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Successful campaigns to remove Confederate monuments from U.S. campuses have been instrumental in restructuring these spaces to better reflect our diverse communities and foster the sense of belonging important to the well-being of all students. Nevertheless, these campaigns also obscure the more mundane ways in which hegemonic historical narratives continue to inform the memories students develop inside and outside of the classroom. I thus propose a model of everyday critical praxis wherein we integrate resistant historical narratives into our pedagogy in ways that leverage the rhetorical influence of the more quotidian memory practices that inform our daily lives.

Memory as everyday critical praxis