Minneapolis-St. Paul Syllabus

As Minnesota takes center stage on the national social and political landscape this year, we hope this syllabus provides insight into areas where educational research can help develop community-centered solutions. The resources shared throughout the syllabus address the interconnected nature of land, people, history, power dynamics, and collective memory. They also present creative and innovative research avenues for higher education.

As ASHE 2024 President Jeni Hart stated:

the intent of the 2024 conference theme, "I Am A Scholar," is to not only consider our own identities as scholars, but to consider who we are as a scholarly community. As you reflect upon your own ideas about what makes you a scholar, I invite you to consider dismantling the hierarchies that have been constructed about who is worthy of the title “scholar.” I believe these often create barriers to better policy, practice, and scholarship.

It is with these thoughts in mind that we approach the syllabus for the 2024 ASHE conference offering a variety of resources to read, listen, or view at your convenience.

To begin, we would like to introduce you to a great resource from the Center for Community-Engaged Learning (CCEL) at the University of Minnesota-Twin Cities. The CCEL’s work is an essential academic resource for students, faculty, and staff seeking high-quality and meaningful opportunities to engage with communities in their learning, teaching, and research, and for community partners seeking reciprocal relationships with the University. One of the guiding values in the CCEL, reflection and learning, calls for advocating for “reflective practice as a way of charting the course of our individual lives, and as well as for understanding the roots and realities of our deeply unequal society and identifying ways we can use our skills, talents, and passions for a better future” (CCEL, About Us, n.d.). One of the primary tools CCEL students have created is a "Sites of Resistance and Resilience in the Twin Cities" Story Map, which serves as examples of knowledge production, cultural identity, collective memory, and community empowerment.

The CCEL states that,

As members of a scholarly community and practitioners of community engagement, we recognize an obligation to know the history of the geographical area in which we are situated and its connections to today. Knowing the history of our area can help deepen our understanding of systemic racism and historical trauma as root causes of current social realities, enabling us to more effectively work for greater equity in the Twin Cities. In addition, it is important that we recognize the continued process of settler colonialism and the deliberate acts of erasure that go with it. Throughout the map, you will find examples of continued resistance to white supremacy. (CCEL, Reflection & Learning, n.d.)

Reflection Questions

Below are some guiding reflection questions to think about as you review the Story Map site. Following the questions are instructions on how to access and navigate the site. We hope that this resource will be useful in situating Minneapolis and Saint Paul in historical and contemporary contexts and its cultural significance to the Midwest region.

Reflection questions:

1. How can story mapping engage communities in the preservation, reframing, and transmission of cultural narratives tied to specific places and spaces?
2. In what ways can we critically engage with sites of resistance in a way that not only acknowledges historical oppression but also celebrates the survival, resilience, and agency of those communities?
3. How does the relationship between place and memory create a living archive of histories, practices, and traditions? In what ways do we see this reflected in higher education and your local community?

"Sites of Resistance and Resilience in the Twin Cities" Story Map

Follow this link to begin exploring the Sites of Resistance and Resilience in the Twin Cities Story Map

Step One: Click on first subheading “Bdote: The Dakota in the Twin Cities” (you can also scroll down to get that page) 

Bdote: The Dakota lived in the Twin Cities long before the arrival of European colonizers, in the area now known as Minnesota. The University of Minnesota - Twin Cities occupies lands included in the 1805, 1837, and 1851 treaties between the United States government and the sovereign Dakota nation. Due to the U.S. government's failure to uphold any of these treaties, these lands still rightfully and legally belong to the Dakota people. The Dakota are the only people indigenous to this place, and they have maintained a spiritual connection to and physical presence in it throughout history to the present day as part of the Twin Cities' large and vibrant Native American community.

Step Two: Explore each of the five neighborhoods listed on the map. We’ve included some sites we suggest visiting if you have time. When you get to each neighborhood page, you can scroll down to see each of the sites highlighted for that location. All of the descriptions included below come from the CCEL Story Map.

• North Minneapolis
  • # 4 - Phyllis Wheatley Community Center: The Phyllis Wheatley Community Center was founded in 1924, and quickly became the center of the Black renaissance in Minnesota.
  • # 10 - The Way Community Center: The Way was established after the Plymouth Avenue uprising in 1967. Much of its focus was on cultivating pride for Black youth.
  • #13 - African American Heritage Museum: The Museum “preserves, documents and highlights the achievements, contributions and experiences of African Americans in Minnesota,” which have been left out of traditional tellings of history.
• South Minneapolis
  • # 10 - Legal Rights Center: Over its long history, the Legal Rights Center has aimed to combat racial biases in Child Protection, as well as support clients in criminal justice cases, juvenile justice cases, and stop extreme enforcement of misdemeanors (Legal Rights Center, 2022).
  • # 11 - Little Earth Community: Little Earth Community was formed in 1973 in response to housing discrimination and created a community for Native people to remain culturally connected and seek resiliency and create systemic change.
  • #13 - 35W Construction: Prior to the construction of 35W, neighborhoods in South Minneapolis included thriving pockets of African American, Native American and Hispanic communities. While many communities avoided direct destruction as a result of the freeway constructed, the neighborhood lost its feeling of connectedness. The government only held two community meetings for the entire freeway system in the Twin Cities, and the 35W meeting was hidden in newspaper ads. Consequently, most residents didn't know about the meeting, and many didn’t know about freeway construction until they received offers for their homes. Overall, “throughout Minneapolis and Saint Paul around 7,000 Homes were torn down with some 25,000 people displaced by (the) freeway” (McDaniel, 2021).
  • #14 - Freeways & the Minneapolis Black Population: Visit this number on the Story Map to learn about how freeways have negatively impacted BIPOC communities in the Twin Cities. For example, "in 1960, 80 percent of the Twin Cities’ Black population lived in the areas where I-35W, I-94, and Highway 55 were placed" (Ottoson, 2021).
  • #18 - Somali Museum: Founded in 2011, and opened to the public in 2013, the Somali Museum is the only museum devoted to Somali culture in the country. They elevate the work of Somali artists and currently have 1000 pieces in their collection.
• Cedar Riverside
  • #3 - The Cedar Cultural Center: Over the past 30 years, the Cedar has continued to grow in its offerings to the community and has introduced Midnimo, the Cedar Commissions, and the Global Roots Festival, some of its most popular festivals and shows (The Cedar, 2022).
  • #6 - Mixed Blood Theater: Mixed Blood became Minnesota’s first multi-racial theater company, and grew from a summer project to a professional theater company that has produced more than 40 seasons.
• Rondo
  • # 7 - I-94 Construction: When I-94 was constructed, it went right through the Rondo neighborhood destroying over 700 African-American homes and 300 African-American owned businesses (Reconnect Rondo, 2021).
  • #9 - Frogtown Farms: Frogtown gets its name from the marshland that was once there. In 1880, the area was purchased by the Sisters of the Good Shepherd and housing for orphaned and homeless children was built. Over 80 years, more than 8,000 children had been educated in the home. More recently, Frogtown Park and Farm has provided the neighborhood with a 5 acre demonstration farm as well as recreation areas for children.
  • #10 - Reconnect Rondo: A movement is growing to reconnect Rondo through a landbridge that would cap I-94. This project intends to use the new area created by the landbridge to not only reconnect the neighborhood, but also to build affordable housing, create new green spaces and rebuild economic opportunity for African Americans in Rondo (Reconnect Rondo, 2021).
• St. Paul
  • #3 - Philando Castile Memorial Peace Garden: The Philando Castile Peace Garden, a space for residents to remember Philando as a “gathering space for peace, justice and healing built around winding paths, gardens and places to sit and reflect.”(Philando Castile Memorial Peace Garden, 2022; Philando Castile Relief Foundation, 2022).
  • #13 - HmongTown Marketplace: HmongTown Marketplace started in 2004 by Entrepreneur Toua Xiong. Toua wanted a place for Hmong Americans to come together to support one another.
  • #14 - East Side Freedom Library (ESFL): The mission of ESFL is to inspire solidarity, advocate for justice and work toward equity for all. This library hosts a variety of workshops, public performances, formal interviews, and a space to learn and grow alongside ESFL.
• University of Minnesota
  • #10 - The Truth Report: TRUTH stands for "Towards Recognition and University-Tribal Healing Project." This project recognizes the past, present, and future, and works to get into the right relation with indigenous communities. The TRUTH project seeks to create meaningful connections, and contribute healing work for Native peoples.
  • # 11 - Jean-Nickolaus Tretter Collection in Gay, Lesbian, Bisexual and Transgender Studies: Jean-Nickolaus Tretter is the namesake and founder of the Tretter collection. The Tretter Collection was donated in 2000 after it was discovered that gay and lesbian history was disappearing. The collection is now preserved, protected, and accessible to all.

Black Americans have lived in Minnesota since the 1800s (MNopedia.org) but in small numbers and small communities. Despite this, the state does have a substantial history of abuse and violent crime against Black Americans that long predates the murders of Philando Castille, George Floyd, Dolal Idd, Daunte Wright and others. At the same time, some of the most treasured U.S. music and art has been produced by Black Minnesotans (e.g. Prince, August Wilson, Marlon James, many others). This duality is not unique and reflects the larger dynamic of Blackophilia/Blackophobia in larger U.S. society (Yousman, 2003). Minnesota is, after all, a predominantly white state where whiteness and anti-blackness operate in multiple nuanced and overt ways to maintain and recreate white supremacy. We hope that the questions and resources below enrich your reflections on Black histories and futurities in the region.

Reflection Questions

1. How does the treatment of Dred and Harriet Scott at Fort Snelling connect to current treatment of Black Americans and Somali Americans in the Twin Cities, particularly by law enforcement and other institutions?
2. How can we draw on the principles and practices of Somatic Abolitionism in higher education as our nation continues to grapple with its anti-blackness?
3. What role does public memory play in preserving the George Floyd Memorial as a site of both resistance and hope? How can these types of spaces function as catalysts for social change while honoring the deep trauma they represent?

Resources

Ferguson, G. M., Eales, L., Gillespie, S., Lineman, K. (2021). The whiteness pandemic behind the racism pandemic: Familial whiteness socialization in Minneapolis following #GeorgeFloyd’s murder. American Psychologist, 77(3), 344-361. https://doi.org/10.1037/amp0000874

FOX 9 Minneapolis-St. Paul. (2023, November 5). Tracking the history of the first African Americans in MN. [Video]. Youtube. https://youtu.be/emI7q-bTXGY?si=V1EHIdPW04sZ6JZI

Gale Family Library. (2024). Dred & Harriet Scott in Minnesota, an overview. [Library guide]. https://libguides.mnhs.org/dscott

Gale Family Library. (2024). Rondo Neighborhood & I-94: Overview. [Library guide]. https://libguides.mnhs.org/rondo

Lehman, C.P. (2019). Slavery's reach: Southern slaveholders in the North Star State. Minnesota Historical Society Press. [See Appendix for timeline].

Minnesota Historical Society. (n.d.). Duluth lynchings: Resources relating to the tragic events of June 15, 1920. [Library guide]. https://www.mnhs.org/duluthlynchings

Mitchell, T. D. (2022). In the wake of multiple pandemics: Community engagement lessons from George Floyd Square. AAC&U Magazine. https://www.aacu.org/liberaleducation/articles/in-the-wake-of-multiple-pandemics

Phillips, K. (2020, August 26). “Where two waters come together”: The confluence of Black and Indigenous history at Bdote. National Museum of American History, Behring Center. https://americanhistory.si.edu/explore/stories/where-two-waters-come-together-confluence-black-and-indigenous-history-bdote

Rayasam, R. (2021, May 25). Where Prince lived and George Floyd died – hope, history and heartache. Politico. https://www.politico.com/news/2021/05/25/george-floyd-minneapolis-neighborhood-andrea-jenkins-489802

Resmaa, M. (n.d.). Somatic Abolitionism. Justice Leadership Solutions. https://resmaa.com/movement/

Resmaa, M. (2017). My grandmother’s hands: Racialized trauma and the pathway to mending our hearts and bodies. Central Recovery Press.

Twin Cities PBS. (2021, January 21). Minnesota's Black Pioneers: North Star | Full Documentary. [Video]. Youtube. https://youtu.be/H-7KNAplMpo?si=uk6WAAPt2iFE_FpR

Twin Cities PBS. (2020, July 30). UMN students stood their ground for racial justice in 1969. [Video]. Youtube. https://youtu.be/gnllv2NQ8V8?si=5ZlpVt9UTVzZ9-Me

Twin Cities PBS. (2019, November 5). St. Paul's Historic Black Neighborhood Destroyed By Highway. [Video]. Youtube. https://youtu.be/KyixQ8l0_18?si=I01x2C1BQvsgpY8-

Twin Cities PBS. (2019, February 25). Jim Crow of the North | Redlining and Racism in Minnesota | Full Documentary. [Video]. Youtube. https://youtu.be/XWQfDbbQv9E?si=OZwlFPnYyIOryLSZ

Twin Cities Public Television. (2017, May 24). Cornerstones: A history of North Minneapolis. [Video]. https://www.tpt.org/cornerstones-a-history-of-north-minneapolis/video/tpt-documentaries-cornerstones-history-north-minneapolis/?gad_source=2&gclid=Cj0KCQjwxsm3BhDrARIsAMtVz6OR43ixFx-5nH_T8Gg9bo4Dj52Ut4cnvAb2pTqec1MfUlVWMFXKLgQaAk0vEALw_wcB

Tyner, A. (2021, April 29). What does it mean to build—And preserve—a George Floyd Memorial? Vogue. https://www.vogue.com/article/george-floyd-memorial

Wurzer, Z. and Aamodt, B. (2022, September 15). Dred Scott's fight for freedom is a Minnesota story. MPR News. https://www.mprnews.org/episode/2022/09/15/dred-scotts-fight-for-freedom-is-a-minnesota-story

Yousman, B. (2003). Blackophilia and blackophobia: White youth, the consumption of rap music, and white supremacy. Communication Theory, 13(4), 366-391.

Minnesota is home to a rich tapestry of immigrant and diasporic communities, whose contributions shape the cultural, social, and economic fabric of the state. For example, Minnesota’s Somali, Hmong, and Karen populations are some of the largest in the nation. They have established dynamic and thriving communities each contributing to Minnesota’s educational, artistic, and business landscapes. They also exemplify the strength of immigrant leadership through various civic and activist organizations in the community. Collectively, these and other diasporic groups reflect the evolving migration stories and pathways that are integral to Minnesota’s identity.

Reflection Questions

1. How do immigrant college students navigate and negotiate their sense of belonging in predominantly white institutions? What does this look like at your respective institution?
2. What types of systemic barriers do immigrant students face in accessing leadership opportunities within and outside of their ethnic communities? How can we tailor and adapt current leadership experiences and opportunities to this population?
3. How do community-centered spaces contribute to immigrant students’ leadership development and academic aspirations within higher education?

Resources

Abdi, C. M. (2019). The newest African-Americans?: Somali struggles for belonging. In P. Armilla, M. Kananen, & Y. Kontkanen (Eds.,), The contexts of diaspora citizenship. (pp. 19-32). Springer.

Bigelow, M. H. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. Wiley-Blackwell.

Gale Family Library. (n.d.). Hmong Oral History Project. [Digital archive]. Minnesota Historical Society, St. Paul, MN. https://collections.mnhs.org/search/collections/record/957d1892-e465-40b2-aa75-5a7bfdfdbec3

Hirsi, I. (2019, August 13). Lured by jobs and housing, Karen refugees spread across Minnesota. Sahan Journal. https://sahanjournal.com/changing-minnesota/lured-by-jobs-and-housing-karen-refugees-spread-across-minnesota/

Immigrant Legal Resource Center and Lutheran Immigration and Refugee Services (2003). Inspiring leadership in immigrant communities. Retrieved from: https://www.ilrc.org/sites/default/files/resources/inspiring_leadership_in_immigrant_communities.pdf

Johnson, A. (2018). Somali student achievement in Minnesota report. Minnesota Education Equity Partnership. https://www.mneep.org/research/somali-student-achievement-in-minnesota-2018/

Liu, Y. (2023, September 8). How did Minnesota become a hub for Hmong people? Sahan Journal. https://sahanjournal.com/news-partners/minnesota-how-did-hmong-people-become-largest-asian-group-in-minnesota-curious-minnesota/

Minnesota Compass. (n.d.). Somali population. [Data set]. Minnesota Compass. https://www.mncompass.org/topics/demographics/cultural-communities/somali

Mohajeri, O., Snyder, S., C., & Rodriguez, F. (2020). Navigating college choice through female peer-to-peer capital: The case of Somali American college-seeking women. Journal of Access, Retention & Inclusion in Higher Education, 3, 48-59. Retrieved from: https://digitalcommons.wcupa.edu/cgi/viewcontent.cgi?article=1011&context=jarihe

Nguyen, J. (2024, March 19). Empowering education: The Hub Residency Program at the Hmong Cultural Center Museum. College of Liberal Arts, University of Minnesota. https://cla.umn.edu/news-events/story/empowering-education-hub-residency-program-hmong-cultural-center-museum

PBS. (2023, July 27). The nation’s first Somali-American art center | Silsilad | PBS. [Video]. Youtube. https://youtu.be/PuHf3I93VyY?si=VSIduz031Gs1uyTL

Pioneer PBS. (2021, April 29). Stories of migration from Karen refugees | Postcards | FULL EPISODE. [Video]. Youtube. https://youtu.be/PpZl7ouWkzM?si=xyAPNluJ3bFjdy6V

Twin Cities PBS. (2024, September 19). My Minnesota Culture Shock | Four Strangers. [Video]. Youtube. https://youtu.be/HANyZRBecrA?si=Vpbz44Rfi_DoIp8c

Twin Cities PBS. (2020, September 4). The Hispanic and Latinx Roots Of West St. Paul. [Video]. Youtube. https://youtu.be/LTxsVBQNU8I?si=aMElQBVK_oyum80N

Twin Cities PBS. (2020, September 1). When migrant workers moved to Minnesota. [Video]. Youtube. https://youtu.be/jmRAtjuUF7w?si=TeEWldRFrjYR76pu

University of Minnesota. (n.d.). Immigration History Research Center. College of Liberal Arts.  https://cla.umn.edu/ihrc

WCCO-CBS Minnesota. (2019, July 23). What is the history behind our Somali-American community? [Video]. Youtube. https://youtu.be/vwoYL0YDBNU?si=k9g_MEf6qNlmsrt3

WCCO-CBS Minnesota. (2023, July 1). Somali Independence Day celebration underway in Minneapolis. [Video]. Youtube. https://youtu.be/8ew-eFBnBag?si=r0wTioVKWMrF4GCA

Organizations & Professional Development Opportunities

• Immigrant Leadership Institute, The Welcoming Center, Philadelphia, Pennsylvania.  
• Immigrant Civic Leadership Program, Coro Leadership Center, New York, New York.
• Leadership Program, Refugee Women’s Network, Decatur, Georgia. 
• Inspiring Leadership in Immigrant Communities, Curriculum 
• Unidos MN, Saint Paul, Minnesota

According to the Minnesota Office of Higher Education, Minnesota is home to over 200 higher education institutions in the state including public, private, for-profit, and technical institutions. The state has two higher education systems including the University of Minnesota (UMN) system and the Minnesota State Colleges and University (Minnesota State) system. Serving over 68,000 students, the UMN system is home to 4 regional campuses in Crookston, Duluth, Rochester, and Morris, with its flagship campus at the Twin Cities (Minneapolis/St. Paul). The Minnesota State system serves over 270,000 students across 26 colleges, 7 universities, and 54 campuses. Additionally, Minnesota has 4 tribal colleges: Red Lake Nation College, Leech Lake tribal College, White Earth Tribal and Community College, and Fon du Lac Tribal and Community College.

The increasingly diverse and continually shifting demographics of the Twin Cities and across Minnesota require institutions of higher education to be responsive to the needs and expectations of an evolving student population. Advocating for equity and inclusion in higher education institutions is crucial to ensure access to educational opportunities, foster diverse perspectives, and create an environment where all individuals can thrive, contribute, and succeed. Education scholars can contribute to the efforts by considering place and space within the scope of their research, and through developing an intentional practice of community care.

Reflection Questions

1. In what ways could higher education institutions be spaces where true equity and inclusion are possible? How do we navigate this in a time of increased political polarization and limited resources?
2. How are higher education institutions confronting their historical and contemporary role in perpetuating exclusionary practices (i.e. land grabs, enslavement, segregation, censorship, etc.)? What are the moral responsibilities of these institutions to reconcile and redress these histories and harms today?
3. How can higher education institutions engage in meaningful partnerships with local marginalized communities to address the historical and ongoing impacts of harm? How are higher education institutions accountable in these efforts?

Resources

Atkins, A. (2024, April 9). Learning in the Land of Lakes: Minnesota’s Education History. Minnesota Historical Society. https://www.mnopedia.org/learning-land-lakes-minnesota-s-education-history

Crowley Hillstron, P.M., Knighton-Johnson, J., Mariana Rosa, C., Peterson, R.J., Samaha, S., & Yurecko, N. (2023). State of Students of Color and American Indian Students Report. Minnesota Education Equity Partnership. https://www.mneep.org/research/2023-state-of-students-of-color-american-indian-students-report/

Dueñes, M. & Soria, K. (2020). Reducing racial disparities in college completion: The case for more equitable higher education financial aid policies in Minnesota. [Policy brief]. Minnesota Education Equity Partnership. https://www.mneep.org/research/2020-mneep-college-completion-policy-brief/

Holding Eagle III, M. (2024, July 12). Red Lake Nation College mounts cultural exchange with Indigenous Brazilians. MPR News. https://www.mprnews.org/story/2024/07/12/red-lake-nation-college-mounts-cultural-exchange-with-indigenous-brazilian-communities

House Research Department. (1992, August). A brief history of Minnesota higher education 1947-1992. Minnesota Legislative Reference Library. https://www.lrl.mn.gov/docs/2007/other/070224.pdf

KARE 11. (2024, August 24). Red Lake Nation College opens first fall semester. [Video]. Youtube.  https://youtu.be/F9b4PxEg070?si=MTSxb9s8mRAuAi3Zn

Knox, L. (2024, March 27). State support turns Minnesota’s enrollment tide. Inside Higher Ed. https://www.insidehighered.com/news/government/state-policy/2024/03/27/enrollment-mn-colleges-after-historic-state-funding

Lumina Foundation. (2023, May 30). Inside Out: Community Colleges Far and Wide: Fond du Lac Tribal and Community College. [Video]. Youtube. https://youtu.be/cNe1aZ7nUPE?si=QU_PZcSXjOLE48fZ

ODAS Studio FDLTCC. (2024, January 19). fdltcc who we are who we serve what we do. [Video]. Youtube. https://youtu.be/oiYJmujMRbQ?si=lT0pOcqUUFwk1UG1

Ring, S. (n.d.).  Founding colleges and universities. [Digital exhibition]. Minnesota Digital Library, Minneapolis, MN, United States. https://collection.mndigital.org/exhibits/founding-colleges

Sisaket, L. (2023). Educating for the Future 2023 Update. Minnesota Office of Higher Education. https://www.ohe.state.mn.us/Documents/Educating%20for%20the%20Future//EducatingfortheFuture2023-Final_ADA.pdf

Twin Cities PBS. (2020, May 13). African-American men made big changes at the University of Minnesota. [Video]. Youtube. https://youtu.be/zkjtygAJTHM?si=DhBC7vx8D1-1KMSV

University of Minnesota. (2024, September 12). Meet the world’s first Dakota language majors. https://twin-cities.umn.edu/news-events/meet-worlds-first-dakota-language-majors

University of Minnesota. (2024, May 22). University of Minnesota and Shakopee Mdewakanton Sioux Community collaborate to develop free Indigenous Education for All online course. https://twin-cities.umn.edu/news-events/umn-smsc-indigenous-education-for-all

Ward, H. (2024, June 5). Red Lake Nation College to open downtown Minneapolis location. MinnPost. https://www.minnpost.com/twin-cities-business/2024/06/red-lake-nation-college-to-open-downtown-minneapolis-location/

Wiessman, S. (2022, September 15). Living in the language. Inside Higher Ed. https://www.insidehighered.com/news/2022/09/16/university-minnesota-offers-ojibwe-and-dakota-housing

As we conclude our time in Minneapolis, we encourage you to revisit the lessons learned from this year’s conference theme of “I Am A Scholar”. Take the time to reflect on your identity as a scholar and how it may show up in your research. As you return to your home communities, also think more critically about how you can build more meaningful partnerships with community leaders and learners. Examine the ways in which knowledge production is all around your community in its art, stories, activism, and more.

This critical work is incredibly needed in today’s society as it provides opportunities to empower community voices and maintain sustainable relationships between the local community and higher education institutions. As we get ready for the next ASHE Annual Conference, we encourage you to create a goal for yourself of developing intentional and meaningful relationships in and with community,  and to consider opportunities to engage your research and practice in ways responsive to community needs and aspirations. We also invite all ASHE members to continue this work by applying to join the 2025 LCEC and contribute to the next committee’s programming efforts.

Thank you for joining us on this in-depth journey of learning about the peoples, histories, and spaces of Minnesota. We hope that these resources and experiences have expanded your ideas on community engagement and knowledge production. And we look forward to continuing to build community with you in Denver next year!

With parting words by Audre Lorde, “Without community, there is no liberation."

In gratitude and solidarity,
The 2024 Local Community Engagement Committee