It’s obvious cultural-Left activists are indoctrinating students across the nation’s classrooms. Examples include teaching radical gender ideology, climate alarmism, a black armband view of history, and prioritising Aboriginal culture and history often at the expense of Western culture and Judaeo-Christianity.

If further evidence is needed look no further than the examiner’s report about what constitutes the best student essays taken from the Victorian Year 12 English examination. The significance of these exams is beyond question and to indoctrinate students and force them to parrot woke ideology is inexcusable.

One of the essays praised by the examiners celebrates vandalising a statue of Captain Cook. The student calls on Generation Z to protest against what is condemned as a racist society. One where 60 per cent of Australians voted against the Indigenous Voice and where Aborigines suffer record levels of incarceration.

The essay concludes, ‘The battle is here and the Generation Z are the infantry… So we stand here eagerly, trying desperately not to make a sound, because with each hit of the hammer, the only thing we wanna hear, is the captain’s head fall to the ground.’

A second example of how cultural-Left ideology now permeates the classroom is what the examiners praise in response to the issue of how to preserve country. The student’s response presents an idealised, Rousseauian view of how Aborigines related to the land before 1788.

Unlike Europeans, who destroy the land by imposing a ‘capitalist way of life’ leading to ‘bleaching corals to deforestation to rising sea levels to raging fires’ and irreparable climate change and the ‘darkness of oblivion’, Aborigines lived in intimate concert with the land.

A situation where ‘the first people lived as one with the country, their every action done to preserve the land and foster spiritual connections’. Such is the healing nature of such a relationship the student argues non-Aborigines should ‘take the hand of the first people’ as they ‘are the hope for our redemption’.

A third essay examiners recommend future Year 12 students emulate is by a student who adopts a black American voice detailing the inherently racist nature of society, one where ‘the deep rootedness of racism… festers in the corners of our society’.

The student argues the ‘American justice system preys on my people’ and the police obstruct ‘any attempts at movements attempting to resist the racial injustice’. The Black Lives Matter movement is praised ‘as being a primarily peaceful form of resistance’ and high rates of crime in black communities is the result of inter-generational trauma.

Those who fail to agree and support the fight against oppression are condemned on the basis ‘silence itself is a form of violence’.

Readers old enough will remember a time when literary works were celebrated because of their aesthetic and moral value and because they had something profound and lasting to say about what the poet Percy Bysshe Shelley describes as ‘the beautiful and the true’.

Proven by what the Year 12 examiners have chosen as a high-performing student’s response to Shakespeare’s Much Ado About Nothing, studying literature has been radically redefined. Instead of analysing the play in terms of its language use, how characters are developed, and human foibles revealed, the student parrots cultural-Marxist slogans and ideology.

In the student’s words the play ‘unveils the strategies of subjugation and deception employed by a hereditary elite’ and reveals the ‘moral depravity of a power-obsessed ruling class in a highly stratified society’. Marriage is described as a ‘seemingly oppressive institution’ and the play criticised for perpetuating an existing ‘value system’.

The fourth student’s essay, using the metaphor of a recipe, asks readers to create a dish calculated to overcome oppression and inequality by including in the mix of ingredients ‘100 grams of supporting revolutionaries who enrich the voices through; unity, strength and resolve’.

Whereas what is criticised as ‘the mainstream dish’ reinforces conformity and the status quo the alternative, described as the ‘Stoppage Stew’, seeks to promote revolutionary zeal and ‘Empowering the voices enough to act as binding agents, to break the swirling forces of society which oppress the weak, halting this cascading effect of corruption’.

The fact so many students wag school to attend demonstrations organised by the school strike of climate movement, that so many shout ‘from the river to sea’ and defend Hamas, and believe Western societies are inherently sexist, racist, classist, and heteronormative should not surprise.

In 1983 at a Fabian Society meeting, Joan Kirner, the one-time Victorian Education Minister and Premier argued the school curriculum must be reshaped to be ‘part of the socialist struggle for equality, participation, and social change rather than an instrument of the capitalist system’. Even Kirner would be surprised how successful the left’s long march has been.

Kevin’s latest book is Wake Up To Woke Australia, It’s time. Thanks to Mark Lopez for his invaluable advice and insight.