Responding to Charlottesville

August 29, 2017

54 years after the March on Washington, we have not achieved Martin Luther King Jr.’s dream. On August 13, in response to events in Charlottesville, Campus Compact declared, “we are always neutral as to party and never neutral as to principle. We stand against white supremacy and hate. We stand for justice.”

That stance requires ongoing work to address racism and other biases embedded in institutions as well as individuals. MNCC is committed to doing that work in both our internal operations and our programs and partnerships. We hope the resources here will prove useful to you — and we welcome your comments and additions.

If you have a statement to add to this list, please email info {at} mncampuscompact(.)org.


Other organizational responses:

If you have other examples to add to this list, please email info {at} mncampuscompact(.)org.

Gustavus Adolphus College
You Are Welcome Here video

University of Minnesota Libraries
Compilation of resources on hate groups, racism, and Charlottesville response tools 

“Responding to Charlottesville” 

The content below comes from the national Campus Compact website,

Initial Contributors: Nontalie Morrow, Danielle Leek, Liza Blomquist

In the days and weeks following monumental displays of racism, violence, and oppression, such as those that took place in Charlottesville, Virginia on August 12th, many are left uncertain of “where to go from here”. While there is not one right way to heal or move forward from these events, progress is more likely to occur if there are opportunities and resources available to those who are searching for growth. The following links may be valuable for higher education professionals looking for ways to address these issues in the classroom and on-campus.


Addressing Charlottesville on campus and in the classroom

Tools to resist hate and contribute to a more just democracy

  • 10 Ways to Fight Hate.” The Southern Poverty Law Center. Updated post-Charlottesville.
  • Gurdwara Security Toolkit.” The Sikh Coalition. Provides valuable information for any faith community seeking to minimize the risk of attack to their place of worship.

Consider a critical service-learning approach to community based classes this fall

Critical service learning is usually done in partnership between a college or university and the community in which they are located. Service learning tends to focus on the learning and development of the student while they offer temporary support for the surrounding community. However, critical service learning seeks to provide vital insight into the social issues in the community based on systemic inequities. This prompts students to spend substantial time reflecting on their own experiences as well as those of the organizations they are working with. This combination of critical thinking in the classroom accompanied with rich relationship building in the community fosters a deeper level of understanding because students and local organizations are able to work together to develop sustainable solutions with the goal of redistributing power and creating a more equitable community.

To learn more about critical service learning see:

Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50.

Mitchell, T. D. (2007). Critical service-learning as social justice education: A case study of the citizen scholars program. Equity & Excellence in Education, 40(2), 101-112.