What Education Would Look Like Under A Harris-Walz Regime
By Carole Hornsby Haynes November 2, 2024
If there is any question about how education would look under Democrats, look no further than vice presidential candidate and Minnesota Governor, Tim Walz, who made clear with his Marxist hijacking of Minnesota public education that his goal is to destroy America.
His psychopathic education advisor, Brian Lozenski openly calls for the overthrow of the United States in his video posted on X, where he chides supporters of Critical Race Theory (CRT) for not being more open about the revolutionary nature of their theory. Laughingly he boasts, “You can’t be a critical race theorist and be pro-U.S….The United States needs to be deconstructed, period....And that’s why I’m a critical race theorist.” In a videotaped presentation since removed from YouTube, Lozenski defines CRT, “The first tenet of critical race theory is that the United States as constructed is irreversibly racist. So if the nation-state as constructed is irreversibly racist, then it must be done with, it must be overthrown, right.”
Walz’s state education department tapped Lozenski, Marxist associate professor of urban and multicultural education at Macalester College in St. Paul, Minnesota, to help write the framework for the state’s new ethnic studiesstandards. Ethnic Studies was added by the state legislature as a strand – a discipline -- to the states’ social studies standards and made a requirement for graduation and instruction in K-12 in both public and charter schools.
The Hidden Purpose of Ethnic Studies
Although ethnic studies sound harmless, they are founded on CRT and use education as an ideological vehicle tooverthrow America, a purpose largelymisunderstood,not only by the American public, but by educators and legislators as well.
Distinguished historian, Wilfred McClay, in his commissioned review of an earlier version of the revised K-12 social studies standards, called the Minnesota standards “among the worst in the country” with race at the center.Although Ethnic Studies was added to the state standards as a discipline, McClay found they were merely “a great disguise for the work of forming young minds into political pawns.” Divisive and a repudiation of the American system of government, the standards were useless to teachers because they failed the state mandate to be “clear,” “objective” and “measurable.” In fact, the role of teachers would be propagandists. McClay concluded theywere so deeply flawed that it was impossible for revision to “make them compatible with the fundamental aims of civic education.” Short of total revision, he recommended removing the Ethnic Studies strand and ideology from the state code.
The question is how did such a radical set of standards become state law? Katherine Kersten, senior policy fellow at the Center of the American Experiment, exposed the Walz-appointed Professional Educators Licensing and Standards Board (PELSB) for excluding “academic subject matter experts in history, civics, geography and economics” from the standards drafting committee. Instead, the PELSB “stacked the committee with political activists, community organizers and their allies, who dominated the process” withCRT embedded in the standards at every grade level. Students would be forced to view America’s institutions through the lens of race and hostility to “dismantle” and “transform” our foundational cultural, social, and economic systems.
How will Ethnic Studies be implemented in classrooms?
The “Resistance” standard requires students to “organize” to resist America’s “systemic and coordinated exercises of power” against “marginalized,” oppressed groups. Students study American police departments and the justice system to “understand the roots of contemporary sytems of oppresson and “eliminate” “injustices.” Lessons centering on the history of slavery in the Old South breed racism, divisiveness, and hatred in the classroom environment.
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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.”
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Fifth graders will examine how contemporary policing sprang from slave patrols of the Old South.
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Sixth graders will “examine the impact of slavery and race in Minnesota today.” Even though slavery existed in Northern colonies until after the Civil War, the slavery of the Old South is blamed for contemporary juvenile justice problems.
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High-school students are told to “develop an analysis of racial capitalism” and “apply methodologies of fugitivity to map-making, economics and education.”
Two key concepts are embedded in Minnesota’s ethnic studies standards: racial capitalism and fugitivity. Lozenski discusses the Marxist theory of racial capitalism extensively in his book, My Emancipation Don’t Fit Your Equation: Critical Enactments of Black Education in the US. The theory goes like this. In the early European origins of capitalism, “the owners of the means of production” thought of the laborers “they exploited” from a racial viewpoint. In her video, Ruth Wilson Gilmore explains in Marxist jargon that all capitalism is racial capitalism. Her conclusion? “This is another way of saying, we can’t undo racism without undoing capitalism.”
This brings us back to Lozenski who asserts that, because America is “irreversibly racist,” it must be overthrown. The Marxist solution is that, if capitalism is racist, then capitalism must be overthrown.
Another major theme in Lozenski’s book and a benchmark in Minnesota’s ethnic studies standards is fugitivity. Lozenski defines this as breaking the law to use education for the overthrow of the United States, such as teaching CRT in violation of state laws. Students are to view themselves as resisting a racist system by studying and engaging in radical politics. This strategy undermines respect for our law and breeds hatred of America, contempt for the law, and eagerness to destroy the nation.
Teachers must be state certified to be eligible for employment in Minnesota's public and many private schools. To ensure that ethnic studies are taught in every grade, the requirements for teacher licensing were revised by the PELSB to include teacher affirmation and teaching of Marxist principles, including CRT and transgender ideology. This effectively will serve as a ban on Christians, Jews, and Muslims teaching in public schools.
Conclusion
Once the public understands the truth about the far left Minnesota ethnic studies and the standards, there will be a fallout like a meteor hurtling to the earth. Many teachers are already leaving the field nationwide, but with Christians, Jews, and Muslims refusing to teach in violation of their faith, the loss will turn the system upside down. As the 1800s founding purpose of teacher colleges intended, Minnesota’s institutions of higher learning will be expected to train teachers in government thought; yet most colleges and universities will not willingly train and state certify teachers to overthrow the American government, resulting in fewer eligible teachers. Most parents of school age children will not want their offspring being taught how to dismantle the U.S. government so they will seek alternate types of education. As a result, it is highly likely that many public schools will be shuttered.
In a Harris-Walz administration we could expect to have the same kind of destructive agenda that is being pursued in Minnesota. Walz would take the leadership for education and, most likely, bring in his education psychopath, Lozenski, to take the helm in using public education for the overthrow of America. If Republicans win the presidential election and Walz remains in Minnesota, the citizens will have to decide whether they want to allow Walz to continue leading their state and children down the path toward communism.