do I like both?
Traditional Perspectives on Being LGBTQ2S
For the most part, our modern mainstream society divides gender into two domains – man and woman, or boys and girls. (Ya, since creation) Many traditional cultures around the world, including many Native American cultures, have not always viewed things in this way. A person who was born of the male sex was not automatically seen as a boy and a person born as a female was not automatically viewed as a girl.
Genders. Genders were based on societal and cultural roles, and often there were more than just two. A person might be identified as a man, a woman, or another gender blending both men’s and women’s roles. Sometimes gender was not assigned until more was known about the child’s personality. At that time, the child may be identified as belonging to any one of the possible genders recognized in their culture.
Relationships. In a similar way, intimate relationships were not always limited to men and women. In other words, sex and relationships were not always limited by assigned gender. This way of seeing the world allowed for people to be true to their nature as well as benefiting the Tribe or culture.
Special Roles. Other gendered people often had special roles that were just for them. Instead of people being shunned for their differences, the differences were appreciated and each individual had a place in society and a way to contribute. (So, that is what these people are seeking. They want to be special. To be greater than, it is not about inclusion. It is just another way of separating. Of feeling Superior. They are tired of being the freaks…They want to be the Overlords.) They often had specific names for their assigned gender roles. They were revered leaders, medicine people, Tribal representatives in negotiations, and conducted specific ceremonial roles. If you are interested in your specific Tribe or culture, you might ask an elder or someone from your Tribe who today identifies as gay, lesbian, bi-sexual, or Two-Spirit. There are also many books published on this topic.
Special Thanks:
Tommy Chesboro
Tony Aaron Fuller
Hannabah Blue
Wabanaki Two Spirit Alliance: It Gets Better
Search Google for : UNESCO AGENDA TO PROMOTE LGBTQ Community and take a look at what has been going on!
Building peace in the minds of men and women
International Lesbian, Gay, Bisexual, Transgender And Queer Youth And Student Organization
Objectives and Mission:IGLYO is an international membership-based umbrella organization that aims to empower and enable its members to ensure representation of LGBTQ youth and student issues. IGLYO’s approach promotes cooperation and joint strategies, and often advocates on behalf of members to international bodies, institutions and other organizations.
General description:IGLYO main activities include organizing conferences, study sessions, training seminars and workshops.
Education:
· to increase teacher’s and other school staff’s capacity to create an inclusive learning environment for LGBTQ students;
· to increase the capacity of member organizations to highlight homophobic and transphobic bullying;
· to increase awareness of the impacts of homophobic and transphobic bullying through research, resources and online campaigning;
· to increase awareness and application of norm-critical approaches as a tool to highlight social exclusion within education and wider society.
Intersectionality:
· to increase member organizations knowledge and awareness of intersectionality on both a theoretical and practical level;
· to increase the skills and capacity of member organizations to embed intersectional approaches throughout their work to ensure greater inclusivity and wider participation;
· to increase dialogue and information sharing between member organizations around intersectionality in practice;
· to increase IGLYO’s policy work on multiple discrimination and intersectionality.
Social Inclusion:
· to increase the inclusion of LGBTQ youth issues within ‘mainstream’ society through partnership work with European civil society organizations;
· to increase the capacity of IGLYO and its member organizations to be more inclusive through greater diversity monitoring and analysis work;
· to reduce the social exclusion of LGBTQ youth and students in mainstream society by promoting norm criticism as a tool for challenging privilege and highlighting marginalisation both to its members and civil society organizations.Field of Interest:Education, Social sciences
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