And in brief British heatwave news:

It was a month-long experiment. Behold your taxes at work.

And before you ask,

Oh, and should you be tempted:

Do let us know how it goes.

Should clarity be required, this is not some miraculous property of yoghurt, even of Greek yoghurt at 10% fat. It’s merely a function of any substance that can be smeared onto windows before drying white. Presumably, similar effects could be achieved by gluing toilet paper onto your windows, which would also alert neighbours to your cunning. Or by purchasing any of the commercially available window films that do much the same thing, only better.

Consider this an open thread. Share ye, and so forth.

And speaking of not-at-all unbalanced cross-dressing men:

That would be this chap here, Mr Sasha Yates, whose behaviour didn’t appear to concern the progressive ladies who rushed to his defence to ensure he kept his job after initial complaints. And thereby kept his access to the schoolgirls’ changing rooms, where a bewigged Mr Yates paraded around in his own bra and panties, much to the girls’ discomfort, and while asking those teenage girls about their underwear and menstrual cycles.

The same progressive ladies who denounced as “hate” and “transphobia” any expression of concern, and who elevated themselves with the airing of modish views, their ostentatious displays of inclusivity, while screwing over the schoolgirls being harassed by a cross-dressing creep. Because in the Progressive Pecking Order, expressing discomfort with sexual boundary violations is terribly low-status when the culprit is a man pretending to be a woman.

Or as one progressive lady put it, following complaints of disturbing behaviour,

I’ll give you a moment to process that one. To savour the implications.

To those of us less practised in progressive dissembling, the above would seem to translate as, “It’s okay for the teenage girls in our care to be creeped on repeatedly by a cross-dressing pervert, and consequently left feeling violated and upset, because we have guidance counsellors. And a box of tissues. Also, cross-dressing perverts are very fashionable right now.”

That these sentiments were expressed with great confidence – by a woman – and were left entirely unchallenged by the reporter – also a woman – is quite a thing. It does, I think, tell us something about progressive priorities and which groups are deemed of much less importance.

Still, at least we can savour the irony of claims by Mr Yates’ defenders that we should look at “her [sic] character, not her [sic] gender…”

Readers may recall that Mr Yates’ homemade pornography – which he saw fit to send to a concerned parent, as one does – featured our burly cross-dresser using a kitchen sink as erotic apparatus, and while smoking methamphetamine and asking, coquettishly, “Am I a good meth whore?” A question that every parent hopes to hear from someone entrusted with the care of their children.

Following his self-inflicted exposure and subsequent resignation, supposedly for “ongoing health reasons,” Mr Yates took to a fetish forum to boast of his “coming out” as a “meth whore” – thereby titillating others with an “exposure fetish” – and while simultaneously positioning himself as the victim of a cruel, unfeeling world:

Nature is healing, buddy.

Mr Yates is currently seeking employment as a “transsexual escort.” “I am,” says he, “definitely interested in being pimped out to as many men as possible.”

Again, words that every parent longs to hear.

Whether the schoolgirls whose underwear so intrigued Mr Yates, or their parents, are likely to receive an apology from the school district, or from any of the progressive ladies who dismissed their concerns and accused them of bigotry, remains unclear.

Above, Mr Yates being affirmed by progressive ladies.

And in whatever-the-hell-this-is news:

Because environmentalist politics is all about the joy.

Ah, those self-other paradigms. And situated bodies. Of course.

Naturally, the planet is also assigned with novelty pronouns – BE/BER – because, well, because.

Such is the radical heft of the Journal of Lesbian Studies. Where other topics of deep pondering include “lesbian-dog relationalities and becomings,” and “lesbian, non-binary, and trans-dog intimacies.”

Empowered feminist ladies and their erotic entanglements with pets is, you’ll recall, a subject we’ve touched on before.

The latest issue of the Journal of Lesbian Studies can be accessed, for a whole thirty days, for a mere £220.

Oh, and should you be intrigued by “ecosexuality,” “grassilingus,” tree-licking, and free-swinging breasts daubed with mud, well, today’s your lucky day.

Consider this an open thread. Share ye links and bicker.

Lifted from the comments, a reminder of Teacher Appreciation Week:

This clearly female teacher has a deep voice, do you think it’s from smoking? pic.twitter.com/CGoFhMXy1C

— Dr. Jebra Faushay (@JebraFaushay) May 15, 2025

To which Chow Bag replies,

A not unreasonable question, all things considered.

Regarding Mr Look-At-My-Fabulous-Hair-Extensions, I suppose the obvious issue is the self-absorption of our strapping madam, such that he records and then publicly shares classroom videos of himself faffing about with his wig while expecting applause for his feats of fake-hair management. It does rather speak to his priorities and focus. And that’s before we get to the oddly ample fake bosom.

The other issue, I’d say, is the fact that schools have surrendered to cross-dressing men with a rapidity and full-throatedness that is quite remarkable. The place where cross-dressing men should not be – in positions of intimacy with, and authority over, children – is where they seem to find the most gushing welcome and the most ludicrous indulgence. Such that children are coerced to mouth fabulist pronouns and to regurgitate obvious lies.

Despite much higher rates of sexual offending, including offences against children, and similarly high rates of serious mental illness, people who identify as trans appear to be favoured in school hiring. Their numbers, and social-media prominence, does seem noteworthy. Among successful candidates, there is a certain triumphalism. A confident strutting.

And we’ve seen several examples of even the most basic safeguarding measures being abandoned, and an eye-widening disdain for children who report inappropriate behaviour by men in bad wigs. Even when that behaviour would, if indulged in by any other demographic, almost certainly result in immediate dismissal.

As if the safety of children were of much less importance than being seen to affirm cross-dressing men.

Also from the comments:

Supposedly, it’s about making the children feel “comfortable.” Though it occurs to me that the flag’s connotations of coerced pretending, fetishistic mutilation and life-shortening hormone abuse – and generally being subordinate to a cross-dressing man with mental health issues – may have other effects. Say, by transforming a classroom from a place of learning into one of cowed pretension, of deference to the untrue.

And then there’s the not insignificant matter of introducing an element of transvestite farce into the classroom, which may result in children being distracted from the task at hand by the perhaps more immediate question of what the strange man in the wig and padded push-up bra sees when he looks in a mirror.

Readers may also wish to ponder whether children should be imposed upon in this way and should be obliged to pretend, to be dishonest, on a daily basis. Which is to say, pretending not to see the pantomime, and being obliged to participate in the teacher’s psychodrama, for the teacher’s gratification. While any children who demur, who acknowledge the obvious, even politely, run a risk of being disciplined and publicly denounced.

It seems to me this is, at the very least, rude. Some might say abusive.

But hey, this is where we are now. Let the progress wash over you.

Expanded via the comments.

Via Toni Airaksinen, more from the hothouse world of pretentious agonising: 

The curriculum writer in question, Michael Lolkus, is keen to let the world know that he champions “equity- and social justice-oriented instructional practices.” “Whiteness,” it turns out, is something to be chided and “decentred” in favour of “ethnomathematics investigations.” “The lens of whiteness” we’re told, will be turned upon itself and “critical interrogation” will ensue.

Because, among the agonised, buzzwords must abound. Lest their status be in doubt.

And so, the paper, published in the Journal of Urban Mathematics Education – which I’d assumed would be more concerned with issues of urban planning and traffic management – contains much fretting and many assumptions:

Quite how those unspecified “white” ideas alter the rules of multiplication, percentages and other simple mathematical operations remains a thing of mystery. Indeed, as so often, the precise nature of this alleged corruption, this all-pervasive and befouling “whiteness” – a term used 157 times – is left to the imagination. Though much is pitched upon that mystery:

You see, Mr Lolkus fears he may be crushing brown-skinned students with his rampant, manly pallor.

“I am working to distance myself from whiteness,” says our fretful hero. Because “white educators like me need to embrace the burden of unpacking and dismantling white supremacy.” And so, Mr Lolkus will “grapple with my complicity in working within an educational system that… maintains white supremacy culture.”

White supremacy culture. In maths class. One of so many terms left intriguingly nebulous, but from which All Good Hearted People are expected to recoil with handkerchiefs clutched to their faces.

The nearest we get to gritty particulars is a brief stream of bald assertion:

“Representation” is touched on fleetingly, though the question of why black middle-school pupils being as yet unfamiliar with, say, Katherine Johnson or Euphemia Haynes might impair their comprehension of fractions is oddly unexplored. Or likewise, why any 10-year-old of East Asian ancestry might struggle with long division on account of hearing insufficient praise for Wu Wenjun’s algebraic topology.

Mr Lolkus laments his “positionality” as a structurer of lessons and “knower of… mathematical concepts,” wishing instead to be merely a “community member.” A somewhat fanciful flattening of “hierarchy,” and of values, and an abandonment of the teacher’s customary responsibility. This is followed by a suggestion that pupils, especially underperforming minority pupils – the party least familiar with the subject matter – should be put in charge of structuring lessons and the broader curriculum. A sure-fire recipe for success.

And then there’s the conceit that heroically brown pupils are performing “additional labour” by doing less well in class, or by not doing the work at all.

Regarding low expectations, do hold that thought. We’ll get to that in a minute.

Meanwhile, our educator offers a boldly modish analysis. Says Mr Lolkus, “My experiences as an upper middle-class white male informed every decision I made,” and by “positioning myself, a white male… as an authority figure” – which is to say, a teacher – this has somehow rendered minority students unable to do simple mathematics.

Or put another way, if a teacher feels equipped to teach a subject that they have studied for many years – such that they feel they are likely to know its particulars in more detail than middle-school children – then this is a cause for concern, a basis for ostentatious atonement. Provided the teacher in question is white, obviously.

And worse – more damning still – Mr Lolkus adds – or rather, confesses – that he grew up as a “heterosexual and cisgender male.”

And so, should some black pupils be struggling with middle-school mathematics, then this can only be explained by the fact that their teacher is pale-skinned and heterosexual. This, then, is the bleeding edge of “equity” scholarship. And the makings of a “social justice” revolution in knowledge transfer.

At which point, readers may wonder whether the institutional influence of so many scrupulously woke, racially fixated neurotics – creatures much like Mr Lolkus – may be among the other, perhaps more obvious causes of impairment and disparity.

Regarding those low expectations, denounced earlier, readers may recall a previous mention of Mr Lolkus and his peers, with our educators devising elaborate excuses for pupils who are undisciplined, selfish, and disruptive – provided said pupils are of a suitable hue.

Excuses in which maths classes are framed as an arena of “violence and trauma.” Specifically, the “trauma” of not knowing the answers, on account of not paying attention, and the “violence” of being corrected for being loud and disruptive in class while others are trying to work. According to our radical reinventors of education, attempts to teach calculus and geometry should be enlivened with shouting, tardiness, and lots of adorable “cacophony.”

On grounds that “whiteness” – say, expectations of accuracy, promptness, and diligence – is something that gets in the way of black students “maintaining their Blackness.”

So no low expectations there, obviously.