Speaker 1: Thank you for listening to Pictures Media Radio. Welcome to
Speaker 1: Policy and Rights, the show about DOLCOM policy and human rights.
Speaker 1: So welcome to the show Motaz and today we're talking
Speaker 1: about uh Soji and UH. We we also have clips
Speaker 1: that at the end at the end of this of
Speaker 1: a anti Soji protest that I was at at the
Speaker 1: m l a's office in Surrey on King George Boulevard,
Speaker 1: And it was kind of kind of interesting because there
Speaker 1: was a political candidate there who was calling for banning
Speaker 1: of books and and they were also talking about disrupting
Speaker 1: classes at a school, which if you are are are
Speaker 1: saying that you're trying to protect the children, then why
Speaker 1: would you want to ban books and uh and disturb
Speaker 1: a school?
Speaker 2: You know, her protest was probably a candle right march
Speaker 2: called one Million March for Children, and what they're basically
Speaker 2: marching for is what they call parental rights to protect
Speaker 2: their children. But what they're complaining about is that they
Speaker 2: don't have a say in their children's lives when it
Speaker 2: comes to their gender preference and their pronouns and something
Speaker 2: that they're opposed to, which they saying that the school
Speaker 2: system and the society is grooming them.
Speaker 3: But you know, Michael, society has been greeting kids for
Speaker 3: a long time, you know, how to be a good
Speaker 3: boy and how to be a good girl, and how
Speaker 3: to dress and things like that.
Speaker 2: But now they're upset that some parents and society wants
Speaker 2: to do children more choices and more rereadom and they're
Speaker 2: calling that rooming, which is kind of interesting. Now.
Speaker 3: The thing is they're complaining that they don't have parents rights,
Speaker 3: which is not true. They do parents rights. What they're
Speaker 3: complaining about is they're not finding the what's happening with
Speaker 3: their kids in school. That's because some children are afraid
Speaker 3: of their parents and telling their parents what their gender
Speaker 3: identity is or their pronouns. Are A lot of parents
Speaker 3: who are supporting their kids don't have that problem, and
Speaker 3: they have a right to work these things are with
Speaker 3: their children.
Speaker 2: It's the children who are having problems with their parents
Speaker 2: are having the problem, so they're marching across Canada or
Speaker 2: a right to control and abuse their kids. Basically, that's
Speaker 2: what it is.
Speaker 1: Well, Okay, I think that that's a little bit on
Speaker 1: the extreme side, but I will say this much because
Speaker 1: it the school system itself and one of the one
Speaker 1: of one of the things that we're not even going
Speaker 1: to get into the uh sexual orientation and gender identity
Speaker 1: uh part that that that these people are are are
Speaker 1: talking about in this particular protest, and I not even
Speaker 1: gonna get to that yet. That one of my complaints
Speaker 1: out of the school system was that they did not
Speaker 1: send homework home with the child. Okay, if my children
Speaker 1: didn't come home with homework, they didn't come home with books.
Speaker 1: So I wanted to know what they were actually doing
Speaker 1: in in the classroom, What were they what were they
Speaker 1: supposed to be learning? So simply put, how I discovered
Speaker 1: what it was that they were actually teaching in a classroom.
Speaker 1: You have a right as a parent to appear in
Speaker 1: the classroom, and that also told my my child that
Speaker 1: who was in the in said classroom that I wanted
Speaker 1: to wanted to wanted to be part of that conversation.
Speaker 1: And they would tell me. They would come home afterwards
Speaker 1: and they would tell me what was happening in happening
Speaker 1: in school, and I was sometimes excited sometimes not so
Speaker 1: that as far as I know, that has not changed.
Speaker 1: Do you have the right to show up inside the
Speaker 1: the classroom and as long as you're not disruptive of
Speaker 1: the classroom. You can listen to what is actually being
Speaker 1: said and taught. So that hasn't changed, has it?
Speaker 3: I don't think so. But I think the issue is
Speaker 3: also for a lot of.
Speaker 2: Children is how comfortable they are with telling their parents there,
Speaker 2: because some consider you know, not a where a trustful
Speaker 2: relationship or you know, with with with their parents.
Speaker 3: So if there's a child that is going on or
Speaker 3: or if they're not, they're they're fearful for what their
Speaker 3: parents think or tell them, and then they might need
Speaker 3: to be comfortable.
Speaker 2: With their parents coming. I think consent goes both way.
Speaker 2: Is I think you know, you need pers continue what's
Speaker 2: going on for sure, but you need to also consent
Speaker 2: from from the young people, uh that it's okay for
Speaker 2: their parents to be there.
Speaker 1: Well, yeah, like you said, the key, the key to
Speaker 1: that is is not to be disruptive, right, Okay, So
Speaker 1: so if you're not if so, but having having seen
Speaker 1: the footage that came back from our camera crow, which
Speaker 1: you if you're listening to this on on the audio,
Speaker 1: you will actually hear some of what they actually had
Speaker 1: to say. It does sound like they were they were
Speaker 1: making a point of saying that they would they were
Speaker 1: going to disrupt what is going on in the school
Speaker 1: and disrupt the learning of the children. So which in
Speaker 1: of itself is that's not good. That's that is not
Speaker 1: our role as parents to disrupt the classroom. Our role
Speaker 1: as parents is to participate in the classroom and so
Speaker 1: that we ensure that our child is being treated fairly.
Speaker 2: Right, right, And I'm really think you know, whether what
Speaker 2: we're talking about in terms of surgy or this marsh
Speaker 2: for children, it should be about the children and their
Speaker 2: their protection and their right to learn and to be
Speaker 2: aware so they can make better choices. So it's not
Speaker 2: about the parents, It's about the children. I'd say, yeah, now.
Speaker 1: Too. I did another interview with with a BC school
Speaker 1: district teacher and she and she and we had we
Speaker 1: had a bit of a discussion around that. But how
Speaker 1: I introduced that was I said that teachers should be
Speaker 1: allowed tools to open minds.
Speaker 2: Yes, uh.
Speaker 1: Now I want to address address sexual orientation and gender
Speaker 1: identity protections in the in the school. In the school
Speaker 1: system itself, which otherwise known as SOG SOGI, according to
Speaker 1: the British Columbia website, is there in place to protect
Speaker 1: the children from being bullied, right, and it.
Speaker 3: Is all it's more aware because you know, I mean, yeah,
Speaker 3: I mean my memory of school, the school since them
Speaker 3: is they've always been talking about sexual orientation and gender enterity,
Speaker 3: but in a very limited way, and you know, they
Speaker 3: grooming children to be boys and girls and behave a
Speaker 3: certain way with limited choices and the judgment.
Speaker 2: Well, what's changed now is that you're giving more education
Speaker 2: and awareness of different ways of being.
Speaker 1: Yeah, I do remember. It was like forty some years ago,
Speaker 1: of course for me for the end of my high
Speaker 1: school or my school age years, but I remember school
Speaker 1: as far as sexual orientation was concerned, there was no
Speaker 1: such thing as sexual orientation. There was one simple thing
Speaker 1: students mm hmmm, and that was the only thing that
Speaker 1: was going to be taught was abstinate that you should
Speaker 1: not It doesn't matter if it was with male, same
Speaker 1: sex or with opposite sex.
Speaker 3: Well, I went to public schools. I think there's a
Speaker 3: little more liberal. I mean it's been changing over the years, right,
Speaker 3: They talked about sex and and things like that, and
Speaker 3: they talked about protection and so coming out of high
Speaker 3: school and things.
Speaker 2: Like that, I had some idea of sexual orientation.
Speaker 3: And gender but it was in the in that that
Speaker 3: in that time, it was still very limited that there
Speaker 3: was you'd either straight, eight you're a gay, or trance.
Speaker 3: There was nothing in between.
Speaker 4: It was yeah either.
Speaker 2: So there was limited choices even then. But when I
Speaker 2: started practicing my counseling, when he went into youth, they
Speaker 2: started using long languages like non binary and and it's
Speaker 2: just it's oh, so there were more choices and it's
Speaker 2: not so limitted, you know, I mean there's other more
Speaker 2: language always changing that the term gender fluid has become
Speaker 2: a little bit more in use and things like that,
Speaker 2: but it is says but it think is that I
Speaker 2: think that doesn't matter how you try to groom kids
Speaker 2: or adults. They are who they are and they will
Speaker 2: be who they will be. Because when I was young,
Speaker 2: when I was six years old, I used to wear,
Speaker 2: you know, a veil and play with the girls and
Speaker 2: nobody said anything. But when he came to Canada, you know,
Speaker 2: I was a feminine, and they got bullied and harassed
Speaker 2: because I wasn't, you know, presenting as our boys should
Speaker 2: you know, I wasn't groomed properly to be a boy,
Speaker 2: so I was not trained to.
Speaker 3: Be a proper boy and I got bullied and harrassed
Speaker 3: because of that, and I get question.
Speaker 2: Like are you gay? You're like boying. I didn't know
Speaker 2: about gender and sexuality. I just felt comfortable dressing the
Speaker 2: way I did.
Speaker 1: Well. I totally understand that because at the same time,
Speaker 1: like I said, during my entire time of I didn't
Speaker 1: discover a personally. I didn't discover a sexuality until I
Speaker 1: was almost twenty one years old. So through school I
Speaker 1: was bullied because I didn't. I was completely asexual.
Speaker 2: I didn't res outer here, you know, even like you know.
Speaker 1: You know, is is a gender identity being a sexual.
Speaker 3: Right, but even like in in media, even when we
Speaker 3: grew up with television, now we have got multiple media
Speaker 3: sources and things like that, you know.
Speaker 2: Uh, and it's so sexualized.
Speaker 3: And that's part of the problem that the idea of
Speaker 3: being a.
Speaker 2: Sexual was like what's that? Yeah, like you know that
Speaker 2: you have to be sexualized and that that that that
Speaker 2: that that that the normality of being a sexual. It's
Speaker 2: not even an option that people can see exactly.
Speaker 1: So so we just get through our adulthood, which I okay,
Speaker 1: going back to going back to the social policies as
Speaker 1: for teachers. They need to have as many tools as
Speaker 1: they need to open up a mind. And this is
Speaker 1: what I think is is with some of these people
Speaker 1: who were participating in this march. It isn't that they're
Speaker 1: against soji, although that is the tool that they are attacking.
Speaker 1: It is that they are against their children thinking differently
Speaker 1: than they do.
Speaker 2: Well, this is it. Yeah, And like you know, I mean,
Speaker 2: I I want to this website, you know, one million
Speaker 2: marched for children. And they thought that they're talking about,
Speaker 2: you know, marching for uh the worry whether that what
Speaker 2: children to be exposed to, that that they're too young
Speaker 2: and impressionable. And I understand an argument, right, but but
Speaker 2: but they're using language like uh Peter files and and
Speaker 2: uh uh you know this kind of language. Uh and
Speaker 2: and they're being saying, oh, this is about the kids,
Speaker 2: but but this this Facebook page, this is completely transphobic.
Speaker 3: So they're not even just talking about soli. They're they're
Speaker 3: prevading people for how they dress. Like a random woman
Speaker 3: is being berated. And I mean, look like, oh they.
Speaker 2: Can be like that. Kids, they spenc kids, they act
Speaker 2: like bullies, right and and and and they're saying that only.
Speaker 3: LGBT folks are Peter files and predators, and we know
Speaker 3: that it's not the case, right, I mean, I think
Speaker 3: they they think we don't.
Speaker 2: Care about our kids, but of course we care our kids.
Speaker 2: The kids will We want your kids to be safe
Speaker 2: from predators. You know, it doesn't matter what their gender
Speaker 2: identity is or their sexual orientation is. We want our
Speaker 2: kids to be safe.
Speaker 3: And they they they think that we are the problem,
Speaker 3: but really do the problem.
Speaker 1: So yeah, the problem isn't isn't us or them. The
Speaker 1: problem actually is is the corporations that are actually perpetuating
Speaker 1: the two polarized agendas. So the day they actually make
Speaker 1: the profit. But that's but we're not going to go
Speaker 1: too deep into that. Well, I mean, the reason is
Speaker 1: that they give this large is happening.
Speaker 2: You know, this manch was across Canada, but actually coincided
Speaker 2: with the launch of the BC provincial election. So this
Speaker 2: issue was yeah the day before is becoming all they
Speaker 2: wanted to be an election issue. But interestingly, but the
Speaker 2: turnout was less this year than it was last year,
Speaker 2: So the interest of anti SOLGI stuff is getting less,
Speaker 2: maybe because people are not very happy with the tactics. Uh,
Speaker 2: the kind of the.
Speaker 1: Scale well, okay, so let's let's discuss that for a second,
Speaker 1: because one one of the pieces of footage, and unfortunately
Speaker 1: you can't actually hear this on on the radio portion
Speaker 1: is that as a group they stepped out into traffic
Speaker 1: in two on on King George Boulevard. Well, as you know,
Speaker 1: King George Boulevard is a multi lane street at at
Speaker 1: of course, across this particular m l AS and I
Speaker 1: don't don't really want to mention who the m l
Speaker 1: A is, uh, whose whose office sits on the on
Speaker 1: the street at that point in the street, it's it
Speaker 1: is two lanes of traffic going in either direction, so
Speaker 1: four lanes of traffic in total, and the these people
Speaker 1: stepped out into traffic, causing the police to have to
Speaker 1: stop traffic on the street. The police were not going
Speaker 1: to stop the traffic, but because these people started stepping
Speaker 1: into the street, the police stopped the traffic for the
Speaker 1: safety of the people. And then they started chanting something
Speaker 1: about about about the police are protecting the pedophiles. But
Speaker 1: they were the ones who enacted the police to actually
Speaker 1: make their presence more known.
Speaker 2: They were in and they're they're forcing the police to
Speaker 2: support them.
Speaker 1: I was, but uh, and I was just like in
Speaker 1: I do remember one of the one of my cameramen
Speaker 1: said that you did stop the police and he thanked
Speaker 1: them for them being there, and he said, I I
Speaker 1: hope and pray that it does to escalate to anything
Speaker 1: more than just them talking. But if but that was
Speaker 1: the vibe they were looking for a reason for it
Speaker 1: to escalate further.
Speaker 2: Yeah, but what Michael, what really you know? And then
Speaker 2: we've been talking about this program. What pretty worries me
Speaker 2: is that there are different minority groups that are involved
Speaker 2: in this protests from different religious background some of my
Speaker 2: own community, South Asian community, Muslims, Sick, Hindu and so on.
Speaker 2: Who who are saying that we should be living choices
Speaker 2: or educating our kids about transgender identity. But the fact
Speaker 2: that is this transcender folks live in our societies back
Speaker 2: in Pakistan, in India and places like that, and they're
Speaker 2: partly with your life. So what's wrong with educating young
Speaker 2: people about the reality of how people live and choices?
Speaker 2: Then make so when when they when I decided that
Speaker 2: I wanted to dress like a girl and with a veil,
Speaker 2: and nobody questioned me that was my choice.
Speaker 3: So when a young person wants to present themselves or
Speaker 3: to dress in a way that they feel comfortable, that
Speaker 3: they should not be traumatized to think otherwise.
Speaker 2: Or or or or or learn from their their colleagues
Speaker 2: that they can change their change their name or their
Speaker 2: gender pronouns, and that they shouldn't be told that you
Speaker 2: can't do that. Interesting these people are saying that they
Speaker 2: the kids are being told that they should be this
Speaker 2: or if they're like you know, they're in group. But
Speaker 2: it's on the contrary and it's anti grooming. It's actually
Speaker 2: the choices are being who they.
Speaker 3: Are, that they want to dress like a traditional boy
Speaker 3: or a traditional girl or something in between.
Speaker 2: That's their choice, is right. Nobody should be told you
Speaker 2: should be dressed like this, or should dress like that,
Speaker 2: or maybe you are you know, this gender, or maybe
Speaker 2: you're that gender.
Speaker 3: It's let people know what what's out there and they
Speaker 3: can make their own choices.
Speaker 2: Well.
Speaker 1: The thing the thing is is one of the when
Speaker 1: we start talking about gender fluidity, which you where I
Speaker 1: discovered through time is that gender doesn't even really matter
Speaker 1: in the workplace. It doesn't matter what gender.
Speaker 2: But but my colo does and where gender does matter
Speaker 2: is influenced by culture and religion and also also media
Speaker 2: and social media and Hollywood and Bollywood and so on
Speaker 2: tell us how we should dress and how we should act.
Speaker 2: And you know, whether it's a culture and diligent culture
Speaker 2: or somewhere into fined right, So that's where that's what's
Speaker 2: telling us how to do that.
Speaker 1: But it's no small portion of our lives. That isn't
Speaker 1: That isn't our everyday life, our everyday life. It's like
Speaker 1: that it it doesn't. It doesn't matter as much as Okay,
Speaker 1: so I apply for a job, does it matter that
Speaker 1: I am one gender or another gender, or somewhere on
Speaker 1: the scale between all of them. It doesn't matter as
Speaker 1: long as I can get the job done right.
Speaker 2: When I'm thinking back to my name was like you know,
Speaker 2: six seven, eight years old, and where I do wonder
Speaker 2: across a certain way or going to my mom's room
Speaker 2: and where I jildren things like that, It is like
Speaker 2: I saw other girls wearing that, and I thought that
Speaker 2: that looks fretting and I want to wear it too. Yeah,
Speaker 2: And I saw when there jewelry and I want to
Speaker 2: try it on too. Nobody told me that that's what
Speaker 2: I should be doing or shouldn't be doing right.
Speaker 1: But there was nothing learning wrong with you you trying
Speaker 1: on the trying on the jewelry, right, there was nothing
Speaker 1: wrong with you putting on putting on the scar for
Speaker 1: what I feel good?
Speaker 2: You know, I felt like this is nice. I know,
Speaker 2: part of me is programming was knowing that this is
Speaker 2: scandalous and this is wrong because your boy and you
Speaker 2: shouldn't be doing that. But debate right whether whether what
Speaker 2: feels good or what it feels right, you know what I'm saying.
Speaker 1: Yeah, so so basically right. And and this is what
Speaker 1: what I read on the on the BC government website
Speaker 1: is that what they want is is for the kids
Speaker 1: to believe that that they are safe and comfortable to
Speaker 1: be who they want to be, you know.
Speaker 2: And as a psychotherapist, I think that's very healthy.
Speaker 5: And when I was growing up, I was made to
Speaker 5: believe that what I was doing is wrong, and that
Speaker 5: traumatized me, and that that trauma stayed with me until now.
Speaker 2: Yeah, so if you want your kids to grow up healthy,
Speaker 2: you should let them know that it's okay to be
Speaker 2: whatever you want to be, whether you're a boy or
Speaker 2: a girl or something in between. Me and that's fine,
Speaker 2: and that's rich voice, and nobody should be telling you
Speaker 2: a group.
Speaker 1: No, no, they And I, honestly, I think think the
Speaker 1: problem is is not that the teachers is not the
Speaker 1: not necessarily with the teachers are saying in the classroom.
Speaker 1: Some of what it is is is they these these
Speaker 1: videos on TikTok and Instagram and all and all this
Speaker 1: social media stuff where you have someone on social media.
Speaker 1: He puts his digitized mask over his face and says, well,
Speaker 1: if you're gay, that you know you know this is true.
Speaker 1: You know this is true that if you're gay, that
Speaker 1: someone touched you as a child, someone someone abused you
Speaker 1: as a child, that's why you're gay. And he doesn't
Speaker 1: the person who who does this in question doesn't even
Speaker 1: have enough He doesn't even have enough bravery inside of
Speaker 1: enough courage to remove the digitized mass his face. It's
Speaker 1: like because he knows what he's saying is offensive.
Speaker 2: Michael. The thing is that the social thing is so new,
Speaker 2: and you know, not all parents, not all teachers are perfect,
Speaker 2: and so maybe don't have the writing for me, you
Speaker 2: nor media overzealous to not be so tactful, to present
Speaker 2: things in a way that's more ualized.
Speaker 6: Right, and and and think that maybe so and not
Speaker 6: like I don't think you know that they've had the
Speaker 6: kind of preparedness and awareness for.
Speaker 2: The teachers to do this properly in a in a
Speaker 2: in a respect.
Speaker 3: Yeah, so I can see where some some maybe overseel
Speaker 3: teachers might get overboard with information which can be kind of.
Speaker 2: Overpowering.
Speaker 3: But I think, I think, I think, I think there
Speaker 3: needs to be more balance in that approach of how
Speaker 3: this is taught and how it's taught properly so that
Speaker 3: the kids, the children are getting the right information in
Speaker 3: a balance to way. So they're not being there, so
Speaker 3: they're not being Yeah, so they're not being confused or
Speaker 3: pressured or forced to think one way the other. Just
Speaker 3: because they might be androgynous or or they might be
Speaker 3: presenting one way or the other, doesn't mean.
Speaker 2: That reflects or affects the gender identity or they are
Speaker 2: sexual orientation, you.
Speaker 3: Know that perfect. And I met people like I met
Speaker 3: this woman, you know who doesn't know where.
Speaker 2: Women's clothes, you know, wear shorts, hair and jeans Punjabi
Speaker 2: woman And I'm like, oh, diet.
Speaker 3: Right, But she's got five kids and she runs like
Speaker 3: these are.
Speaker 7: Stereotypes just pointed out a line of your identity, all
Speaker 7: your sexual orientation, which.
Speaker 1: You pointed out was a line of fashion.
Speaker 2: To be right, right, it's just.
Speaker 1: A way of dressing.
Speaker 3: I think you know in the in the twenties, thirties
Speaker 3: and forties, when women start dressing up and then's clothes
Speaker 3: and performing and doing things, which is where it courageous.
Speaker 2: Was great. It was an acting evolution.
Speaker 3: Okay, and and and and to be free. But that
Speaker 3: didn't always reflect the gender identity or or or the
Speaker 3: sexual orientation.
Speaker 2: Is this that they wanted to succeed in a man's
Speaker 2: world and dress like a man, and there's nothing wrong
Speaker 2: with it.
Speaker 1: That was the thing. The thing is is okay, if
Speaker 1: I look look at at my my my indigenous background,
Speaker 1: and I go back before fourteen ninety two, who were
Speaker 1: the leaders in the community. Yeah, it was the women,
Speaker 1: the women, the matriarchs, and to do it flows and yes, okay,
Speaker 1: then then if I go back, go back even even
Speaker 1: further in Europe, right, you want to talk about performers, Well,
Speaker 1: Shakespeare had men perform as women.
Speaker 2: Yeah, and that was normal.
Speaker 1: It was it was completely normal for a for a
Speaker 1: man to perform a woman's part. It was and it
Speaker 1: wasn't a so so much of a social construct as
Speaker 1: it was said women just you weren't we weren't we
Speaker 1: weren't acting, it was it.
Speaker 2: Was yeah, says straight there.
Speaker 3: Of course there's like massive sexism happening there because women
Speaker 3: weren't about to perform. But then it was okay for
Speaker 3: men to perform as women. So general bending happened. So
Speaker 3: we had sexism in both ways obviously. But yeah, that
Speaker 3: was then in the day, right.
Speaker 2: In Europe. It happened in all kind of ends of
Speaker 2: the world there.
Speaker 1: Okay, men, these these were these were public forum performances,
Speaker 1: but in private forum performances where there was nothing but
Speaker 1: women around, they had to if they if they put
Speaker 1: performed for themselves. If there had to be a male part,
Speaker 1: it was done by another woman. It wasn't and it
Speaker 1: had nothing to do with anything else. I'm I'm I'm
Speaker 1: playing a part. So I'm gonna bring this too fast forward.
Speaker 1: Is to to to one of my own kids, and
Speaker 1: he wanted, uh, a pink vacuum cleaner as a toy.
Speaker 1: You want to play vacuum. So what did I do?
Speaker 1: I go buy the pink vacuum let him play. It's
Speaker 1: what it is. It's play, it's experimentation as a child.
Speaker 2: Well, you know, I mean the thing is, like you
Speaker 2: know when I mean they thought I went I took
Speaker 2: all my economics when when I was in school. Because
Speaker 2: they're treating boys to be more independent and learn to
Speaker 2: sew and to break that gender barrier, which is good.
Speaker 2: But the thing is, when you allow boys to do
Speaker 2: that stuff, you learnt independence. So you know, we live
Speaker 2: in a society where we're taught that we have been
Speaker 2: made it and you have to be mom and dad and.
Speaker 3: Kids and that kind of responsibility and that you know,
Speaker 3: a time when women stayed at home and then went
Speaker 3: to work, and then you knew after the war for
Speaker 3: the women went to work as well. You know, I
Speaker 3: remember when my grandmother came.
Speaker 2: To Canada from Africa and she was shocked at my
Speaker 2: dad was helping in the kitchen. So uh yeah, I
Speaker 2: think teaching kids diffferent roles and different things is a
Speaker 2: healthy thing. And I'm spoiled because I wasn't taught all
Speaker 2: these things properly like the way I should, or maybe
Speaker 2: you don't have the aptitude for it. I don't know,
Speaker 2: Oh my god.
Speaker 1: I don't know. It all. It all seems that what
Speaker 1: we need to really be focusing on is opening up
Speaker 1: a child's mind and the tools in play to allow
Speaker 1: them to explore and be who they who they want
Speaker 1: to be.
Speaker 3: And so the thing is that you know, i'm i'm,
Speaker 3: I believe in parents right, and that parents have.
Speaker 2: A right to be worried about their kids, and they
Speaker 2: should be worried about what's being taught in the schools
Speaker 2: and things like that, and they should have proper informiation,
Speaker 2: make sure that the kids are being taught properly.
Speaker 3: And the bend should have information so that they know
Speaker 3: what the kids are learning. But what I'm hearing from
Speaker 3: this movement is misinformation.
Speaker 2: Of of of the Yeah, it's not accurate, you know, exactly.
Speaker 3: Every right to be concerned, but the information in their
Speaker 3: propaganda is very differ.
Speaker 2: Very homo, very misleading. So the parents are even more.
Speaker 3: Confused about what's going on, and it's confusing the kids.
Speaker 3: Even so that's a problem that you know, they should
Speaker 3: be proper information is to yes, we should know what
Speaker 3: the kids are teaching. Maybe some of the literature that
Speaker 3: that isn't in the schools is inappropriate, maybe, but let's
Speaker 3: get the information right, right, let's let's yeah.
Speaker 1: For instance, they were talking about a child being allowed
Speaker 1: to be a cat in in in a classroom, and okay,
Speaker 1: so on the surface, there's nothing wrong with it, just
Speaker 1: depends on how far how far that's allowed to be taken,
Speaker 1: as long as you're not feeding the kids cat food
Speaker 1: and telling them that they can't use the bathroom and
Speaker 1: they have to squadron on on a uh on on
Speaker 1: a letter box to nothing exactly wrong with allowing that
Speaker 1: child to explore and open their mind, because there are
Speaker 1: a lot of other climate problems and asteroid problems and
Speaker 1: universal problems out there that hey, if we open our
Speaker 1: children's minds, that we have a better chance of surviving
Speaker 1: what our universe throws at us.
Speaker 2: Absolutely, And you know I knew when I was pushing
Speaker 2: for for you know, recycling and reusing and things like that,
Speaker 2: and my nieces, we're being taught that in school and
Speaker 2: they start practicing my help really good, that these kids
Speaker 2: need our future better and that they're.
Speaker 3: Thinking of a better wrong because they understand responsibility better
Speaker 3: than we do.
Speaker 1: Right, So yeah, in just a few words, is the
Speaker 1: social policy such a bad thing if it opens up
Speaker 1: my mind?
Speaker 3: Well, if there's any criticism to be had.
Speaker 2: I think there should be more information. I think parents
Speaker 2: should have a right to know what's going on. They
Speaker 2: should be a right infinition going on. They should be
Speaker 2: more trust among teachers and parents, and more trust among
Speaker 2: children and parents and things like that. Yeah, parents should
Speaker 2: have to know what they're happening with their kids. But
Speaker 2: if they are being doing the dreaming and abusive, and
Speaker 2: they are calling names and being judgmental, then they're going
Speaker 2: to lose their rights. Right The parents who are complaining
Speaker 2: are the ones who are the problem. Parents have rights,
Speaker 2: you know, they have a right to go to schools.
Speaker 2: They have a right to be in the lives of
Speaker 2: the kids. They have to help the kids make their decisions.
Speaker 2: But if they're being abusive, then the kids are getting
Speaker 2: run away from them.
Speaker 8: Yeah.
Speaker 1: Yeah, So we're gonna wrap it up there, thank you
Speaker 1: for your time today, and we're going to listen to
Speaker 1: a independent candidate political candidate as he's running for MLA,
Speaker 1: as he spoke in front of the Surrey MLA office
Speaker 1: as they do this program protest, and he's talking about
Speaker 1: how books should be banned and they should be thrown
Speaker 1: out of the school, and that different ideas should just
Speaker 1: never ever be taught because they're pornographic, and he does
Speaker 1: use the word pornographic in his his statement, So so
Speaker 1: why don't we leave with that and thank you for
Speaker 1: listening today everybody, and support a mind and help open
Speaker 1: your child's mind.
Speaker 2: Thank you so much.
Speaker 8: We don't told the party line. There's no party whip.
Speaker 8: We're not told that we have to vote with David
Speaker 8: ab John russad whoever in order to keep our job.
Speaker 8: We represent our constituents, unlikely.
Speaker 4: Corrupt all of the corrupt.
Speaker 8: Mainstream parties who represent corporations, independence serves and independents and
Speaker 8: for constituents. I went to my first ever all candidates
Speaker 8: meeting last night and I was quick.
Speaker 2: Murdered.
Speaker 8: Would be a bit of an exaggeration, but certainly the
Speaker 8: both the NDP. There were two NDIP the candidates there
Speaker 8: and one Conservative, and they both ganged up on me
Speaker 8: when I dared to say anything against SOGI.
Speaker 4: They said, we've got to protect the kids.
Speaker 8: And I told my response that was that statement implies
Speaker 8: that the kids need protecting. That somehow people like myself
Speaker 8: are against the kids. We're attacking them, were discriminating against them.
Speaker 4: It's not the case at all.
Speaker 8: I described sog as exactly what it is. I called
Speaker 8: it a crime against humanity, and they all rolled their eyes.
Speaker 4: Interestingly, one of the candidates there was rush was the
Speaker 4: Speaker of the house. He is the same speaker who
Speaker 4: was sitting in the.
Speaker 8: Chair when Bruce Bannman, a conservative mL from Abbots for the.
Speaker 9: One of the moment lids wus Badman stood up in
Speaker 9: the in the in the legislature and started to read
Speaker 9: from one of the from one of the books, from
Speaker 9: one of the pornographic books that are available in school
Speaker 9: libraries accessible by.
Speaker 2: Kids to the ons five and six years old.
Speaker 4: Barnman started to read from that book.
Speaker 8: And Roger Juhan, the Speaker of the house, shut him down.
Speaker 8: Shut there's badman down, saying we don't we.
Speaker 10: Don't toleer read that kind of language in this in
Speaker 10: this house, to which Badman just retracted his comments and
Speaker 10: apologized and sat down.
Speaker 4: He should have stood.
Speaker 8: Up and called out the speaker and said, mister speaker,
Speaker 8: if this language, this kind of language is not permitted
Speaker 8: in this house with a bunch of so called adults
Speaker 8: in the room, how the hell is an appropriate for five.
Speaker 2: And six year old kids?
Speaker 4: Thanks when speature.
Speaker 2: Now is.
Speaker 4: She pertains, she's our minister, she's our m la.
Speaker 11: But then the constitutes come to meet her, then close
Speaker 11: the office and run away.
Speaker 4: The office.
Speaker 12: They're paid whose hand is paid by our undix dollars.
Speaker 4: The staff is paid by us.
Speaker 11: This building is not only a man a Recta Saying's office,
Speaker 11: it's also Surrey Teacher's Union, who, Surrey Teachers Union and
Speaker 11: PC Education Minister Regina saying.
Speaker 12: So, just for your introduction, we all know what SOGI is.
Speaker 12: But let me give you an example. There is a
Speaker 12: school called Sullivan Hide Secondary School in Surrey. Eighteen students.
Speaker 12: Eighteen students identify as animals in those schools because the
Speaker 12: te children you can identify anything, so they behave like
Speaker 12: cats and dogs.
Speaker 4: Eighteen students.
Speaker 12: So I am talking to principal of Sullivan Hid Secondary
Speaker 12: Principal and vice principal.
Speaker 4: You are involved in a criminal act.
Speaker 12: You met eighteen students believe that they are animals, and
Speaker 12: every single day the behaviors of the animals.
Speaker 4: Their friends know, teachers know who does not know. Their
Speaker 4: parents don't know. Those parents have.
Speaker 12: No clue whose children identify as animals.
Speaker 4: It's a criminal.
Speaker 12: We will soon start protesting in front of that school.
Speaker 12: Sullivan hides Kendry because.
Speaker 2: Whoa.
Speaker 12: We need to make those animals humans again, make student
Speaker 12: animals humans again.
Speaker 4: It's criminal.
Speaker 12: We have the media in Surrey, many journalists, radio stations.
Speaker 4: We have let them know, but they don't do anything.
Speaker 12: The children think they are animals because they are brain washed, indoctrinated, and.
Speaker 4: Everyone is okay with it, but we are not. We
Speaker 4: will go to that school.
Speaker 8: We will.
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