Rick Lybeck

Minnesota State University, Mankato, Educational Studies: K-12 & Secondary Programs, Faculty Member

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Address: Mankato, Minnesota, United States

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Papers by Rick Lybeck

Cornell Notes from Underground: Whiteness, Neoliberalism, and AVID for Higher Education

Teachers College Record, Dec 19, 2023

This critical narrative study analyzes the discursive means by which the educational nonprofit AV... more This critical narrative study analyzes the discursive means by which the educational nonprofit AVID acculturates teacher educators and teacher-preparation programs to its ideological network. Through scenes reconstructed from Cornell notes taken at an AVID Summer Institute, the author examines his double identity as AVID for Higher Education (AHE) trainee, simultaneously alienated as a social-justice educator and complicit in co-constructing AVID’s target white neoliberal identity.

Cornell Notes from Underground: Whiteness, Neoliberalism, and AVID for Higher Education

Teachers College Record, 2023

format_quoteImplicit white identity dynamics in AHE training create barriers to equity, underscoring the need for transparency in racial identity.format_quote

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Conclusion: Critical Social Justice Education and the Assault on Truth in White Public Pedagogy The US-Dakota War Re-Examined

Critical Social Justice Education and the Assault on Truth in White Public Pedagogy The US-Dakota War Re-Examined, 2020

The conclusion begins with a metaphor posed by Dakota educator Glenn Wasicuna in a 2012 public ad... more The conclusion begins with a metaphor posed by Dakota educator Glenn Wasicuna in a 2012 public address on Minnesota’s U.S.-Dakota War of 1862, saying that, for Dakota people, being invited to speak only on major anniversaries is like being in a VCR, put on pause for many years, and then having someone suddenly hit play. Following this metaphor, the conclusion explores how and why whitestream Minnesota is stuck in a perpetual cycle of forgetting, temporarily remembering, and then forgetting again the foundational event in state history. Moving through ethnographic data collected in 2012 as well as commemorative events occurring since the sesquicentennial, the conclusion identifies a systematic negation of the Other in regional white knowledge production, an effect rooted in settler society’s socioracial contract, or white justice as fairness. Based on missed opportunities in the college course analyzed, the conclusion theorizes a critical pedagogy for breaking Minnesota’s cycle of forgetting.

Preface: Critical Social Justice Education and the Assault on Truth in White Public Pedagogy

Critical Social Justice Education and the Assault on Truth in White Public Pedagogy The US-Dakota War Re-Examined, 2020

This book explores tensions between critical social justice and what the author terms white justi... more 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 with the purpose of promoting fairness toward white settlers and the extermination campaign they once carried out against Dakota people. The book then explores the 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.

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Doubling Down Through a Culture of Positivism: Whiteness, Neoliberalism, and AVID for Higher Education

Proceedings of the 2023 AERA Annual Meeting, 2022

This presentation analyzes the means by which AVID for Higher Education (AHE)1 socializes teacher... more This presentation analyzes the means by which AVID for Higher Education (AHE)1 socializes teacher educators and teacher-preparation programs to its ideological network. Through scenes reconstructed from Cornell Notes taken at an AVID Summer Institute, the author examines this process as a doubling down on positivistic principles in teacher education. Turning to Dostoyevsky’s Notes from Underground (1864) for insight into cultures of positivism, the presentation exposes white-neoliberal structures in AHE that direct teacher-educators away from critical consciousness, racial equity, and social justice.

format_quoteAVID serves 400,000 students across 5,000 schools with an annual budget of $80 million, showcasing vast influence in education reform.format_quote

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"Romantic Realism" and the Role of the Tristan Legend in Johan Falkberget's Den fjerde nattevakt

Motskrift, 1993

Reveals Tristan legend as underlying structure to Johan Falkberget's novel Den fjerde nattevakt [... more

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Three Structural Levels in Johan Falkberget's Christianus Sextus

Edda, 1994

Structuralist approach to time in Johan Falkberget's Christianus Sextus trilogy with deconstructi... more

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"Nothing Particularly Controversial": Confronting Discursive Barriers to Social Justice Education in Danielson's Framework for Teaching

Proceedings of the 2020 AERA Annual Meeting, 2020

This paper examines discursive resistance encountered by two teacher-educators working to advance... more This paper examines discursive resistance encountered by two teacher-educators working to advance anti-oppressive practices in a college of education that has recently made “racial consciousness, social justice, and inclusion within a global context” its guiding Vision even as it continues to operate as a discourse community shaped by the Danielson Framework for Teaching. Seeking to implement a framework better aligned with our college Vision, we theorize how the dominant Danielson discourse of appropriateness persistently surfaces to reproduce oppressive orientations toward racial consciousness, social justice, and global inclusion in our programs. Through our analyses of these moments of discursive resistance, we investigate the ideological foundations for Danielson-esque appropriateness and ways this discourse inhibits anti-oppressive change in our teacher-educator discourse community.

format_quoteA Hmong teacher-candidate's identity was overlooked when a culturally relevant lesson was deemed inappropriate, demonstrating erasure of cultural perspectives.format_quote

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A Public Pedagogy of White Victimhood: (Im)Moral Facts, Settler Identity, and Genocide Denial in Dakota Homeland