学校

[qiyunysh]

我是转帖，请明示，哪里断章取义了？我愿意接受如果我理解错了。这篇文章多次转载，听证会争议那么大，肯定有问题。

难道中文论坛的人们不懂英文吗？

想楼主这样断章取义有意思吗？

原文链接在此，上下文不难http://pridenet.ca/wp-content/uploads/the-gender-spectrum.pdf

 

[psd1179]

第5页：性别是一个系列，在“男”和“女”之间存在一系列性别身份。性别是思想的产物，是社会概念，而不是生理特征。从出生到死亡，一个人的性别身份可以不停地发展变化。因此贵子女可以随时表达自己是男或是女，或同时拥有男女两个性别，这是健康的，没有对错之分。
前文是
This book will help you explore how the common beliefs about gender previously mentioned
create a hostile school climate for gender non-conforming and transgender students. It is
based on the following set of beliefs, which are more inclusive of the transgender and
gender non-conforming students, staff, and families in our school communities.


第10页：如果贵子女目前还没有考虑好是否变性，可以先使用激素抑制剂( hormone blockers)，这是安全的，可以阻止贵子女的第二性征发育，以后变性时可以避免手术痛苦，并节省昂贵的手术费。
上下文是
MYTH: Hormone blockers, used to delay puberty in transgender teens, are detrimental
to one’s health.
FACT: Hormone blockers are a safe way to “buy time” as the transgender teen decides
whether to go on cross-hormones. This treatment prevents the (often traumatic)
development of secondary sex characteristics that do not match the person’s gender
identity. It also prevents the need for painful and expensive surgeries to undo these
changes later in life. This treatment is widely endorsed by family doctors,
endocrinologists, psychologists, and other specialists involved in transgender health
programs.
如果小孩没有性别问题，也就没有必要考虑这些问题



第17页：学校要庆祝与“性别系列”观念有关的节日、支持有关组织、购买有关书籍、检讨有关课程。
前文是
Creating a Gender Inclusive School Culture
These strategies will help educational administrators successfully meet their ethical and
legal responsibility to create a safe and inclusive environment for all students,
不是要庆祝，而是说要培养无性别歧视的意识
Observe and celebrate events that raise awareness about gender-related
oppression


第17页：学校要雇佣“多样化性别身份和性别表达的职员”，以便言传身教。
原文不是言传身教，而是可以雇佣性别取向不同，或者性别表征不同，已经对性别取向持有正面态度的职员，
Hire staff with diverse gender identities and expressions, as well as positive attitudes
toward gender non-conformity.


第17页：学校要挑战并对抗一切可能传递传统性别观点的信息，包括壁画、海报、公告板、奖杯柜、学校网站等。
Challenge and counteract binary and stereotypical messages about gender (both
implicit and explicit) found on school grounds, including murals, posters, bulletin
board displays, trophy cases, the school website, etc.
注意是challenge “ binary and stereotypical”
下文是消除恶意的针对性别取向的涂鸦
Ensure that harmful (i.e. sexist, homophobic, transphobic) graffiti on walls, desks,
and washroom stalls etc. are removed and dealt with seriously.



第17页：学校要提供“性别中立”的厕所和更衣室。
漏了下文，目的是不让事实存在的性别取向特殊和变性人群尴尬
Provide the option of a gender-neutral washroom and change room. (Bear in mind
that gender non-conforming and transgender people are, just like everyone else,
entitled to use the facilities that match their gender identity.)


第18页：学生可以按自己认为的性别填写表格，使用名字和第三人称(he or she)。
上文是
This policy is intended to advise school administration and staff regarding issues related to
transgender and gender-nonconforming students in order to provide equal educational
opportunities to all students and ensure that schools maintain environments free from
unlawful discrimination or discriminatory harassment.


第19页：学生可以按自己认为的性别着装、使用厕所和更衣室。如果一个男孩“觉得自己是个女孩”，就可以进入女更衣室。
文中提出
Where available, a single-stall restroom or other alternate restroom, such as one in a health or nurse’s
office, shall be used by any student with a need for increased privacy。
In
locker rooms that require undressing in front of others, students who desire increased privacy
for any reason (for example, because of their gender identity, a permanent or temporary
disability, faith, etc.), shall be provided with accommodations that best meet their needs and
privacy concerns. Based on availability and the nature of the privacy concerns, such
accommodations could include, but are not limited to: Use of a private area in or near the locker
room (e.g., an area separated by a curtain, the physical education instructor’s office, a nearby
restroom or medical room, etc.), or a separate changing schedule (using the locker room before
or after other students).


第22页：老师要与时俱进，学习有关“性别系列”的观念、事物，并教育学生。
Professional development. Reflect on your practice. Be aware of your strengths
and areas for improvement as a gender-inclusive teacher. Continue to educate
yourself about gender issues. Request workshops on the issue.

Teach students how to protect themselves from genderbased
bullying and harassment. Ensure students know how
to identify and respond to sexism, homophobia, and
heterosexism. Teach students the skills of resiliency.只能对原中文意译说fuck


第23页：老师要在教室里布置描绘“性别系列”观念的标志、海报、课本、图书等，创造性别多元化环境
上文是
Classroom Management/Environment
 At the beginning of the year, share your commitment to creating a safe, bullyingfree
environment for all students. Show students they can count on you to follow
through on your commitment to them.

个人保留对这条的意见
Address the class in non-gendered ways (i.e. avoid “boys and girls”). For
inclusive language ideas, see pg. 26.




第24页：老师之间进行批评与自我批评，改变传统的性别观念，积极实践和支持“性别系列”观念，不断参加有关变性、同性恋、双性恋的活动、讲座和培训。要勇敢，不要怕犯错。
Ideas for Thinking Outside the Gender Binary!
Check your baggage. Reflect on your preconceived attitudes and fears regarding
gender norms, gender conformity and transgender people.
Educate yourself. Stay on top of current social, political and cultural events related to
gender issues – are gender roles being reinforced or deconstructed?
Challenge yourself. Challenge your own stereotypes, beliefs and expectations around
gender. Challenge your judgments about people who don’t conform to rigid gender
stereotypes either by their clothes, hair, mannerisms, interests or sexual attractions/
sexual orientation.
Challenge others. Confront sexist/ homophobic attitudes and actions of others. Share
what you have learned and encourage others to take a stand.
Make no assumptions. Don’t assume that all boys or all girls will have the same
interests or learn the same way, or that there is only one right way to be male or female
or trans. Consider the idea that gender is not a binary but rather exists along a
continuum.
Practice, practice, practice! Seize opportunities to use non-gender specific language
(i.e. Not “boys and girls”), and practice challenging the gender stereotypes that children
are taught.
Show your support. Continue to attend events, workshops and training related to
trans, gender and LGBTQ issues.
Don’t worry about making mistakes. We all make mistakes sometimes! Learn from
them and keep on growing.
Be brave. It takes courage to create change, but we owe it to our students.

还是要对“不断参加有关变性、同性恋……"的翻译说fuck



第25页：小学生玩过家家游戏时，可以有多个爸爸或妈妈。如果学生想强加死板的游戏规则给其他人，就挑战这些规则。在着装游戏中，鼓励学生不考虑性别，可以扮成任何人。
虽然我不同意手册的提法，但是更不同意原文的翻译
It is important not to make assumptions about
gender or how a particular student should act. As long as they are being imaginative,
enjoying themselves and being respectful of one another....let them play!


第26页：老师不要用“男孩和女孩”或者“女士和先生”来称呼学生，以免传递传统性别观念。
前文是Recognize that not everyone identifies as either male or female.

Don’t refer to students as “boys and girls” or “ladies and gentlemen,” as not
everyone fits into this binary view of gender.


第29页：鼓励学生批判、质疑和重新设想一切传递传统性别观念的书籍和故事，如“为什么插图只画男孩打冰球而不是女孩？”，“如果睡美人是个男孩会怎么样？”。如果学生坚持传统的性别观念，老师应该质问他们：“你的信仰是从哪里来的？”
前文是Use of Story to Challenge Gender Stereotypes,非把成见翻译成传统性别观念


第31页：在英语、社会研究、科学、数学、语言、体育等所有科目中都渗入“性别系列”观念。
Discussions about Gender with Secondary Students

ENGLISH: Provide students with materials that depict characters in
non-gender stereotypical ways. When studying classical literature
that may contain gender stereotypes, discuss this with students,
including the connection to social norms and change.
SOCIAL STUDIES: Discuss how gender roles differ through time
and by region. Provide students with a context for how changes
come about through shifts in attitude, understanding, laws, scientific
discovery, etc.
SCIENCE: Have students consider the biological and genetic
differences between genders and the scientific definition of male and
female. Introduce the notion of intersexuality (see lesson on this
topic). Discuss varieties in gender roles through the animal kingdom
in terms of reproduction, mating rituals, care giving, and nurturing
roles.
MATH: Have a class discussion on famous mathematicians of the past and present.
Discuss the dominance of men in the field and possible reasons for that. Have students
consider the long-held notion that girls aren’t good at math and challenge this belief (e.g. Is
it true? Can we find evidence to the contrary? If it’s not true, where did the belief come
from?)
LANGUAGES: How does gender connect to language? For example, how are we limited
by the lack of a singular, gender-neutral pronoun in English? Do other languages have
such a pronoun? What is happening to gender-laden words in every language such as
policeman? In a language like
French, objects have gender.
Does that make sense? How
was each gender decided? Do
they follow stereotypical lines or
are there unusual examples?
PHYSICAL EDUCATION: Ask
students what they think of the
fact that their school either does
or does not separate PE classes
by gender for grades 8-10. Is
there a good reason for
separation? Is there a good
reason not to separate? How
might a transgender student
cope with the current system?

懒得扯淡了

 

[Carc]

基因是个非常好的假想。医生也说湿疹是基因造成的。但是事实是，我看到的研究文章说，最近五年来，湿疹患者人数翻了五倍！这显然说明很多患者得湿疹，和基因没有关系。

科学在发展，研究结论也在一直被修订。我相信，目前的同性恋，以及实施法案后将会出现的更多的同性恋里面，绝对有数量不菲的人，不是因为他们的基因有问题，才做了同性恋的。

类似近视眼，基因是重要因素，用眼卫生和用眼强度同样是重要因素。

有些人天生排斥同性间的亲密接触，再是处于饥渴状态，也不会对同性产生性冲动，而有些人则不排斥，更有些人天生就会被同性吸引，所以后两类人就有可能发展出同性恋或双性恋倾向。环境因素同样重要，单一性别环境确实容易导致这种问题，同性强奸，自古以来，在各国军队，监狱都是高发行为。

古代曾有许多富贵人家养娈童，契弟，甚至可以公开作为风流韵事讨论，写到史书里的同性佳话也不少，还有同性恋主题的淫词艳曲呢。可见天性里不排斥同性亲密行为的人，确实不在少数，一旦社会趋向认同这种行为，很可能就蔚然成风

 

[psd1179]

这个手册的作用，就是提醒家长自己对自己孩子的性取向负责。学校是别指望了。不说Boys and Girls，he She随便来，尼玛英语还怎么说？

 

[英语在用]

这个家长太可怕了，甚至有些邪恶了

第5页：性别是一个系列，在“男”和“女”之间存在一系列性别身份。性别是思想的产物，是社会概念，而不是生理特征。从出生到死亡，一个人的性别身份可以不停地发展变化。因此贵子女可以随时表达自己是男或是女，或同时拥有男女两个性别，这是健康的，没有对错之分。
前文是
This book will help you explore how the common beliefs about gender previously mentioned
create a hostile school climate for gender non-conforming and transgender students. It is
based on the following set of beliefs, which are more inclusive of the transgender and
gender non-conforming students, staff, and families in our school communities.


第10页：如果贵子女目前还没有考虑好是否变性，可以先使用激素抑制剂( hormone blockers)，这是安全的，可以阻止贵子女的第二性征发育，以后变性时可以避免手术痛苦，并节省昂贵的手术费。
上下文是
MYTH: Hormone blockers, used to delay puberty in transgender teens, are detrimental
to one’s health.
FACT: Hormone blockers are a safe way to “buy time” as the transgender teen decides
whether to go on cross-hormones. This treatment prevents the (often traumatic)
development of secondary sex characteristics that do not match the person’s gender
identity. It also prevents the need for painful and expensive surgeries to undo these
changes later in life. This treatment is widely endorsed by family doctors,
endocrinologists, psychologists, and other specialists involved in transgender health
programs.
如果小孩没有性别问题，也就没有必要考虑这些问题



第17页：学校要庆祝与“性别系列”观念有关的节日、支持有关组织、购买有关书籍、检讨有关课程。
前文是
Creating a Gender Inclusive School Culture
These strategies will help educational administrators successfully meet their ethical and
legal responsibility to create a safe and inclusive environment for all students,
不是要庆祝，而是说要培养无性别歧视的意识
Observe and celebrate events that raise awareness about gender-related
oppression


第17页：学校要雇佣“多样化性别身份和性别表达的职员”，以便言传身教。
原文不是言传身教，而是可以雇佣性别取向不同，或者性别表征不同，已经对性别取向持有正面态度的职员，
Hire staff with diverse gender identities and expressions, as well as positive attitudes
toward gender non-conformity.


第17页：学校要挑战并对抗一切可能传递传统性别观点的信息，包括壁画、海报、公告板、奖杯柜、学校网站等。
Challenge and counteract binary and stereotypical messages about gender (both
implicit and explicit) found on school grounds, including murals, posters, bulletin
board displays, trophy cases, the school website, etc.
注意是challenge “ binary and stereotypical”
下文是消除恶意的针对性别取向的涂鸦
Ensure that harmful (i.e. sexist, homophobic, transphobic) graffiti on walls, desks,
and washroom stalls etc. are removed and dealt with seriously.



第17页：学校要提供“性别中立”的厕所和更衣室。
漏了下文，目的是不让事实存在的性别取向特殊和变性人群尴尬
Provide the option of a gender-neutral washroom and change room. (Bear in mind
that gender non-conforming and transgender people are, just like everyone else,
entitled to use the facilities that match their gender identity.)


第18页：学生可以按自己认为的性别填写表格，使用名字和第三人称(he or she)。
上文是
This policy is intended to advise school administration and staff regarding issues related to
transgender and gender-nonconforming students in order to provide equal educational
opportunities to all students and ensure that schools maintain environments free from
unlawful discrimination or discriminatory harassment.


第19页：学生可以按自己认为的性别着装、使用厕所和更衣室。如果一个男孩“觉得自己是个女孩”，就可以进入女更衣室。
文中提出
Where available, a single-stall restroom or other alternate restroom, such as one in a health or nurse’s
office, shall be used by any student with a need for increased privacy。
In
locker rooms that require undressing in front of others, students who desire increased privacy
for any reason (for example, because of their gender identity, a permanent or temporary
disability, faith, etc.), shall be provided with accommodations that best meet their needs and
privacy concerns. Based on availability and the nature of the privacy concerns, such
accommodations could include, but are not limited to: Use of a private area in or near the locker
room (e.g., an area separated by a curtain, the physical education instructor’s office, a nearby
restroom or medical room, etc.), or a separate changing schedule (using the locker room before
or after other students).


第22页：老师要与时俱进，学习有关“性别系列”的观念、事物，并教育学生。
Professional development. Reflect on your practice. Be aware of your strengths
and areas for improvement as a gender-inclusive teacher. Continue to educate
yourself about gender issues. Request workshops on the issue.

Teach students how to protect themselves from genderbased
bullying and harassment. Ensure students know how
to identify and respond to sexism, homophobia, and
heterosexism. Teach students the skills of resiliency.只能对原中文意译说fuck


第23页：老师要在教室里布置描绘“性别系列”观念的标志、海报、课本、图书等，创造性别多元化环境
上文是
Classroom Management/Environment
 At the beginning of the year, share your commitment to creating a safe, bullyingfree
environment for all students. Show students they can count on you to follow
through on your commitment to them.

个人保留对这条的意见
Address the class in non-gendered ways (i.e. avoid “boys and girls”). For
inclusive language ideas, see pg. 26.




第24页：老师之间进行批评与自我批评，改变传统的性别观念，积极实践和支持“性别系列”观念，不断参加有关变性、同性恋、双性恋的活动、讲座和培训。要勇敢，不要怕犯错。
Ideas for Thinking Outside the Gender Binary!
Check your baggage. Reflect on your preconceived attitudes and fears regarding
gender norms, gender conformity and transgender people.
Educate yourself. Stay on top of current social, political and cultural events related to
gender issues – are gender roles being reinforced or deconstructed?
Challenge yourself. Challenge your own stereotypes, beliefs and expectations around
gender. Challenge your judgments about people who don’t conform to rigid gender
stereotypes either by their clothes, hair, mannerisms, interests or sexual attractions/
sexual orientation.
Challenge others. Confront sexist/ homophobic attitudes and actions of others. Share
what you have learned and encourage others to take a stand.
Make no assumptions. Don’t assume that all boys or all girls will have the same
interests or learn the same way, or that there is only one right way to be male or female
or trans. Consider the idea that gender is not a binary but rather exists along a
continuum.
Practice, practice, practice! Seize opportunities to use non-gender specific language
(i.e. Not “boys and girls”), and practice challenging the gender stereotypes that children
are taught.
Show your support. Continue to attend events, workshops and training related to
trans, gender and LGBTQ issues.
Don’t worry about making mistakes. We all make mistakes sometimes! Learn from
them and keep on growing.
Be brave. It takes courage to create change, but we owe it to our students.

还是要对“不断参加有关变性、同性恋……"的翻译说fuck



第25页：小学生玩过家家游戏时，可以有多个爸爸或妈妈。如果学生想强加死板的游戏规则给其他人，就挑战这些规则。在着装游戏中，鼓励学生不考虑性别，可以扮成任何人。
虽然我不同意手册的提法，但是更不同意原文的翻译
It is important not to make assumptions about
gender or how a particular student should act. As long as they are being imaginative,
enjoying themselves and being respectful of one another....let them play!


第26页：老师不要用“男孩和女孩”或者“女士和先生”来称呼学生，以免传递传统性别观念。
前文是Recognize that not everyone identifies as either male or female.

Don’t refer to students as “boys and girls” or “ladies and gentlemen,” as not
everyone fits into this binary view of gender.


第29页：鼓励学生批判、质疑和重新设想一切传递传统性别观念的书籍和故事，如“为什么插图只画男孩打冰球而不是女孩？”，“如果睡美人是个男孩会怎么样？”。如果学生坚持传统的性别观念，老师应该质问他们：“你的信仰是从哪里来的？”
前文是Use of Story to Challenge Gender Stereotypes,非把成见翻译成传统性别观念


第31页：在英语、社会研究、科学、数学、语言、体育等所有科目中都渗入“性别系列”观念。
Discussions about Gender with Secondary Students

ENGLISH: Provide students with materials that depict characters in
non-gender stereotypical ways. When studying classical literature
that may contain gender stereotypes, discuss this with students,
including the connection to social norms and change.
SOCIAL STUDIES: Discuss how gender roles differ through time
and by region. Provide students with a context for how changes
come about through shifts in attitude, understanding, laws, scientific
discovery, etc.
SCIENCE: Have students consider the biological and genetic
differences between genders and the scientific definition of male and
female. Introduce the notion of intersexuality (see lesson on this
topic). Discuss varieties in gender roles through the animal kingdom
in terms of reproduction, mating rituals, care giving, and nurturing
roles.
MATH: Have a class discussion on famous mathematicians of the past and present.
Discuss the dominance of men in the field and possible reasons for that. Have students
consider the long-held notion that girls aren’t good at math and challenge this belief (e.g. Is
it true? Can we find evidence to the contrary? If it’s not true, where did the belief come
from?)
LANGUAGES: How does gender connect to language? For example, how are we limited
by the lack of a singular, gender-neutral pronoun in English? Do other languages have
such a pronoun? What is happening to gender-laden words in every language such as
policeman? In a language like
French, objects have gender.
Does that make sense? How
was each gender decided? Do
they follow stereotypical lines or
are there unusual examples?
PHYSICAL EDUCATION: Ask
students what they think of the
fact that their school either does
or does not separate PE classes
by gender for grades 8-10. Is
there a good reason for
separation? Is there a good
reason not to separate? How
might a transgender student
cope with the current system?

懒得扯淡了

 

[英语在用]

你觉得，当时蔚然成风影响人口繁殖了？

类似近视眼，基因是重要因素，用眼卫生和用眼强度同样是重要因素。

有些人天生排斥同性间的亲密接触，再是处于饥渴状态，也不会对同性产生性冲动，而有些人则不排斥，更有些人天生就会被同性吸引，所以后两类人就有可能发展出同性恋或双性恋倾向。环境因素同样重要，单一性别环境确实容易导致这种问题，同性强奸，自古以来，在各国军队，监狱都是高发行为。

古代曾有许多富贵人家养娈童，契弟，甚至可以公开作为风流韵事讨论，写到史书里的同性佳话也不少，还有同性恋主题的淫词艳曲呢。可见天性里不排斥同性亲密行为的人，确实不在少数，一旦社会趋向认同这种行为，很可能就蔚然成风