education department of victoria

(Dis)Respectful Relationships?

/ MurrayCampbell

I walked past the Department of Education building 2 weeks ago. The stroll from the city through Treasury Gardens is typical of beautiful Melbourne. The sun was shining, adding a touch of warmth to what was otherwise a wintry day in Melbourne. Then the shadows loomed large, and the temperature dropped as we hurried by the imposing building that is the Department of Education. 

Someone with me remarked, ‘This is a grand and imposing building’. I nodded in agreement and added, ‘but go inside and smell the musty carpet, and look at the bowed floorboards and notice the cracks along the walls’. The interior of these Government buildings is not always what they appear to be from the outside. 

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As much of the world is reverse engineering a decade of damaging medical interventions and psychological harms created by queer theory, my State of Victoria is stubbornly resisting and is doubling down.

Rachel Baxendale is reporting in today’s The Australian that the Education Department of Victoria has updated its Respectful Relationships Curriculum, to include material for children as young as 5 and 6, encouraging them to explore, and yes, to doubt their physical body: “Five-year-olds taught their body parts may not match their gender”.

I need to qualify what I am about to say and laud people who wish to work against Domestic Family Violence (which was the original impetus for Respectful Relationships). There will be material in the Curriculum that is helpful and useful. However, the RR that exists often reads more like a Only Fans quiz than anything appropriate for children.

According to The Oz, the revised material offers scenarios suggesting that young boys may, in fact, be girls and vice versa.

“The revised curriculum for “foundation level” – children in the first year of primary school – includes a case study of a transgender girl called “Stacey”.

“She dresses like the other girls, plays with them and everything seems fine,” the sample lesson plan states. “But one day, Lara says Stacey should be in the boys’ team at sports, not the girls’ team.”

They are advised to tell their students that “Stacey” could respond by saying: “Yes I can play with the girls’ team because I am a girl!”, or “Go and ask the teacher if you don’t believe me. Our teacher says I belong in the girls team.”

The curriculum also seeks to educate the five and six-year-old students about the notion of being transgender, by telling them that “some people feel they did not get a good match for their body parts, and they do not want to be called a boy or a girl, but rather something that is right for them”.

On what planet can it be deemed virtuous to teach little children that they may be born into the wrong body? Does anyone want to hazard a guess at what kind of troubles this creates?

As world sporting governing authorities succumb to the pressure of reality, and therefore ban men from playing women’s sports, Victoria’s educators, with the wisdom of a goldfish swimming in hemlock soup, have produced material that teaches sporting equality means letting boys beat girls. Well, the AFLW season is kicking off this weekend. Why bother? Let’s drag in the future and have just the one footy competition, where the best men and women compete together! 

Teachers dare not speak up. And many parents are understandably afraid to raise concerns because they know the backlash can be tangible. If the school learns or indeed if your workplace becomes aware that you question what is essentially a totalitarian approach to gender education in our schools, you might as well jump into quicksand. Who knows what conversations teachers might have with your children? Parents are not always permitted to know. What we are witnessing, however, is a quiet dissent as large numbers of families remove their children from the state education system and pay the cost of sending them to independent schools. But not everyone can afford such.

 Professor Patrick Parkinson is among the growing number of voices who are trying to bring common sense to the discussion. One need not agree with everything he says, but he is rightly pointing out that we need a better way to discuss what is happening to our young people. In 2023, he wrote , 

“The transgender movement has been based on one truth and a thousand lies.” 

“the notion that there are not just two sexes, or that it is actually possible to change sex or be “non-binary”, or the idea that every child has an innate gender identity that awaits discovery. Most people know these things to be nonsense, but in polite society we have been asked to pretend otherwise….activists aren’t able to agree on whether gender identity is fixed and innate, fluid or socially constructed. Fashionable ideas about sex and gender do not matter too much if no harm is done, but the medicalisation of vulnerable children and adolescents, with lifelong adverse consequences, deserves the most careful scrutiny”

The Australian of the Year in 2023 was Taryn Brumfitt, a woman who is fighting to help children accept their bodies.  Brumfiit highlights a massive societal issue where children’s mental state is conflicting with their physical bodies.

”We really need to help our kids across Australia and the world because the rates of suicide, eating disorders, anxiety, depression, steroid use, all on the increase related to body dissatisfaction.”

Brumfitt argues that this relationship with our bodies results from ‘learned behaviour’. Key to her message is that “we weren’t born into the world hating our body”. In other words, our society is teaching and influencing our children to have negative thoughts about their bodies, which of course can lead to serious consequences. 

Australia has an uncomfortable relationship with the human body. There exists a sizeable disjunction between the message Brumfitt is advocating and what is now mainstream thinking about the human body. 

I don’t know Brumfitt’s views about transgenderism and how she makes sense of this new and sudden wave of bodily denial, but one thing is for certain, her calls to embrace our physical body is at odds with the ideology that is now sweeping our society and being forcibly taught and embraced from GP rooms to school classrooms and TikTok ‘programs’.

Our culture has adopted a modern-day gnosticism, where the ‘truest’ self is divorced from the physical. We are taught that the real you isn’t the physical body you inhabit but the immaterial desires and feelings that one experiences in the mind.  Gender has been divorced from sex, and personal identity cut away from physicality. We shouldn’t reduce our humanness to physicality, for we are spiritual and social beings and thinking and feeling beings. We are more than flesh and blood and DNA, but we are not less than those things. 

We are witnessing a generation of young people who no longer feel comfortable in their own skin, but are now taught from school to TikTok that their physical bodies betray them, and they may well be living in denial of their true selves.

The result is that a significant percentage of 18-24s (some studies suggest it’s as high as 30%) no longer believe they are heterosexual (embodied beings attracted to the opposite sex), but rather they are spread across an imprecise and growing spectrum of self-defining and often bodily denying sexuality and gender. 

Many girls and boys now undertake psychological and medical pathways to transition away from their physical sex. Once school hears even the tiniest doubt from a child, they are put onto the conveyor belt of transition. The number of young people beginning hormonal medications, psychological treatments, and eventual surgical mutilation of the body is skyrocketing. We are talking about an increase in gender dysphoria by 1000% in just the space of a few years. Call me, William of Ockham, but this drastic and sudden increase cannot be explained by natural selection. There is something else in the water. Indeed, the iceberg that looms beneath the surface is rightly scary, and we are ill equipped to do little more than chip away at it. 

Do we see the confusion? Here I say confusion because one wants to think the best of people‘s intentions. Parents who see their children in torment will do anything to find relief. And so if a doctor or counsellor says transition, then I understand them trusting the advice of the professionals. But surely there is also an ear of hypocrisy as well. How can we preach on the one hand, ‘be comfortable in your body’, and then insist on the other,  ‘you can reject your body and have it mutilated and permanently altered’ in the name of this gnosticism?

In her book Irreversible Damage: The Transgender Craze Seducing Our Daughters, journalist Abigail Shreier explores the transgender phenomenon. She blames an ideology that has captured the heart of Western cultures. It’s what Carl Trueman refers to as ‘expressive individualism. Gender expression has become the trend, and because it’s now described in terms of human rights,  no one is allowed to question, doubt or help adjust a child’s sense of identity. 

Those living with discomfort and disconnection with their bodies need our care, not hatred, our kindness, not our complicity with a dehumanising project. As much as awareness of these issues helps and as much as positive thinking and imaging may benefit youth as they learn to live in their body, I think Christianity has something to add.  The Bible gives us what I believe is an even better message, one that is more secure. The ultimate resolution doesn’t lay in the self, for the self is existentially unstable. If the best of me can fail and disappoint, what about the rest of me? If this was not the case, we wouldn’t have a generation of Australians journeying down this dangerous and harmful pathway to physical destruction and mental anx. The Bible gives us a better story and greater hope. 

Psalm 139 exclaims, 

“For you created my inmost being;

    you knit me together in my mother’s womb.

I praise you because I am fearfully and wonderfully made;

    your works are wonderful,

    I know that full well.

My frame was not hidden from you

    when I was made in the secret place,

    when I was woven together in the depths of the earth.

Your eyes saw my unformed body;

    all the days ordained for me were written in your book

    before one of them came to be.”

Grounding our personhood in the knowledge that we are wonderfully made by God, is liberating and securing. But the Bible’s story doesn’t end there. The Scriptures also acknowledge ways we often hide from ourselves (and from God). The Bible points out the realities of the darkness in the world and in our own hearts. The story, however, doesn’t end with darkness and despair, for the Scriptures move us to the culmination of the story, 

“Since the children have flesh and blood, he too shared in their humanity so that by his death he might break the power of him who holds the power of death—that is, the devil—  and free those who all their lives were held in slavery by their fear of death. For surely it is not angels he helps, but Abraham’s descendants. For this reason, he had to be made like them, fully human in every way, in order that he might become a merciful and faithful high priest in service to God, and that he might make atonement for the sins of the people. Because he himself suffered when he was tempted, he is able to help those who are being tempted.” (Hebrews 2:14-18)

I don’t expect Victoria to change its tune any time soon. The pied piper pays too well. One day, however, the cost of victims demanding compensation from the State will force change. For now, parents are right to ask questions and to know what our children are being taught. But, instead of trying to drown out the classroom Spotify playlist with loud and vitriolic noise, I want to point to a better song, a more beautiful melody that can bring solace and healing and hope to the human condition.

There is a constancy in a world of body image flaws and troubles. There is an anchor for all the spiritual and material wants and shortcomings. This Jesus, the eternal Son of God, didn’t abandon the body; he became human for us. He entered the physical and spiritual turmoil that fills the world, taking its sins and shame in order to bring redemption and life. He understands. He makes atonement. He helps. That is a good news message for Australians today. 

Victorian Schools to help children transition without parental consent

/ MurrayCampbell / 1 Comment

“Start children off on the way they should go, and even when they are old they will not turn from it.” (Proverbs 22:6)

As parents, Susan and I are regularly signing forms that have been sent home from school: there is an excursion to the zoo next Friday, please sign. The school camp is next month, please sign. Your child has been selected in the school’s athletics team and we need your permission for them to compete. Your child was absent yesterday, please notify us as to the reason.

Three months ago I received a call from school, “your son has been hurt while playing rugby. It looks as though he’s broken his arm, can you come to the school and take him to the hospital…”

While no one enjoys paperwork (perhaps with exception to accountants!), both schools and parents understand the importance of these forms. Parents are the primary carers and even educators for their own children, teaching them life skills, morality, religion.  It is the parents joy and responsibility to love their children and to see that they safe and healthy and maturing in life. It is one of the few innate truths that our society still holds, or so I thought.

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Today, someone brought to my attention the updated School Advisory Policy Guide for School Principals and Administrators (updated July 2017). Under the section titled, Gender Diversity, Principals are given the following instruction by the Victorian Education Department:

“Schools must work with students transitioning or affirming their gender identity to prepare and implement a student support plan.”

First of all, schools are not given the discretion to counsel against students transitioning from one gender to another, they are required to affirm the student’s chosen identity, and to prepare and implement a support plan.

“The plan should be developed in consultation with the student and their parents or carers, where possible, and should be reviewed periodically to ensure that it reflects the needs of the student at the different stages of their transition, and at the different stages of their education.”

Notice the qualification? “The plan should be developed in consultation with the student and their parents or carers, where possible.”

Surely, the Government is not giving schools permission to help children change their gender identity and even their name, without parental involvement and consent?

Let’s keep reading. Under the following section, titled, Parental Consent, we read,

“There may be circumstances in which students wish or need to undertake gender transition without the consent of their parent/s (or carer/s), and/or without consulting medical practitioners.

If no agreement can be reached between the student and the parent/s regarding the student’s gender identity, or if the parent/s will not consent to the contents of a student support plan, it will be necessary for the school to consider whether the student is a mature minor.

If a student is considered a mature minor they can make decisions for themselves without parental consent and should be affirmed in their gender identity at school. Department policy addresses situations in which students, though under the age of 18 years, may be sufficiently mature to make their own decisions, see Decision Making by Mature Minors“

How old does a child need to be in order to be defined as mature? Luckily the Department don’t leave us in limbo. They explain,

“there is no specific age when a young person may be deemed sufficiently mature and capable of making his or her own decision”

In other words, school aged children, both secondary and primary, can decide to change their gender, and the school must support this transition and the school does not need to inform or gain parental consent. The policy is written in such a way as though parental consent is advantageous, but it is not necessary. If this is not sufficiently worrying, the school is also not required to gain professional medical advice prior to implementing a plan for gender transition for a child.

This is insane; a school cannot let my child attend a fun excursion without my consent, but they can prepare my child to change their gender and identity?

No one wants these children being bullied or sidelined and left to struggle alone. They are image bearers of God and therefore to be loved and protected. It is not however, the right of a Government or a school to proceed to change a child’s identity without the parents knowledge, consent, and without due medical and psychological assessments. We all understand that there is the rare situation where parents don’t act in the best interests of their children, but these guidelines don’t carefully limit parental exclusion for that specific scenario.

Children do not belong to the Government, and schools are but temporary caretakers who have the permission of the family to teach writing, reading, and counting. What we are again seeing in Victoria, is a Government forcing families to cross into a new world where Government takes control from loving parents, and gives schools freedom to navigate even critical decisions for a child.

Does the State love our children more than us? Do schools, even with their fantastic staff who care for our kids, do they understand them more than parents? This school policy is dangerous, and it will lead to damaging the lives of children and of their families. Not only that, this will create impossible scenarios for schools and their principals, whom I can imagine are rarely adept to make such decisions, and will feel incredibly concerned about about leaving parents in the cold and not enquiring from medical professionals, which is surely a sensible course of action.

Even then, research shows that the majority of children who experience gender dysphoria will grow out of it in their adolescence or early adulthood, thus delayed action is normally preferred. Research also indicates that transitioning does not necessarily alleviate the stresses associated with gender dysphoria. 

Victorian parents need to be aware of these policies, and others. If you are concerned concerned, please read the policy for yourselves, contact your local State member and share your concerns, graciously and clearly.

Safe Schools Update

/ MurrayCampbell / 1 Comment

The Safe Schools Coalition released a statement on July 31st, defending the program and denying recent allegations made against their curriculum.

They state, “Recent online discussion regarding the Safe Schools Coalition Australia (SSCA) program has spread a lot of misinformation, including claims about the content of SSCA resources. These claims have no basis.”

Nowhere does the statement mention which particular allegations are being denied, and neither do they offer any evidence to counter the ‘misinformation’.

It would have been helpful had SSCA clarified what exactly they are repudiating, because as it stands, their statement raises questions rather than answering them.

I am aware of one video that has been shared on social media recently, which has now over 3 million views. The video shows a mother describing her children’s story of how Safe Schools is being taught at their school. Some of her comments relate to facts that can be easily accessed either on the Safe Schools website itself or in media reporting from the last 2 years. Other comments relate to specific activities in the classroom which I can’t personally verify and therefore I’ll suspend judgment. I have no reason to doubt her and her children’s truth telling, but one also needs to be careful about conflating accounts with facts. It is unclear however whether SSCA is referring to this video or to something else. This has an unfortunate effect, a public statement that is designed to be clarifying is in fact just creating ambiguity.

The spokesperson for SSCA ask people to read the information that is available online for teachers, students, and parents. I thought, what a great idea. I hadn’t seen the material for sometime and assume that it may have been updated. So I did check it out, and sadly all the concerns that I have previously expressed have been reinforced.

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One statement I do agree with relating to Safe Schools, is found on the Victorian Education Department website, “All students should be safe from bullying and feel included at school. Students who don’t feel safe or included at school cannot learn effectively.”

Unfortunately though, Safe Schools is creating unsafe schools. In the year since the Federal review, concerns have not been alleviated.  It is becoming clearer that the authors of Safe Schools have taken one issue, but in the attempt to address it positively they have in fact created many more issues.

Facts:

  • What was first promoted as an anti-bullying program, was soon explained by founder Roz Ward, as a program designed to persuade children of socialist ideologies. Interestingly, the anti-bullying rhetoric is less prominent now, and the program is more clearly marketed as one of supporting LGBTI sexualities.
  • Safe Schools will be compulsory in all Victorian State secondary schools in 2018. It is also encouraged for Primary Schools.
  • Safe Schools is no longer allowed in NSW, and in South Australian it is being heavily revised.
  • Two studies have been conducted into Safe Schools by leading educational experts in Australia. The first was headed by Professor Bill Louden (of the University of Western Australia), and the other by Professor Professor Patrick Parkinson AM. Both studies demonstrate that Safe Schools is built upon misleading information and is unsuitable learning material. Prof Parkinson said that the curriculum is  ‘dubious’, ‘misleading’, and ‘containing exaggerated claims’.
  • Safe Schools relies on theories of gender and sexuality that have been deemed dangerous, and is now banned from schools in NSW.
  • Safe Schools depends on pseudo-science, relying on LGBTI statistics that have been shown to be false.
  • Safe Schools material is to be integrated throughout school subjects: “This material can be interspersed throughout school subjects, “Schools may also choose to adapt and use the videos and teaching activities in other areas of the curriculum such as English, History, Humanities, Legal Studies, Civics and Citizenship, and applied learning curriculums (e.g. VCAL, TAS) where the exploration of LGBTI people and topics allows.”
  • Despite the Federal Government calling for the removal of third party websites such as Minus 18, Victoria continues partner with Minus 18, and the material encourage teachers to refer students to the Minus 18 website.
  • The curriculum is designed to alter the way children think about sexuality and gender, and to change their behavior. Safe Schools is not mere information, but it is aiming for change how children think and relate. One of the dominant themes is that heteronormacy is wrong and immoral, and instead we need to embrace the ‘fact’ that biology doesn’t determine gender, but instead we are what we feel we are
  • Exercises and questions given to 11-13 year old children are at times staggering in their inappropriateness. For example,
      • ‘Would you invite your partner home with you to meet your family?’
      • ‘If you were in a sports team, would you confidently tell your teammates about your sexuality?’
      • “Tell students on the left-hand side of the room that their character is going out with someone of the same sex, while the character of those on the right-hand side of the room is going out with someone of the opposite sex…”

 

There is tremendous pressure on students to conform to the new state quo. Students are not only participating during class, but they are given homework, and are encouraged to share their answers with teachers and with the class. Can you imagine the pressure on those kids who don’t subscribe to the views being taught? Can you imagine the pressure on a child who believes sex is only for a man and a woman in marriage, and to tell the class this? What about children who are same sex attracted but don’t wish to live a gay lifestyle? There is nothing to support them. And what about children who are experiencing some form a gender dysphoria? While best medical research urges delayed action (because the majority of kids no longer suffer dysphoria by the time the reach the end of adolescence), Safe Schools encourages schools to help them transition.

The teachers at my children’s schools are fantastic, and I greatly value their input into our children’s education. Say, though that one of my children came home and told me that their science teacher didn’t believe dinosaurs ever existed; I’d be a tad concerned. If my children’s history teacher taught revisionist history, I’d be keen to chat with the school.

Why then is it ok for our children to be forced to sit in classes that teach sex material based on dubious, misleading, and dangerous ideas? We are not talking about debating palaeontology or what really happened in 1066, but the health and wellbeing of our children, which of course includes children who do not identify as heterosexual.

Building school curriculum on flawed studies ends up hurting students, including those whom its meant to help. For the sake of all our children, we must do better than this. We want to see all children doing well and flourishing, not being bullied, but loved and supported. Safe Schools is continually showing that it isn’t the answer.

I would urge all parents to read the material for themselves. Ask yourself, are you happy for your child(ren) to be taught this in the classroom?

Respectful Relationships now compulsory across Victoria

/ MurrayCampbell / 6 Comments

The Respectful Relationships curriculum is now compulsory across Victorian schools and early childhood learning centres. Children will be first introduced to material in kindergarten.

With all the attention on the now unravelling Safe Schools program, its cousin, Respectful Relationships has received little attention, despite it targeting not only teenagers but also our young children, and it being made mandatory throughout the State. It has however received some attention this morning in The Australian,with reporter Rebecca Urban, revealing that Safe Schools co-author, Joel Radcliffe,  has been appointed to the Victorian Education and Training Department to assist in rolling out the program across the schools.

It is important for parents to have knowledge of Respectful Relationships and to ask questions where they are unsure of its content or have concerns. One may well discover that their school shares similar concerns over the material.

I want to make it clear that there are positive aspects to this new program as well as  significant concerns, and it would be a shame for the program’s aim to be hijacked by the unscientific theories and morally dubious suggestions that currently run throughout. It would be certainly irresponsible to teach some of the content without parental awareness. 

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If you are unfamiliar with the program, here is an overview that I wrote last year:

I agree with Daniel Andrews’ recent comments about the evils of domestic violence in our society, and I laud the Victorian Government for adopting strong measures to support victims and convict perpetrators. Domestic violence is a dreadful, dreadful thing: Sexual, physical, emotional, and material abuse is never justified.

In August 2015, Daniel Andrews announced that the program replacing SRI in schools would be Respectful Relationships, which has been introduced into secondary schools, and will be compulsory from kindergarten to year 10 in 2017.

There are many things to like in the curriculum, but oddly, a significant portion of the material has little to do with domestic violence, but is teaching children how to find partners and have sex.

For example, year 8 students are asked to write an ad, describing what qualities they would like to find in a partner. Is it appropriate to ask 12 and 13 year old children what kind of sexual relationship that would like to have?  Is it healthy for children to be directed to online dating sites, and given examples, such as these found in the curriculum?:

‘hot gay gal 19 yo seeks outgoing fem 18-25 into nature, sport and nightlife for friendship and relationship’

‘lustful, sexually generous funny and (sometimes shy) Tiger1962 seeking sexy freak out with similar intentioned woman.’

Not only are young teenagers taught about what to look for in a partner, they are taught what to seek in sex, and they are taught what to believe about sexuality, even to explore and affirm alternative sexual orientations.

As one of the year 8 sessions explains, it is designed to,

“enable students to explore the concept of gender and the associated notions and expectations that have an impact on sexuality. It also provides them with the opportunity to connect issues of gender to different positions of power central to adolescent sexual behaviour. The activity also aims to extend their understanding of gender by exploring traditional notions of gender in a case study that examines the experience of a young transsexual person.”

Much of the ensuing material explores broadening the horizons of sexual relationships, with the determination of deconstructing the “narrow” view of gender.

It may surprise some people to learn that children can legally have sex in Victoria from the age of 12 (younger in some States), so long as it is consensual and the other person(s) is within the legal age bracket. This may be lawful, but I suspect many parents would be shocked to learn that schools teach our children it is okay for them to engage in sexual intercourse at such a young age.

We are fooling ourselves if we think that exposing children to these ideas will not result in influencing sexual and social behaviour. The fact that Respectful Relationships makes consent unequivocal (a vital point) does not mean the activity is therefore good and okay for the child.

Also astonishing is what is missing. In a curriculum teaching relationships and sex, marriage receives almost no mention. Why is that? Marriage is mentioned on a ‘character card’ where Stephen, a 16 year old Christian attending a Christian college, believes sex should only take place within marriage between a man and woman (got to love the pastiche Christian example!). And there is Maria, a 15 year old girl who doesn’t want to wait for marriage before experiencing sex. Otherwise, marriage is only mentioned as a power structure behind which domestic violence occurs. What a sad and miserable view of marriage. I understand there are marriages where appalling abuse happens, and in my work I have ministered to victims from such circumstances. But marriage is designed to be, and often is, a beautiful thing, and it remains the best model for loving and caring intimate relationships in society.

Is it not a wonderful thing when a couple covenant together for life, ‘for better, for worse, for richer, for poorer, in sickness and health, to love and to cherish’?

There is much sensible and good advice offered in Respectful Relationships, which could be easily taught without the intrusion of particular views on sexuality and without exposing young children to ideas that blemish their innocence. It is a travesty that the issue of domestic violence has been taken captive by sexual libertarian ideology.

Is it the role of Government to absolutise onto children a theory about gender that is disputable and widely contentious? James Merlino has made it clear that this curriculum is to be compulsory in Victorian schools; I wonder, is forcing explicit sexual language and ideas onto children, moral or even legal?

Far from solving the unspeakable horrors of domestic violence, it is ultimately presenting a different version of the me-centric vision of the world. Author, Tim Keller writes, ‘It is possible to feel you are “madly in love” with someone, when it is really just an attraction to someone who can meet your needs and address the insecurities and doubts you have about yourself. In that kind of relationship, you will demand and control rather than serve and give.’

Instead of leaning on a failed sexual revolution in order to find a way forward on domestic violence, would we not serve our children better  if we considered a paradigm of sacrifice and service, and where living for the good of others is esteemed more highly than our own gratification?

Respectful Relationships?

/ MurrayCampbell / 1 Comment

I agree with Daniel Andrews’ recent comments about the evils of domestic violence in our society, and I laud the Victorian Government for adopting strong measures to support victims and convict perpetrators. Domestic violence is a dreadful, dreadful thing: Sexual, physical, emotional, and material abuse is never justified.

In August 2015, Daniel Andrews announced that the program replacing SRI in schools would be Respectful Relationships, which has been introduced into secondary schools, and will be compulsory from kindergarten to year 10 in 2017.

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There are many things to like in the curriculum, but oddly, a significant portion of the material has little to do with domestic violence, but is teaching children how to find partners and have sex.

For example, year 8 students are asked to write an ad, describing what qualities they would like to find in a partner. Is it appropriate to ask 12 and 13 year old children what kind of sexual relationship that would like to have?  Is it healthy for children to be directed to online dating sites, and given examples, such as these found in the curriculum?:

‘hot gay gal 19 yo seeks outgoing fem 18-25 into nature, sport and nightlife for friendship and relationship’

‘lustful, sexually generous funny and (sometimes shy) Tiger1962 seeking sexy freak out with similar intentioned woman.’

Not only are young teenagers taught about what to look for in a partner, they are taught what to seek in sex, and they are taught what to believe about sexuality, even to explore and affirm alternative sexual orientations.

As one of the year 8 sessions explains, it is designed to,

“enable students to explore the concept of gender and the associated notions and expectations that have an impact on sexuality. It also provides them with the opportunity to connect issues of gender to different positions of power central to adolescent sexual behaviour. The activity also aims to extend their understanding of gender by exploring traditional notions of gender in a case study that examines the experience of a young transsexual person.”

Much of the ensuing material explores broadening the horizons of sexual relationships, with the determination of deconstructing the “narrow” view of gender.

It may surprise some people to learn that children can legally have sex in Victoria from the age of 12 (younger in some States), so long as it is consensual and the other person(s) is within the legal age bracket. This may be lawful, but I suspect many parents would be shocked to learn that schools teach our children it is okay for them to engage in sexual intercourse at such a young age.

We are fooling ourselves if we think that exposing children to these ideas will not result in influencing sexual and social behaviour. The fact that Respectful Relationships makes consent unequivocal (a vital point) does not mean the activity is therefore good and okay for the child.

Also astonishing is what is missing. In a curriculum teaching relationships and sex, marriage receives almost no mention. Why is that? Marriage is mentioned on a ‘character card’ where Stephen, a 16 year old Christian attending a Christian college, believes sex should only take place within marriage between a man and woman (got to love the pastiche Christian example!). And there is Maria, a 15 year old girl who doesn’t want to wait for marriage before experiencing sex. Otherwise, marriage is only mentioned as a power structure behind which domestic violence occurs. What a sad and miserable view of marriage. I understand there are marriages where appalling abuse happens, and in my work I have ministered to victims from such circumstances. But marriage is designed to be, and often is, a beautiful thing, and it remains the best model for loving and caring intimate relationships in society.

Is it not a wonderful thing when a couple covenant together for life, ‘for better, for worse, for richer, for poorer, in sickness and health, to love and to cherish’?

There is much sensible and good advice offered in Respectful Relationships, which could be easily taught without the intrusion of particular views on sexuality and without exposing young children to ideas that blemish their innocence. It is a travesty that the issue of domestic violence has been taken captive by sexual libertarian ideology.

Is it the role of Government to absolutise onto children a theory about gender that is disputable and widely contentious? James Merlino has made it clear that this curriculum is to be compulsory in Victorian schools; I wonder, is forcing explicit sexual language and ideas onto children, moral or even legal?

Far from solving the unspeakable horrors of domestic violence, it is ultimately presenting a different version of the me-centric vision of the world. Author, Tim Keller writes, ‘It is possible to feel you are “madly in love” with someone, when it is really just an attraction to someone who can meet your needs and address the insecurities and doubts you have about yourself. In that kind of relationship, you will demand and control rather than serve and give.’ 

Instead of leaning on a failed sexual revolution in order to find a way forward on domestic violence, would we not serve our children better  if we considered a paradigm of sacrifice and service, and where living for the good of others is esteemed more highly than our own gratification?

Topsy Turvy Sexuality?

/ MurrayCampbell

Australians are now part of the world of topsy-turvy sexuality; gender is fluid and yet the alphabet of carefully defined sexual orientations grows longer. Our children are now taught in school that gender is not bound by biology and yet the same programs encourage boys and girls to be separated for classes dealing with sex.

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Rabbit or Duck Sculpture

The clarion call of 2016 is that there is no normal when it comes to gender and sexuality, indeed believing so is heresy, and yet when it comes to the teacher’s manual for Respectful Relationships, the Education Department of Victoria strongly suggest ‘single-sex groups’, and ‘male educators’.

Why? According to the Department there are inherent differences between males and females, not only biological and physical differences, but emotional and social differences, such that it ought to influence the way we talk about domestic violence in the classroom.

For example, while mixed gender groups are not dismissed,  multiple reasons are offered as to why single-sex groups may be preferred:

“Both males and females may be more comfortable and expressive in single-sex groups. In sexuality education, for example, there is evidence that young people can be uncomfortable when asked to discuss sexual matters in front of members of the other sex and reluctant to fully participate in sessions held in a mixed-sex environment.

– Mixed-sex discussions can become polarised.

– Working in single-sex groups can minimise the harmful, gendered forms of interaction that are common in mixed-sex groups.

• Girls and women with prior histories of sexual assault may experience mixed-gender workshops as revictimisation, while potential male perpetrators may misuse information on how girls and women can reduce their risk of assault.

• There is some evidence that female and male participants prefer single-sex workshops. Research on violence prevention education among men in particular tends to emphasise the need for male-only groups, for example because:

• men are more comfortable, less defensive and more honest in all male groups

• men are less likely to talk openly in the presence of women

– single-sex groups reveal a diversity of opinions among men that may not be expressed when women are present

• men may be more prepared to reveal, and thus reflect critically, on sexist and abusive histories in all-male settings

• men’s attitudes and behaviour are shaped in powerful ways by their male peers, and male–male influence can be harnessed for positive ends in all-male groups

• there may be greater opportunity to discuss and craft roles for males in ending sexism and violence.

At the same time, there are clear benefits for mixed-sex groups. In particular, they:

• create opportunities for dialogue between females and males regarding gender, sexuality, violence and relationships, fostering cross-gender understanding and alliance

• create opportunities for males to listen to females regarding these issues”

This recognition of male and female differences also affects the question of who should facilitate these Respectful Relationships classes:

“Gender of teaching staff?

Most violence prevention educators in Australia are female, reflecting women’s much higher levels of participation and employment in services, agencies and community efforts addressing men’s violence against women. However, as engaging boys in violence prevention has become more prominent and as men’s roles have received increasing emphasis, there has also been some emphasis on the need for work with boys and young men to be conducted by male facilitators in particular. Arguments for using male facilitators and peer educators when working with all-male audiences include the following:

• Given the benefits of all-male groups or classes (see the discussion under ‘Curriculum structure’ above); male educators or facilitators are a necessary complement to this.

• Male educators and participants can act as role-models for other men.

• Male educators possess an insider’s knowledge of the workings of masculinity and can use this to critical advantage with male audiences.

• Male educators tend to be perceived as more credible and more persuasive by male participants.

• The use of male educators embodies the recognition that men must take responsibility for helping to end men’s violence against women. However, female facilitators can work very effectively with boys and men, and there are benefits to women and men working together.

Such partnerships demonstrate to participants a model of egalitarian working relationships across gender; they model women’s and men’s shared interest in non-violence and gender justice; they give men opportunities to hear of women’s experiences and concerns and to further mobilise their care for the women and girls in their own lives; and they enhance accountability to women and women’s services.

The argument that work with girls and young women should be conducted by female facilitators in particular has been made less often, perhaps as this is the norm anyway, given women’s overrepresentation in the violence prevention field. Nevertheless, it is supported by similar arguments to those above and by earlier arguments for single-sex groups per se.

Simplistic assumptions about ‘matching’ educators and participants, for example by sex, may not address the complex interactions and negotiations that take place regarding a range of forms of social difference, from age and ethnicity to class and sexuality. Indeed, sharing a biological sex is no guarantee of individuals’ compatibility, given males’ and females’ diverse gender identities and relations. In any case, there may be practical constraints on ‘matching’ educators, particularly when it comes to working with boys and young men.

Therefore, while there are valuable arguments for matching the sex of the educator(s) and their students in violence prevention and respectful relationships classes, this report suggests that programs have clear rationales for, or at least a critical understanding of, their use of female or male staff.”

The document is revealing because it presents a teaching methodology that contradicts the teaching material. The authors acknowledge there are real differences between males and females which extend beyond biology and which are not necessarily social constructs.  Indeed, one could say, it is normal. In fact, the authors are left, almost having to justify exceptions to this pattern, saying, ‘here’s what works, but we understand you may want to try things differently’.

No matter how hard sexual deconstructionists try to bend or even remove the parameters of the two genders, we inevitably return to them like fish to water.  I am not saying that there aren’t people who have genuine struggles and even dysphoria, but if gender is as fluid as some are arguing, why did these education experts think it pertinent to provide such specific guidelines, taking into account marked differences between boys and girls? Are they simply reinforcing archaic stereotypes? Or is it the case, that despite pressures to conform to the current mood on sexual thinking, it is impossible to altogether abandon what we know to be true, that boys are boys, and girls are girls:  both are equal and yet different.