The Minnesota Education Policy Committee convened on February 18, 2025, to discuss a significant bill aimed at repealing ethnic studies requirements in the state's education system. The meeting featured a range of testimonies from educators, parents, and community members, reflecting a deep divide over the implications of the proposed changes.

Supporters of the ethnic studies curriculum argued that it plays a crucial role in fostering understanding and inclusivity among students. One parent emphasized the importance of teaching children about civic engagement and the democratic process, stating that the current standards empower students to take informed action in their communities. They urged the committee to support the implementation of these standards for the benefit of all Minnesota students.

Conversely, several opponents of the ethnic studies requirements expressed strong concerns about the curriculum's focus. Kendall Qualls, a private citizen, described the ethnic studies initiative as a "Trojan horse" for a socialist agenda, claiming it does not genuinely benefit children of color. He warned that the community would hold lawmakers accountable for supporting what he termed a divisive approach to education.

Hillary Swanson, another opponent, criticized the bill for perpetuating what she called "institutional racism" and argued that it unfairly categorizes students based on race. She contended that the focus on race and identity could undermine the principles of equality and character development in education.

In contrast, advocates for maintaining the ethnic studies requirements, such as Marcus Penny from Education Evolving, defended the curriculum as a means of promoting critical thinking and inquiry among students. He argued that the standards encourage students to analyze historical contexts and understand diverse perspectives rather than assigning blame based on race.

The meeting highlighted the contentious nature of the debate surrounding ethnic studies in Minnesota's education system. As the committee considers the bill, the discussions reflect broader societal tensions regarding race, identity, and the role of education in addressing historical injustices. The outcome of this legislative effort could have lasting implications for how history and culture are taught in Minnesota schools.