The pause in the working group’s activities reflects broader challenges concerning the recognition of diverse perspectives and experiences related to genocide education.

1. Genocide Education Work
Group Put on Hold After
Removal of Muslim Activist
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Source- Sahan Journal
The Minnesota Department of Education recently found itself embroiled in controversy after the removal
of a Muslim activist, Asma Mohammed, from the Education on the Holocaust, Genocide of Indigenous
Peoples, and Other Genocides Working Group. Mohammed, who had been appointed to the working
group, was later ousted, sparking outrage and scrutiny over the selection process and criteria for
membership.
The agency acknowledged receiving feedback about the working group’s development process,
particularly concerning member selection and notification procedures. The controversy gained widespread
attention after Mohammed shared her experience on social media, highlighting discrepancies in the lists of
working group members that included and excluded her name.
Agency Responds with a Pause

2. In response to the mounting pressure and public scrutiny, the Minnesota Department of
Education announced a temporary halt in the progress of the genocide education working group. The
agency stated that it is collaborating with the co-chairs of the group to chart a course of action that ensures
the group’s effectiveness and aligns with its legislative mandate.
Asma Mohammed cautiously welcomed this development, expressing hope that it signifies a genuine
effort to address concerns rather than a tactic to delay the issue until it fades from public attention. Her
experience underscores broader questions about representation and inclusivity in educational initiatives
aimed at addressing historical atrocities and genocide.
Challenges and Questions Ahead
The pause in the working group’s activities reflects broader challenges concerning the recognition of
diverse perspectives and experiences related to genocide education. Co-chair Joe Eggers and Laura Zelle
acknowledged the need for careful consideration to avoid such controversies in the future and to ensure the
group’s success in fulfilling its legislative mandate.
The incident also raises fundamental questions about who has the authority to define and recognize
genocide, whose narratives receive acknowledgment, and how educational resources can appropriately
reflect diverse historical experiences. These questions resonate not only within Minnesota but also across
the United States, where discussions about historical narratives and educational curriculum are ongoing
and contentious.
The working group’s final report to the Legislature remains due in November 2025, highlighting the
importance of addressing these issues promptly and thoughtfully. The outcome of this pause and
subsequent actions taken by the Minnesota Department of Education will likely shape future discussions
and approaches to genocide education and historical recognition in the state and beyond.
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