In a move that has sparked widespread controversy, Minnesota's Governor Tim Walz has initiated a ban on devout Christians, Jews, and Muslims from teaching in the state's public schools.
This ban, set to take effect in July 2025, is part of new teacher licensing rules that demand applicants to affirm transgenderism and race Marxism. The implications of this policy are far-reaching, affecting not only public schools but also private institutions that require the same certification.
According to the Gateway Pundit, the rules stipulate that teachers must foster an environment that acknowledges and affirms various 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. The rules have already been approved by administrative law judges, despite the outcry from religious communities and conservative groups.
Joy Pullmann, the executive editor of the Federalist, warns of the potential nationwide implications of such policies, should Governor Walz be elected vice president. She notes that the new rules effectively ban practicing Christians, Jews, and Muslims from teaching in public schools. "Faithful members of the worlds largest and oldest religions cannot in good conscience affirm non-heterosexual sexual orientations and gender identities. Christians who do so publicly deny their faith," Pullmann states.
The report also highlights the impact on universities, which are now required to provide training that aligns with these ideologies. The state has been demanding that teachers renewing licenses demonstrate "cultural competency," which includes evidence of self-reflection and discussion of the state's new ideologies.
Doug Seaton, of the Upper Midwest Law Center, suggests that while some Christian universities will comply with these requirements, others will quietly resist, opting to sue only when they face punishment. He argues that the state's action is tantamount to "compelled speech," a practice he deems "clearly unconstitutional." Seaton asserts, Theyre essentially requiring people to affirm these ideas that they dont 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 cant force that kind of speech, you cant require adherence to ideas that arent believed.
The Federalist report also draws attention to a Wall Street Journal investigation that found Minnesota's "ethnic studies" demands mirror the requirements for affirming sexual deviations. For instance, fourth-graders are required to identify the processes and impacts of colonization and examine how discrimination and oppression have led to resistance movements. High school students are encouraged 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 Child Protection League has also raised concerns about the state's demands for teachers to understand that teaching is shaped by race and ethnicity, often to the detriment of certain races, including indigenous people, blacks, and Latinx Americans.
A state lawmaker has previously criticized Governor Walz for the "horrific chaos" he has brought to schools by demanding that districts report student discipline by race and require equal outcomes. The results of these policies are already becoming evident, with student achievement in the state reportedly plummeting.
The controversy surrounding Governor Walz's policies underscores the tension between progressive ideologies and traditional religious beliefs. It also raises questions about the role of government in shaping educational policies and the potential infringement on individual freedoms and beliefs. As the debate continues, the impact of these policies on the state's education system and the broader national landscape remains to be seen.
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