A Public Pedagogy of White Victimhood: (Im)Moral Facts, Settler Identity, and Genocide Denial in Dakota Homeland
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DOI: 10.1177/1077800417735659
Abstract: This article examines dominant discourses driving southern Minnesota’s white public pedagogy of the U.S.–Dakota War of 1862, focusing specifically on hardline separations between fact and opinion that divert citizens from acknowledging the moral significance of… read more here.
Keywords: moral facts; public pedagogy; settler identity; white victimhood ... See more keywords