標(biāo)題: Titlebook: Critical Social Justice Education and the Assault on Truth in White Public Pedagogy; The US-Dakota War Re Rick Lybeck Book 2020 The Editor( [打印本頁(yè)] 作者: 快樂(lè) 時(shí)間: 2025-3-21 19:12
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作者: craven 時(shí)間: 2025-3-21 22:53 作者: ectropion 時(shí)間: 2025-3-22 03:47 作者: 單挑 時(shí)間: 2025-3-22 05:30 作者: cushion 時(shí)間: 2025-3-22 10:07 作者: DEMUR 時(shí)間: 2025-3-22 16:38 作者: DEMUR 時(shí)間: 2025-3-22 20:24
,Grundlagen der schlie?enden Statistik,ends by contextualizing the classroom pedagogy as enactment of a regional white public pedagogy that advocates ., i.e., suspending moral judgment toward symbolic white forebears when studying the racially violent past.作者: RENIN 時(shí)間: 2025-3-22 23:45
Dieter Nohlen,Mirjana Kasapovicors closer to heart. The chapter analyzes the lecture as an act of epistemic violence against both indigenous audience members and critical whites in attendance. Ultimately, this chapter provides more ways white justice as fairness diverts citizen-scholars away from critical social justice education on the U.S.-Dakota War.作者: Charade 時(shí)間: 2025-3-23 04:59
,Wahlspots im deutschen Fernsehen 1957–1998,ian-sublime “facts” on public knowledge, including curricular materials commonly understood to be “objective” and “balanced” by well-educated scholars today. The chapter ends by analyzing contradictions experienced by one college student working to achieve “balance” in her public history-writing work.作者: avarice 時(shí)間: 2025-3-23 06:59 作者: 幼兒 時(shí)間: 2025-3-23 12:30
Integrale und Summationsoperatoren, foiling one student’s initial hopes of exposing ways white supremacy shaped injustices in 1862. Ultimately, the chapter provides further evidence of a white public pedagogy of fear, directing instructors and students away from . and toward ..作者: 輕浮思想 時(shí)間: 2025-3-23 14:09 作者: 真 時(shí)間: 2025-3-23 18:52
Ergebnisse der empirischen Untersuchung,e production, an effect rooted in settler society’s socioracial contract, or .. Based on missed opportunities in the college course analyzed, the conclusion theorizes a critical pedagogy for breaking Minnesota’s cycle of forgetting.作者: 流動(dòng)才波動(dòng) 時(shí)間: 2025-3-24 01:11
,Introduction: “Official Perspective” and the Two Senses of Justice,orizing the two senses of justice helps contextualize teaching-and-learning moments analyzed in the book’s chapters where instructors and students negotiated choices between . and ., invoking racialized dilemmas rooted in regional and personal white identity.作者: tenosynovitis 時(shí)間: 2025-3-24 03:52 作者: 態(tài)學(xué) 時(shí)間: 2025-3-24 07:17
Reopening the Wounds of 1862,ends by contextualizing the classroom pedagogy as enactment of a regional white public pedagogy that advocates ., i.e., suspending moral judgment toward symbolic white forebears when studying the racially violent past.作者: 枕墊 時(shí)間: 2025-3-24 13:18
Regional Genocide Denial and Contradictory White Selves,ors closer to heart. The chapter analyzes the lecture as an act of epistemic violence against both indigenous audience members and critical whites in attendance. Ultimately, this chapter provides more ways white justice as fairness diverts citizen-scholars away from critical social justice education on the U.S.-Dakota War.作者: 壓倒 時(shí)間: 2025-3-24 17:38 作者: onlooker 時(shí)間: 2025-3-24 22:42 作者: 謙虛的人 時(shí)間: 2025-3-25 02:52
,Managing Perspectives, Keeping History “Good” and Safe, foiling one student’s initial hopes of exposing ways white supremacy shaped injustices in 1862. Ultimately, the chapter provides further evidence of a white public pedagogy of fear, directing instructors and students away from . and toward ..作者: LATE 時(shí)間: 2025-3-25 04:28
From Below in Theory, from Above in Practice: Whites Provide Dakota Perspectives,eenactment of historic racial divides when the exhibit was unveiled to the public, exposing ways students had been implicitly positioned to defend white (intellectual) property rather than engage . on the war.作者: hurricane 時(shí)間: 2025-3-25 08:16 作者: THE 時(shí)間: 2025-3-25 11:52 作者: GLIDE 時(shí)間: 2025-3-25 17:22 作者: 壯麗的去 時(shí)間: 2025-3-25 22:13 作者: Accord 時(shí)間: 2025-3-26 03:49 作者: 權(quán)宜之計(jì) 時(shí)間: 2025-3-26 07:07
https://doi.org/10.1007/978-3-030-62486-6critical race studies; social studies education; public pedagogy; settler colonialism; restorative justi作者: 觀點(diǎn) 時(shí)間: 2025-3-26 09:05
978-3-030-62488-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 災(zāi)禍 時(shí)間: 2025-3-26 13:43
,, — Das System der Wahlkampffinanzierung,ve events that unfolded in southern Minnesota around the war’s 2012 sesquicentennial. Discussion includes the author’s involvement as participant-observer in a local college course that designed a traveling museum exhibit on the 1862 war. Based on his applied work, the author identifies competing se作者: Misnomer 時(shí)間: 2025-3-26 19:04 作者: affect 時(shí)間: 2025-3-26 23:36 作者: colostrum 時(shí)間: 2025-3-27 04:24 作者: 預(yù)防注射 時(shí)間: 2025-3-27 07:49
Dieter Nohlen,Mirjana Kasapovic a public lecture on Minnesota’s U.S.-Dakota War in January 2012. Positioning himself as regional insider, Anderson sought to diminish the importance of genocidal intent among white officials in Minnesota, a discursive move designed to persuade the implied white audience to suspend judgment toward s作者: 我沒(méi)有命令 時(shí)間: 2025-3-27 12:22 作者: 宇宙你 時(shí)間: 2025-3-27 17:17 作者: 親屬 時(shí)間: 2025-3-27 21:22
Integrale und Summationsoperatoren, 2012 sesquicentennial in southern Minnesota. Specifically, the chapter analyzes negotiations between white instructors and students as they co-authored an exhibit panel displaying “settler perspectives” for a majority-white audience. Interview data reveal the explicit privileging of a “white-guy” i作者: 帳單 時(shí)間: 2025-3-28 00:29 作者: macular-edema 時(shí)間: 2025-3-28 05:47
Ergebnisse der empirischen Untersuchung,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, 作者: 下邊深陷 時(shí)間: 2025-3-28 09:22
Rick LybeckEstablishes and contrasts the concepts of "critical social justice" and "white justice as fairness" in order to examine the public commemoration of Minnesota‘s US-Dakota War of 1862.Explores issues st作者: 轎車 時(shí)間: 2025-3-28 13:03 作者: lattice 時(shí)間: 2025-3-28 16:29 作者: 警告 時(shí)間: 2025-3-28 22:34
J-Term Perspectives,-Dakota War of 1862 in its sesquicentennial year (2012). Specifically, analysis concerns how students attempted to square demands for representational “balance” placed on them by their instructors and community with what their independent critical thinking was telling them. The chapter includes a br作者: 上流社會(huì) 時(shí)間: 2025-3-29 00:23
Framing the Discussion,ing the 2012 sesquicentennial in the region where the fighting once took place in southern Minnesota. Analysis concerns the instructor’s setting of discursive . for discussion and how those frames determined a certain . that surprisingly omitted direct talk of genocide against the Dakota people. Par作者: 最高點(diǎn) 時(shí)間: 2025-3-29 03:19 作者: 鋼筆記下懲罰 時(shí)間: 2025-3-29 08:04 作者: ATP861 時(shí)間: 2025-3-29 14:17
The White Public Pedagogy I: Suspending Moral Judgment,lic-history work and classroom teaching during the war’s 2012 sesquicentennial. The chapter begins by analyzing a key newspaper editorial from 2012 encouraging citizens to consult “the facts” on the war before taking Dakota people’s claims to historical trauma to heart. The chapter then consults fac作者: 圍巾 時(shí)間: 2025-3-29 15:50 作者: Outshine 時(shí)間: 2025-3-29 19:56 作者: fallible 時(shí)間: 2025-3-30 03:30
From Below in Theory, from Above in Practice: Whites Provide Dakota Perspectives,Minnesota’s U.S.-Dakota War of 1862 during its 2012 sesquicentennial. Looking closely into the pedagogy that shaped white students’ writing on “Dakota perspectives,” the chapter shows complex ways students were recruited toward . both in the classroom and in extra-institutional white spaces beyond t作者: Sleep-Paralysis 時(shí)間: 2025-3-30 04:51
Conclusion,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,
