EXCLUSIVE: Here’s How Biden’s Diplomats Pushed Woke Ideology In Foreign Countries

WASHINGTON — President Joe Biden’s State Department taught diplomats how to discuss “systemic racism” and “white privilege” in foreign languages, encouraging U.S. diplomats to push other countries to mirror the Biden administration’s woke ideological stances on race and immigration, The Daily Wire has learned.

The Biden administration’s efforts included creating a “DEI Toolkit” for Foreign Service language instructors that contained trainings on “Black Lives Matter,” “white privilege,” and “systemic racism” in foreign languages, according to materials examined by The Daily Wire.

The Trump State Department is focused on reforming the Foreign Service, encouraging patriotic Americans to join the service, putting an end to leftist trainings pushed by the Biden administration and refocusing on “American history, diplomatic tradecraft, and the tangible skills that empower the Foreign Service to deliver results for the American people,” a spokesman shared.

Instead of focusing trainings on Black Lives Matter and DEI, an official shared, new Trump administration Foreign Service trainings include the topics: “Why Are You Here? Mission and Vision in a Career of Service,” or “The Need for Grand Strategy,” “Theories of Foreign Policy,” “Protecting American Citizens Abroad: Emergencies and Evacuations,” and “America Founding Principles: Declaration of Independence, Constitution, Bill of Rights, Federalist Papers.”

“America’s diplomats are called to advocate for the national interests of the United States on the world stage – not advance extreme anti-American dogmas,” State Department spokesman Tommy Pigott told The Daily Wire. “Fringe divisive ideological dogma has no places in Foreign Service training.”

Materials reviewed by The Daily Wire show that under the former president, State Department Foreign Service language instructors were tasked with teaching “Black Lives Matter” concepts in Bangla, or Bengali, primarily spoken in South Asia.

That training suggested role-playing a scenario in which a video is presented to a Bengali class discussing white supremacy, racism, and discrimination, as well as “the linguistic and cultural barriers that make it difficult to broach these topics with the Bangladeshi American community.” The video referenced the country’s “renewed reckoning with systemic racism and its coercive effect on the public institutions.”

The training’s vocabulary list included words such as racism, activism, affirmative action, discrimination, equal opportunity, equality, inequality, implicit bias, unconscious bias, systemic racism, white privilege, marginalization, police brutality, and violation of human rights.

Foreign service officers engaged in the training were asked to role play multiple choice questions with their students, discussing recent protests spurred by the death of George Floyd, highlighting the “importance of addressing racism at the institutional and individual levels,” to “control key vocabulary related to DEIC themes in the US in the target language,” and to use the Bangla language to share personal stories about how racism affects the United States, as well as “slavery’s enduring legacy.”

In one scenario, those taking the class would watch a video on BLM and then react to the following statement: “Your house is burning in a fire. The fire department comes and everyone tries to save your house. But I live next door and I’m saying, ‘Why aren’t you checking my house, my house matters also.'”

Then students would be asked to choose whether this exemplified systemic racism, white privilege, or implicit bias.

Another training focused on Black Lives Matter and systemic racism for those who speak Urdu, spoken primarily in Pakistan but also in parts of India and the Middle East. That section asked students to “reflect more deeply” about BLM and to make connections between “idealized” U.S. policy positions related to BLM and the “actual lived experiences of BLM in the US and the host country.” This group would also heavily focus on the death of George Floyd in the “target language” of Urdu.

A Hebrew section on “Race and Racism” tasked students with imagining that they are hosting an event at a library in Tel Aviv to discuss race and diversity in the United States and Israel. In this fictional scenario, they invited several colleagues from the Israeli Embassy to discuss current topics such as “Black Lives Matter” and immigration as well as a panel of “diverse Israelis.”

The Foreign Service officers would also be asked to role play situations involving race and racism. More training materials reviewed by The Daily Wire asked the officers to pretend they are hosting an event in another country while “the killing of an African American citizen by the police is all over the news.”

“While you were not planning to discuss ‘Black Lives Matter’ in the U.S. you find yourself in a position to discuss race and diversity in the U.S. and host country,” the materials state. “You have invited several colleagues from the Embassy as well.”

In that role-playing scenario, the Foreign Service officer would be tasked with identifying solutions to racism in the United States and then asking their peers if their home country has similar issues related to minorities and how their government could improve racism in their own country.

The materials given to Biden administration State Department employees also included a vocabulary list instructing the diplomats on how to discuss hot button topics like BLM and immigration. Diplomats were asked not to refer to illegal aliens as “illegal,” for example, but instead to refer to them as “undocumented persons.”

“This is a problematic term often used in U.S. political discourse that many find dehumanizing, as it reduces individuals to their immigration status and implies undocumented immigrants are inferior and do not belong,” reads State Department documents shared with The Daily Wire.

Those documents also define privilege as “a right, immunity, or benefit enjoyed only by a person beyond the advantages of most,” and additionally, “unearned social power accorded by the formal and informal institutions of society to ALL members of a dominant group.”

“Privilege is usually invisible to those who have it because we are taught not to see it, but nevertheless it puts them at an advantage over those who do not have it.”