Teachers on the Frontlines of LGBTQ Erasure [WATCH]

https://www.unclosetedmedia.com/p/teachers-on-the-frontlines-of-lgbtq

Six LGBTQ and ally teachers from red and blue states speak with Uncloseted Media Founder Spencer Macnaughton about teaching in America in 2025.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

As back-to-school season is in full swing, many teachers are on edge. There were 277 anti-LGBTQ bills introduced in 2025 that were meant to restrict student and educator rights. These include trans-exclusionary pronoun laws and so-called “Don’t Say Gay” laws, which disallow teachers from educating students about sexual orientation or gender identity. And in June, the Supreme Court ruled in favor of parents who wanted to opt their children out of classes that featured books with LGBTQ characters.

In addition, there have been numerous false claims that teachers are grooming their students by discussing LGBTQ issues in the classroom. Vice President JD Vance has said that childless teachers are “trying to brainwash the minds of our children,” and President Donald Trump has repeatedly made the false claim that children are undergoing transgender surgery at school.

We wanted to understand how queer and ally teachers are navigating the political climate. So we called up six of them from various red and blue states to get their take on teaching in America in 2025.

Watch the video or read the transcript below.

Spencer Macnaughton: Hi everyone, I’m Spencer Macnaughton. Today I am here with a set of teachers from across the United States, LGBTQ teachers and allies alike, and we want to get their perspective on what it’s like to be a teacher in America, as we’re in the throes of back-to-school season. Everyone, thanks so much for speaking with me and Uncloseted Media today.

Daniel Greenspan: Great to be here.

SM: So I feel like I’d be remiss if I didn’t start right away with the events that happened last week with the assassination of Charlie Kirk. How do you approach a subject like this that is so complicated for adults to discuss with your students, if at all?

DG: I’m in a much more rural area and I definitely got asked about it. I’m kind of on edge about the whole topic because several teachers in my district have been fired just over the last week. I try not to discuss it if possible. It’s a shame that we can’t discuss controversial topics, but you know, they are kids and they’re prone to misinterpret things, and the second a parent gets wind of it, you’ll be very quickly removed.

SM: I feel like if I had kids, I’d want my kids to be learning about tough topics from their teachers, but you’re saying that you’re worried that you could get fired if you talked about that. Is that a sentiment that’s felt across the board here?

Mardy Burleson: Absolutely. Absolutely.

SM: Mardy, tell us more about that.

MB: Well, I have been on the receiving end of a group of parents, community members, for just being an ally. And it’s been pretty horrific, and to the point where it’s now a lawsuit that I initiated because it got so threatening that I had no choice.

SM: And Mardy, just for folks and people listening who don’t know your story, you essentially gave a worksheet to your students that asked them what their pronouns were, and that got out to some of the parents in your class, and you were subsequently doxed, called a groomer, and really harassed online for many, many months to the point where you were afraid to walk down aisles in the grocery store. Is that all accurate?

MB: That is accurate. Yes, that is accurate. I was on paid admin leave for my own safety. I mean all the teachers in here knows what they are, they’re just get-to-know you questionnaires at the beginning of the year and there was an optional question on there: What are your preferred pronouns? And, it got crazy online, it was like threats [on] my life.

SM: When you go through that at school, getting doxed by parents in the community because you’re trying to teach about pronouns, tell me what that does to you personally from a mental health perspective.

MB: Well, I mean, it’s exhausting. It’s exhausting, the amount of weight of the worry, of the guilt, the shame, and you know, to be honest, the biggest toll aside from my family that it took out on them having to deal with the backlash of me being an ally, was my kids that I teach. At that point, I was teaching middle school, and they pulled me out the very next day after this story was written about me. They, the district, pulled me out, put me on paid admin leave immediately. And there were at least two kids that were gender neutral in a different class than this one, where this parent was. One of them, every day—I wasn’t allowed to communicate with them at all—none of my students previously—and every day she would go to my bestie’s room and be like, “Ms. King, is Ms. B coming back?” Every single day. My friend would be like, “I’m sorry, I can’t talk about it.”

SM: It’s such a balance too that the LGBTQ community has become so politicized and, you know, there’s been dozens and dozens of anti-LGBTQ bills from book bans, to don’t say gay laws, to so many rules about can you use pronouns? Can you not use this? Particularly in red states. I’m curious as allies or as queer teachers, how has it inhibited you or stifled your ability to teach what you want as it relates to LGBTQ studies?

AJ Pound: Something that really sticks out to me is that at my first—at the suburban school that I was subsequently bullied out of by a series of parents and then a new principal who just didn’t want to take the flak, I guess. We did like a poem-a-day type of thing. And one poem, one of them, was by a non-binary poet. I mentioned it in class, and a parent sent me a nasty email. That kind of thing really, especially when you’re a new teacher, sticks with you, and it just makes you afraid to touch, to even get close. That was a total non-invasive way, I think, of just bringing in a queer voice, and the response from just that attempt really put me off. It’s one of those things, though, where you just have to accept that at school, unfortunately, you have to be on and performing 100% of the time already. So it’s just adding that little extra bit of hiding.

J. Everett Irwin: I had had over a decade into the district that I was teaching at when I started using gender neutral names and they/them pronouns in story problems for math. I thought I was in a safe position, and it came back again.

DG: There’s definitely a degree of detraction from the lessons. I couldn’t read something by James Baldwin and not mention how his sexuality influenced the work. That’s incredibly disrespectful. There’s a degree of shame almost in not standing up for this stuff. To think this stuff doesn’t trickle down to the kids is naive.

SM: You said a word there that I thought was striking is “shame.” You feel shame, some shame when you can’t teach that.

DG: You know, why are we doing this? Why are we doing this job? It’s to help kids grow and become better human beings. Everyone’s so quick to jump on, we have an agenda, but really my only agenda is helping kids out. There are easier and better ways to make money if I wanted. I want to be able to teach this stuff and it feels shameful not to allow myself to kind of live in that fearful state.

AP: As a young teacher, I came out when I was student teaching. My first day at this school, as a brand new first-year teacher, was my first classroom. I was so excited. I had my rainbow planner sitting on my desk. After school that day, my principal told me that a parent called in and was crying in tears on the phone, worried about her daughter and how I was going to corrupt her daughter because of my rainbow planner. So there were too many things going on at once where it was like, I felt shamed that I had upset a parent, that this indicated that I was bad at my job or I wasn’t a safe teacher. I felt shamed that people were threatened by my identity. I felt shamed that a student in my classroom was upset. Then I also felt shame that I was shamed because I was like, wait, no, I’m proud, I’m out, right? I’m over this. But I think there’s something that happens when you’re raised in a society that tells you constantly to [be] quiet and squash it down. There are kids in my classroom right now who feel the way I do or feel worse than I do because the world they’re entering is not safe for them.

Kaitlynn Pelletier: My first three years of teaching were in Maine, and I was teaching in a really tiny, tiny, tiny small town. A student, a transgender student, came up to me and asked me to start a [Gay-Straight Alliance] GSA. And I was like, yeah, I’m down. Then I went forward with the principal, trying to see if I could do that. He kind of made it impossible to do. He was telling me it couldn’t be anything to do with rainbows, the name had to be something completely not related to pride. Anytime a student came out, I would have to report that to the parents. I feel like he just kept putting things in my way to get it so that I couldn’t ever start this, and then COVID happened, and then I couldn’t anyways. So I feel so bad for that student because I know she was very much bullied there.

Alyssa Hamilton: For me, I’m very grateful that I work in a building that, I think our administrators, as well as a majority of the staff, we understand that when we’re building a curriculum, a curriculum should look like a mirror to our students and not necessarily them looking through a window. We try to incorporate all of our students’ lived experiences to make our pedagogy culturally relevant and responsive. We’re really lucky to work in school districts in New York City that allow us to have that kind of onus in our curriculum. Because I think if I was in another school district where I felt like any of my students’ voices were being stifled or their lived experience wasn’t being shown within the classroom, just from the curriculum standpoint, you start to see lack of engagement. If I’m a student who I totally cannot relate to what you’re presenting to me and you don’t try in any way to make it relatable, then there is no context. If there’s no context, then there’s no question that I’m going to want to answer. I want the creativity and the experiences and the cultures, the socioeconomics, the gender identities, the sexualities of my students to be present within what I’m doing in the classroom so that they feel like even though we might be reading Chaucer, there’s some point in the lesson where they can identify as themselves within that piece of the curriculum. That all happens when you have the classroom community and culture built in from day one of the school year.

SM: That’s awesome.

MB: Wow! Just wow.

SM: Mardy, how is what Alyssa described to you that she’s up to in New York City differ from what you’re up to in South Carolina?

MB: It is the polar opposite. I am not allowed to incorporate other voices. So I’m teaching entrepreneurship right now, and even as we’re going through entrepreneurial traits and then the behaviors of entrepreneurs and stuff, there’s major traits in there, of a true entrepreneur, include compassion and understanding world cultures and all of this. And I had to water all my stuff down intentionally, including different faces and different pronouns, and I had to go back and well, I don’t want to say whitewash, but in South Carolina, that’s exactly what it is. Our department, our superintendent, has adapted the Prager University as a statewide acceptable curriculum base.

SM: And PragerU, for those listening, is a designated anti-LGBTQ hate group by many civil rights groups and extremely far right in its ideology and has been, to Mardy’s point, adopted in many school districts across the U.S. Sorry, go ahead.

DG: It’s unbelievable.

MB: Yeah, the whole state of South Carolina. It’s not even an LGBTQ plus, it’s brown and black skinned people and kids. It is… I mean, we’re the home of Nancy Mace.

AP: It’s awful. I definitely struggle with anxiety and depression. It feels like everything I do in the classroom is under a microscope lens. I was the emotional support teacher, they literally called me that, for this group of kids in my middle school. These are real children who really needed an adult who would listen to them. Just listen. That’s all I did. They came into my classroom while I was grading things at the end of the day, and then they left when they were comfortable leaving. That was it. But that’s exactly where those parents that didn’t like me, that principal that didn’t like me, wanted to take it. They were like, well, that’s suspicious, or what have you.

SM: Playing into the conspiracy that queer teachers are pedophiles.

AP: Correct. When you’re a queer teacher, you have to be perfect. Any mistake that you make becomes blown up. Whereas somebody who isn’t in the minority group gets the benefit of the doubt, that doesn’t exist when you’re queer as a teacher. It just gets stripped from you so fast. Every conversation about queer teachers has this weird undertone of, well, you’re in it for the wrong reasons. I just want to help kids. Like that’s the most innocent and most like, I don’t know, most moral—in my opinion anyways—most moral possible motivations in the world is I want to help the next generation have a better time than I did. I want kids, like me, who suffered in school, like me, to not have to suffer. So then the mental health piece of that is that you have to carry the weight of that constantly. It’s not something you can put down. It’s not like I come home and I’m like, wow, I don’t have to worry about my gay kids anymore. They’re not fine. Now they’re in worse places. Cause at least when they’re in my classroom, I know they’re safe. I know for a fact, some of them aren’t safe when they go home, and I can’t do anything about that.

SM: I’m so sorry you had to go through that. I wanna go back to PragerU. Just for the people watching this who don’t know, PragerU’s videos and lesson plans are approved as supplemental educational resources in at least eight states. Some key points about what they’ve done with LGBTQ issues: They released a 21-minute film called Detrans, which promotes the idea that gender-affirming care is dangerous, and the film and the campaign faced strong criticism from LGBTQ advocacy groups. The human rights campaign called the content “hate-filled propaganda.” You, Daniel, said that it was unbelievable when we mentioned PragerU in some of the schools. Tell us more about why you said that.

DG: I’m just astonished. I’ve never ever seen that. They’re not a university. They call themselves Prager University. They’re not, it’s a YouTube channel. And a lot of it’s inaccurate, historically or otherwise. I can’t believe that they would allow that.

SM: How frustrating is it for you as a teacher when you’re like, this is historically inaccurate, this is coming after marginalized groups, and now it’s being implemented in many states where I’m expected or encouraged to teach this?

AH: I’m in a very, very lucky position to be in New York City, while all of the things are happening in the world. Like I know that our chancellor’s regulations in New York City, they supersede whatever’s happening federally. It’s heartbreaking to hear that there’s like stifling that’s happening with that because at the core of a teacher, we’re there to help children. In my building, we have a Christian club that the kids go to. We also have, you know, a Muslim club where the kids who are Muslim, they get to go and speak and be heard and they’re around like-minded children and teachers who share the same values. We have our GSA. We have a African-American studies club. There’s so much diversity within the building. I think a lot of times people speak about teachers, and they think teachers have the ability to indoctrinate children with whatever their stance is. I think that if non-educators took a step into the classroom, they’d realize that teachers are not actually indoctrinating kids with any type of view. In fact, we’re there to teach them how to have, at least in my school, how to have conversations and discussions where you might not agree with a person, but you have to respect where they come from. We’re there to teach respect. We’re there to teach diversity.

SM: And, Alyssa, I know you obviously. I know you’re yourself a devout Christian, right? How do you think the government and school districts are weaponizing Christianity as it relates to curriculums in schools?

AH: My students don’t know my religious beliefs. My students don’t know my political beliefs. That’s not my place. It’s not my place to say—as the role model in the room—it’s not my place to say, “Oh, well I’m a Christian and you guys should be praying every night.” No, now there are discussions where race or sexuality or religion come into play. I allow my students to lead those conversations and those discussions with each other under parameters, like I said, of respect and rapport, and there are going to be different religions in the room. I tell our kids the very first day, implicit bias and explicit bias stops at this door. When you come in and you’re working with your peers, my expectation to you as my students is that you’re able to articulate yourself respectfully. You’re going to have a rapport in this classroom community with people who are different than you are and that is okay. I feel like our world would be a lot better if people kind of stood in the, it’s okay, let them be. Let people be. Let people be Christian, let people be Muslim, let people be gay, let people be straight, let people identify how they want, let them be. The more we understand the concept of “let them be” in this world, I feel the less division there will be.

SM: That was really nice. I do want to talk about our president, Donald Trump. Trump has attacked many different groups, but also teachers. He said that promoting woke gender ideology, which he says teachers are doing in many cases, is nothing less than child abuse. He has said that schools are now almost exclusively teaching kids how to be transgender. When you have a president who’s setting the tone for the country, supposedly, saying rhetoric like this about teachers, what is the effect for you guys on the ground there?

AH: There’s so much division because of the rhetoric that’s coming directly from politicians, and it’s trickling into the classroom. It is heartbreaking to see or have children leave anybody’s classroom for me. The kids are walking out, and you see rejection written on their faces. You see sadness, you see kids who don’t—I’m getting goosebumps. You have kids who are afraid to say something because they don’t want the teacher to get in trouble because they’re afraid of retaliation. That is what you’re seeing.

KP: That’s what I always echo back to my students, is that at this school we’re all important, we’re all valid. So it wouldn’t be nice to exclude somebody because what if it was you?

AP: Everything that we’re trying to do that is good doesn’t matter because it has this perception from this very large crowd, this very loud crowd, of being dangerous. No matter of facts, no matter of truth can get through to them, because they’ve picked their own version of reality that they wish to impose upon all of the rest of us, regardless of what real damage it does.

JEI: It’s wild to me how the “facts don’t care about your feelings” crowd absolutely care about how their feelings might or might not be affected by that.

SM: This has been obviously a heavy conversation in many ways. I want to know though, from you guys as teachers, what’s giving you hope with the next generation?

DG: We were having just a quick conversation about what a stereotype was. One kid started talking about his gay brother, and a girl, you know, she didn’t know what she was saying, but she used a slur by accident. The reaction from the class was pretty overwhelmingly, “Hey, you can’t say that.” I was kind of ready to shut it down and we moved on after that, but I didn’t really need to correct them, I didn’t need to do anything myself. That made me really proud.

KP: I really love students’ rejection of authority. Which also, it makes my life miserable a lot, it makes classroom management very difficult. But I love that they don’t just follow whoever the most powerful person in the room. I love that they question everything. I think that’s really important, and I think they’re so strong-willed, and I think that’s exactly what we need from the next generation.

MB: Of all these community members that we have, I’ve taught more than one of their kids now. And there are a few that are still, not still, but they’ve been indoctrinated at home for hate. And there’s a few of them. But what I’ve seen more overwhelmingly is a lot of colorblind, a lot of gender blind, it’s like no big deal to them.

SM: Just to underscore for the audience, you’re essentially in the Bible belt, where you’re saying that it’s overwhelmingly no big deal. I mean, that’s another major marker to me of progress.

MB: Yeah, it’s crazy to see the evidence of it. I have a lot of hope.

SM: I do think there’s a lot of parents who might be misinformed about LGBTQ issues and maybe not inherently hateful, but just afraid for their kids. What would your message to those parents be?

AP: If you would just sit in a room with me, and we could have a cup of coffee, and we could get to know each other a little bit, I’m not trying to harm anyone. I get fear. Like fear is real. It’s something that you have to combat. But it’s hard and so like, if you need somebody to hold your hands, I’ll hold your hand. I’m totally here for that. I just wish that when your hand was reaching out, it would not sharpen your claws, right? Put those away. So if, you know, if you come to me and you have an honest question, I’ll hear any kind of… The phrasing doesn’t matter to me. It can be as offensive-sounding. As long as I know that your intention is good, I don’t care if you use the right terms. I want you to know that your child is safe with me and I want you to know that every child in my classroom is safe with me, regardless of what parentage they’re coming from. Regardless of what situation they’re in. When I say my classroom is a safe space, I don’t mean it’s safe just for queer people. I mean that it’s safe for everyone, and that’s what I want those parents to know.

AH: If parents understood that by understanding each other’s identities, we end up building stronger connections, it creates trust within the household, and it builds that bridge between school and home so that we’re supporting every single student in a meaningful way. Not looking at it as we’re standing across from each other, but like we all want the best for your child. So, let’s stand side by side so that we can make sure that that learner, that little light, can actually shine.

JEI: As the parent of four adult children, my youngest turns 18 in a couple of months. They have all become their own unique people. If you have children and you’re sending them to me or anywhere else, they’re going to be who they’re going to be. You can either try to change that and possibly do incredible damage, or you can be supportive and help them figure out how to be safe through that.

SM: I love it.

JEI: And that’s what I’m here for.

SM: Thank you, I think that’s a wonderful place to end. You guys are absolutely fantastic and saints of society to educate the next generation. Caitlin, Daniel, Everett, AJ, Mardy and Alyssa, thank you all so much for speaking with me and Uncloseted today. We learned a lot.

Additional reporting by Hope Pisoni

Editor’s note: In the video, Mardy Burleson’s name is misspelled. Her first name is spelled M-A-R-D-Y, and Kaitlynn is spelled K-A-I-T-L-Y-N-N.


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Charlie Kirk and Turning Point USA’s Complete Track Record on LGBTQ Issues: What You Need to Know

https://www.unclosetedmedia.com/p/charlie-kirk-and-turning-point-usas

As misinformation swirls around Kirk’s legacy and TPUSA’s track record surrounding LGBTQ issues, here are the receipts.

‘[He] Helped Me … Hate Myself’: Conversion Therapy Survivors Speak Out

Sakler says she was white knuckling it, trying to get through life as a “shell of a person.” She began cutting, hitting and hating herself because of the rejection from her church community.

He was given a treatment plan that involved limiting time with LGBTQ affirming friends, reading articles designed to redirect his attractions, and practicing what the therapist called “male characteristic activities,” such as taking charge and asserting control. He told his therapist that his marker of when things would be better was “life [going] back to normal.”

The therapist also worked with his parents, telling them they had failed by allowing the “gay agenda” to threaten their family and “let the devil get into the house.”

 

https://www.unclosetedmedia.com/p/he-helped-me-hate-myself-conversion

As the Supreme Court appears poised to reverse Colorado’s conversion therapy ban, survivors of the discredited practice speak with Uncloseted Media.

6 clips from The Majority Report

Treaties, Illegal Weapons Sales, & More In Peace & Justice History for 10/10:

October 10, 1699
The Spanish issued a royal decree which stated that every African-American who came to St. Augustine, Florida, and adopted Catholicism would be free and protected from the English.
October 10, 1963
The Limited Test Ban Treaty—banning nuclear tests in the oceans, in the atmosphere, and in outer space—went into effect. The nuclear powers of the time—the United States, Great Britain, and the Soviet Union—had signed the treaty earlier in the year.
In 1957, Nobel Prize-winner (Chemistry) Linus Pauling drafted the Scientists’ Bomb-Test Appeal with two colleagues, Barry Commoner and Ted Condon, eventually gaining the support of 11,000 scientists from 49 countries for an end to the testing of nuclear weapons. These included Bertrand Russell, Albert Einstein, and Albert Schweitzer.


Linus Pauling
Pauling then took the resolution to Dag Hammarskjöld, then Secretary-General of the United Nations, and sent copies to both President John F. Kennedy and Soviet Premier Nikita Kruschev. The final treaty had many similarities to Pauling’s draft. It went into effect the same day as the announcement of Pauling’s second Nobel Prize, this time for Peace.
October 10, 1967
The Outer Space Treaty (Treaty on Principles Governing the Activities of States in the Exploration and Use of Outer Space, Including the Moon and Other Celestial Bodies) demilitarizing outer space went into force.It sought to avoid “a new form of colonial competition” as in the Antarctic Treaty, and the possible damage that self-seeking exploitation might cause. Discussions on banning weapons of mass destruction in orbit had begun among the major powers ten years earlier.

1949 painting by Frank Tinsley of the infamous “Military Space Platform” proposed by then Secretary of Defense James Forrestal in the December 1948 military budget.
The text of the treaty 
Read more 
October 10, 1986
Elliott Abrams, then assistant secretary of state for inter-American affairs, testified before the Senate Foreign Relations Committee (in closed executive session) that he did not know that Marine Lt. Col. Oliver North, a White House employee in the Reagan administration, was directing illegal arms sales to Iran and diverting the proceeds to assist the Nicaraguan contras.
Abrams pled guilty in 1991 to withholding information on the Iran-contra affair during that congressional testimony, but was pardoned by President George H.W. Bush.
  
   
Elliott Abrams

Presidents George W. Bush & George H.W. Bush

Oliver North 
Read more about the pardons  
October 10, 1987
Thirty thousand Germans demonstrated against construction of a large-scale nuclear reprocessing installation at Wackersdorf in mostly rural northern Bavaria.
October 10, 2002 
The House voted 296-133 to pass the “Joint Resolution to Authorize the Use of United States Armed Forces Against Iraq,” giving President George W. Bush broad authority to use military force against Iraqi leader Saddam Hussein, with or without U.N. support. 

https://www.peacebuttons.info/E-News/peacehistoryoctober.htm#october10

REPORT: Greta Thunberg DRAGGED, TORTURED After Flotilla Capture

Listen to the illegal actions Israeli took in other countries.  They are a rogue nation who feel the rules do not apply to them.  They can do anything they want.  Plus the lies and misinformation they put out is horrific.  Hugs

Greta Thunberg Exposes More Israeli Abuse And Calls For End To US Complicity

“Howl”ing Peace & Justice History for 10/6

I’m so glad the newsletter is back! I’d missed it in my Inbox. Although, we can see all of it anytime we want to, at The Year In Peace & Justice History. That’s where I got them for a few months before I took a break on them. I figure it’s a sign I should pick it back up, that I’m getting newsletters again.

October 6, 1683
Thirteen Mennonite families from the German town of Krefeld arrived in Philadelphia on the ship Concord. Having endured religious warfare in Europe, the Mennonites were pacifists, similar to the Society of Friends (often known as Quakers) who opposed all forms of violence. The first Germans in North America, they established Germantown which still exists as part of Philadelphia.
Modern Mennonite peace activism:  (The page is from Quaker History.)
More about the Mennonites in America 
October 6, 1955
Poet Allen Ginsberg read his poem “Howl” for the first time at Six Gallery in San Francisco. The poem was an immediate success that rocked the Beat literary world and set the tone for confessional poetry of the 1960s and later.
“Howl and Other Poems” was printed in England, but its second edition was seized by customs officials as it entered the U.S. City Lights, a San Francisco bookstore, published the book itself to avoid customs problems, and storeowner (and poet) Lawrence Ferlinghetti was arrested and tried for obscenity, but defended by the American Civil Liberties Union (ACLU).


Working on Howl in San Francisco, circa June, 1956
Following testimony from nine literary experts on the merits of the book, Ferlinghetti was found not guilty.

Lawrence Ferlinghetti outside City Lights 
More about City Lights 
Read Howl 
Read more about Allen Ginsberg
October 6, 1976
An airliner, Cubana Airlines Flight 455, exploded in midair, killing 73 mostly young passengers including the entire Cuban youth fencing team. The plot was engineered by Orlando Bosch and Luis Posada Carriles, a Cuban former CIA agent, who was based in Venezuela at the time.

The Posada Carriles file from the National Security Archive  (It’s still there!)
October 6, 1978
346 protestors were arrested at the site of the proposed Black Fox Nuclear Power Plant in Inola, Oklahoma.
In 1973 Public Service of Oklahoma announced plans to build the Black Fox plant about 15 miles from Tulsa.
It was also near Carrie Barefoot Dickerson’s family farm. She became concerned, as a nurse and a citizen, about the potential health hazards.

Carrie Barefoot Dickerson
Through her group, Citizens’ Action for Safe Energy (CASE), and the consistent opposition of informed and persistent allies, the project was canceled in 1982. There are no nuclear plants in the state of Oklahoma, and no nuclear plant has been built in the U.S. since then.
Carrie Dickerson Foundation 
October 6, 1979

Seabrook Nuclear Power Plant protest – late 1970s
Over 1400 were arrested at Seabrook, New Hampshire, the construction site of two new nuclear power plants. The occupation was organized by the Clamshell Alliance.
Clamshell history 

https://www.peacebuttons.info/E-News/peacehistoryoctober.htm#october6

Clips from The Majority Report on the failures of democratic leadership and messaging

tRump’s authoritarian fascist dictatorship government.

Professor of immigration and citizenship law at the University of Virginia, Amanda Frost joins the show to discuss her book You Are Not American: Citizen Stripping from Dred Scott to the Dreamers. Live-streamed on September 22, 2025.