LAST month the Crown Prosecution Service launched a resource to be used in schools to combat ‘LGBT+ bullying and hate crime’.
What the CPS is doing producing advice for schools of any sort, let alone this, when it patently can’t cope with its official remit you may well ask. It is a serious question that deserves addressing. However my immediate concern is to focus on the worrying document itself.
It is aimed at children in the 11 to 16 age bracket. While it is designed to be used in our schools, to educate our children, the CPS initially decided that parents shouldn’t see it. ‘Teachers and schools’ could request the pack, a position so unacceptable that last week they relented – and you can see the full pack here.
The document contains all that we have come to expect from our public sector which has been so captured by the trans lobby. In fact, to produce this ‘pack’ the CPS has worked in partnership with Stonewall and Gendered Intelligence – two entities which explicitly promote a trans/gender identity agenda. Since when did this small but powerful lobby have special advisory access to government departments and agencies?
This document pushes us even further into a brave new world of previously unimagined concepts and crimes with its mix of gender identity ideology and the prosecution service’s approach to hate incidents and crime. Remember that according to the CPS, a transphobic incident is ‘anyincident which is perceived to be . . . transphobic by the victim or byany other person’. Here for reference is the CPS’s full prosecution guidance.
It raises the spectre of any attempt to discuss or dispute trans- ideology being classed as a hate incident or crime. As for girls objecting to men being in their loos? They could be prosecuted for that too – see the classroom activities I come to later. It authorises quite disturbing levels of management of, control over and intervention in small children’s everyday behaviour.
It is a recipe for anxiety and confusion when it is not simply encouraging kids to be ever more self-centred: ‘In this pack we use the acronym LGBT+ to mean lesbian, gay, bi (bisexual), trans (transgender). Plus represents other sexual identities including pansexual, asexual and omnisexual and questioning people exploring their sexuality.’
Micro-aggressions get a look-in: ‘Small incidents can escalate into serious incidents if they are not stopped’. The term ‘cisgender’ is used as if it were an accepted part of our language. Extraordinarily, too, it denies biological truth and indoctrinates children into an Orwellian newspeak: ‘Did you know your “gender” was assigned at birth?’ It would be hard to find more compelling evidence that the notion of ‘gender identity’ has been embraced by the state. According to the pack it is ‘a person’s sense of themselves as being a boy/man, girl/woman, both or neither. Gender identity is not necessarily dictated by a person’s physiology’. So now authorises the CPS.
The CPS also sticks its neck into who teens and pre-teens have in their friendship groups. Hate incidents include: ‘Ostracising and excluding from friendship groups for reasons of sexual orientation, perceived sexual orientation, trans identity or perceived trans identity’.
You may feel confident that your own teenager might want to discuss all this and provide some robust challenge. They will need to tread carefully in what they say to whom. Hate incidents include ‘posting anti-LGBT+ messages on the internet or mobile phone social media’.
If a biological male wants to use the girls’ facilities, his rights and feelings seemingly come before theirs: ‘Explain to the class that not everyone who lives in the gender they identify with has hormone treatments or surgery. The most important thing to remember is to treat people the way they wish to be treated.’ Concerns about the safety of women and girls are secondary: ‘The Equality and Human Rights Commission generally encourages organisations and service providers to be trans-inclusive, to treat people according to their gender identity and alwaysto consider making exceptions to their policies’. If you are going to invoke the Equalities Act to maintain single sex facilities, think carefully: ‘A decision to exclude trans pupils from particular facilities may amount to indirect discrimination if it is not justifiable as a proportionate means of achieving a legitimate aim’.
On the question of a trans-identified man using the women’s toilets, this is the recommended class discussion: ‘Can you say why the person went into the ladies’ toilets and not the mens’ toilets? How did the women behave towards her? How did that make her feel?’
In a longer version of the same exercise (there may be accompanying slides or video), a trans-identified man becomes involved in an unpleasant incident over toilet choice. The police are called. For the classroom discussion around this incident, this is the guideline: ‘The students should find that the women and men can be charged with public order offences, in this case aggravated by hostility based on gender identity . . . Tell the students that guidance from the Equality and Human Rights Commission generally encourages organisations and service providers to be trans inclusive. This means treating trans people according to their gender identity and only excluding trans people from facilities in exceptional circumstances, where this can be justified.’
Yep, that’s it, folks. Remember this is targeted at kids. Object to a man in the loos? Careful – you may be arrested. Not sure you believe in all this? You might get a call from the police.
I will leave you with some material from the glossary.
Transphobia includes ‘personal negative thoughts about trans people’.
Non-binary: ‘A person who does not identify as male or female. They may identify as both a man and a woman or neither.’
Gender fluid: ‘A person who feels that their gender is not static and that it changes throughout their life. This could be on a daily/weekly/monthly or a longer-term basis.’
Intersectionality: ‘The interconnected nature of social categorisations such as race, class, sexual orientation and gender as they apply to a given individual or group. These are regarded as creating overlapping and interdependent systems of discrimination or disadvantage.’
Cis normativity: ‘An emphasis on people whose gender identity and assigned sex at birth match is seen as being “the norm” and therefore having a valued position in society. This often highlights and reinforces expected and more traditional ways of presenting your gender e.g. the expectation for women to present as “feminine” and men to present as “masculine”.’
This is where we are after ten years of Conservative-led government. Is there going to be any way out?