1. Introduction -- 2. J-Term Perspectives -- 3. Framing the Discussion -- 4. Reopening the Wounds of 1862 -- 5. Regional Genocide Denial and Contradictory White Selves -- 6. The White Public Pedagogy I: Suspending Moral Judgement -- 7. The White Public Pedagogy II: Taking the Justice-As-Fairness View to History -- 8. Managing Perspectives, Keeping History "Good" and Safe -- 9. From Below in Theory, From Above in Practice: Whites Provide Dakota Perspectives -- 10. Conclusion.

This book explores tensions between critical social justice and what the author terms white justice as fairness in public commemoration of Minnesota’s US-Dakota War of 1862. First, the book examines a regional white public pedagogy demanding “objectivity” and “balance” in teaching-and-learning activities on 1862 with the purpose of promoting fairness toward white settlers and the extermination campaign they once carried out against Dakota people. The book then explores dilemmas this public pedagogy created for a group of majority-white college students co-authoring a traveling museum exhibit on the war during its 2012 sesquicentennial. Through close analyses of interviews, field notes, and course artifacts, this volume unpacks the racial politics that drive white justice as fairness, revealing a myriad of ways this common sense of justice resists critical social justice education, foremost by teaching citizens to suspend moral judgment toward symbolic white ancestors and their role in a history of genocide.