The S.E.E.D. REPORT
Informing Citizens of the Anti-American,
Pro-gay Bias of Diversity Training
By Barb Anderson
2004
Minnesota Family Institute
Tel. 612-789-8811
Website: www.mfc.org/p>
About the Reporter
Barb Anderson is a licensed Minnesota teacher with a Bachelor of Science degree
in Spanish from the University of Minnesota. She has teaching experience in the public
schools, community education, a home school cooperative and private tutoring. She has
written several critiques of sex education curricula and is a researcher and lecturer on sex
education, sexually transmitted diseases, and homosexual advocacy in the public schools.
Summary and Purpose of Paper
This paper presents the first-hand account of Barb Anderson's experience in
SEED, a diversity teacher-training program, as taught in Anoka Hennepin School District
#11 in Andover, Minnesota for the school year 2003 -- 2004. The purpose of this paper is
to inform citizens of the anti-American, pro-homosexual bias in SEED classes, and to
suggest the need for serious investigation and official review of SEED. This paper also
raises the question of the possible misuse of federal integration/desegregation funds via
school district diversity departments. The Minnesota Statutes 2003 Chapter 124D.86
states that integration revenue "must be used...for students to have increased interracial
contacts through classroom experiences, staff initiatives, and other educationally related
programs." This statute is not a mandate for homosexual advocacy.
EXECUTIVE SUMMARY
Under the banner of diversity and multiculturalism, SEED has been training
teachers across this nation and in Asia since 1987. According to "The National SEED
Project" article by Cathy L. Nelson (January 1992), SEED was at that time training
teachers in 32 states and 7 Asian countries.
SEED merges good, helpful information regarding other cultures with a harmful
political and social agenda. It is an agenda that seeks to transform the thinking of
students via the teachers to embrace homosexuality and cultural egalitarianism, while at
the same time condemning historical and present-day American culture.
Once teachers have undergone "personal transformations" of their views of
America and other cultures, they are encouraged by the group facilitators to transform
their curriculum with the carefully selected, SEED-approved materials. As the
curriculum gradually shapes the views of K-12 students, SEED trainers move closer to
the goal of what founder, Dr. Peggy McIntosh calls "social change." According to SEED,
social change will occur after teachers have fully transformed their curriculum in all
subject areas K-12 to reflect all areas of diversity including sexual diversity.
There are four major areas of concern where SEED training is planting the seeds
of a harmful political and social agenda. They are:
SEED promotes victim status for minority groups
SEED divides Americans into two groups of people: the oppressors and the
oppressed. Those in a minority group are considered to be the oppressed.
The oppressors are those people who, by virtue of their numbers, find
themselves in the majority. This division creates a growing category of isms:
racism, sexism, classism, heterosexism, etc. By creating ever-growing
categories of oppressors and oppressed, SEED encourages unhealthy, cynical
attitudes - spawning more and more victims looking for someone to blame.
SEED undermines American culture and Judeo-Christian values
SEED materials are light on teaching about diverse cultures and non-existent
in teaching about our American culture. SEED projects a view that all
cultures are equal and therefore we cannot judge other cultures by our biased
cultural view of the world. An unbalanced "blame America first" outlook
focuses on America’s weaknesses and emphasizes only the positive aspects of
other cultures. By ignoring America's strengths and our religious heritage,
our great national distinctiveness and patriotism is undermined. Relying
heavily on the revisionist history in the SEED book Lies My Teacher Told Me
by James W. Loewen, American heroes are systematically deconstructed until
all we have left is one long story of oppression.
SEED normalizes homosexuality
Drawing heavily on the input of homosexual advocacy groups and the
thoroughly discredited research of the late Dr. Alfred Kinsey, SEED materials
promote the idea that homosexuals are born that way and therefore are
deserving of civil rights, affirmation and validation. Homosexuality is
presented as a sexual culture and homosexuals as a sexual minority in need of
special protection. Some SEED leaders encourage teachers to view a student
who is sexually confused or is struggling with same-sex attractions as a gay
child and to affirm him/her as a homosexual. Information that homosexual
feelings can and do change, and that homosexual behavior carries specific
life-threatening medical consequences, is deemed hate or homophobia and is
censored. Educators are encouraged to transform their curriculum materials at
all grade levels, and books in the media centers to reflect more racial, ethnic,
and sexual diversity - with materials that are inclusive of gays, lesbians,
bisexuals and transgender groups. A SEED class confidentiality rule prevents
parents from knowing what is being encouraged and taught in SEED training.
SEED silences and ignores teachers with dissenting viewpoints
SEED instructors and diversity directors maintain tight control over their
course content to stifle opposing views and force conformity to SEED
approved ideologies. There is no recognition that some issues are
controversial and therefore should have both sides of the issue presented. Not
only are dissenting viewpoints regarding homosexuality not included in SEED
materials, they are actively suppressed. Although SEED's rules of conduct
say "respect all voices," speaking up with a conservative, traditional voice is
often met with intimidation, interruption, correction and reprimand - methods
of harassment and discrimination used to silence opposition.
WHAT IS SEED?
SEED stands for Seeking Educational Equity and Diversity. It is a nation-wide, K
-12 diversity teacher-training program in public and private schools. Under the umbrella
of multiculturalism and diversity, SEED teaches cultural egalitarianism and the
acceptance of homosexuality as a sexual minority. While primarily a teacher-training
program, SEED also operates on the student level (in some school districts) holding
monthly meetings for 7th and 8th grade students. Students in the 5th and 6th grade meet
weekly in diversity groups called GLOW - Growing Leaders of Our World.
HOW WAS SEED FOUNDED?
SEED was founded in 1987 by Dr. Peggy McIntosh, Associate Director of the
Wellesley College Center for Research on Women. Dr. McIntosh and Emily Style
(Diversity Coordinator in Madison, New Jersey) are co-directors of the project.
WHAT IS THE GOAL OF SEED?
SEED states that their goal is to bring about social change through education by
"making school curricula more gender-fair and multiculturally equitable in all subject
areas.' This phraseology is a euphemism employed by SEED for viewing all cultures as
equal and making gays and lesbians visible in all curriculum subjects.
HOW DOES SEED OPERATE IN MINNESOTA?
In Minnesota, SEED groups work directly with the Minnesota Inclusiveness
Program. K-12 educators meet in groups of 20-25 in several school districts around the
state for monthly three-hour seminars. One or two facilitators are in charge of each
group. They bring in guest speakers and engage staff in discussions of assigned books,
articles and methods of curricular and systemic change.
SEED leaders are trained at annual SEED Leaders' Workshops held in the
summer. A SEED flyer states, "Minnesota was the first state to establish a branch of the
National SEED Project and we conducted our eleventh SEED Leaders' Workshop in June
2002." The workshops focus attention on "gender, race, ethnicity, socioeconomic status,
religion, age, sexual orientation, and disability." SEED "enables each participant to
experience personal and professional transformations." SEED classes promise to be
"life-changing" and "change your thinking forever."
The Minnesota Inclusiveness Program reports that they have built "a network that
extends to 185 SEED leaders in 133 school communities which facilitate 195 seminars
involving over 3,171 participants. These SEEDed educators in this 2002-2003 school
year, will in turn touch the lives of over 63,420 students in their educational process,
helping transform their outlook and behavior on inclusiveness."
During the 2002-2003 school year in Anoka Hennepin District #11, there were
seven SEED groups with nearly 120 teachers, administrators and other staff participating.
In the '03-'04 school year there were nine SEED groups with 180 registered. In '04-'05
District #11 is offering fourteen SEED classes for 280 registrants. After completing
SEED I, in subsequent years teachers can take SEED II -V for more advanced diversity
education. With each advanced level of SEED, there are increased expectations that the
teachers will transform their curriculum and implement the diversity information into
their lives and their classrooms.
SEED partners with the Parents and Community Leaders Inclusiveness Project
called P-CLIP (formerly known as Community of Leaders as Advocates for Inclusiveness
or CLAI). SEED functions as the educators' arm of the Minnesota Inclusiveness
Program. P-CLIP is the parent/community arm. ASI is another branch that stands for
Administrators' SEED Institute. The Minnesota Inclusiveness Program works directly
with all three organizations. The SEED teachers meet to partner with the P-CLIP teams
at a mid-year conference to strengthen their school districts’ diversity programs and to
"develop advocacy and collaboration skills."
In Minnesota, the College of St. Catherine offers graduate semester credits for
"EDUC 699: SEED I: Inclusive Curriculum - Content, Strategies, and Systemic
Change." The cost of tuition in the SEED year '03-'04 was $276.00 for four credits.
Course requirements for SEED are inequitable from district to district in
Minnesota. Class requirements and reading assignments also vary from facilitator to
facilitator within the same district.
In Anoka Hennepin District #11, teachers are allowed to miss only one of nine
classes. For the missed class, teachers are required to attend a multicultural event and
submit a one or two page written summary. When taking the course for credit, each
teacher seeking to receive an "A" grade must write a two-page summary at the end of the
year that reflects his or her growth (as evidenced in the teacher's journaling throughout
the year). They are also required to read all the book assignments, lead a book discussion
and turn in one or two lesson plans at the last class. Without the lesson plans, the grade is
a "B". The SEED leader submits these grades to the College of St. Catherine. A teacher
in Minnetonka District #276 reported that the only requirement for an "A" grade in their
SEED class at the end of the year was a summary paragraph.
INTRODUCTION
In the fall of 2003 I registered for SEED I in Minnesota in Anoka Hennepin
School District #11. In an August 26, 2003 e-mail sent to all District #11 staff, the
SEED classes were described as an opportunity "to open your mind to different ways of
thinking about your world!" The classes were said to be "life changing" and an
opportunity for "personal and curricular change."
As a former Spanish teacher, I was interested in taking SEED because it was
billed as a cultural and diversity-training program that would give participants "a variety
of opportunities to learn about cultures other than their own and to share their own unique
experiences." I found SEED to be less about studying other cultures and more about
learning a politically correct view of responding to (both real and imagined) oppression.
Having worked with Latino students from several Spanish-speaking countries, I
am aware of the importance of having an
understanding of the rich traditions and variety of
backgrounds that we all bring to our great American
culture. As an educator, I also understand that it is
vitally important to teach our youth how fortunate
we are to live in this great nation. Students need to
understand why their grandparents and great
grandparents left their homelands all around the
world, why they risked their lives to get here and why people are leaving Mexico in
record numbers to come to the United States of America.
Uniformity of thought is the goal as teachers are subjected to re-education
with SEED-sanctioned beliefs and attitudes.
While some explorers in America's past were guilty of exploitation, we must also
realize that they brought Christianity to the New World and in doing so laid a firm
foundation for beneficial change. While SEED puts the spotlight on the mistakes of our
explorers and founders, it ignores some things found in America prior to the arrival of
Christianity - the low value of human life including cannibalism and human sacrifice.
This one-sided view of history seeks to pile guilt on Americans while turning a blind eye
to the mistakes of others.
The SEED curriculum materials, which include books, videos, outside speakers
and handouts, contain only SEED-approved views while dissenting sources and
viewpoints are suppressed. Uniformity of thought is the goal as teachers are subjected to
re-education with SEED-sanctioned beliefs and attitudes.
SEED stands for Seeking Educational Equity and Diversity. Equity means
justice, and freedom from bias or favoritism. Diversity means to give variety to a course
of study. After completing a year in SEED, I now realize that some groups and
viewpoints are treated with more equity than others and that diverse views are only
selectively tolerated and accepted. If you are seeking genuine diversity, you will not find
it in SEED.
As a parent, educator and taxpayer, I believe it is important to inform citizens of
the misuse of their tax dollars for SEED teacher-training programs that undermine many
families' values. I feel it is urgent to alert citizens to the dangers of this anti-American,
pro-gay teacher-training program masquerading as equity and diversity.
I. SEED PROMOTES VICTIM STATUS FOR MINORITY GROUPS
SEED is obsessed with victimization and emphasizes an unbalanced view of
society by dividing people into separate identities. One of the SEED readings is an
article by founder, Dr. Peggy McIntosh, entitled "White Privilege: unpacking the
invisible Knapsack." This article presents an underlying theme of SEED - to divide
America into two groups: the oppressors and the oppressed.
According to Dr. McIntosh, groups in America that are in the majority are overprivileged
and by virtue of their majority status, have advantages that are both denied and
protected. These advantages she describes as "invisible knapsacks" of unearned assets.
The assumption is made that these groups operate from unearned positions of power.
These positions of power automatically make them oppressors and participants in a
damaged culture, whether they realize it or not. SEED's emphasis on viewing certain
people as oppressed identities instills a sense of victimology that actually promotes
racism where even the most unintentional slight towards a member of a minority can be
misinterpreted as racist. This kind of teaching is divisive and destroys the spirit of
community by inviting bitter and angry attitudes.
White Americans fall into Dr. McIntosh's category of the "over-privileged"
oppressors - especially white American males whose position of privilege, she believes,
confers dominance simply because of their sex. White males often find themselves a
target in SEED classes in what critics have described as "shame and blame" sessions.
One of Dr. McIntosh's goals is to expose male privilege and "ask men to give up some of
their power" which she sees as an embedded form of sexism.
Dr. McIntosh sees all of the "oppressions" as interlocking. The "Oppression
Wheel" is a construct used in SEED classes to show how the oppressed are the less
advantaged, and how advantages are common among the oppressors. Oppression is
defined as "the systematic subjugation of a disempowered social group by a group with
access to social power or prejudice." Among the isms included on the Oppression Wheel
are sexism, racism, classism, heterosexism etc.
According to SEED, the "cycle of oppression" begins when someone is born into
a particular minority group - with no choice about their membership. SEED materials
state that these minority groups, when "taught by parents, friends, role models, culture
and institutions" and "reinforced by manifestations in society - personal, cultural,
institutional," often produce feelings of "confusion, hurt, anger and fear." These feelings
supposedly can be accompanied by attitudes and actions of "denial, collusion, and
horizontal hostility." The materials assert that in order to interrupt the cycle of
oppression - and undo present and past injustices - both personal and professional
relearning is needed. SEED aims to be the educational arm to facilitate this reeducation
process.
II. SEED UNDERMINES AMERICAN CULTURE
AND JUDEO-CHRISTIAN VALUES
SEED explicitly attacks American culture and Judeo-Christian values. As my
facilitator stated, "We were all raised with the whole Christian piece, this is to open our
hearts and minds to another view." This other view unfortunately is one that undermines
the "Christian piece." The anti-American, anti-Christian philosophy of SEED can best be
understood by looking at the comments made by the multicultural leaders themselves:
Dr. James Banks and SEED founder, Dr. Peggy McIntosh.
At the 6th SEED Summit it became obvious that SEED only tolerates a far left
political viewpoint and moral relativism that undermines national sovereignty and
Christian religious values. Dr. Banks and Dr. McIntosh made several comments that
reflected these views.
Dr. Banks stated, "We need to rethink America - that we are the Savior of the
world, the great democracy. There are other great democracies. We are in a community
of nations." He emphasized the need for social change and that we need to "rethink and
reconstruct terms like patriotism and terrorists as defined by conservatives." He said,
"Patriotism has been appropriated by conservatives. We progressive educators must
reclaim it."
Peggy McIntosh commented that "the Republicans have a plan to control the
world - an unabashed plan for world control by the U.S." and that "the extreme emphasis
on patriotism is an attempt by Republicans to keep control." Dr. McIntosh added, "The
flag as it's presented to us, conjures values I don't share."
Dr. Banks assured the audience that "These conservative times will also pass.
These difficult times should motivate us to reaffirm the values to which we are
committed. We must realize that we are not alone. We are part of a large community.
Working together, a small community can change the world. We must come together to
affirm each other and help each other."
It's apparent that the SEED philosophy holds that there is no value in national
sovereignty and that all cultures and religions are equal - therefore Western civilization
and Christianity do not merit any special consideration.
The SEED website has an introductory quote by Alice Walker which says "To
acknowledge our ancestors means we are aware that we did not make ourselves, that the
line stretches all the way back, perhaps, to God, or to gods."
The anti-Christian bias of SEED - a bias that undermines the very foundation of
Catholic and Protestant faiths - became apparent with our first reading assignment. In an
article entitled "Curriculum as Window and Mirror" by Emily Style (Diversity
Coordinator in Madison, New Jersey and Co-Director with Dr. Peggy McIntosh of the
SEED Project), it talks about looking through window frames to see the realities of other
cultures and into mirrors to see one's own reality. I was surprised to see the misuse of
Scripture in this introductory piece. Emily Style quoted theologian Nelle Morton who
emphasized the importance of "the Word, the logos of communication." The article
referred to Nelle Morton's comments when it stated “the opening lines of the gospel of
John 'In the beginning was the Word,' are often understood as the whole truth-when, in
fact, they probably more accurately render only half the picture. She illustrates the other
half of the dialectic when she insists, 'In the beginning is the hearing.'" This is a
misappropriation of the Christian message where Jesus Christ is the Word. John 1:1-2
references Christ when it states, "In the beginning was the Word, and the Word was with
God, and the Word was God."
In the reading assignment entitled "Cultural Etiquette: Guide for the Well-
Intentioned" by Amoja Three Rivers, it states "Monotheism is not more 'advanced' than
polytheism. It is simply another kind of spirituality, and both have equal validity. The
notion of 'one true god, one true faith' is often used to invalidate the ancient and complex
religious traditions of millions of people."
The concerns regarding SEED materials are not only about what is included, but
also about what is omitted. There is no emphasis in SEED on patriotism and how to
integrate information about our great American culture.
There is nothing that would help make children proud to be
an American. There is no information about America's great
economic system of free enterprise or the fact that it has
raised the standard of living for millions of people, created
resources and vast new wealth. It emphasizes economic
exploitation and racial prejudice in America's past, while passing over the positive
accomplishments as a result of the founding values and founding documents of our great
nation. We enjoy freedom of life and religion because we have these civil guarantees
written into our constitution. SEED is silent on these issues. It is apparent that SEED not
only errs in what it includes, but in what it excludes as well.
SEED highlights America's mistakes
and ignores what we do right.
Teachers taking SEED in other school districts have expressed similar concerns.
A Language Arts/English teacher from the Minnetonka School District described her
SEED class as "a time to put down America...I felt that America got a whipping without
strong evidence to back it up...nor was there a feeling of safety to share opposing views."
This is how she described her feelings after the class: "I left the class disgusted and
disappointed in myself that I didn't stand up and question more."
SEED draws heavily on the book Lies My Teacher Told Me, by James W.
Loewen, to give teachers the skeletons-out-of-the-closet view of American history. My
SEED facilitator described this book as the one selection that makes the greatest impact
on teachers. Unfortunately the impact is negative. This book is what John Fonte of the
Hudson Institute describes as "trash and ideological nonsense."
From Lies My Teacher Told Me, our co-facilitator concluded that Columbus was
"a Saddam-type of guy" and that most of our heroes aren't who we thought they were.
One teacher attending the class concluded from
the book that Americans are "the world's most
irresponsible and dangerous citizens." Our
facilitator stated "We are seen sometimes as
terrorists ourselves." The most revealing
conclusion of all came from one teacher who
after being encouraged to transform her curriculum with the new information from this
book replied, "Wouldn't we be teaching kids that America is bad?" Our facilitator
replied, "Well, we have to tell the truth." Unfortunately the truth about the origins of our
freedom and our religious and moral heritage is ignored.
"Wouldn't we be teaching
kids that America is bad?"
Our facilitator replied, "Well,
we have to tell the truth."
III. SEED NORMALIZES HOMOSEXUALITY.
SEED teaches that homosexuality is normal and unchangeable and relies heavily
on the fraudulent research of Dr. Alfred Kinsey who sought to normalize abnormal sexual
behavior. SEED's ideology regarding homosexuality is hostile to the religious and moral
convictions of millions of Americans. It conflicts with the traditional values of the home
and church, and fails to acknowledge that homosexuality is changeable. Heterosexuality
is often portrayed as a hurtful, religious viewpoint, while the harmful medical risks
associated with homosexual behavior are censored. This pro-gay bias is packaged neatly
as "inclusiveness" and "diversity."
My introduction to the pro-gay SEED bias came when all SEED registrants were
invited to begin the year by attending the 6th SEED Summit presented by the Minnesota
Inclusiveness Program. The bottom of the flyer stated “In Partnership with the
University of MN General College, MN Independent School Forum (MISF), Osseo
School District, Anoka Hennepin School District, Bloomington School District, and the
Perpich Center for Arts Education." It was held in Wiley Hall at the University of
Minnesota on Thursday, September 25, 2003 from 7:00 - 9:00 pm. The $15.00 tickets
were sold by advance purchase only.
Approximately 400 teachers, college students and SEED trainers gathered to hear
a "Fireside Conversation" with Dr. James A. Banks and Dr. Peggy McIntosh. We were
promised that the evening would take us on a "journey of social change" as Banks and
McIntosh set out to "explore the evolution of the diversity movement, celebrate progress,
and set the stage for future work." It soon became apparent that a major part of that future
work is to normalize homosexuality.
Dr. James A. Banks is a specialist in social studies education and multicultural
education. He is a professor at Russell F. Stark University and is the Director of the
Center for Multicultural Education at the University of Washington, Seattle.
Dr. Peggy McIntosh is Associate Director of the Wellesley College Center for
Research on Women. She is Founder and Co-director of the United States SEED Project
on Inclusive Curriculum.
Banks and McIntosh take center stage as the most influential multicultural
educators in the nation. In seeking to understand the goals of any movement, it is helpful
to take a closer look at the philosophy of its founders. With homosexuality being
promoted as both a sexual culture and a sexual minority in multicultural SEED materials,
SEED appears to be a major force behind the diversity movement - advancing the
acceptance of homosexuality in the K-12 public school system.
SEED leaders hold a view of diversity that is nicely equated with sexuality. It is a
viewpoint that upholds all sexual behaviors as equal and healthy. It's a strange kind of
thinking that says that people can assume an identity based entirely on what they do
sexually and not on what they are as men and women. They define themselves by their
behavior and say that this is what they are. This identity is then carefully positioned as a
minority group with civil rights.
Teachers are encouraged to view homosexuality as a civil rights issue and include
this topic in their K-12 curriculum to help make gays and lesbians visible and integrated
into all subject areas. This curriculum transformation will bring about the goal of social
change that Banks and McIntosh desire.
Dr. McIntosh told the audience what she considered to be "good news" from the
American Psychological Association-"Homosexuality is no longer a disease, it’s now a
normal form of sexuality." Peggy referred to the inflated Kinsey statistics as truth saying
that ten percent of the population is gay or bisexual. She said that the landscape in our
country today is very heterosexist and that sexual orientation and gay rights are an issue
for those who work in strongly religious communities. Dr. Banks referred to the
importance of gay/straight alliances and safe schools and said "gays should be visible in
the curriculum."
I saw the gay agenda played out in my own SEED class when at our following
monthly meeting, my SEED facilitator told the class that she regularly brings two lesbian
moms into the third and fourth grade classrooms and introduces them to the children.
When I commented on this to a father in our school district, he expressed his
concern to both the principal and the teacher. I immediately received a phone call from
my facilitator who reprimanded me and reminded me that I had violated one of the SEED
rules of conduct - confidentiality.
I told her that I was concerned that by bringing in lesbian moms into the 3rd and
4th grade classrooms young, vulnerable students might be confused and think that this
was a normal family arrangement. My facilitator replied, "Well, to this family it's
normal." She also added, "You have your sense of morality and I have mine."
Unfortunately it is the SEED sense of morality - moral relativism - that prevails in
diversity training.
The facilitator also told me that I could not share or discuss anything that went on
in the SEED classes. She said that all class information was confidential and that no
parents are allowed to observe any SEED classes. When I asked why confidentiality
needed to be a rule, she responded that class members often share personal thoughts,
feelings and beliefs. When pressed further, she shared that teachers sometimes use the
SEED class to "come out" to the group. She immediately added "That's a legal thing.
We can't be fired for that, only for behaviors."
My facilitator also told me that "Practically from when time began, about 10% of
the population has been homosexual - animals too." When I questioned where she got
the 10% figure (the real figure being 1 -3%) she said, "That's been in lots of different
places. It's common knowledge." She also made reference to the (Kinsey) sexual
continuum.
Our monthly SEED classes also became a time for our facilitators to share a
variety of pro-gay articles on homosexuality and continue to plant the seeds of
homosexual acceptance and affirmation through the following handouts:
"What Does It Really Mean to 'Affirm' Versus 'Promote'?"
"An Educator’s Guide To Intervening In Anti-Gay Harassment"
"Suggestions For Working With All Youth In Regards To Sexual Minority
Issues"
"Homophobia 101"
"Heterosexual Questionnaire"
"Qualities of an Ally"
"How Can I Be An Ally?"
"Cycle of Oppression"
"Oppression Wheel"
"Addressing Homophobic Behavior in the Classroom"
"Making Our Schools Safe for Sissies"
Making Our Schools Safe for Sissies is an article written by homosexual Eric
Rofes. It begins by saying "I knew I was queer when I was a small child" and goes on to
describe how he liked wearing girls' clothing and the hurtful response of school bullies to
his "girlish" behavior. While a valid concern exists regarding how bullies treat those that
are different from them, this author validates effeminate behavior in young boys and
offers no help as to the root causes. At a time when negative name-calling is rightfully
being discouraged in our schools, Eric Rofes' article only adds to the pain of some young
boys by referring to them as sissy boys and queer. Both terms are derogatory and hurtful.
These pro-gay handouts also included website information from radical feminist
organizations such as NOW (the National Organization for Women) and pro-gay
organizations like GLSEN (the Gay Lesbian and Straight Education Network) - complete
with phone numbers, websites and e-mail addresses. It comes as no surprise that GLSEN
promotes SEED classes on its website.
While only one class was devoted entirely to the topic of homosexuality, the gay
agenda would surface repeatedly through comments from the facilitator and through
readings in the selected texts for other topics. For example, In Why Are All the Black
Kids Sitting Together in the Cafeteria? author Beverly Daniel Tatum presents racism and
discrimination against black youth as a valid concern. The author, however, takes a
sudden detour and another agenda becomes apparent - the normalization of
homosexuality. Consider the following quotes:
Page 23 "...it may be useful for me to remember how much of my life I spent
oblivious to the fact of the daily advantages I receive simply because I am
heterosexual..."
Page 25 "...there are many images of heterosexual relations on television, but
very few images of gay or lesbian domestic partnerships beyond the caricatures of
comedy shows."
Page 27 "...White lesbians sometimes find it hard to claim privileged status as
Whites when they are so targeted by homophobia and heterosexism, often at the hands of
other Whites."
Page 104 "For those readers who are targeted by racism and are angered by the
obliviousness of Whites sometimes described in these pages, it may be useful to attend to
your experience of dominance where you may find it – as a heterosexual..."
In the SEED-approved book White Privilege by Paula S. Rothenberg, the same
homosexual theme surfaces as well. On page 11 it states "The old illusory unified
identities of class, gender, race, sexuality are breaking up; someone may be black and
gay and middle class and female; we may be bi-, polly- or non-sexual, of mixed race,
indeterminate gender and heaven knows what class."
On page 90 she refers to an article that suggests that there are five genders. She
suggests that the image of just two genders is part of a system of gender power that
results in unequal gendered titles like "king and queen, prince and princess." Rothenberg
cites social critic Adrienne Rich who describes the notion of "compulsory
heterosexuality" that is part of a "gender power system." Rothenberg says, "Almost
everywhere we look heterosexuality is portrayed as the norm. In Olympic ice-skating
and dancing, for example, a couple is defined as a man partnered with a woman.
Heterosexuality is privileged over any other relationship. The words we use, such as
'marriage,' 'husband,' and 'wife,' are not neutral, but convey this privileging of
heterosexuality."
White Privilege concludes by saying that among other isms we need to "break the
silence about...heterosexism and homophobia..."
Another SEED book is Last Standing Woman by Winona LaDuke. On page 207
we read about lesbian, Kway Dole. Regarding tolerance it states, "In spite of a social
history in the Indian community of tolerance to the different, and in fact valuing
diversity, coming out as a lesbian brought families and individuals face to face with the
imposed intolerance of colonialism, churches, and 'American values.'"
In other SEED classes, breaking the silence and undermining American values is
often done through SEED-approved videos such as It's Elementary and That’s A Family.
These gay propaganda pieces are often shown in a subtle "What do you think about this?"
framework in which facilitators deny any attempt to indoctrinate teachers. These prohomosexual
videos are used in the schools to normalize homosexuality and redefine the
family.
At our SEED class on February 19, 2004, we were shown a 15-minute video by
GLSEN entitled I Just Want To Say…Students, parents and Teachers Talk About Anti-
Gay Bias in Our Schools. The video showed a
Rainbow Town Meeting that was held in New
York City. Using gay activist Paul Gibson's
discredited, puffed up statistics of gay teen
suicide, and heart-rending stories of gay
harassment, the video ended with a teacher
saying "Don't try to change for anybody.
Be yourself. Express yourself and be proud of who you are." Narrator Martina
Navratilova concluded with these words "We need to get in their face and be activists."
Narrator Martina Navratilova concluded with these words
"We need to get in their face and be activists."
Am I Blue? : Coming Out from the Silence (edited by Marion Dane Bauer) is the
SEED level I book that is the most blatant example of pro-gay propaganda for youth. It
is an anthology of short stories for adolescents and contains sexually explicit gay and
lesbian themes. According to my SEED facilitator, this book was used in SEED classes
in Anoka Hennepin District #11 for the past five to six years and was only discontinued
in the fall of '03. This anthology contains a collection of stories of sexually confused
youth who attempt to convince readers that they were born that way and that their
feelings are common and normal. This is dangerous misinformation for vulnerable teens
that struggle with confused feelings. While many of the stories allude to family
dysfunctions, this is never considered as a causal agent in their same-sex attractions.
Am I Blue? derives its title from the first story in the book in which a young gay
boy is visited from heaven by his fairy godfather. His fairy godfather, who walks "in a
swishy manner," explains to him that in heaven he was given choices based on how good
he had been. Instead of becoming a guardian angel, he opted for fairy godfather with a
specialty in dealing with victims of gay bashing. He told the young boy that he had
ended up in heaven after having been beaten with a tire iron because he was gay.
The young boy speaks of being lonely and feeling as though he is the only one
with homosexual feelings. He wants to see if there are other people like him. The fairy
godfather states "Listen honey, the world is crawling with faggots." He then grants him
his wish to see how many people in the world are gay just like he is. He is told that when
he opens his eyes, all the people in the world that are gay will turn blue. Drawing on the
inflated Kinsey statistics, ten percent of the world turns blue! The blue people include his
favorite news anchor and a congressman that the book describes as "a notorious
Republican homophobe."
One chapter in the book Am I Blue? entitled Supper describes a graphic sex scene
between two girls. This dialogue and description on page 171 can be described as
obscene by most people's standards.
The back cover of Am I Blue? states, "A portion of the proceeds from this book
will be donated to Parents, Families and Friends of Lesbians and Gays (P-FLAG)."
PFLAG is a dangerous, radical gay activist organization whose recommended readings
for children encourage sexual experimentation and pornography.
The introduction for Am I Blue? says that royalties are being shared with
PFLAG’s Respect All Youth Project and "When you purchase this book, you are helping
in their fine work." No wonder PFLAG promotes SEED in their monthly publication for
PFLAG members!
Unfortunately the majority of parents are unaware that their tax dollars are going
to fund an organization that undermines the heterosexual family model. They are also
unaware that their children, through SEED materials and some instructors, are taught a
different set of morals regarding homosexuality and same-sex parenting than those
traditional values taught at home and in the church. This is not only about education. It's
very much about homosexual indoctrination at taxpayer expense.
IV. SEED SILENCES AND IGNORES TEACHERS
WITH DISSENTING VIEWPOINTS.
The essence of democratic pluralism insists on the free exchange of ideas in the
public arena. SEED does not permit this. Conformity rather than diversity is their
objective.
While SEED prides itself on its educational equity and pluralistic philosophy,
that certainly was not what I experienced in my SEED class in Anoka Hennepin District
#11. From my personal experience, I can say that many of my ideas were not respected,
especially on February 19, 2004, during my assigned class presentation. There I received
disrespectful and unprofessional treatment by three teachers and the diversity director of
our school district. The class facilitators did nothing to stop it.
As part of our class requirement for SEED, each teacher was asked to sign up to
lead one of the monthly book discussions. I signed up for the February class that
changed from the book discussion on Am I Blue? to a "Discussion of GLBT policy in
Anoka-Hennepin."
The SEED guidelines state that each discussion leader is to "Feel free to do
various activities with the SEED class which will be a springboard for thought,
discussion, or ideas that may be used in teachers' classrooms." Regarding dialogue, our
handout stated "The atmosphere is one of safety; facilitators propose, get agreement on,
and enforce clear ground rules to enhance safety and promote respectful exchange.” The
guidelines for conversation state that teachers are to observe these simple rules of
conduct: “Let everyone speak in the group. Confidentiality. Respect all voices. Listen
with your heart as well as your ears. Personalize your comments. (I know. I feel.) No
'zaps.'"
The diversity director came to our class on the evening that I was to lead the
discussion and said that his purpose in attending was merely to be a resource. I began my
presentation by handing out a copy of our district's policy on homosexuality that says,
"...while respect be maintained toward all people, homosexuality not be taught/addressed
as a normal, valid lifestyle and that district staff and their resources not advocate the
homosexual lifestyle."
After defining all of the terms in the policy, I went around the circle allowing
each teacher to take the time they needed to share their views regarding our district's
policy. Teacher after teacher shared their views, without interruption against the policy.
One teacher told about her elementary classroom exercise where the kids were
told to create a fictitious country/culture with its own language, customs etc. One little
girl in her class asked if she could have a country without homosexuals. The teacher said
that she told the child "no" that she could not discriminate against anyone. She added
that if she as a teacher had obeyed the district's policy, she would have had to say "yes."
Another teacher added that "elementary students are now coming out" and yet
another teacher mentioned that in one elementary school two very feminine boys are
attached to each other and are "in a relationship."
The diversity director spoke against the district’s policy as well. He stated, "I'm
not comfortable with this policy. There is offensive language in the policy. To deny
homosexuality is harassment. The reality is we may have elementary students who are
gay. We need to respect the wishes of those who believe it is a valid lifestyle. Who are
we to decide what normal or valid is? Interracial marriage used to not be valid and
normal."
Everyone was courteous and respectful as each person shared. Forty minutes
later it was my turn.
The following summary will show the inequity in the treatment I received when I
expressed an unpopular viewpoint regarding homosexuality - that homosexuality is
unnatural, unhealthy and changeable.
Summary of the February 19, 2004 class presentation:
As I handed out materials to the teachers, some began to roll eyes and smile as
they looked over the book and handouts that I had put together for each
person.
A few minutes into my discussion of the root causes of homosexuality, three
teachers got up and walked out.
The facilitators and the diversity director said nothing when the teachers left.
They did not reprimand them for their rude behavior.
The diversity director interrupted me several times as he attempted to change
the discussion topic to another issue.
The diversity director interrupted me to say that I was not being neutral. He
said that our district’s stand was to neither affirm nor deny but to be neutral.
This was after everyone else in the class had expressed a pro-gay stance
(including his own comments) and after we had viewed the pro-gay GLSEN
video that he had approved.
The diversity director falsely accused me of calling homosexuals sexual
predators. I asked the class if anyone had heard me say that. No one had. He
then accused me of having that term in my handouts. I asked him to show me
where he found that. He looked through the materials and then said he was
mistaken. He finally apologized for his false accusation.
The diversity director confiscated two articles that I passed around the circle.
He said that it was not appropriate to send items around during the discussion.
The facilitators did not correct him by telling him that it was customary to
send articles around the circle. It took me two months to get my materials
back from him.
I had previously requested to bring in an ex-gay speaker. The diversity
director denied my request saying that an ex-gay speaker would violate our
district’s policy of neutrality regarding homosexuality. Last year, however,
gays and lesbians were brought in to share their "coming out" stories.
According to the diversity director, that was neutral.
I sent around a sign-up sheet inviting the class to my home for an evening to
hear ex-gay speakers. No one signed up to attend.
Before the following class, my facilitator called to request that I stop taking
notes during our class because the other teachers were afraid that I might
quote them in a letter to the editor. She said that many had felt that the level
of trust in the group had been broken. Apparently if you disagree with
SEED's position on homosexuality, you have broken the group trust. The
facilitator also said "The level of paranoia in our class is rampant." I asked,
"Why would anyone be afraid if what they said was truthful and respectful?"
She made no comment.
Although billed as a class on diversity, there is no respect or tolerance for diverse
viewpoints regarding homosexuality. The diversity director's presence at my
presentation was disruptive, disrespectful and unprofessional. It was painful to be the
brunt of the anger and open hostility that
was exhibited when I brought up the topic
of ex-gays and "change can be a choice."
They each had complete
freedom to express their views without interruption and harassment. They each had
complete freedom to lead their discussion in the style of their choosing with multiple
handouts and worksheets.
I felt harassed, bullied, intimidated
and discriminated against. No
other class discussion leaders
received this kind of treatment.
At the following class in March, we each had the opportunity to make a few
comments about our feelings since the February class. I read a prepared statement
regarding the discourteous treatment I received on February 19th. One of the three
teachers that walked out apologized to me. There was no apology from the two class
facilitators. Instead, the co-facilitator said (in reference to the previous class) "I thought
everyone handled themselves in a respectful manner."
A few questions remain. Where is the educational equity? If students in K-12
classrooms bring up an opposing view, what treatment will they receive from their
SEED-trained teachers? Where is the tolerance for diverse thoughts and viewpoints?
CONCLUSION
SEED materials are a strange mix of good information and propaganda. My year in
SEED included some books and guest speakers that offered insightful information about
other ethnic cultures. There were other materials, however, that reflected an anti-
American, pro-gay bias with a harmful political and social agenda. The real danger in
mixing the good with the bad is that when the bad is placed in a context of being good
and SEED-approved, teachers are less likely to feel safe to disagree and offer an
opposing view.
While there is constant talk in SEED about tolerance and safety, it is meaningless.
SEED is not a safe place for anyone choosing to express conservative political views,
traditional religious and moral values regarding homosexuality, or any other view that
does not affirm homosexuality as a normal, healthy, alternative lifestyle. School districts
have an obligation to provide a safe and stable atmosphere for learning - for teachers as
well as students. Learning must include information that is based on truth. Scientifically
controversial views masquerading as truth are propaganda. This is not education. This is
indoctrination.
If we want our teachers to educate our young people and give them critical thinking
skills, we must first allow educators to look at information from both sides of the debate
and think for themselves. Actively suppressing and censoring what SEED considers
objectionable materials, speakers and views amounts to viewpoint discrimination and is
hostile to any real diversity. This discourages the vigorous exchange of ideas that is
intrinsic to education. SEED’s view of diversity is only skin deep - people who look
different, yet all thinking alike.
Yes, SEED-trained teachers in school districts are quietly transforming the thinking
of school-age children across this nation. By shaping the views of our young people with
an anti-American and pro-gay bias, our society will by impacted in negative ways we
have yet to imagine. It's time for Americans concerned about legitimate education to
investigate SEED and the deceptive diversity/multicultural movement.
The seeds of social change have been planted. It remains to be seen what the harvest
will look like.
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