At the Minnesota Humanities Center, we have long sought to empower educators to create lessons that recognize and amplify absent narratives, the stories that have been systematically marginalized or left out in classrooms and curricula for generations.
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Throughout the first year and a half of the grant, participants in the project have shared and discussed texts to create a common foundation for moving this work forward. Below is a selection of the readings that form this core.
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Questions about water are often implicitly about systems of power. The benefits and impacts of how water is used, distributed, and accessed are unevenly distributed. Water thus becomes a site where the inequalities in society are made visible and contestation arises. The readings listed here offer a sample of some of the ways water is implicated in systems of inequality and work toward social justice.
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Owámniyomni, a Dakota name for “St. Anthony Falls,” means turbulent water, whirlpool, eddy. To Dakota people the Mississippi River has a few names, one is ȟaȟáwakpá – the river of the falls, a name that reveals the importance of the waterfall.
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We asked a diverse group of river people to respond to the prompt “How did you come to know the Mississippi River? What does it mean, to you, to know the Mississippi River?” We present below a few of the responses, in no particular order.
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