Socialist Indoctrination of Australia.

This evil indoctrination of our little kids is all part of the United Nations AGENDA 2030 which is a vile plot to bring all the world under one gigantic Socialist One World Govt.

And BEWARE the weird and warped Extremist Greenies are trying to follow AGENDA 2030 to the letter!!!!!




Read the full story here

https://australiafirstparty.net/australia-in-peril/globalism-harm/un-agenda-2030/



And anther description of the AGENDA 2030

https://www.thenewamerican.com/tech/environment/item/22267-un-agenda-2030-a-recipe-for-global-socialism

Children lose out if academics shade literature with gender politics
BELLA D’ABRERA
February 8, 2019

The news that academics from Queensland University of Technology are demanding that the selection of texts recommended by the national curriculum should “better reflect the sexual diversity of the classroom” provides us with more evidence that academics are more interested in engaging in political activism than they are in imparting the knowledge and wisdom of great literature.

To put books into pigeonholes based on the class, race or gender of the author, the subject matter of the book, or the identity of the student, is disastrous. All school students should be exposed to great literature, because the great books speak to each and every one of us about our human condition. They speak to us about being rich, being poor, being happy and being sad.

The ideas and themes treated in great literature are universal, not particular, and they have endured and will continue to endure for generations because of their universal appeal. There is a reason why the Globe Theatre in London was able to put on Shakespeare’s plays to a full house in 37 languages, including Maori, Urdu and Swahili.

The idea that books should be chosen according to the students’ background or sexuality is patronising. It is essentially telling them that they don’t possess sufficient imagination to read books that do not in some way reflect their own lives and environment. It is like saying that because the experience of a 15-year-old Australian today is different to that of a Scottish king in the 12th century, they should not read Macbeth.

The books that we devour as children and in our teens form us. They shape our world, they give us insight, and they teach us to use our imaginations. The total dependence on a thoroughly modern invention, identity politics, to analyse texts means that all this precious insight and experience is lost. It is an enormous loss that results in serious problems and raises serious questions. The greatness of these books will remain undiscovered and unexplored if they are only read using one viewpoint.

We cannot weed out bad ideas and develop the good if we insist on restricting our thinking to the unsophisticated classifications of race, gender and class. Society cannot continue to progress if we choose to observe the world through such narrow and limited prisms. This monomania and obsession with identity politics is impoverishing rather than enriching the students, who will hardly be motivated to read any of these books, if all they are going to hear in the classroom is the same old tropes of class, gender and race.

This is a problem with which Mark Bauerlein, English professor at Atlanta’s Emory University, has long been preoccupied. Author of the bestseller The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don’t Trust Anyone Under 30), Bauerlein has seen student numbers falling rapidly in the humanities. The reason, he says, is because of the predominance of identity politics in all disciplines related to the humanities.

He believes that it is because identity politics is a downer. Students will say, “You’re going to sit and talk about (Ralph Waldo) Emerson and how racist he is? I don’t want to take this class! I don’t want to hear so much negativity.”

Identity politics is a negative. It is not a positive idea. In the words of Somerset Maugham: “To acquire the habit of reading is to construct for yourself a refuge from almost all the miseries of life.”

Both QUT researchers behind the paper Queering Senior English are employed in the faculty of education, where everything is examined through the lens of class, race and gender. It’s hardly a secret that humanities are hotbeds of identity politics or what is sometimes referred to as “the identitarian Left”, which now defines itself, and engages with others, through the prism of identity rather than on the basis of ideas.

History as a discipline in Australia, as taught at university, has already been destroyed: it has been turned into a vehicle for political activism. As revealed in the Institute of Public Affairs’ audit Australian History’s Last Stand: An Audit of Australian History Teaching at Universities, the fact that Australians laid the foundations of one of the world’s most successful liberal democracies, which has achieved unprecedented levels of personal freedom and social equality, is simply not being taught to students.

Of the 147 history topics taught across 35 universities, a total of 102 deal with the themes of class, race and gender.

This effectively means that three quarters of all topics that purportedly focus on Australia’s past do so through the modern lens of identity politics. Sadly, it seems that English is going the same way, which is a tragedy for every Australian child, regardless of class, race or gender.

Quote :

Gramsci was right and we are failing our children
KRISTIAN JENKINS
January 30, 2019

The continuing opposition to the Ramsay Centre on the grounds that Western civilisation has been oppressive, inequitable and responsi­ble for all manner of evil shows how influential and widespread cultural Marxism has becom­e since it was first championed by Antonio Gramsci early last centur­y.

Gramsci was an Italian Marxist philosopher and communist polit­ician who said that “in the new order, socialism will triumph by first capturing the culture via infiltration of schools, universities, churches and the media by transforming the consciousness of societ­y”.

He was among the first to understand that Marx was mistake­n to believe that economic determinism would inevitably cause the oppressed to rise up and seize the levers of economic power. If the socialist utopia was to be realised, then the culture would have to be changed. Gramsci promote­d the “long march through the institutions”, whereby Marxist activists would progressively infiltrate Western society, turning them into ­bastions of socialist dogma — all in the name of equality.

It all sounds a bit far-fetched: communists plotting to take over schools so they can turn children into hardened social warriors.

Have they achieved their objective­s? Not perfectly. Not yet. But they are some way along. Much mainstream media is in large part a dutiful mouthpiece of cultural Marxism, or whatever you want to call it. Leftie shibboleths such as multiculturalism, environ­mentalism and feminism are forever on our screens and in our ears. The same goes for the universities. Never a week goes by without some heretical professor being forced from tenure for contravening speech codes, or edgy political commentators being no-platformed for refusing to pay obeisance to the thought police.

All well and good, you might say. The Left has won the battle of ideas, and to the victors go the spoils. But when it comes to our children, most people are ready to draw the line.

When hardworking Australians send their children to school they expect them to graduate as literate, numerate young adults, with a fair knowledge of science, history and geography, and a proper moral imagination, preferably inculcated through an appreciati­on of time-honoured religio­us traditions, as well as exper­ience of the arts and a basic grasp of a foreign language or two.

They don’t send their children to school to be politically activated so that their children see nothing wrong in abandoning lessons in order to protest about climate change, as thousands did in Novemb­er.

We might tolerate political indoctrina­tion in schools if educati­on outcomes were consistently high. But our education outcomes are in long-term decline, according to international measures. In 2017, Australia was ranked 39th out of 41 high and middle-incom­e countries for educational outcomes by the UN Children’s Fund. Only Romania and Turkey ranked lower. And all other major measures show the same.

Australian school education outcomes are abysmal and, for a country that enjoys such peace and prosperity, embarrassing. The decline comes about as an increasingly politicised national curriculum and national assessment program have been implemented. It is hard not to draw a correlation.

Why are Labor governments in Victoria and Western Australia committed to implementing radica­l gender and sexuality programs such as Safe Schools, that teach children that their gender is fluid, when so many Australian children leave school barely literate? Where are their priorities?

Educationalists in Australia at all levels overwhelmingly lean Left, and consequently school curriculu­ms and education have been progressively hijacked by those with a political agenda. Probably much of it has been done unconsciously, but the outcomes are the same. Too much school time is spent teaching children about the evils of the patriarchy and Western imperialism, for instanc­e, and not enough time is spent learning how to read, write and reason.

For these reasons, the Page Researc­h Centre commissioned education experts Kevin Donnelly of the Australian Catholic University and Fiona Mueller, the former director of curriculum at the Australian Curriculum, Assessme­nt and Reporting Authority, to write a school education policy paper that offers guidelines to improve education outcomes.

Most sensible parents would be nonplussed at many of their proposa­ls. Most of them are so commonsense and intuitive that they would assume that they are already at the core of education policy.

That the following policy proposal even needs to be stated will come as a profound surprise to many. “Embed a cross-curricular focus on students’ development of: reading and writing skills in the English language; research, analysis and critical-thinking skills; presentation and debating skills; collaboration and problem-­solving skills; digital technology skills; numeracy skills.”

But there we have it. So much time and money is wasted in educatio­n policy attempting to implement what the OECD describ­es as “a new ecosystem of learning”, where the school “curriculu­ms should continue to evolve, perhaps in radical ways”, that it takes accomplished and credentialed experts to restate what would appear to be perfectly obvious.

Too much of our children’s education is spent keeping up with correct political opinions, and not enough learning core subjects to prepare them for life. Parents should vote for politicians who will do something about it. And politicians should stop pandering to left-wing activists and start implemen­ting policies that improv­e education outcomes. They would do well to start with the Page Research Centre’s school education policy paper.

Kristian Jenkins is executive director of the Page Research Centre.

Hear hear.... been saying it for years...