The task group recommends, for example, that prospective teachers be required to prepare an "autoethnography" report. They must describe their own prejudices and stereotypes, question their "cultural" motives for wishing to become teachers, and take a "cultural intelligence" assessment designed to ferret out their latent racism, classism and other "isms." They "earn points" for "demonstrating the ability to be self-critical."The task group opens its report with a model for officially approved confessional statements: "As an Anglo teacher, I struggle to quiet voices from my own farm family, echoing as always from some unstated standard. ... How can we untangle our own deeply entrenched assumptions?"The goal of these exercises, in the task group's words, is to ensure that "future teachers will be able to discuss their own histories and current thinking drawing on notions of white privilege, hegemonic masculinity, heteronormativity, and internalized oppression."
Now, Chapman University requires many of the following class titles: Literacy and Learning: Elementary Reading, Foundations of Education,Teaching and Learning in the Culturally Diverse Classroom I, Teaching and Learning in the Culturally Diverse Classroom II, Teaching and Learning in the Culturally Diverse Classroom III, and Voice, Diversity, Equity, and Social Justice. At Chapman, many of the classes that teach future teachers how to teach are also being taught through the lens of political correctness.
In a press release in October of this year, U.S. Secretary of Education's Arne Duncan stated, “By almost any standard, many if not most of the nation’s 1,450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom. America’s university-based teacher preparation programs need revolutionary change--not evolutionary tinkering.” The press release goes on to assert that "Teacher-preparation programs should ensure that new teachers will master the content of the subjects they’ll teach..."
Mastery of the content of the subjects teachers will be teaching can only happen when that goal is paramount and the driving force behind the curricula at teacher colleges. However, when political correctness is held in higher esteem and given more instruction time in teacher colleges in places like Minnesota and California, mastery of the content of the subjects teachers will only be of secondary importance.