The controversial Ethnic Studies Working Group recently released a number of recommendations for the Department of Education (MDE) to consider when moving forward with Ethnic Studies curriculum. The recommendations include requirements for teaching “anti-racist” policies to encourage kids as young as kindergarten that white supremacy as inherent to American life. There are “tenets” that must be met for a course to be considered “Ethnic Studies” including the following:

• “Ethnic Studies center a power analysis of race, racialization and racial formation”
• “Ethnic Studies histories of activism and resistance by radicalized populations, with examples of how oppressed groups have expressed self-determination and community- based agency”
• “Ethnic Studies uncovers, highlights, and reclaims histories and narratives that have been erased and marginalized by dominant historical narratives” 

“This group was poorly managed, poorly run, and set its sights on pushing hyper-partisan policies that do nothing to prioritize our kids’ education and meeting their needs after years of failing test scores and failing standards,” said Senator Michael Kreun (R-Blaine), who sits on the Senate Education Finance Committee. “The report and working group also emphasize that ethnic studies is NOT multicultural education or intercultural competency – it will not be a class about learning from and about other cultures, but will instead force a divisive political agenda on our students to see white supremacy as inherent to American life.

“We should strive for students to learn all of American history – the good and the bad – but there should be no question that America is a great country continually making progress toward a more just and fair society throughout our entire history,” Kreun continued.

The report is over 60 pages long and provides instruction suggestions for grades Kindergarten through 5, 6 through 8, and 9 through 12. The report suggests that in addition to new courses, districts should also integrate Ethnic Studies into existing courses.

Additionally, though the report touches on budgetary constraints felt by districts and schools across the state, but suggests this should not be an “excuse.” The working group states in the conclusion of the report:

Every district and charter across the state has budgetary constraints. However, these constraints should not be an excuse to avoid the implementation of Ethnic Studies. Budgetary decisions speak to the values and priorities of districts and charters: if they do not value Ethnic Studies, it will be evident in their budgetary priorities… Districts and charters should also consider hiring new teachers who do have a background in Ethnic Studies.

“With students still struggling from learning loss associated with school shutdowns, and half of Minnesota students struggling to read or do math at grade level, it’s alarming that we have an administration focused on new standards that won’t prepare students for future success,” Kreun continued. “Even worse, we have schools that cannot afford to keep up with Democrats’ new mandates and standards, and this is yet another mandate they will have to factor into their budgets.

“These proposed recommendations will involve sweeping changes to curriculums across the state. This process has been opaque and hidden from the public, and if these changes are to move forward, there needs to be a robust opportunity for public input. Parents, teachers, and administrators deserve a chance to weigh in before this process goes any further – they are the ones who work with students every day and they are the ones who understand the needs of kids and our schools. Changes like this demand transparency.”