Readers Write: Minneapolis, education – StarTribune.com

It was a cold winter day on November 10, 1950. My parents, recent immigrants from Ukraine, fled the bloody lands of Europe and arrived in Minneapolis. In their trunk was all their worldly possessions. In their souls was an ocean full of hope and determination to fulfill their American destiny. They accepted a new homeland and were determined to survive.

It is now February 2022 and we are on the threshold of a new world. It is easy to succumb to our fears and not accept the challenges of modern society.

Minneapolis is a beautiful city in many ways. Its beauty and quality of life consistently rank among the top cities in the United States. The city center with its coastal park system and history is second to none. As a child growing up in the northeast, I jumped along the river and went through the remains of lumber and sawmills.

Another aspect of Minneapolis is the beauty of its citizens, who always think of their neighbors and are progressive in their approach to solving their problems.

I cannot deny that there are problems with race and crime, social and economic inequality. But these are problems that exist not only in Minneapolis, but in America and around the world. We can live in fear and move on to what we consider a safer community. But we will never escape the social and economic changes around us. It is better to stand on your own and solve these problems with transparency and communication.

I’m not giving up on Minneapolis. I believe that we will overcome our problems and become more sustainable and beautiful in the future.

We must face the challenges we face and remember what we should be grateful for: our freedom, our democracy and our way of life.

My parents fled the world, which was destroyed by autocracy and bloodshed. Let us remember that we as citizens have a duty to solve our problems, no matter how difficult or inconvenient it may be.

Arrest Kramarchuk, Little Canada

The writer is the owner of Kramarczuk Sausage Co.

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I hear you, Andy Bram. I hear you! (“Anarchy in Minneapolis causes no problems,” exchange of views, Feb. 15.)

I hear you when you talk about the decline of affiliation in Minneapolis, the loss of civilization. I hear you say the sky is falling. Wolves run wild. I hear that an apocalypse awaits us.

But I do not hear, Mr. Bram, any decisions. I do not hear any proposals, no changes in policy, no ideas that would affect the real problems that underlie our current problems. I’d love to hear how you think of Minneapolis differently. How would you distinguish legitimate protests from accidental vandalism? How would you stifle protests without violating the rights of protesters?

It is very easy to sit back and blame what you consider permissible leadership. It is also intellectually lazy to do this without offering ideas.

So, Mr. Bram, let me hear your suggestions. Let us hear your ideas for reforms or policy changes that would really address the real and legitimate challenges facing our cities today. Be part of the solution, sir.

Dennis J. Satlif, Minneapolis

EDUCATION

“Disassembly begins with the future of social science” (February 6) annoyed me. As a retired public school teacher, current state senator and a man who spent four years in the House of Representatives, all six years served on education and finance committees, I am not surprised by the comments of Republican Party members. In addition, I am a descendant of the Lakota Standing Rock nation and have advocated for a bill on ethnic research throughout my legislative tenure. I support the statement by Curtis Johnson, chairman of the Rosville School Board and a member of the committee who wrote the potential standards: “Everyone should see themselves in the curriculum … And this is not happening now.”

Unfortunately, this article follows historical practice of not engaging in important Native American student conversations without including Native American students in this discussion as if they do not exist or are not worthy of inclusion.

Government lessons and history lessons across the country have deliberately ignored Native American Indians and Alaska Natives who have never been integral and unique members of American society. The article failed to confirm American Indian students from Minnesota due to lack of data or references to their participation in academia and society. This invisibility has recently been called the “star mentality”, which describes the exclusion of American Indians from data marked as an asterisk – a population that is not considered significant enough to report. To fully inform readers and analysts, data needs to be reported – for all populations, including Native Americans.

Students and the public need to understand the cause and effect of our history, which is an essential part of critical thinking. No one understands this better than the 11 tribal nations of Minnesota and other tribal citizens: clearly proud citizens, sovereign participants, sovereign participants who share the geography and history of our state for generations, and leaders of economic states.

With this reminder, we must go beyond the “star mentality” by supporting Native American students, ensuring that they and their ancestral history are accurately recognized, taught and discussed in curricula, media and data collection, and recognizing that our Indigenous people are not statistically insignificant.

Senator Mary K. Kunesh, New Brighton

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The proposed “Bill of Parents’ Rights in Minnesota” is a terrible idea (“Bill wants parents to be informed about their studies”, main page, February 15). Or rather, it is an idea that, if implemented, will only make our public education system worse.

Here’s the problem: if our teachers provide their scheduled curricula, our hyperpolarized, politicized society will lead to completely predictable demonstrations demanding curriculum change, as well as similarly predictable demonstrations requiring curricula to be left alone or changed in a certain order. in a completely different way.

And what should our educators face when faced with diametrically opposed demands from two (or more) unsolvable districts? Choose a side? Looking for a compromise when the whole problem is refusing to compromise?

Let me suggest a harmless alternative that we know may work because it has worked in the past: instead of trying to legislate this issue, concerned parents already have a more effective tool at their disposal: attending parent conferences or vice versa case take the time to talk to your children’s teachers.

And more importantly, listen to your children’s teachers.

As with your children, you can learn for some reason.

Bob Lewis, Minneapolis

•••

State Senator Roger Chamberlain actually “doesn’t want a partnership between parents and educators” (“Bill wants parents to be informed about their studies”). He wants campaign donations and votes and he uses my kids to get them.

He and others like him are monitoring national funds donated to local politicians for the sole purpose of indoctrinating students while dismantling public education.

When it comes to education, Minnesota doesn’t follow, it leads. But Chamberlain and the Republican State Party have found itching that brings in money when you scratch it, so they work overtime to convince parents that the same public schools that make Minnesota an eternal star of education are actually failing. He does not want to “talk about weeds and details” because then he will actually have to confirm his claims and present a clear plan to solve the alleged problems.

Senator Paul Gazelko bowed his hand when he said he didn’t care about Minnesota’s “math or science” curriculum (spoiler: these industries aren’t without social issues). When he says he wants his parents to control “the standards of social science … and what books they read,” he means only some parents – those who feel the way he does (regardless of the facts). I don’t want casual parents to decide why my children are taught in school, just as I want casual parents to decide my children’s health issues.

Parents have always been a strong partner for educators. From the simplest act of ensuring that we send our children to school well rested and fed, to the votes we cast that affect funding and policy. But the power and authority to make decisions on behalf of all students should be given to licensed professionals who have the education, training, and supervision needed to make Minnesota a public school rock star, not casual parents who are allowed to impose their beliefs on everyone. students just because they complained the loudest. These parents can exercise their freedom of will and decide to end their partnership with public education.

Rachel Bandy, Medina

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