Leaked PowerPoint lessons from a required first-year education course at the University of Illinois Urbana-Champaign reveal a shocking push of extreme left-wing ideology on immigration, race, and gender—turning future educators into activists instead of teachers equipped to handle basics like math or reading.
This taxpayer-funded indoctrination, taught by Professor Gabriel Rodriguez, prioritizes far-left talking points over real classroom skills, fueling the decline in American education under globalist influences.
The week 15 lesson, titled “Living in Uncertainty: Understanding Immigrant, Migrant, & Refugee Student Populations,” kicks off with a photo of a demonstrator holding a sign that reads, “No human being is illegal.”
Future educators at woke universities are not learning how to teach kids. They’re learning how to push politics.
— Erika Donalds (@ErikaDonalds) December 16, 2025
Leaked University of Illinois lessons expose activist training for future teachers.
Funded by taxpayers, paid for by students, and DISASTROUS for classrooms! pic.twitter.com/5e0rTFfgAW
A slide on “Language Matters” polices speech, urging students to “Embrace using humanizing language when talking about immigrant communities that don’t have documentation – consider using the language of ‘undocumented.'”
It slams terms like “illegal immigrants,” “illegal aliens,” or “illegals” as harmful, claiming they are “dehumanizing and degrading,” that they reinforce existing negative stereotypes about immigrant communities and connect immigration with criminality, that they fuel perspectives that immigrants have no rights and that they facilitate “scapegoating communities for larger systemic issues.”
Without distinguishing legal from illegal entry, the presentation defines immigrants as those who “migrate to pursue better opportunities (e.g., work, education),” while refugees flee “persecution, conflict, or violence.”
Citing PBS News, it understates illegal immigration numbers: “Between 2007-2019, number of undocumented immigrants held steady at around 11 million, but since then the numbers have increased by almost 3 million.” This ignores higher estimates from studies like Yale’s 2018 report pegging the figure at 22.1 million pre-Biden era.
A slide titled “Shifting Support for Immigrant/Refugee Student Populations in Schools” compiles pro-immigration headlines highlighting negative impacts of strict policies, like increased discrimination and absenteeism.
Rodriguez’s own study, “‘This is What I go Through:’ Latinx Youth Facultades in Suburban Schools in the Era of Trump,” references “White supremacy and xenophobia brought on by … Trump.”
It quotes a study subject, Jose, an undocumented student: “I can’t think of any other time when my grades have mattered the most than after this election. If anything happens to me at least I have good grades, [to] build on my case. Maybe if I’m excellent they won’t kick me out. The fear is so real. Right now, we don’t know what’s going to happen. My parents tell me, ‘Do well in school.’ So really, I’m worth a grade right now. I want to excel in academics. Hopefully, I’m one of the good ones.”
Further slides guide on handling ICE in schools, priming teachers to resist enforcement.
A student whistleblower told Fox News Digital: “So in the lectures, my professor would constantly say, ‘you as educators, you as future educators, you need to do this, you need to know this.’ That’s one thing that he says, just over and over, like ‘we as future educators,’ kind of reminding us like, oh, we need to use this when we go to teach later on.”
Week 8 focuses on “silence” in classrooms as tied to discrimination.
It defines “Internalized Oppression” as “assumed racial inferiority on the part of people of color.”
One slide urges: “Let’s think about how students with minoritized identities (e.g., race, gender, sexuality) are silenced by peers and educators.”
Another: “Let’s think about how students, particularly those with minoritized identities use their agency by turning to silence to resist contexts they perceive to be harmful to their identities and sense of community.”
An anecdote about high school senior Joaquín claims he was ignored due to race, concluding: “Joaquín’s decision is calculated, as he preferred to be quiet, rather than continue to subject himself to being ignored and dismissed.”
In “Group Work Gone Awry,” a story about someone called Lissette notes: “Lissette did not finish making her suggestion as she was quickly cut off by one of her white peers who suggested to the group that they should read portions of the text out loud first before proceeding to answer the discussion questions. The two white students in the group delegated tasks to Lissette and Marie, a female Asian student in the group. Throughout their group work, Lissette’s white classmates took time to socialize and not include her and Marie.”
The follow-up: “This conversation highlights that even when Latine youth did want to verbally participate and take the lead, as in this small group conversation, white youth often did not let them.”
Gender factors in too, with a high school senior named Clarissa quote din one of the slides saying: “But it is definitely why there are less women in leadership because – I could only handle it for a few months, and then I was like, ‘I don’t wanna do this anymore.’”
“Microaggressions” are defined as “everyday, verbal, nonverbal slights, snubs, or insults regardless of intent that sends a hostile, derogatory, or negative messages to target persons based solely upon their minoritized group membership.”
“Stereotype threat” is presented as “socially premised psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies.”
The whistleblower added: “So it’s very much like, ‘these are the ideas you need to have,’ and it’s kind of interesting to me too, because this class was required and this is like one of the first education classes I’m taking. And so far, I haven’t actually learned anything for education about, like, how to set up a classroom, what methods work best with kids for learning — just like basic curriculum that kids are going to be taught, like math and science. There’s nothing of that that I’ve been taught, like this is the first thing.”
This exposure highlights how leftist academia, shielded by unions, undermines America First values by churning out activists who prioritize division over achievement. Time to defund these indoctrination mills and restore real education focused on skills, not shame—securing our kids’ future against globalist erosion.
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