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反性教育数千人冲击省议会 网友论战正酣

NAOL.CC 20150414 分类:教育 来源:北美在线


自从前段时间加拿大安大略省政府公布了新的中小学生性教育指南 以来,抗议的浪潮就接连不断。

这是自1998年以来首次对中小学生身心健康教学大纲进行修订。

教学大纲一出,因其中太多过于敏感内容,反对声强烈,引发多伦多家长集会抗议。


4月14日上午,安省的父母们,地区议员,省议员们,不分党派,不分族裔,相约在多伦多皇后公园,举行万人合法抗议。

据记者和网友的反馈,到场示威人员数千人,省长在另一个省魁北克开会,负责的教育厅长因安全顾虑不敢出来回应。现场喧闹但和平,执勤警察除了设栏以防人群冲击议会大厦和阻止人们把标牌插入草地之外,基本袖手旁观。

 

反性教育数千人冲击省议会

据加国无忧记者谈海和吴楚河的现场报道,在“安省家长联盟”(Parents Alliance of Ontario)的串连和组织下,今天预计有万人冲击省议会,抗议安省教育厅的新版性教育课程内容“过早”和“过激”,并未能广泛地咨询民意。


9:30,现场估计已有上百人,到10时许,随着一辆辆校巴开进来,现场很快聚集了有上千人,抗议者来自各个族裔,包括白人、华人、印巴人等等,其中以华人、印巴人为主,到场的华人占1/3左右。

到上午11时,几十辆大巴排队开进省政府广场,现场人数约数千人,虽然没有达到组织者预计的万人,但口号声震天响,听得出人们的愤怒。


组织者带领抗议人群呼喊口号

集会现场有人高举着"Say No"、“Please Sign Petition” 以及 “My Children, My Choice”等大幅标语牌,当示威者准备将标语牌插在省议会前草坪上时,被现场的警察劝阻。

现场警察有十多人,他们已经架起了铁栅栏,以防抗议者们向省议会大厦发动“冲击”。


大部分示威者都是乘坐校巴而来

记者在现场采访了来自列治文山的吴女士一家,吴女士说,今天一大将孩子送到学校,然后开车赶到士嘉宝集合点乘坐校巴,老公为此特地请了一天假,她们全家要来支持抗议。吴女士78岁的母亲说,孩子们正处在发育阶段,也是人生最美好的时候,因此应该享受他们天真无邪的孩提时代,不希望省府通过性教育课程“拔苗助长”,强迫孩子们长大。

据华人组织者介绍,今天的抗议者来自四面八方,有人专程乘车从密西沙加、New Market等地赶来。

也有家长在接受采访时表示,他们的宗教信仰以及社会观念,不容许他们接受省府强加给孩子们的性教育内容。

不过省长韦恩(Kathleen Wynne)曾经表示,本省家长大力反对新版课程是受到联邦保守党的幕后煽动,以便保守党在将于年底举行的联邦大选中获利。

省长办公室周六表示,省长之所以这么说,是因在冲击密市活动会场的反对人士中,有保守党的活跃分子在场鼓噪并呐喊。

网友评论

克飞:加拿大不同于美国, 是多元文化, 不太讲主流的。虽然隐性地也有的。各国的文化都是尊重的, 不是一定要某某种的文化的。所以在这个格局下, 中国的文化理论上来说是必须尊重的。但这也带来一个问题, 就是象同性恋群体这样一个社会不广泛认同的群体也因为非歧视原则需要得到尊重.

说句不恰当的比喻,中国人尊重同性恋群体就得象白人需要尊重中国的文化一样, 这是宪法所规定的。在国家和省, 都有一个极具权威的机构,叫人权委员会在管着这个事, 所以你如果指着一个当地人, 说他歧视的话, 是重罪, 打官司基本上是只赢不输(无输官司成本)的。他会吓得脸都白的.

很多加拿大本地人是为加拿大的同性恋婚姻骄傲的, 认为是加拿大自由和多元文化的一个标志.每年的同性恋游行各省都有, 省长和各部长都参加的。为加拿大赢得国际关注和国际声誉,发展了旅游业。这就是加拿大的国家利益所在。

熊熊燃烧:你这么为加拿大的同性恋婚姻骄傲, 你的后代一定是同性恋. 等着断子绝孙吧.
 

Shao Pang:不知是什么人出钱雇了这么多校车?

gridson:都是教友自发捐钱,雇了这么多校车。

老桥:我负责的北约克15号车,基本都是微信群里的网友,都是每个网友自愿认捐车费。

家长们的和平抗议都很自觉,警察们闲得无聊。

gridson:世界还是有钱人的世界,他们去私校,不CARE 偎老太婆。。自由党,工会,小学老师是一个共同利益為目標的大 ...

Xin Ru Rong:我的孩子在私立学校, 但是一种社会责任驱使我请假参加今天的活动!

约克鹿:爱护家庭,保护孩子,维护加拿大传统家庭观念。

圣经说:要孝敬父母,使你得福,在世长寿。中华民族的优良传统也提倡百善孝为先。

以下是教材上的原文。潮流就一定是对的吗?如果这是所谓的潮流,形式,我宁愿被lable成落伍的家长,我的孩子也不要赶这样的潮流。


GRADE6 HEALTHY LIVING

Student: “Is how I am feeling normal? Why is my body different from everybody else’s?

How do you tell someone you like them? Who can answer my questions about…?

Teacher prompt: “Things like wet dreams or vaginal lubrication are normal and happen as a result of physical changes with puberty. Exploring one’s body by touching or masturbating is something that many people do and find pleasurable. It is common and is not
harmful and is one way of learning about your body.”

Human Development and Sexual Health

C3.3 assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, mental health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes [PS, CT]

Teacher prompt: “Can you give examples of some stereotypes that might have a negative effect on a person’s self-concept and social inclusion? What can we do to change stereotypes and discrimination?”

Student: “People who are overweight are sometimes labelled as lazy. That’s not fair.

And it’s not fair to make assumptions about what people with disabilities are able to do. We need to base our opinions of people on who they are and what they do and not judge them by their appearance or make assumptions about them. There are also negative stereotypes about people who receive extra help or people who receive good marks in class. These can be hurtful and cause people to avoid getting help when they need it or, sometimes, to hide their abilities.

Someone who has a mental illness like depression
or an anxiety disorder may be seen as being different. We need to remember that mental illness can affect anyone, and it can be treated. Cultural stereotypes are also common.

Sometimes people make assumptions that people from a certain cultural background all like the same things or are all good at the same things. That makes us misjudge them.

To change stereotypes, we need to get to know people and respond to them as individuals.

We need to challenge stereotypes when we hear them.”

Teacher prompt: “Assumptions are often made about what is ‘normal’ or expected for males and females – for example, men take out the garbage; nursing is a woman’s job; boys play soccer at recess and girls skip rope or stand around and talk; boys are good at weightlifting and girls are good at dancing.

Assumptions like these are usually untrue, and they can be harmful. They can make people who do not fit into the expected norms feel confused or bad about themselves, damaging their self-concept, and they can cause people to discriminate against and exclude those who are seen as ‘different’. Assumptions about different sexual orientations or about people with learning disabilities or mental illness or about people from other cultures are harmful in similar ways.

Everyone needs to feel accepted in school and in the community. Why do you think these stereotyped assumptions occur? What can be done to change or challenge them?”

Students: “Stereotypes are usually formed when we do not have enough information.

We can get rid of a lot of stereotypes just by finding out more about people who seem different. By being open-minded, observing and listening, asking questions, getting more information, and considering different perspectives, we can work to change stereotypes.

We can understand people’s sexual orientations better, for example, by reading books that describe various types of families and relationships. Not everyone has a mother and a father – someone might have two mothers or two fathers (or just one parent or a grandparent, a caregiver, or a guardian). We need to make sure that we don’t assume that all couples are of the opposite sex, and show this by the words we use. For example, we could use a word like ‘partner’ instead of ‘husband’ or ‘wife’. We need to be inclusive and welcoming.” “If we have newcomers from another country in our class, we can try to find out more about them, their culture, and their interests.” “If we hear things that are sexist, homophobic, or racist, we can show our support for those who are being disrespected.”

“If we hear someone using words like ‘crazy’ or ‘nuts’ to describe a person who has a mental illness, we can explain that mental illness is no different from other illnesses, and that we wouldn’t call someone names if they were suffering from any other illness.”




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