(Dmytro “Henry” Aleksandrov, Headline USA) Since the beginning of this week, teachers in the state of Minnesota are now forced to complete cultural competency training that especially focuses on American Indians.
A teacher who passes the training is expected to acknowledge personal bias concerning “racial, cultural and socioeconomic groups; American Indian and Alaskan Native students; religion; systemic racism; gender identity, including transgender students; sexual orientation; language diversity; and individuals with disabilities and mental health concerns,” the state’s law stated.
In addition to that, the successfully indoctrinated teacher is supposed to know how that “bias” impacts relationships with students, their families and the school communities, in general.
A more general version of cultural competency training was first enacted in 2020 by the Minnesota Professional Educator Licensing and Standards Board, the Daily Wire reported. American Indians and Alaskan Indians were separated into their own categories in April of the same year.
Teachers must meet the Standards of Effective Practice to pass the training, which requires them to understand, respect and respond to the various identities and beliefs of their students — both verbally and nonverbally — “affirm” their students and help them develop “positive social identities based on their membership in multiple groups in society.”
“[The] predominantly white teacher workforce must be equipped to understand their own implicit bias and the unique lived experiences of all their students as a core requirement of teaching,” PELSB said.
The price of leftist indoctrination training can be anywhere from $30 to $670 for two graduate credits.
Before the indoctrination course was passed, it faced opposition last year from a group called Foundation Against Intolerance and Racism Twin Cities.
“[This training] prescribes the segregation of students by group or cultural identity (commonly race or gender, but also many others throughout the proposed rule) and the subsequent incessant recognition and affirmation of such segregation,” FAIR Twin Cities wrote.
“Teachers should encourage each student to examine varying points of view rather than to reflexively conform to views attributed to that student’s groups or cultures.”
