UN DEMANDS MORE GLOBALIST PROPAGANDA IN SCHOOL TEXTBOOKS
republished below in full unedited for informational, educational, and research purposes:
Under the direction of a known Communist Party operative from Bulgaria dogged by corruption charges,
the scandal-plagued United Nations “education” agency released a new
report demanding broad changes to school textbooks around the world. It
is the latest shot across the bow aimed at parental rights, local
control of education, and national sovereignty.
The goal of the “Global Education Monitoring Report”
by the UN Educational, Scientific, and Cultural Organization (UNESCO)
is fairly transparent: accelerate the indoctrination of impressionable
children worldwide with textbook propaganda promoting “global citizenship,” the discredited man-made global-warming theory,
homosexuality, transgenderism, and outright totalitarianism. And
according to the report itself, school textbooks are the best way to do
that.
“Few instruments shape children’s and young people’s minds more
powerfully than the teaching and learning materials used in schools,”
begins the report, hitting on something understood by every
mass-murdering tyrant from Chinese Communist Chairman Mao and Soviet
Communist Joseph Stalin to National Socialist Adolph Hitler. “Textbooks
convey not only knowledge but also social values and political
identities.”
The UN report focuses on whether the UN’s agenda for global
totalitarian rule is being promoted vigorously enough in school books.
The report seeks “to measure the extent to which global citizenship
education and education for sustainable development, … , are
mainstreamed in national education policies, curricula, teacher
education and student assessments,” reads the first page of the
revealing document. A German library of school textbooks from around the
world was used for the study.
The report, published by UNESCO in December, celebrates the fact
that, around the world, more and more captive students are being
bombarded with globalist propaganda through textbooks. The document is
filled with graphs gleefully highlighting the rapid expansion of
textbooks that promote the UN’s controversial causes across a range of
issues: globalism, pseudo-environmentalism, gender confusion,
multiculturalism, and more.
However, the report, also dubbed “Policy Paper 28,” laments that
students in some countries are still not receiving a satisfactory dose
of UN-backed indoctrination. Education authorities in numerous
countries, including the United States, came under fire in the UNESCO
document for failing to promptly incorporate the UN’s latest demands, as
outlined in the Agenda 2030 “Sustainable Development Goals.”
Despite the “progress” in hijacking control of textbook content, the
UN claims much more must be done. “As this policy paper shows, textbooks
in many countries still fail to deal comprehensively, clearly and
fairly with concepts that are crucial,” the report claims, citing the UN’s
bizarre version of “human rights” (the opposite of individual God-given
rights as understood and protected in America by the Constitution), so-called “gender equality,” environmental activism, “social cohesion,” and more.
“All governments should urgently review and revise their textbooks to
ensure that the content covers these ideas, which are integral to
Target 4.7 of the Sustainable Development Goals,” the report continues,
with the reference to the illegal pseudo-treaty signed by Obama aiming to “transform our world,” as the UN puts it in the agreement. Perhaps not surprisingly, the mass-murdering dictatorship in Communist China boasted openly of its “crucial role” in creating the dictator-backed Agenda 2030.
The relevant UN Agenda 2030 goal touted by UNESCO, which this magazine has cited on numerous occasions,
focuses on “education” in particular. It calls on the UN and
governments to “ensure that all learners acquire the knowledge and
skills needed to promote sustainable development, including, among
others, through education for sustainable development and sustainable
lifestyles, … global citizenship and appreciation of cultural
diversity.”
In other words, it not enough to just learn to love the UN’s totalitarian ideology of “sustainable development”;
children must be so thoroughly indoctrinated that they actually promote
it. UN Agenda 2030 is very clear in its plan to exploit and weaponize
young children, too, turning them into what the UN document refers to as
“critical agents of change.” The Agenda 2030 also says children “will
find in the new Goals a platform to channel their infinite capacities
for activism into the creation of a better world.”
And throughout the new UNESCO report, the goal of exploiting and
indoctrinating children to demand global tyranny is crystal clear. On
environmentalism, for example, the UN’s agenda for turning kids into
globalist activists is transparent. “As well as ensuring that
environmental problems are seen as global issues, it is critical for
textbooks to develop students’ sense of agency,” the UNESCO report
declares.
In other words, impressionable young children must be taught to
believe that the UN must solve real and imagined “environmental
problems” because they are “global issues.” And the students must be
turned into activists demanding UN control over environmental issues,
the report argues. Throughout the report, textbooks that teach children
how to become pro-UN activists receive favorable coverage while those
that do not encourage activism by the children are chastised for not
doing enough.
In the Indian state of Madhya Pradesh, UNESCO complains that
“textbooks are primarily a medium for teaching children scientific facts
and make little to no effort to contextualize environmental education.”
Stated another way, schools books must not simply teach facts, but must
be weaponized and politicized to advance the UN’s agenda.
Global citizenship education
is also a frequent topic in the report and all throughout the UN’s
global indoctrination efforts masquerading as education. Fortunately for
readers, the UNESCO report even describes the real agenda. “Global
citizenship education aims to inculcate students with a notion of
belonging not just to their own country but to broader trans-national
and global entities,” the document explains.
Do you “belong” to “trans-national and global entities”? Your
children might think they do — at least if UNESCO gets its way. And
indeed, Obama’s Education Secretary Arne Duncan boasted that UNESCO was his “global partner” in creating “green” global citizens
thoroughly indoctrinated in the UN’s dangerous “sustainable
development” ideology. Quoting a proud communist terrorist, Duncan spoke
of “education” as a “weapon” to “change the world.”
Also coming under fire are school textbooks that show women and
mothers in “traditional roles,” including the performance of
“housework.” In some Turkish textbooks, UNESCO complains, “traditional
roles among the females in the house (mother, daughter) are portrayed in
the context of cooperation.” “Moreover, women are rarely depicted as
working women,” the report complains. In other words, in the UN’s view,
women are for working and paying taxes, not for being mothers, and to
suggest otherwise is to run afoul of the UN’s anti-family, pro-abortion
“gender equality” demands.
The report also complains that many textbooks around the world do not
sufficiently promote homosexuality, lesbianism, bisexuality,
transgenderism, and more. “While textbooks call for tolerance of
diversity, sexual diversity is repeatedly excluded,” the report
complains. Unsurprisingly, the Swedish government is praised by the
radical UN agency for promoting homosexuality and homosexual parenting
in school textbooks.
Other UNESCO “education” documents also call for the sexualization of children. The “International Guidelines for Sexuality Education” released in 2009, for instance, call for teaching children starting at age five that masturbation is “pleasurable.”
By age nine, children begin lessons on “aphrodisiacs,” “homophobia,”
“trans-phobia,” the alleged safety and desirability of legal abortion,
and various perversions. By age 15, the children learn how to “promote
the right to and access to safe abortion.” Agents of change, indeed.
Some textbooks used in American schools come under fire in the new
UNESCO report just for providing factual information — in this case,
true facts about alleged man-made climate change that challenges the
UN’s discredited narrative. “The textbooks not only cast doubt on the
causes of climate change but also emphasize its positive effects and
describing [sic] its negative effects as uncertain,” fume the UNESCO
authors, highlighting a textbook that points out the well-known fact
that not all scientists agree with the UN’s failed theory.
It also acts as if warming leading to increasing agricultural yields
were a taboo subject that cannot be uttered in the presence of children,
even while explicit sexual material is supposed to be not only
appropriate but mandatory for children under five years old. “None of
the textbooks analysed contained a call to action explicitly linking
student behavior or need to take mitigating actions,” the report added
about some American textbooks that fail to call on students to become
climate-justice warriors.
Ironically, despite the lip service given to non-violence, the UN’s
record in this area is sordid beyond belief. UN “peace” troops, for
example,
have rightly developed a reputation around the world as vicious
predators, with UN forces implicated in systematic rape and sexual
exploitation of children in virtually every country ever occupied by the UN. Killings of unarmed protesters and civilians by UN forces also occur regularly, going back generations.
Schools run by the UN, meanwhile, were exposed yet again last year training Arab children to wage constant “holy war” against their Jewish neighbors.
By contrast, the UNESCO report criticizes some Western textbooks for
highlighting Islamic military history, arguing that the facts might lead
people to associate Islam with violence.
As The New American has highlighted on multiple occasions,
textbooks are just one facet of the problem. The UN actually has a
transparent agenda to re-shape the ethics, values, beliefs, attitudes, and even the spirituality of children — according to the UN’s own top leaders.
“We have the collective duty to empower every child and youth with the
right foundations — knowledge, values and skills — to shape the future
as responsible global citizens,” declared UNESCO boss Irina Bokova, a longtime senior operative with the mass-murdering Bulgarian Communist Party.
Just last week, a UN group of self-styled “human rights experts” slammed a local school district in Connecticut and demanded that it choose new textbooks. And this is just the beginning, as the UN becomes increasingly bold and vicious in attacking U.S. independence, liberties, and self-government.
The latest UNESCO report on textbooks concludes with the
recommendation that textbooks around the world be revised as soon as
national governments’ curricula are updated to meet the UN’s demands for
the UN “sustainable development agenda.” “Guidelines explicitly related
to environmental issues, peace and global citizenship, sustainable
development, human rights and gender equality need to be integrated
within textbook review processes,” the document demands.
The report never does explain why the tiny group of fringe globalists
and communists running UNESCO and other radical UN bureaucracies should
have any say at all in school standards and textbooks used by American
children. Yet, the real agenda is clear: As every dictator of the 20th
century has understood, to be sustainable, tyranny must be inculcated in
the minds of the youth from an early age.
As of right now, U.S. law prohibits any American taxpayer funding for UNESCO. And the UN more broadly is skating on thin ice amid ongoing attacks on American freedoms and self-government.
But that is not nearly enough. The U.S. government should totally
withdraw from UNESCO, along with exiting and defunding the entire
dictators club that is the UN. The minds of the youth, and therefore the
future of freedom and self-government, literally depend on stopping the
rogue global organization from achieving its goals.
Related articles:
UN Agenda 2030: A Recipe for Global Socialism
UN Adopts “Education” Plan to Indoctrinate Children in Globalism
UN Speaks Out Against School Textbooks in America
UN Goals for Humanity Target Children as “Agents of Change”
UN Schools Caught Teaching Arab Children to Wage Jihad on Jews
Bill to Get U.S. Out of UN Introduced in New Congress
UN: Gov’t Must Control Private Schools Because of “Human Rights”
UN Plots Future of Education: Creating Green “Global Citizens”
Common Core and UN Agenda 21: Mass Producing Green Global Serfs
Schooling for World Government: UNESCO’s Global Citizenship Education Forum
The Real Agenda Behind UN “Sustainability” Unmasked
UN Pushes Common Core-style Global Education Regime
UNESCO Report: Sex Guidelines for Kids From Birth
United Nations Exploits Pseudo-“Human Rights” to Attack U.S.
Corrupt Communist UNESCO Boss Leads Race for UN SG Job