lattice
发表于 2025-3-28 16:29:34
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警告
发表于 2025-3-28 22:34:45
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
上流社会
发表于 2025-3-29 00:23:17
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
最高点
发表于 2025-3-29 03:19:37
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钢笔记下惩罚
发表于 2025-3-29 08:04:20
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ATP861
发表于 2025-3-29 14:17:24
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
围巾
发表于 2025-3-29 15:50:52
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Outshine
发表于 2025-3-29 19:56:27
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fallible
发表于 2025-3-30 03:30:13
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
Sleep-Paralysis
发表于 2025-3-30 04:51:42
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,