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As school board trustees we will
advocate for the following:
- We will publicly advocate for the removal of concepts related to "gender ideology" including "gender expression" and "gender identity" from provinical sex-education curriculums.
- We will refuse to teach "gender ideology" in the school system even if it is in the provincial curriculum. We will make the case (taking the provincal government to court if necessary) that student safety and the school board’s duty of fiduciary care must take priority over gender ideology in the provincial curriculum. Increasing evidence from Europe and here at home suggests that the legitimization of these concepts in schools can be directly linked to the increasing number of impressionable children choosing to identify as something other than their biological sex. Many of these children are then moving to pursue serious medical treatments with lifelong consequences and side effects. Therefore, school boards and educators who fail to stop the teaching of gender ideology are in violation of their duty of fiduciary care to their students. School boards have a further duty to err on the side of caution given the seriousness of these impacts.
- Give parents the right to opt out of all training related to "gender ideology" anywhere in the school system.
- We will protect teachers and staff who do not share the "gender ideology" belief system and ensure that they are not required to abide by it as a condition of employment.
- We will ensure students are educated on the negative implications of "gender ideology" on women's rights and the LGB community and how these ideas have manifested in society.
- While acknowledging that "gender identity" and "gender expression" are currently in the Canadian Human Rights Code, we will seek policies such that schools will not actively promote the underlying concepts given the serious dangers they pose to student safety. We will support efforts to repeal Bill C16 at the federal level and similar legislation at the provincial levels.
- We will advocate that actively promoting harmful ideological beliefs ("gender ideology") on children is abusive. Individual teachers and school boards should note that "gender affirmative" policies in which parental consent has not been obtained, have already opened the door to potentially massive legal liabilities in the United Kingdom and could likewise be upheld by Canadian courts in the near future.
Gender identity can be a hard thing to talk about, especially when you are involved. But this conversation is extremely important and parental involvement is critical. Kids need to know we love and support them.— Danielle Smith (@ABDanielleSmith) January 31, 2024
My message to all Albertans: pic.twitter.com/i0ii57GLa6
Dear Principal, Teachers, and Social Workers at my children’s high school - Excerpt below. Full article here.
Teaching both Theories of Gender and their Implications
“Gender Identity” and “Gender Expression” are terms rooted in “Gender Ideology”. We believe it is critically important for students to understand the origin of the ideas behind the concepts of “Gender Identity” and “Gender Expression” and to understand both sides in the ongoing public debate over them.
Therefore, "Gender Identity" should be presented as an idea that manifested itself out of an academic theory (Gender Ideology and Social Constructionism) concerning the root cause of stereotypical gendered behavioral differences between men and women. This theory maintains that any such behaviors are due to different cultural norms, socially constructed, not rooted in any sort of objective truth/reality, and are not due to any underlying physical or neurological differences between the two sexes.
Students should also be taught the opposing view which is that stereotypical gendered behaviors associated with men and women are simply the cultural manifestations of significant physical and neurological differences between men and women. These differences are likely due to millions of years of different evolutionary pressures between the sexes. This opposing view does not make any distinction between biological sex and gender. As such, those who adhere to this viewpoint, only recognize the legitimacy of two genders/sexes which are male and female. It should be noted that those who accept this theory do acknowledge the reality that a very small minority of people are born with ambiguous genitalia and are termed “Intersex” however it does not change the gender binary. This implies they do not recognize the legitimacy of the concept of “Gender Identity” or “Gender Expression” and typically do not agree that these notions are valid human rights. People who support this view are sometimes termed “Gender Critical".
Even so, students will need to be advised that Bill C16 was passed by the federal government in June of 2017 which added both “Gender Identity” and “Gender Expression” into the Canadian Human Rights Act, and that this decision remains highly controversial and may be repealed in the future.
Students should also be made aware that the debate around these two theories has become highly contentious and politicized. They should be taught that the social constructionist view is preferred by some political activists who believe that gender-based discrimination and perceived gender oppression can only be eliminated from society if a majority of the population believes four things:
• Gender is a social construct distinct from biological sex. (“Transgenderism”)
• Anyone can be any gender they want. (“Gender Identity”)
• Anyone can change their gender at any time. (“Gender Fluidity”)
• This view does not tie gender to biological sex and so it allows for a theoretically infinite number of genders. (“Gender Spectrum”)
If widely accepted, these notions make it effectively impossible to discriminate based on gender thus achieving the activist's ideological goal. These activists reject the notion that differences in male and female behavior are due to biology because they fear this could be used to justify discriminatory policies.
Students should understand that many (if not most) medical professionals and evolutionary scientists do not accept this ideological view of gender because it is often at odds with objective reality but they are required to observe it in Canada under current legislation... which may impact their recommendations and public statements on the matter. Students should be encouraged to debate the societal implications of governments forcing ideological compliance on this or any other matter.
Finally, the adverse impact of gender ideology particularly on the sex-based rights of biological women should be discussed and debated. This discussion must include a consideration of whether biological males who claim to “identify as women” should be permitted to use public facilities intended for women only including rape crisis centers, women’s shelters, women's prisons, washrooms/change rooms/showers, and to compete on women’s sports teams to name a few. Students should debate whether defending women’s sex-based rights is “transphobic” or justifiable if one does not accept the ideological view of gender.