Speaker 1: Thank you for listening to Depictions Media Radio.
Speaker 2: Welcome to Policy and Rights, the.
Speaker 1: Show about welcoming policy and human rights. All right, welcome
Speaker 1: back to Policy and right here in Depictions of Media Radio,
Speaker 1: I'm your host, Michael Clogs. Today we're gonna totally focus
Speaker 1: on British Columbia and we're actually going to have a
Speaker 1: friend of mine come on the show. And she is
Speaker 1: a teacher in this Surrey school district. And let me
Speaker 1: say this much. One of the reasons why she is
Speaker 1: my friend is not simply because I like her as
Speaker 1: a person, but I like what she does for the community. Also,
Speaker 1: she puts herself out there in in ways as a
Speaker 1: teacher and what she teaches in her classroom that is
Speaker 1: waking up minds. Some things that have have have happened
Speaker 1: in in uh, there have been some recent events that
Speaker 1: may be a little stirping for a teacher to see
Speaker 1: happen to them, But it would seem that the community
Speaker 1: is standing behind her. Because again, when someone is going
Speaker 1: to open up my child's mind, I want I want,
Speaker 1: I want to, I want to to warmly invite that
Speaker 1: person to do so, and especially if they're doing so
Speaker 1: in very positive ways. It isn't just that she gets
Speaker 1: them to understand a corporate agenda. She gets them to
Speaker 1: analyze a corporate agenda and decide for themselves if that
Speaker 1: agenda is what they believe in. Now, it's kind of
Speaker 1: interesting that we're bringing about the idea of corporate agenda
Speaker 1: because there has been a corporate agenda, a government agenda
Speaker 1: that has been introduced into the school system, and it's
Speaker 1: not necessarily bad, it's not necessarily good. Myself personally, I
Speaker 1: sit on a fence with it, and should personal identity
Speaker 1: be taught in school? And what that's what it all
Speaker 1: amounts to with what they are calling SOG. It isn't
Speaker 1: about LGBTQ rights. It isn't trying to groom children into
Speaker 1: becoming something that they may or may not be. It
Speaker 1: is about teaching children in the classroom what their personal
Speaker 1: identity should be. Not necessarily a bad thing, but depending
Speaker 1: on how it is represented, could be harmful because you
Speaker 1: could actually push a child off in the wrong direction.
Speaker 1: But more than that, what we need to be able
Speaker 1: to do is the government has on one agenda with this,
Speaker 1: and I'm sure the corporations have an agenda with it,
Speaker 1: because it doesn't evolve them being able to sell more
Speaker 1: and more medications or whatever to these children, so that
Speaker 1: so that, of course they make more money. But and
Speaker 1: whenever the corporations make more money, of course the governments
Speaker 1: are always all for that, because hey, that's how government
Speaker 1: in our negative woods works. And they get funding from
Speaker 1: the corporations to run their campaigns and in turn they
Speaker 1: put things in place that help the corporations make or money.
Speaker 1: But it's Soji is more than that. Sogi isn't about
Speaker 1: grooming children to be something they're not. Soji is the
Speaker 1: antigi Sogi movement is isn't just about stopping the or
Speaker 1: curving the the the agenda that that may be in place.
Speaker 1: It's way more than that. Okay, If Soji was simply
Speaker 1: just about teaching kids to think clearly about who they
Speaker 1: are and who they want to be, we might not
Speaker 1: be seeing the level of protesting that that there is.
Speaker 1: And allowing a childhood is at a certain level to
Speaker 1: explore the ideas of what it could be like to
Speaker 1: be a cat, a dog, a monkey, or whatever opens
Speaker 1: the imagination, and personally I warmly invite that anything that
Speaker 1: opens up an imagination and allows a mind to think
Speaker 1: freely is a good thing. But here's here's what it
Speaker 1: has actually gone wrong. It isn't so g itself. It
Speaker 1: is the politicization and the polarization that has occurred over
Speaker 1: this particular school policy. That's where we were running into problems.
Speaker 1: That's where the protests are coming out because it is
Speaker 1: completely politicized. It is politicized to the point that we
Speaker 1: have and you're going to hear this and in today's show,
Speaker 1: and I think it's disturbing when we hear a m
Speaker 1: l A candidates say that books should be banned in
Speaker 1: the schools. Remember he is a member of the legislative
Speaker 1: party that would form the laws for British Columbia. Do
Speaker 1: we want someone like that in office? When we start
Speaker 1: banning books, we start burning knowledge. Books were freely written
Speaker 1: so that the knowledge could be shared, It showed, it
Speaker 1: could be discussed, so that ideas could be moved forward.
Speaker 1: So we have that end of things that they talk
Speaker 1: about planning themselves in front of the school, disrupting classes
Speaker 1: so that they can get their point across that and
Speaker 1: they call it saving the children. On the other hand,
Speaker 1: that while we're in a currently in a period of
Speaker 1: election in British Columbia, that this whole agenda is is
Speaker 1: not being talked about in healthy ways that they're pushing
Speaker 1: forward other agendas that are they seemingly more important while
Speaker 1: they're put kind of pushing this one aside in the
Speaker 1: political debates. One it is an extremely hot hot potato,
Speaker 1: shall we say, is like, if you have children, you
Speaker 1: will do anything, and I do mean absolutely anything to
Speaker 1: protect your children. Okay, So the whole topic is being politicized.
Speaker 1: The whole topic of LGBTQ rights is being politicized, and
Speaker 1: it doesn't have to be politicized the way it's being
Speaker 1: talked about. It's being talked about with agendas instead of
Speaker 1: focusing on the one simple thing. Let's stop the bullying
Speaker 1: and allow people to be who they want to be.
Speaker 1: Let's end the corporate agendas that would shame people for
Speaker 1: being different, and let's celebrate the diversity that we have
Speaker 1: within our communities. Let's stop trying to do things like
Speaker 1: ban books and limit knowledge and open knowledge so that
Speaker 1: it is freely given to our children in a warm
Speaker 1: and welcoming environment, so that our children know that they
Speaker 1: can think for themselves. Okay, so why don't we push
Speaker 1: forward and we're going to listen to my friend as
Speaker 1: I interview her talking about her views and why she
Speaker 1: wants to push SOG forward in the school systems so
Speaker 1: that it does things like means bullying, so that it
Speaker 1: causes policies, so that teachers have concrete policies about who
Speaker 1: is bullying in, what religious creeds are welcome, what political
Speaker 1: thoughts and agendas are welcome in the schools, what things
Speaker 1: are happening in the community can be talked about in
Speaker 1: a safe way. That's what teaching is all about. And
Speaker 1: I'm glad to have a good friend and teacher join
Speaker 1: me in a conversation about making a safe teaching environment.
Speaker 2: All right, Okay, so welcome to the show, Annie. And
Speaker 2: today that there is a queer march happening, Is that correct.
Speaker 3: It?
Speaker 4: Well, it's actually an anti Soji protest. And then there's
Speaker 4: a counter protest happening in Vancouver.
Speaker 2: Counter progress happening in Vancouver. So explain They explained to
Speaker 2: me a little bit why you're.
Speaker 4: A year ago, on September twentieth, there was a national
Speaker 4: Day of protest by people who were against the inclusion of.
Speaker 5: All kinds of.
Speaker 4: Things related to LGBTQ plus representation in schools as well
Speaker 4: as other forms, so you might hear words.
Speaker 5: Like wokeness and.
Speaker 4: Kind of when you take on topics that are more
Speaker 4: political in nature.
Speaker 5: So there was a large protest in SURREYBC.
Speaker 4: What occurred was that unlike other communities where the protesters
Speaker 4: were few and the counter protesters were many, in Surrey
Speaker 4: was the opposite. We had around I want to say,
Speaker 4: thirty five hundred people show up to the Minister of
Speaker 4: Education's offices, which is where the Surrey Teachers Association building is.
Speaker 5: We own the building.
Speaker 4: And so what occurred was you had people suggesting that
Speaker 4: kids are being mutilated in schools. That's SOGI was hurting kids,
Speaker 4: that and any number right a very There was some
Speaker 4: violence where some teachers were injured. So it was there's
Speaker 4: this ongoing theme that that education needs to change and
Speaker 4: that different representation of individuals of history don't necessarily need
Speaker 4: to be included in schools. Where I stand is really
Speaker 4: at the opposite of that. So most teachers we believe
Speaker 4: that SOGI really began because we saw the mental health
Speaker 4: of our students interiorating. We continue to see huge amounts
Speaker 4: of bullying and shaming towards all kinds of kids to
Speaker 4: include those students that were part of the LGBTQ I
Speaker 4: plus community.
Speaker 5: And so over a.
Speaker 4: Number of years there was a development of, you know,
Speaker 4: just ways that schools could be that were more open,
Speaker 4: diverse and respectful spaces.
Speaker 5: So I'm on that side.
Speaker 4: So but what I mean is that today the counter
Speaker 4: protest in Vancouver is by people trying to protect that
Speaker 4: the idea of an inclusive school where to l's LGBTQ
Speaker 4: communities can kind of exist freely and and our career. Sorry,
Speaker 4: SOJI is not a curriculum, but like that we make
Speaker 4: sure that our policies respect all children.
Speaker 5: I hope that makes sense.
Speaker 2: That does make sense because as as a teacher, wouldn't
Speaker 2: you agree that we should be allowing our children to
Speaker 2: be who they want to be without any sort of stigmas, stereotypes, or.
Speaker 5: Or or negativity right one percent?
Speaker 4: And I think maybe that's where some people are confused.
Speaker 4: Where there are parents who do have concerns, is that
Speaker 4: perhaps they feel that in the way they live their
Speaker 4: lives that perhaps that's not represented fully in schools, Which
Speaker 4: is interesting because I think with ongoing conversation, you know,
Speaker 4: things can get better, you know, I teach. I teach
Speaker 4: in an area where we have all these amazing newcomers
Speaker 4: who have different traditions, and we've just folded that into
Speaker 4: our school. Right, we welcome it. Right, it's open, we
Speaker 4: have different celebrations. You know, you don't have to cut
Speaker 4: it out. I think one distinction I have to make
Speaker 4: is that I completely agree with you. And so these
Speaker 4: protests that are happening what we've noticed over the last
Speaker 4: several years really it's a continuation of policies in place
Speaker 4: in the nineties and before, where you know, they banned
Speaker 4: certain books, right. I mean, we had a case that
Speaker 4: went to the Supreme Court with a kindergarten teacher, James Chamberlain,
Speaker 4: that took that on and we won those cases every
Speaker 4: single time.
Speaker 5: So it's become very vitriolic.
Speaker 4: It's become to the point where teachers, including myself and
Speaker 4: and many others are being defamed, are being slandered, are
Speaker 4: being libeled.
Speaker 5: Against, and and it's it's.
Speaker 4: Gone way past the idea of parents and students, you know,
Speaker 4: feeling respected and heard in their buildings. Right, it's become
Speaker 4: a very negative atmosphere that got really tends to want
Speaker 4: to take away spaces rather than make them bigger.
Speaker 2: Yeah, well, okay, you actually work in a public school
Speaker 2: which is actually by by the government. Yes, isn't there
Speaker 2: a point that maybe the government should take a step
Speaker 2: back from our personal lives and and be a little
Speaker 2: bit less involved in in uh in our personal lives,
Speaker 2: and a little less involved in in the personal lives
Speaker 2: of of of our children, so that our children are
Speaker 2: free to be who they want to.
Speaker 4: Be and and to be honest with you, I think
Speaker 4: that is what our education system is trying to do.
Speaker 4: That As a teacher in a secular public school, I
Speaker 4: am not going to dictate what culture, what tradition, what faith,
Speaker 4: and and what expressions you know, to to within you know,
Speaker 4: the Charter rights right within reasonable limits.
Speaker 3: Uh.
Speaker 4: You know that that's in the first section of our
Speaker 4: charter that that is the goal. And so any students.
Speaker 4: You know, if a student wants to paint their nails,
Speaker 4: or they want to use their traditional name, like whatever
Speaker 4: example we can think of, they want to wear any
Speaker 4: job they you know, they they like to wear. You
Speaker 4: know that they dress a little differently than than your
Speaker 4: typical student. Like it's not for us to control that. Again,
Speaker 4: within safe and reasonable limits of course, and in terms
Speaker 4: of really listening to parents as well. You know, again,
Speaker 4: parents are always part of.
Speaker 5: The public school system. People are trying to say that
Speaker 5: they're not, but they are.
Speaker 4: To the point a very specific policy point a way
Speaker 4: that what you said about the government stepping back is
Speaker 4: what we have always had in place. Number one, that
Speaker 4: we send parental consent forms for most activities, right for
Speaker 4: you know, whether it's a field study I teach secondary
Speaker 4: so people might you know, or it's a sports day
Speaker 4: or there's a specific speaker coming in. And also that
Speaker 4: by law we are mandated, the government mandates this that
Speaker 4: parents can ask or students or whatever both either can
Speaker 4: ask for alternative assignments. And that is the duty of
Speaker 4: the administrator and teachers to provide that alternative space.
Speaker 5: So it's not just about.
Speaker 4: Here's what we teach, here's what on the BC government website.
Speaker 4: In terms of curriculum, there really is a back and
Speaker 4: forth and parents and and you know, people who take
Speaker 4: care of kids can engage in a dialogue about what
Speaker 4: that education looks like.
Speaker 2: Yeah, I like what what you just said. That that's
Speaker 2: and that's kind of the point of of of education
Speaker 2: is to have an open and safe environment and the
Speaker 2: safe environment. I'm assuming that did you stop at the
Speaker 2: bullying of one student or a one student against the other,
Speaker 2: and maybe a teacher against a student.
Speaker 4: Right, absolutely, And and teacher towards another teacher, right staff
Speaker 4: member to staff member. This is our entire society, you know,
Speaker 4: your boss versus the employee.
Speaker 5: And again I love examples for this.
Speaker 4: Right. So you might have a student that says, you know,
Speaker 4: according to my faith, you know, we we don't, you know,
Speaker 4: we think that being LGBTQ is a sin. Okay, And
Speaker 4: I've had kids tell me that and we've discussed it.
Speaker 3: Right.
Speaker 5: Where that line is is not to change their belief.
Speaker 4: It's rather to say so if in the hallway a
Speaker 4: student is being made fun of, right, and they're saying, oh,
Speaker 4: you talk weird or you dress weird, you know whatever, right,
Speaker 4: they just they they're making another student feel uncomfortable. What
Speaker 4: is the you know, in our school we use you know,
Speaker 4: we say citizenship. Right, So how can you be the
Speaker 4: best school citizen in that situation? Do you join in
Speaker 4: on the bullying because you happen to think that LGBTQ
Speaker 4: is a sin, or because you're seeing someone's physical, mental,
Speaker 4: spiritual emotional space being violated. Do you at least go
Speaker 4: tell a teare right, miss o'hanna, there's something going on outside, right,
Speaker 4: there's a kid crying and I think they're being bullied.
Speaker 4: That's it, right, And it doesn't mean that I'm there
Speaker 4: to change a student's opinion. Right. But of course, like
Speaker 4: in terms of diversity, you know, I want to include
Speaker 4: books about different faiths. I want to include, you know,
Speaker 4: books about people that do great things in our world
Speaker 4: that come from different parts, that have different identities. I
Speaker 4: think it's worth reminding ourselves. Not too long ago, black
Speaker 4: indigenous people of color women, you know, those stories were
Speaker 4: not at all in our textbooks. They were in fact banned,
Speaker 4: and in some places in the States that's happening again.
Speaker 4: You know Jewish stories, you know, like all kinds of
Speaker 4: things that were denied. So to me, it's the same thing,
Speaker 4: just that LGBTQ issues is another identity and so it
Speaker 4: should be treated the same as as anything else.
Speaker 6: Yeah.
Speaker 2: One one last question, you know, to make this sort
Speaker 2: of a a global question with what we're seeing on
Speaker 2: the on the global scene, with things like Afghanistan, Ah,
Speaker 2: the US president campaigns on both sides that We're not
Speaker 2: gonna pick pick sides in and and other things with
Speaker 2: sexual violence that is happening in combat and in combat
Speaker 2: situations and everything. Do you do you think that that
Speaker 2: that as a human race, would that we're forgetting the
Speaker 2: human rights should exist?
Speaker 5: Absolutely?
Speaker 4: I completely agree with you, and and to be honest,
Speaker 4: I think it's almost like everything's been.
Speaker 5: Reponized and politicized. Right.
Speaker 4: Our students live should not be politicized. Human rights should
Speaker 4: not be this this game, right. I think politicians of
Speaker 4: all kinds are trying just to get power. And what
Speaker 4: really saddens me, because my background is in criminology and
Speaker 4: political science and like legal background, is that you know,
Speaker 4: as a person who comes from an immigrant family, we
Speaker 4: really uphold the Charter of Rights and Freedoms. We love
Speaker 4: that document. I went to high school in southern Florida
Speaker 4: and the Bill of Rights right, that that means the
Speaker 4: world to me, right because it sets up a true
Speaker 4: sense of you know, the rights of a human and
Speaker 4: we can always make them better, but generally speaking, like
Speaker 4: these are supreme law documents that really tell us and
Speaker 4: protect us because yes, you have freedoms and in Canada,
Speaker 4: you know within a reasonable limit, right that's a very
Speaker 4: three I think the most important words in Canadian law
Speaker 4: within reasonable limit. So when you see politicians sidestepping by
Speaker 4: using Section thirty three for policies like we're talking about today,
Speaker 4: when you see in America governors and Congress and even
Speaker 4: judges making decisions that strip rights away, when when actually
Speaker 4: they're not even realizing what could go wrong. Right, you
Speaker 4: look at abortion laws, things of that nature, and what's happened,
Speaker 4: you know, as a consequence, absolutely, it seems like our
Speaker 4: beliefs our, you know, our holding up of what is
Speaker 4: one of the most important parts of our democracies, this
Speaker 4: doesn't seem to be as important anymore.
Speaker 3: You know.
Speaker 4: They're almost like we're going to break the law and
Speaker 4: then like let the people go to.
Speaker 5: Court over it.
Speaker 4: I don't want seven or nine people, you know, deciding
Speaker 4: my life, right. I don't want the government to control
Speaker 4: my life or or you know, our schools or our
Speaker 4: homes or are our places of worship. I want to
Speaker 4: live in a society that protects one another right that
Speaker 4: we can say I see you as a human, you
Speaker 4: see me as a human, and so we're going to
Speaker 4: protect one another so that we make good laws to
Speaker 4: begin with that that we govern our communities, ourselves with
Speaker 4: a sense of love and empathy and understanding, and we
Speaker 4: can hold our you know, each other accountable. I don't
Speaker 4: want to be told I disagree with you. I'm going
Speaker 4: to pass a law that's going to hurt you. And
Speaker 4: good luck that over the next ten years trying to
Speaker 4: overturn that law that I think goes against the human
Speaker 4: rights nature that.
Speaker 5: Both Canada and America.
Speaker 4: You know, the Bill of Rights is obviously older, older
Speaker 4: than the Charter, but you know, I guess we can
Speaker 4: say since nineteen forty eight at least, that seem to
Speaker 4: a lot of us are the cornerstone of why we're
Speaker 4: so proud to be citizens of Canada. And then we
Speaker 4: see places like have gon as on and other places
Speaker 4: where human rights are just non existent.
Speaker 2: Yeah, yeah, yeah, I I couldn't have said said that
Speaker 2: any better myself. I like exactly the way you put that,
Speaker 2: because we, like you said, in in the US, the
Speaker 2: Supreme Court, uh in they made a judgment that should
Speaker 2: have been over the the legal immunity of of the president.
Speaker 2: The president was supposed to lie within Congress. Yeah, and
Speaker 2: they have now removed that that safety and and then
Speaker 2: of course, the the the falling of a Roe versus
Speaker 2: way in the Supreme Court. And then I've brought up
Speaker 2: the example of Afghanistan because there is a meme out
Speaker 2: there that actually showed the Afghani women looking like any
Speaker 2: other woman that you would have seen during the nineteen
Speaker 2: sixties or nineteen seventies at the time. Yeah, fashion in
Speaker 2: everything being the same, and it's it, and now it
Speaker 2: has become so very different.
Speaker 4: So that's such a good point, right, Like, Afghanistan has
Speaker 4: such a rich history and culture, and it's just been
Speaker 4: the last you know, like since the Cold War, right
Speaker 4: where you've seen the real downward spiral, and and here
Speaker 4: we are now it's worse than it's ever been. And
Speaker 4: I certainly it's not just the Taliban's fault, right obviously
Speaker 4: the Taliban are the ones that are in government, but
Speaker 4: we really seem to have let down the Afghani people.
Speaker 4: And and you know, you see women that can no
Speaker 4: longer speak in public, like voices can no longer be heard.
Speaker 4: That is full frightening, right, that that is so absolutely scary.
Speaker 4: Might I note though, that you know, I saw recently
Speaker 4: a protest there were actually Afghan women walking down Kabul
Speaker 4: daring to speak, and so you know, I hold out hope.
Speaker 4: I hope that no matter what Supreme Court or government
Speaker 4: or whatever you know, enacts, that there are people that
Speaker 4: are willing to stand up for their human rights.
Speaker 2: Yeah, I'd like like that also because the bottom line
Speaker 2: is we we need to be able to stand up
Speaker 2: for our own human rights. So absolutely, with that being said,
Speaker 2: thank you for your time today and and to everybody listening.
Speaker 7: Is a the best way for us all to stand
Speaker 7: up for our human rights, especially if we live in
Speaker 7: a democracy, Get to the polls and cast a vote when.
Speaker 2: It is absolutely best way to make change.
Speaker 5: One hundred percent.
Speaker 4: Please vote, vote, vote, I don't care who you vote for,
Speaker 4: but vote and ask questions of your candidates. I've gone
Speaker 4: to several debates already and I'm finding myself and certain
Speaker 4: not you know, not all the time, but there's moments
Speaker 4: where candidates are escaping questions or they don't even show up,
Speaker 4: and that worries me. Right, So, so if you can
Speaker 4: try to find the time to to ask candidates for
Speaker 4: for real, detailed answers, so that when you go to
Speaker 4: the polls, you go really knowing what you're voting for.
Speaker 4: And not just a party name or a person's name.
Speaker 4: You know that there are good people running and also
Speaker 4: if they want to be to represent us, they have
Speaker 4: to be able to give us their full opinions and
Speaker 4: as much as possible, like actual policies that they would
Speaker 4: put in place. So you know, if you're gonna you know,
Speaker 4: if we cast our votes, we should always cast our votes.
Speaker 4: But but also like, let's push our representatives to be better.
Speaker 4: Let's push our governments.
Speaker 5: To actually earn our votes and not.
Speaker 4: Just expect us to vote for them because of whatever
Speaker 4: some sort of loyalty or or a single issue.
Speaker 2: Yeah, all right, So we're going to move move on
Speaker 2: into clips from uh, the protests that happened in Surrey,
Speaker 2: as we actually have have a camera crew that that
Speaker 2: will be right there on the scene and at Rochester
Speaker 2: Sings uh a constituency office. Yeah all right, mhm.
Speaker 8: And we're not we don't told the party line.
Speaker 6: There's no party whip.
Speaker 8: We're not told that we have to vote with David
Speaker 8: ab John Russad whoever.
Speaker 6: In order to keep our job. We represent are constituents,
Speaker 6: unlike the corrupt all of the corrupt.
Speaker 8: Mainstream parties who represent corporations, independence serves and independent works
Speaker 8: for constituents. I went to my first ever all candidates
Speaker 8: meeting last night and I was.
Speaker 3: Murdered.
Speaker 6: Would be a bit of an exaggeration, but certainly both
Speaker 6: the NDP.
Speaker 8: There were two NDP candidates there and one Conservative, and
Speaker 8: they both ganged up on me when I dared to
Speaker 8: say anything against Soji.
Speaker 6: They said, we've got to protect the kids. And I
Speaker 6: told my.
Speaker 9: Response that was.
Speaker 6: That statement implies.
Speaker 8: That the kids need protecting, that somehow people like myself
Speaker 8: are against the kids, were attacking.
Speaker 6: Them or discriminating against them. That's not the case at all.
Speaker 8: I described SOGI as exactly what it is. I called
Speaker 8: it a crime against humanity and they all rolled their eyes. Interestingly,
Speaker 8: one of the indie indie the candidates there was rush
Speaker 8: Roj Chuhan was.
Speaker 6: The Speaker of the House.
Speaker 3: He is the same speaker who is sitting in the chair.
Speaker 8: When Bruce Banman, a Conservative MLA from Abbots for the.
Speaker 6: One of the moments of the bids, Bruce Baman.
Speaker 8: Stood up in the in the in the legislature and
Speaker 8: started to read from one of the from one of
Speaker 8: the books, from one of the pornographic books that are
Speaker 8: available in school libraries accessible by keithin the os Biben
Speaker 8: six years old Rodman started to read from that book
Speaker 8: and Raj Juhan, the speaker of the house, shut him down.
Speaker 8: Shut there's badman down, saying we don't we don't tolerate
Speaker 8: that kind of language in this in this house, to
Speaker 8: which Batman just retracted his comments and apologized and sat down.
Speaker 8: He should have stood up and called out the speaker
Speaker 8: and said, mister speaker, if this language, this kind of
Speaker 8: language is not permitted in this house with a bunch
Speaker 8: of so called adults in the room, how the hell
Speaker 8: is it appropriate for five and six year old kids?
Speaker 6: And so wins my speech for now.
Speaker 3: What a shame again faces because you know this is
Speaker 3: harder less.
Speaker 9: You're at home while we are trying to save.
Speaker 3: Our children who are taught.
Speaker 6: Crap in school's not academics.
Speaker 9: They are inductrinated.
Speaker 10: Sexualization of children are going behind closed doors and parents
Speaker 10: have no idea.
Speaker 6: So you need to face us.
Speaker 11: You need to give up your job, the cushion job
Speaker 11: you've got, you anything from home.
Speaker 5: We suffer and.
Speaker 11: Our kids saw and there is no transparency.
Speaker 9: Again, you don't rememba you not be there. If you
Speaker 9: have some shape, you will resign and then coming play
Speaker 9: far in the year.
Speaker 11: Especially, haven't thought dominated cook a love bust thank you?
Speaker 9: This means a lot.
Speaker 3: She pertains, she's our minister, she's our m la.
Speaker 10: But when the constitutes come to meet her, they.
Speaker 3: Love us the office and run away the office.
Speaker 10: They're paid. Whose hand is paid by our undis dollars.
Speaker 10: The staff is paid by us. This building is not
Speaker 10: only a man a rectiona sings office.
Speaker 3: It's also Surrey Teachers Union.
Speaker 10: Who Surry Teachers Union and PC Education Minister Retinas. So
Speaker 10: just for your introduction, we all know what SOGI is.
Speaker 10: But let me give you an example. There is a
Speaker 10: school called Sullivan Height Secondary School in Surrey.
Speaker 3: Eighteen students.
Speaker 10: Eighteen students identify as animals in those schools because the
Speaker 10: tea children you can identify anything, so they behave like
Speaker 10: cats and dogs.
Speaker 3: Eighteen students.
Speaker 10: So I am talking to principal of Sullivan Height Secondary
Speaker 10: Principal and vice principal.
Speaker 3: You are involved in a criminal act. You met eighteen.
Speaker 10: Students believe that they are animals, and every single day
Speaker 10: the behavior of the animalsarents.
Speaker 3: Know, teachers know who does not know. Their parents don't know.
Speaker 10: Those parents have no clue whose children identify as animals.
Speaker 3: It's a criminal. We will soon.
Speaker 10: Start protesting in front of that school. Sullivan hides Kendri because.
Speaker 3: Wha.
Speaker 10: We need to make those animals humans again, make student
Speaker 10: animals humans again. It's criminal. We have the media in Surrey,
Speaker 10: many journalists, radio stations. We have let them know, but
Speaker 10: they don't do anything. The children think they are animals
Speaker 10: because they are brain washed, indoctrinated, and everyone is okay
Speaker 10: with it.
Speaker 3: I said, but we are not.
Speaker 11: We were going to that school.
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