The University of Minnesota’s College of Education and Human Development has declared that all prospective teachers must be taught that some teachers are too white, too rich, too privileged, and too oppressive.

This announcement recalls the shenanigans at the University of Delaware, reported in these pages last year.  The students there were being taught that all whites are racist and that nonwhites cannot be racist.  They also learned that reverse racism is “a term created and used by white people to deny their white privilege,” while “non-racist” is a

non-term . . . created by whites to deny responsibility for systemic racism, to maintain an aura of innocence in the face of racial oppression, and to shift responsibility for that oppression from whites to people of color (called “blaming the victim”).

Patrons of the university learned that Delaware is a nonschool where nonteachers impart a noneducation to nonstudents, and if the efforts of Minnesota’s “Teacher Education Redesign Initiative,” crafted by its Race, Culture, Class, and Gender Task Group, are any indication, that university is another academic nonentity as well.

The initiative’s working paper, submitted last July, begins with quotations “that voice the expressions of others in order to emphasize the real experiences of how cultural diversity lives and breathes in classrooms today.”  One vignette imparts the sad tale of a teacher who used red pen to correct papers, unaware “that Koreans, particularly those who are Buddhists, only write a person’s name in red at the time of death or at the anniversary of a death.  Therefore, to see the names of their children in red terrified the Korean parents.”

Teachers, the working paper says, must demonstrate “cultural competence” by attaining “outcomes” in the following areas: “(1) Self; (2) Self and Others; (3) Self and Schools; and (4) Self and Society.”

Teachers who achieve the right outcome on “Self” “will be able to discuss their own histories and . . . white privilege, hegemonic masculinity, heteronormativity, and internalized oppression.”  Teachers “will recognize & demonstrate understanding of white privilege” and “understand the importance of cultural identity and develop a positive sense of racial/cultural identity.”

Regarding “Self and Others,” new teachers must “demonstrate the capability for consciousness and awareness of actively monitoring one’s behaviors, cultural assumptions, and knowledge around cross-cultural interactions.”  And to demonstrate they have achieved the right outcome on “Self and Schools,” they must be able to “explain how institutional racism works in schools.”

Eventually, the paper gets to the heart of what a great teacher really is:

Our future teachers will be able to construct and articulate a sophisticated and nuanced critical analysis of this story of America, for what it illuminates and what it hides or distorts.  In pursuing this analysis, students will make use of, among other concepts and theories, the following: myth of meritocracy in the United States; historical connections between scientific racism, intelligence testing, and assumptions of fixed mental capacity; alternative explanations for mobility (and lack of it); history of demands for assimilation to white, middle-class, Christian meanings and values; history of white racism, with special focus on current colorblind ideology.

Lest you think this is just a small part of what Minnesota’s pedagogues want to accomplish, the paper flatly says the outcomes are “an overarching framework from which beginning teachers frame the rest of teacher education courses and practice.”  In short, brainwashing teachers is a goal of Minnesota’s College of Education and Human Development.

U.S. taxpayers and generous a­lumni, mostly white and “privileged,” can see once again how leftist elites are using the schools they pay for to destroy their children and make war on American culture.  Of course, it was “heteronormative” racists of “hegemonic masculinity” who founded the University of Minnesota and other schools where leftist elites now teach students (and faculty) of all colors to hate whites.

But just like the shenanigans at the University of Delaware, Minnesota’s race initiative is concerned more with undermining “white, middle-class” religion than with hating whitey.  For leftists, “Christian meanings and values” are the part of the American identity most in need of a “redesign.”

Maybe the school’s wealthier alumni should redesign their list of charitable causes to exclude their alma mater.