![]() ![]() This reasoning relies on two questionable assumptions: that informing parents about transition accommodations being undertaken is the same as “outing” a child’s secret, and that delaying a child’s transition is a life-or-death matter which teachers are well positioned to navigate. Inevitably, these bottled-up feelings will lead to tragic life-or-death situations. The activist narrative is as follows: if students are “outed” by teachers, then those students struggling with gender dysphoria will be unable to explore their feelings with the only adults who can readily support them. Proceeding with a gender intervention apart from parents has been described as the only path forward in a matter fraught with life-or-death implications. Progressive writers have taken hardline positions branding parental involvement in name and pronoun usage as “outing” a child against their will. Such a world seems to be all LGBT activists can imagine if Canadian schools were to involve parents in decisions surrounding social gender transitions. Such efforts ensure parents retain full control over their child’s thoughts and development and prevent the ultimate calamity: the contemplation of a cross-gender transition. Teachers “out” children to parents at the sign of any behaviour or expression deemed outside gender norms. Imagine an education system where teachers serve a dual role: both educator and secret informant.
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