Best Argument Ever Against Political Correctness by Stephen Fry

Best Argument Ever Against Political Correctness by Stephen Fry Stephen John Fry is an English comedian, actor, and writer. Fry’s acting roles include a Golden Globe Award-nominated lead performance in the film Wilde, Melchett in the BBC television series Blackadder, the title character in the television series Kingdom, a recurring guest role as Dr. Gordon Wyatt on the crime series Bones, and as Gordon Deitrich in the dystopian thriller V for Vendetta. He has also written and presented several documentary series, including the Emmy Award-winning Stephen Fry: The Secret Life of the Manic Depressive, which saw him explore his bipolar disorder, and the travel series Stephen Fry in America. He was also the long-time host of the BBC television quiz show QI, with his tenure lasting from 2003 to 2016. Besides working in television, Fry has contributed columns and articles for newspapers and magazines and written four novels and three volumes of autobiography, Moab Is My Washpot, The Fry Chronicles, and More Fool Me. He also appears frequently on BBC Radio 4, starring in the comedy series Absolute Power, being a frequent guest on panel games such as Just a Minute, and acting as chairman during one series of I’m Sorry I Haven’t a Clue, where he was one of a trio of possible hosts who were tried out to succeed the late Humphrey Lyttelton, Jack Dee getting the post permanently.

9/11 Before & After – David Icke Talks To Clyde Lewis

California WOKE Catastrophe

California Inequality As Bad As Congo, Nigeria, Guatemala & El Salvador

‘World’s most WOKE airline’ blames climate change for delays

Andrew Bolt has hit out at Qantas, “the world’s most woke airline”, after an executive blamed climate change for the airline’s worsening flight delays.

The Woke Mentality Is Destroying Human Society – David Icke

Laurence Fox: Woke Culture & Its Celebrity Hypocrites

This week’s guest on “So What You’re Saying Is…” is actor, singer & songwriter Laurence Fox, who made newspaper headlines several times last month for various comments criticizing “leftisim” at R.A.D.A., identity politics in the arts, and the hypocrisy of “woke” celebrities who support MeToo and ExtinctionRebellion movements whilst wearing revealing dresses and travelling on private jets.

Mr. Fox, part of the famous Fox dynasty of actors (which includes his father, James, and uncle, Edward), is perhaps best known for playing the leading role of DS James Hathaway in the Inspector Morse spin-off TV series “Lewis” (2006-2015) and from his roles in films such as Gosford Park and Elizabeth: The Golden Age. More recently, however, (in 2018), Mr. Fox joined the ITV series Victoria, playing the role of Lord Palmerston for its third series, which first aired in 2019.

A singer and songwriter, Laurence Fox’s latest album includes a song (“Dead in the Eye”) that targets politically correct woke culture, which he likens to a new religion.

Elon Musk’s Neuralink Presentation

Electric vehicles, rockets… and now brain-computer interfaces. Elon Musk’s newest venture, Neuralink, aims to bridge the gap between humans and artificial intelligence by implanting tiny chips that can link up to the brain. At a press conference on July 16, Neuralink’s ambitious plans were detailed for the first time, showcasing a future (a very distant future!) technology that could help people deal with brain or spinal cord injuries or controlling 3D digital avatars.

Agenda 21 or Agenda 2030 The Plan To Kill You – David Icke – The United Nations Depopulation Plan The global cabal of U.N. Agenda 21 is behind global warming, regionalism, zoning, land and water use control, wealth redistribution, weakening and eventual replacement of the dollar as the world’s reserve currency, global warming, cap and trade, Smart Grid, Smart Meters, carbon taxes, high gasoline prices, global citizens, IB World Schools, Common Core nationalized education standards, biofuels, Marxist advancement across the globe, food control, water access control via the Law of the Sea Treaty (LOST), gun control, health control, the Arab Spring/Winter, unchecked illegal immigration, and they are unstoppable.’

Queering the Body; Queering Primary Education A free one-day seminar presented by the No Outsiders research team Sponsored by the Society for Educational Studies for the Education and the Body seminar series Tuesday 16th September 2008, 12.00 – 6.45 University of Exeter This seminar is timed to follow the Queer in Europe conference at the University of Exeter from 13th – 15th September. For details of Queer in Europe, see www.sall.ex.ac.uk/centres/cissge/ Since September 2006, the No Outsiders research team (a collaboration of primary teachers-researchers, university researchers and equalities facilitators) has been breaking new ground in equalities education by exploring approaches to lesbian, gay, bisexual and transgender equality in the primary school. The 28-month ESRC-funded project supports primary teachers in three regions of the UK in challenging heteronormativity, homophobian and transphobia in their own schools and classrooms. Practical approaches within the project include the use of stories, drama and the visual arts, as well as revisions to school policies and the development of guidance on challenging homophobia at primary level. Underlying these activities, however, is a much deeper interrogation of the discourses which keep the heterosexual matrix (Butler, 1990) and its elision of sex-gender-sexuality in place. One of the most fundamental questions the research team has been addressing since the start of the project concerns the problematics of the body. The team is concerned to interrogate the desexualisation of children’s and teachers’ bodies, the negation of pleasure and desire in educational contexts and the tendency to shy away from discussion of (sexual) bodily activity in No Outsiders project work. The danger of accusations of the corruption of innocent children, particularly in the context of the world-wide media attention the project has received, has led team members to make repeated claims that this project is not about sex or desire – and that it is therefore not about bodies. Yet, at a very significant level, that is exactly what it is about and to deny this may have significant negative implications for children and young people. Through ongoing debate and exploration during the project, members of the project team have challenged the pervasive images of romantic love and life-long monogamy portrayed by the lesbian and gay characters in the children’s books used in project schools; have questioned the denial and/or repression of their own sexual identities, pleasures, desires and investments; have explored the underpinning cultural and religious discourses which banish sex from sexuality; have raised the need for and purpose of strategic essentialism in relation to sexualities and gender identity; and have challenged each other to go beyond imagined possibilities into queer practice. In addition, the team has explored the multi-layered ways in which sex/gender/sexuality are written on and performed through the body through the repetition and appropriation of specific social and cultural codes and symbols; and ways in which such performativity might be interrupted/disrupted in order both to queer the norm and normalise the queer. The seminar continues this process, aiming to trouble us – and the seminar participants – out of our comfort zones and to question the taken-for-granted of the supposedly sexless, bodiless (except for running noses, leaking bladders and untied shoelaces) and desire-less primary classroom. Drawing on project data, the seminar will address these questions: What sorts of border work (Thorne, 1993) do children and teachers engage in as they work (consciously or subconsciously) to maintain the heterosexual matrix and keep the body in its place; and what shifts and negotiations does this border work require? How might we create primary classrooms where gender-queer bodies and queer sexualities (for children and teachers) are affirmed and celebrated? What would it take to teach queerly? How would teachers’ and children’s bodies be implicated in this? What sorts of subversions and reversals might it entail? At what cost do we deny children’s and teachers’ sexuality? What do we lose if desire and pleasure are banned from the classroom? In what circumstances is strategic essentialism regarding the sexed, gendered and sexualised body necessary for change to principles and practice, and who might be harmed by an insistence on fluidity and non-unitary identities? What is the place of the research team members’ own bodies, desires and pleasures in this research?