An organization called the Race, Culture, Class and Gender Task Group at the University of Minnesota is demanding that race, class and gender form (what they call) the "overarching framework" of all teacher education course work. The Task Group was formed as part of the University's Teacher Education Redesign Initiative, which is based on "the conviction that Minnesota teachers lack 'cultural competence,'" and that is causing "the poor academic performance off the state's minority students."
Adopting this view would require teachers to teach "social justice" to Minnesota students, which means teaching the lie that America is an oppressive, racist, sexist, homophobic country. This Task Group states in its report that in teaching a diverse student population, teachers must first explain how "white privilege, hegemonic masculinity, heteronormativity, and internalized oppression" have impacted their thinking. Teachers are admonished to instruct students on the "myth of meritocracy" in the United States, the "history of white racism," and the so-called evil of "demands for assimilation to white, middle-class, Christian meanings and values."
It appears that the University of Minnesota is going along with these outrageous demands by revising its curriculum and screening applicants to the program to make sure they have the proper "dispositions." The University stated that it will begin using what are called "predictive criteria" to ensure that future teachers will conform to these outlandish notions of cultural competence.
This University of Minnesota plan is being widely criticized. The American Council of Trustees and Alumni said the plan ignores academic goals and requires "a politicized determination of who is qualified to be a teacher." The Foundation for Individual Rights in Education sent a letter to the University President warning that this plan violates the freedom of conscience of both teachers and students.
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