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Browsing by Subject "white supremacy"

Now showing 1 - 3 of 3
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    Human Rights Activism in Minnesota, a Capstone Project & Exhibit Blueprint
    (2022-05) Halvarson, Heidi Jedlicka; Kopycinski, Ariana; Milton, Alexis
    This capstone project was originally proposed by Barbara Frey, Director of the University of Minnesota’s Human Rights Program, in partnership with the University of Minnesota Archives and Special Collections, the Center for Holocaust and Genocide Studies, the Roy Wilkins Center for Human Relations and Social Justice, and the Advocates for Human Rights. The capstone team was tasked with facilitating the transfer of selected archival materials from The Advocates for Human Rights to the Archives to process and analyze historical materials in the context of transnational human rights activities in Minnesota. The ultimate goal for this capstone project was for the team to present a blueprint for a proposed exhibit that showcases Minnesota’s human rights legacy through archival research.The year 2023 provides a unique convergence of several important milestones for Minnesota’s human rights community: the 50th anniversary of the Minnesota Human Rights Act;the 40th anniversary of the founding of The Advocates for Human Rights; and the 30th anniversary of the founding of the Roy Wilkins Center for Human Relations and Social Justice at the Humphrey School. It will also be the 75th anniversary of the Universal Declaration for Human Rights, so this is a timely opportunity to commemorate the history of human rights in Minnesota, over the last 75 years. It is in this convergence that the Human Rights Program intends to explore a rich history of activism. In considering these opportunities and milestones, we have made every effort to balance the tension of the abundant history of human rights activism with the deep and persistent inequities in Minnesota. Through this project, we have been called to honor the life work of so many dedicated individuals while also acknowledging the presence of white saviorism, white supremacy, and the title towards western dominance in human rights activism.
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    Making a Big Deal out of Nothing: White Supremacy, Patriarchy, and Teacher Preeminence
    (2017-11) Godsey, Chris
    My experiences as a teacher, student, and co-facilitator of critical dialogue among men arrested for using violence against women tell me teachers who feel entitled to compliance from students share fundamental beliefs with men who feel entitled to compliance from women and with white people who feel entitled to compliance from people of color and indigenous people. White supremacy entitles white people to dominance, patriarchy entitles men to it, and teacher preeminence entitles teachers. Teacher preeminence resembles white supremacy and patriarchy in four habits of mind: obliviousness, denial, ignorance, and smugness. Doing autoethnography – understanding cultural experience by analyzing personal experience – creates opportunities to problematize teacher preeminence while challenging dominant epistemological notions of what and whose knowledge is of most worth: my intention was not to affect objectivity or authoritativeness; it was to practice rigorous subjectivity. My inquiry – conducted by reading personal essays I wrote between 1991 and 2017 and considering them on their own, cumulatively, and in relation to Chapter 2 theory about white supremacy, patriarchy, and teacher preeminence – confirmed I have enacted white supremacy since I was very young. It exposed that I have done it far more subconsciously and constantly than I realized, which leads me to believe I have also relied on entitlements to dominance as a teacher – I have often believed I am teaching from a place of openness when I am really just seeking compliance and trying to enforce it despite sincerely opposing dominance as a teachers’ entitlement. It also suggested most other teachers would find a lot they don’t want to see if they interrogate their methods and intentions for evidence of entitlements that allow us all — that often require us — to think about and treat students almost exclusively according to whether or not they comply with what we want.
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    An Opportunity in Educational Engagement
    (2023-12) Block, Sequoia Baobab S. Larson
    This capstone focuses on both civic engagement and educational justice and has multiple components. One component includes an analysis of the Read Act legislation designed to guide reading instruction in Minnesota schools, enacted by the Minnesota State Legislature in 2023. I assert the Read Act places too much emphasis on evidence-based research and largely ignores student experience, motivation, and cultural diversity. Another component of the capstone includes me becoming a subject of the research by participating as a volunteer at a local school. In this role, I explore my positionality as a white man as well as the dominant role whiteness plays in educational spaces. I facilitated a cross-age tutoring experience in which students in grades four and five taught reading lessons to students in pre-kindergarten and kindergarten. I explore both academic and civic engagement aspects of these interactions and recognize potential benefits that cross-age tutoring has for both tutors and tutees.