Conclusion: Critical Social Justice Education and the Assault on Truth in White Public Pedagogy The US-Dakota War Re-Examined (original) (raw)

Critical Social Justice Education and the Assault on Truth in White Public Pedagogy The US-Dakota War Re-Examined, 2020

Abstract

The conclusion begins with a metaphor posed by Dakota educator Glenn Wasicuna in a 2012 public address on Minnesota’s U.S.-Dakota War of 1862, saying that, for Dakota people, being invited to speak only on major anniversaries is like being in a VCR, put on pause for many years, and then having someone suddenly hit play. Following this metaphor, the conclusion explores how and why whitestream Minnesota is stuck in a perpetual cycle of forgetting, temporarily remembering, and then forgetting again the foundational event in state history. Moving through ethnographic data collected in 2012 as well as commemorative events occurring since the sesquicentennial, the conclusion identifies a systematic negation of the Other in regional white knowledge production, an effect rooted in settler society’s socioracial contract, or white justice as fairness. Based on missed opportunities in the college course analyzed, the conclusion theorizes a critical pedagogy for breaking Minnesota’s cycle of forgetting.

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