A curriculum in the Minneapolis Public Schools (MPS) system describes capitalism as a “pillar of white supremacy,” sparking questions about ideology in required ethnic‐studies courses. Documents indicate that one elective—a course in Hmong Studies—includes a unit titled “Power Struggles & Resistance” in which lesson slides equate capitalism and Western culture with genocide, colonialism and white‑supremacy structures.
According to the materials, students are asked to engage in Youth‑Led Participatory Action Research (YPAR) where they identify a problem rooted in “institutions and the logics of white supremacy” and propose solutions. The Hmong Studies unit draws on sources that describe capitalism as perpetuating class exploitation, citing Marx’s view that capitalism produces “haves” and “have‑nots.”
MPS requires students graduating in the class of 2025 onward to complete at least one ethnic studies course, under a mandate that these courses “examine the concept of race as an organizing construct in U.S. society.” The district says that ethnic studies courses “are one part of our equity work and do not replace efforts to transform all Social Studies courses.”
The curriculum has prompted debate over the role of ideology in public education, particularly in courses that are mandatory for graduation. Critics argue that presenting capitalism as inherently linked to white supremacy risks oversimplifying complex historical and economic systems. Others express concern that students are being exposed to a one-sided interpretation without balanced discussion or critical engagement with differing viewpoints. As school districts expand equity-focused education, questions remain about how to ensure intellectual diversity and academic neutrality in the classroom.
