Harvard Pushes ‘Queering Education’ – Here’s Why It Breaks Federal Law
amuse – Suppose an American university were caught using taxpayer dollars to fund a theology course that instructed future teachers to structure public classrooms around Christian doctrine. There would be a media uproar, lawsuits from the ACLU, and urgent congressional hearings about the Establishment Clause.
The same logic must apply to ideological instruction from the left. Harvard’s course EDU H210P, “Queering Education,” is not a neutral academic inquiry but a taxpayer-subsidized training ground for radical social reengineering. If President Trump’s executive order banning federally funded DEI indoctrination means anything, it surely prohibits what is happening in this course.
Let us examine the course on its own terms. Taught by self-proclaimed activist Kimm Topping, the author of “Generation Queer,” the class promises to equip future educators with tools to dismantle what it calls “heteronormativity” and “cisnormativity” in K-12 education.
These terms, while cloaked in the language of critical theory, describe nothing more than the traditional understanding that boys are boys, girls are girls, and that most people grow up to marry someone of the opposite sex and have children. This is not a conspiracy of cultural oppression. It is the anthropological norm across civilizations and millennia.
Topping’s curriculum is not merely descriptive, it is prescriptive. Students are instructed to imagine themselves as ideological engineers, redesigning classroom structures, policies, and curricula to affirm queer identities and challenge the primacy of the nuclear family.
Course texts include firsthand narratives of child drag performers, transgender high school athletes, and students whose gender expression is explicitly positioned in opposition to traditional biological categories. Topping’s 2025 book, for instance, valorizes the parents of “Desmond is Amazing,” a child drag performer whose public sexualization has been condemned by child psychologists and parents’ rights advocates.
The book also endorses boys using girls’ bathrooms and the placement of biological males in girls’ sports, despite well-documented biological advantages and widespread parental concern.
What is the rationale for all this? That queer youth exist and must feel seen. No one denies their existence, nor that they deserve dignity and mental health treatment. But the leap from dignity to domination, from tolerance to taxpayer-funded proselytization, is one that Harvard makes without hesitation.
Indeed, the entire premise of the course is that public schools should serve not the communities that fund them, nor the parents who entrust them with their children, but the theories of Michel Foucault and Judith Butler. The course sees heteronormativity as a problem to be solved. And students who dissent from that premise, particularly those from religious or traditional backgrounds, are implicitly cast as hate filled obstacles to progress.
This is not education in the classical sense. It is not an exploration of ideas. It is a catechism. And when institutions that receive hundreds of millions of dollars in federal aid advance these teachings as normative and expected, they violate both the spirit and the letter of the Trump administration’s executive order.
That order, reissued in January 2025, explicitly prohibits federal funds from being used to promote instruction that categorizes individuals as inherently privileged or oppressive based on immutable characteristics. It also bars the use of such funds for programming that inculcates the belief that the United States is irredeemably flawed or that American institutions must be radically dismantled. Harvard’s “Queering Education” course does both.
It frames the traditional family not as one possible structure among many, but as an oppressive regime. It trains students to intervene against norms, not merely to understand them.
Moreover, the course is not elective in the colloquial sense. For many students pursuing degrees in education or public policy, it is cross-listed, recommended, or required depending on one’s track.
That means students on federal student aid, GI Bill benefits, or research fellowships may be compelled to sit through what amounts to an activist training seminar in order to graduate. The taxpayer, therefore, funds not just the university, but the pipeline of ideological conformity that it produces.
Some will object: is this not academic freedom? No. Academic freedom protects the right to explore ideas, not the right to impose dogma. A university cannot, for instance, mandate that all biology students renounce evolution or require chemistry students to memorize religious doctrine.
The analogy applies in reverse. Students should not be coerced, explicitly or structurally, into affirming radical gender ideologies as a condition of professional advancement. Harvard can teach whatever it wants, but the public should not be compelled to subsidize it.
The broader danger here is not merely legal, but civilizational. Harvard has long functioned as the de facto brain trust for America’s elite. What is taught in Cambridge today is implemented in classrooms, courtrooms, and boardrooms across the country tomorrow.
To instruct future policymakers and educators that the nuclear family is a vehicle of oppression, that biological sex is an outdated superstition, and that parental authority must be subverted in the name of “queer justice” is to invite the unraveling of the social fabric.
The West is already in demographic decline. Fertility rates have collapsed. Births per woman in the US hover near 1.6, far below replacement level. At the same time, cultural and institutional voices increasingly frame childbearing as burdensome and family as retrograde.
Courses like EDU H210P are not merely reflections of this trend, they are drivers of it. By teaching the next generation that family is optional, gender is a construct, and tradition is tyranny, they erode the foundation upon which healthy, flourishing communities are built.
This is not hyperbole. It is the logical end of a cultural revolution that believes every norm must be interrogated and every tradition dismantled. That a university with a $50 billion endowment, receiving over $600 million in federal funds annually, would devote those resources to ideological subversion is not merely unfortunate. It is unconscionable.
The Civil Rights Division of the Department of Justice should launch an immediate investigation into Harvard’s compliance with federal guidelines. Institutions that knowingly violate those terms should face disqualification from Title IV student aid, a freeze on federal research funds, and potential clawbacks.
Congress should reassert its oversight authority and consider stricter statutory definitions of what constitutes educational instruction versus ideological indoctrination.
To be clear, private citizens and institutions are free to believe, discuss, and advocate whatever they wish. But they are not entitled to taxpayer dollars to do so. If Harvard wishes to explore gender ideology, it must do so on its own dime, not with funds extracted from truck drivers in Ohio or small business owners in Alabama.
If our institutions are to mean anything, they must be grounded in reality. The biological distinction between male and female is not a myth. The family is not a tool of oppression. And the classroom is not a therapist’s couch or a revolutionary cell. It is time we remembered that.
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SF Source American Liberty News Oct 2025