An education professor at the University of Minnesota allegedly directed students in a classroom “ICE drill” exercise in which classmates were instructed to use their bodies to “shield” peers supposedly at risk from U.S. Immigration and Customs Enforcement. The incident, reported by student and local outlets, has prompted criticism from parents and calls for administrative review.
Students in the required “Culture, Power, and Education” course told reporters that Associate Professor Blanca Caldas Chumbes presented a hypothetical scenario in which ICE agents appeared at the classroom door. According to one student who spoke on condition of anonymity, the professor first described steps to take if immigration enforcement showed up, then had the class stand and act out responses. Participants were instructed to move to the far corner and practice dialogue with a supposed agent.
The anonymous student said the professor then directed classmates to physically “shield” certain students deemed likely targets, with white students described as needing to act as human barriers to protect others. The student described discomfort among peers but said most remained quiet during the exercise. Critics argue such an activity crosses a line between discussion of public policy and staged interactive scenarios that could endanger students’ perceptions of law enforcement.
Course materials reportedly included a diagram classifying “overt” and “covert” white supremacy. The “covert” category listed items such as denial of white privilege and “Make America Great Again,” a slogan associated with conservative politics, as examples.
Parents of students involved expressed alarm and raised concerns with university officials, prompting at least an initial administrative review. The University of Minnesota’s Department of Curriculum and Instruction told local news outlets it is “aware of the situation and is conducting a thorough review.” Neither the department nor Professor Caldas Chumbes provided immediate comment in the reports.
Supporters of robust classroom discussion contend that educators can address controversial topics, including immigration policy and law enforcement. However, critics maintain that role-playing exercises involving potential conflict with federal agents risk promoting biased views and could mislead future educators about lawful interactions with authorities.
The episode has reignited debate over academic freedom versus appropriate pedagogy. Many parents argue public universities should prioritize teaching foundational skills and knowledge over politically charged simulations that appear to involve partisan ideas about immigration enforcement.
