San Diego Unified School District is instructing teachers to “dismantle ‘heteronormativity’ and break the ‘gender binary’” in their classrooms, according to newly revealed training documents.
K-12 teachers in the Southern California district are being trained in radical gender theory, and providing course materials to students to indoctrinate them with radical gender theory, organizations, according to a trove of documents obtained by writer and activist Christopher Rufo. The documents also contain training for facilitators of on-campus LGBT student organizations.
“Following the principles of queer theory, San Diego Unified has created a program of gender-identity instruction with the explicit goal of undermining the traditional conception of sex and promoting a new set of boutique sexual identities… that promise to disrupt the oppressive system of heteronormativity,” Rufo wrote on his website.
The trainings instruct teachers to use gender neutral language and encourage transgender and non-binary identity expression to “dismantle ‘heteronormativity’ and break the ‘gender binary,’” Rufo added.
The first document obtained by Rufo is a “facilitator training” presentation for establishing workshops for “LGBTQ+ Youth & Allies.” In this training, which begins with participants stating their name, pronouns, and how they plan to use the curriculum, teachers are instructed in the basics of the gender binary and the social structures of “heteronormativity.”
The presentation describes the gender binary as “a social construct that situates ‘male’ and ‘female’ as synonymous with ‘man’ and ‘woman’ and dictates how people assigned to these categories should act. This limited system excludes and oppresses trans, nonbinary, intersex, and gender-nonconforming people,” it says. The presentation also says that heterosexual and cisgender people benefit from privilege, the “[s]ocietal assumption that all people are heterosexual and/or cisgender.” This alleged privilege benefits these people, often unbeknownst to them, and confers institutional power on them.
The presentation then goes on to instruct facilitators in how to conduct these workshops. The workshops are intended to be conducted as part of a Gay-Straight Alliance (GSA) or LGBTQ+ club, or as an additional lesson to the district’s required sexual health curriculum. The lessons include “Loving Your Body,” about body image within the LBGTQ community; and “Healthy Relationships,” which focuses on consent and sexual activity among LGBTQ people.
In another training on sexual health instruction, created in partnership with Planned Parenthood, teachers are instructed to distinguish between sex and gender, and that sexuality is a mix between gender identity, behavior, and sexual orientation/attraction.
The presentation includes a section on sexual anatomy. The training says that knowledge of the sexual anatomy is important for the discussion of sexuality, and for STI and pregnancy prevention, but it encourages participants to “[u]se inclusive language as much as possible when referring to body parts.” The male anatomy is referred to as the anatomy of “people with a penis,” and the female as that of “people with a vulva.”
Teachers are then instructed in ways to answer difficult questions on sexual topics, including: “Is it okay to masturbate?”; “What does semen taste like?”; “How do gay people have sex?”; and “What is porn?”
Rufo also obtained a lesson plan for high school students, entitled “Understanding Gender.” In the plan, students are asked to construct “gender scripts” that people of both sexes and transgender people are expected to follow.
Students are then instructed to watch an episode of the reality show “I Am Jazz” about transgender teen Jazz Jennings. Students are also instructed to identify transgender people by looking at photos, which include a man wearing lipstick, several women in suits and with short haircuts, a woman with a beard, several young boys and grown men in dresses, female welders, a female soldier, a boy in a tiara, and a baby with a gender-neutral name.
Other documents obtained by Rufo included a flyer called “Understanding Non-binary Identities,” which contends that “Nonbinary people are not confused about their gender identity or following a new fad,” and another flyer about the word “Latinx,” which is described as “part of a ‘linguistic revolution’ that aims to move beyond gender binaries and is inclusive of the intersecting identities of Latin American descendants.”