From Public Pedagogy to Classroom Pedagogy and Back Again: White Students Display the U.S.-Dakota War to Their Community

• In Event: Broadening Curriculum Spaces: Context and the Politics of Inclusion

Abstract

This presentation will analyze points of contact between classroom pedagogy and public pedagogy in the co-construction of a traveling museum exhibit entitled “Conflict and Remembrance: The US-Dakota War of 1862”completed by white Minnesota college students in 2012. By surveying the dominant discourses of a salient white public pedagogy (Sandlin et al.)promoting interpretive “neutrality"and representational “balance” of Dakota and White "perspectives” wherever teaching about the war should occur, the classroom pedagogy behind the museum exhibit will be revealed as one working in a supportive dialectic with the public pedagogy of the surrounding community.

Author

• Rick J. Lybeck, University of Minnesota