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Under Tim Walz, Minnesota Banned Christians from Teaching in Public Schools


By: Joy Pullmann | August 27, 2024

Read more at https://thefederalist.com/2024/08/27/under-tim-walz-minnesota-banned-christians-from-teaching-in-public-schools/

Tim Walz

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Effective July 2025, teacher licensing rules passed last year in Minnesota under Democrat Gov. Tim Walz will ban practicing Christians, Jews, and Muslims from teaching in public schools. Walz is now the presidential running mate of current U.S. Vice President Kamala Harris. His resume includes a stint as a high school social studies teacher who sponsored a student queer sex club in 1999.

Starting next July, Minnesota agencies controlled by Walz appointees will require teacher license applicants to affirm transgenderism and race Marxism. Without a teaching license, individuals cannot work in Minnesota public schools, nor in the private schools that require such licenses. The latest version of the regulations requires teachers to “affirm” students’ “gender identity” and “sexual orientation” to receive a Minnesota teaching license:

The teacher fosters an environment that ensures student identities such as race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, and religious beliefs are historically and socially contextualized, affirmed, and incorporated into a learning environment where students are empowered to learn and contribute as their whole selves (emphasis added).

Last spring, administrative law judges finally approved these pending changes The Federalist reported one month before they were finalized. Universities are also affected: starting in 2025, they must either train their teaching students to fulfill these anti-Christian requirements or be banned from offering state licensing — and thus the ticket to the vast majority of teaching jobs — to their students.

Since 2020 in Minnesota, teachers renewing their licenses, which is usually required every five to seven years, must demonstrate “cultural competency” similar to the requirements imposed in 2025 on new teaching licensees. Teachers renewing their licensing must “Show[] evidence of self-reflection and discussion of” topics that include “Gender Identity, Including Transgender Students” and “Sexual Orientation.” They must also show they understand “bias” in themselves, and their students related to race, sexual orientation, gender identity, and other cultural Marxist categories.

Queer Totalitarianism Forces Religion into the Closet

Some Christian universities in the state will obey these regulations, said Doug Seaton, founder and president of the nonprofit Upper Midwest Law Center, located in Minneapolis. Some Christian universities will not, but so far, those UMLC has reached out to that plan to disobey these state commands to violate their faith will do so quietly and only sue when the state finds and punishes them, Seaton said.

“Some are not willing to do it [file a lawsuit] until they actually have their college programs tagged for noncompliance, or their graduates actually not licensed as a consequence of not adhering to these standards,” he said in a phone interview. This comes even though UMLC, as a public interest law firm, would undertake the litigation and pay the vast majority of its expenses thanks to their donors. Three Minnesota Christian Universities The Federalist reached out to did not return inquiries on whether they would enforce the new licensing rules.

Faithful members of the world’s largest and oldest religions cannot in good conscience “affirm” non-heterosexual sexual orientations and gender identities. Christians who do so publicly deny their faith, something Jesus Christ said endangers a person’s soul and eternal bliss after death: “Therefore whoever confesses Me before men, him I will also confess before My Father who is in heaven. But whoever denies Me before men, him I will also deny before My Father who is in heaven” (Matthew 10:32, 33).

Minnesota’s teacher requirements therefore force Christians, Muslims, Jews, and adherents to other religions to violate their faith and endanger their hopes of eternal life in order to work in government-run schools.

Forcing people to testify to beliefs they don’t hold, often called compelled speech, is clearly unconstitutional, he said: “They’re essentially requiring people to affirm these ideas that they don’t really believe, in many cases, as a condition of being a public-school teacher or being part of a program to be a licensed public-school teacher. You can’t force that kind of speech; you can’t require adherence to ideas that aren’t believed.”

The 13-member board that made these changes is appointed by the governor, whom for the last six years has been Walz. So, Walz is poised to make similar bigoted, totalitarian, and unconstitutional policies across the United States should he be elected vice president.

Marinating Kids in Anti-American Propaganda

As I reported last year, Minnesota’s new teacher requirements also “require teachers to agree that the taxpayers supplying their salaries and the people who created the school system that will employ them are racists and affirm other cultural Marxist beliefs.”

“For example, Standard 6C requires that ‘The teacher understands the historical foundations of education in Minnesota … that have and continue to create inequitable opportunities, experiences, and outcomes for learners … especially for … students historically denied access, underserved, or underrepresented on the basis of race … gender, sexual orientation.’” That “standard” remains in the latest version of the regulations, under the same number.

Recently in The Wall Street Journal, Katherine Kersten examined curricular changes Minnesota is making under Walz’s administration in “ethnic studies” that mirror these changes to teacher licensing requirements.

Mr. Walz signed the law establishing this initiative in 2023. The department’s standards and benchmarks, approved in January, require first-graders to ‘identify examples of ethnicity, equality, liberation and systems of power’ and ‘use those examples to construct meanings for those terms.’

Fourth graders must ‘identify the processes and impacts of colonization and examine how discrimination and the oppression of various racial and ethnic groups have produced resistance movements.’ High-school students are told to ‘develop an analysis of racial capitalism’ and ‘anti-Blackness’ and are taught to view themselves as members of ‘racialized hierarchies’ based on ‘dominant European beauty standards.”

The new teacher requirements are also rife with demands to agree with race Marxism, as Child Protection League analyses detail. Below are just a few examples.

Walz’s first executive order as governor was to install a “diversity, equity, and inclusion,” or DEI, council. Former Minnesota state legislator Allen Quist notes that “The radical Walz administration Department of Human Rights has also forced school districts to report student discipline by race and require equal outcomes (equity) in discipline. The results have been horrific chaos and violence.”

During Walz’s governorship, student achievement in Minnesota has gone from among the best in the nation to declining more sharply than anywhere else in the nation, according to the Minneapolis-based Center for the American Experiment. The most recent scores show Minnesota fourth graders dipping below the national average in reading for the first time ever recorded on the well-respected Nation’s Report Card.

Research has found for decades that there is no link between teacher certification and student achievement. People who enter teaching with a degree other than in education tend to have significantly higher personal and student academic performance.

Joy Pullmann is executive editor of The Federalist. Her new book with Regnery is “False Flag: Why Queer Politics Mean the End of America.” A happy wife and the mother of six children, her ebooks include “Classic Books For Young Children,” and “101 Strategies For Living Well Amid Inflation.” An 18-year education and politics reporter, Joy has testified before nearly two dozen legislatures on education policy and appeared on major media including Tucker Carlson, CNN, Fox News, OANN, NewsMax, Ben Shapiro, and Dennis Prager. Joy is a grateful graduate of the Hillsdale College honors and journalism programs who identifies as native American and gender natural. Joy is also the cofounder of a high-performing Christian classical school and the author and coauthor of classical curricula. Her traditionally published books also include “The Education Invasion: How Common Core Fights Parents for Control of American Kids,” from Encounter Books.

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Minnesota Will Soon Make Teachers Endorse Child Mutilation to Get a License


BY: RYAN MACPHERSON | JANUARY 10, 2023

Read more at https://www.conservativereview.com/minnesota-will-soon-make-teachers-endorse-child-mutilation-to-get-a-license-2659092268.html/

Minnesota teacher with a lesbian sign
To be state licensed in Minnesota starting in 2025, every teacher must personally advocate critical race theory and transgender ideology.

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Minnesota’s teaching licensure board will soon require all teachers to be card-carrying Marxists. The card will literally say “licensed teacher,” but recently approved revisions redefine state licensure in expressly Marxist terms: Academic knowledge is out, and power struggle among the classes is in. To be licensed in Minnesota starting in 2025, every teacher must not merely teach about, but personally advocate, the core tenets of critical race theory and transgender ideology.

The state’s insistence that every teacher positively affirm homosexual behaviors and transgendered identities understandably aggravates consciences among moral traditionalists, but the issues run deeper than the “culture war.” What is at stake is the nature of knowledge, the future of liberty, and the prospects for a sustainable social order. In a word: civilization.

A perfunctory hearing on Aug. 24, 2022, and the resulting order for implementation with slight revisions by a solitary administrative judge in December cemented the new regime. The revised Standards of Effective Practice require radical changes to teachers’ curriculum selection, classroom management style, and self-understanding of the teaching vocation. The education departments at colleges and universities also must document their fulfillment of the new standards or else have their program certifications rescinded by Minnesota’s Professional Educator Licensing and Standards Board (PELSB).

The new requirements require teachers to positively affirm extremist leftist positions about human nature and sexual practices in order to be allowed to teach in government schools.

Teachers will be required to choose “anti-racist” — i.e. critical race theory — instructional strategies for students. An administrative judge told the state to amend No. 4 here requiring teachers to expose children to sexual identities. It will likely still go into effect, with slightly different language.
The new license requires teachers to affirm transgenderism.

The revisions represent only the latest attack against American heritage in Minnesota’s public schools. In 2013, the state education department successfully removed the four presidents featured on Mount Rushmore from social studies standards.

Susan B. Anthony, Rosa Parks, Martin Luther King Jr., John F. Kennedy, and Ronald Reagan also got the ax that year, as did the Magna Carta. References to the Declaration of Independence and U.S. Constitution were relativized, as students were to be instructed that those documents do not contain universal principles of ordered liberty, but merely the opinion of one powerful group of 18th-century men.

A decade later, the vanguard has advanced again. The revised teacher licensing rules strike the following from the mathematics standards: “addition, subtraction, multiplication, and division, whole numbers, fractions, decimals, and percentages.” They insert this for teachers of all subjects: “The teacher fosters an environment that ensures student identities such as race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, and religious beliefs are historically and socially contextualized, affirmed, and incorporated into a learning environment where students are empowered to learn and contribute as their whole selves.”

It no longer suffices simply to discuss the controversies of radical reform; teachers and students must also become advocates for change: “The teacher creates opportunities for students to learn about power, privilege, intersectionality, and systemic oppression in the context of various communities and empowers learners to be agents of social change to promote equity.” Minnesota’s Scandinavian ancestors must be turning over in their graves at this new smorgasbord of Marxist truffles.

The PELSB’s “Statement of Necessity and Reasonableness” for the licensure changes draws support from two states just as blue as Minnesota. From New York, PELSB gleans: “Inclusive curriculum and assessment … works toward dismantling systems of biases and inequities, and decentering dominant ideologies in education.” In Illinois, each teacher must internalize a Marxist mentalité: “The culturally responsive teacher and leader will explore their own intersecting identities, how they were developed, and how they impact daily experience of the world.”

Illinois has expressly abandoned what Jefferson, in the Declaration of Independence, called “the laws of nature and of nature’s God.” In place of objective truth, “what is seen as ‘correct’ is most often based on our lived experiences.” As in New York, so also in Illinois — and soon in Minnesota — all teachers must practice what cultural Marxists preach: “Assess how their biases and perceptions affect their teaching practice and how they access tools to mitigate their own behavior (racism, sexism, homophobia, unearned privilege, Eurocentrism, etc.).”

Back in the Land of Ten Thousand Lakes, conservative watchdogs encouraged citizens to participate in open forums and public hearings, which fomented large protests against the licensure revisions, to no avail. The ever-active Child Protection League, the stalwart Center of the American Experiment, and a 2021 start-up called the Foundation against Intolerance and Racism sounded the alarm.

But to whom? Neither the people nor their elected officials decided the matter. A solitary administrative judge, appointed by the governor, ordered the implementation of the radical licensure changes after merely recommending a few tweaks.

The labyrinth of administrative procedure affords limited opportunity for appeal, but one can hope that a teacher, a parent, or a teacher-preparation college will petition for declaratory relief. If nothing else, PELSB’s radical rewriting of human nature smacks of a state-imposed religion, in violation of the First Amendment’s no establishment clause, not to mention the dereliction of duty when schools jettison mainstream academic content in favor of extremist ideology.

If recourse to the courts should fail, another remedy remains, modeled for the free world in Norway in 1942. When the National Socialists ordered parents to enroll their children in indoctrination camps with just three weeks’ notice and required all school teachers to implement a Nazi curriculum, the people simply would not have it. Five out of every six teachers resigned.

A similar proportion of parents flooded the Norwegian education bureau with letters — literally, laundry baskets full of letters — registering their protests. Adolf Hitler’s henchmen were grossly outnumbered, and the Nazis’ outward control of state agencies never penetrated to the hearts and minds of the people. The fusion of Viking blood with Lutheran “here I stand” courage made otherwise docile Norwegians invincible. Whether the Minnesotans can muster similar resolve soon will become evident to all.

Ryan C. MacPherson, Ph.D., is a Minnesotan and author of “Rediscovering the American Republic: A People’s Quest for Ordered Liberty.”

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500 School Districts Publicly Declare Only Woke Teachers Need Apply


Reported BY: JANE ROBBINS | JANUARY 10, 2022

Read more at https://thefederalist.com/2022/01/10/500-school-districts-publicly-declare-only-woke-teachers-need-apply/

Teacher eyeballing a student

The woke-o-meter in public schools is about to ramp up. Parents who think they don’t have time to homeschool may soon realize that, compared to the effort involved in monitoring and countering the nonsense from leftist classrooms, homeschooling is the relaxing alternative. Not all teachers buy into the leftist narrative of race-obsessed anti-Americanism. But leftist K-12 administrators want to ensure that, eventually, all teachers will present only approved ideas and counter any wrongthink children are taught at home. Many of these educrats are now embracing a technological fix.

Trade publication Education Week recently reported that about 500 school districts around the country are rating teacher applicants according to their “cultural competency,” another code for “wokeness.” Many of these districts are contracting with a teacher-hiring company called Nimble, which uses artificial intelligence to examine applications and interview answers to determine which candidates harbor the correct political and cultural attitudes.

A central concern of Nimble and its leftist clients is mindsets about race. The goal is to hire only teachers who are “anti-racist” activists, who will reject equal treatment of all students in favor of discrimination against some (whites) for the supposed benefit of others (racial minorities). Note that under this rubric, Asian students, who as a group work hard and consequently excel, don’t qualify as an oppressed racial minority.

“Now that we’ve become a little more aware of the concept of anti-racism and maybe a little more woke as a culture, I do think that districts have started to emphasize these questions a little bit more,” Nimble CEO Lauren Dachille told EdWeek. “They might be more common, they might be more explicit.”

Anti-racism as a motivating societal force was popularized by Ibram X. Kendi, who along with other savvy race grifters is profiting handsomely from the concept. Getting points for honesty if not integrity, Kendi teaches that discrimination against white people is a positive good, and indeed necessary to establish the “equity” of equal outcomes for all regardless of intelligence or effort. This is what is meant by anti-racism: “If discrimination is creating equity, then it is antiracist.”

What types of discrimination do Kendi and his disciples approve? Examples abound. White students may be shamed in classroom “privilege walks” or “privilege deconstruction” sessions. Black or Hispanic students may be held to lower standards of behavior. Programs for gifted students may be abolished.

Note the racism inherent in anti-racism. “Anti-racists” assume that black and brown children are “less than” white or Asian kids—they can’t excel in academics, they can’t follow basic rules of personal conduct. It’s necessary to change all standards to accommodate these presumed “inferior” beings. Such a theory ensures minority kids will never overcome personal obstacles because they’re told they don’t have to. This is the system that, with Nimble’s help, many schools are trying to establish and perpetuate.

EdWeek identified a Boston elementary school principal who “will tell candidates the school’s priorities around anti-racism and ask them to respond.” To make crystal clear the political attitudes expected from successful candidates, “she will ask them what they’ve done personally or professionally to be more anti-racist.” Presumably, getting arrested at a Black Lives Matter riot would be, as Rush Limbaugh used to say, a resume enhancement.

Applicants in Indianapolis may be asked “how [they would] ensure that student outcomes are not predictable by race, ethnicity, culture, gender, or sexual orientation.” Of course, there’s only one way to ensure such an outcome: manipulate it to guarantee that all students end up at the same low level. Any students who threaten the leveling by working too hard or achieving too much will have to be brought to heel—at least, if they’re the “wrong” race.

Indianapolis teaching applicants may also be asked, “Why do you think that low-income students predictably perform lower on standardized tests than their more-affluent peers?” One would be pretty safe to assume a preferred answer would be “because of systemic racism,” not “because those students, largely due to decades of misguided government policies, are more likely to come from fatherless families and grow up in a dysfunctional environment.”

Throughout the article, district officials emphasize the importance of hiring teachers who are amenable to the schools’ “priorities” and “values.” But how is it appropriate for a public institution, funded by taxpayers who hold a wide range of political opinions, to institutionalize one set of those opinions? Even worse, how is it appropriate for the institution to guarantee the propagation of those opinions by limiting hires to candidates who agree with them?

These questions illustrate the bubble mentality of the left. Leftists are so certain of the objective correctness of all their views that they cannot conceive of any person of goodwill taking a different position. In the leftist mind, anyone not willing to engage in discrimination against whites or Asians in the name of “equity” is the moral equivalent of a Klansman. And who would object to screening out Klansmen from the teacher corps?

Parents who hope the public schools are still salvageable might want to reconsider. The skyrocketing wokeness of administrators who control teacher hiring will ensure that all classrooms are increasingly devoted to indoctrination rather than education.

How exhausting it is for parents to constantly monitor what their children are being fed in every class and then try to repair the intellectual and moral damage at home. Viewed in this light, does choosing another schooling arrangement really seem so hard?

Jane Robbins is an attorney and a retired senior fellow with the American Principles Project in Washington DC. In that position she crafted federal and state legislation designed to restore the constitutional autonomy of states and parents in education policy, and to protect the rights of religious freedom and conscience. She is a graduate of Clemson University and the Harvard Law School.

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