The Fetishization of Historical Actors

As someone who studies how we talk about a particular type of history (Native/Indigenous) I wasn’t surprised when I found myself typing the following tweet: “All statues are is visual proof of the never-ending fetishization of single actors (which starts in elementary school, particularly the ‘founding fathers.’ they should all come down.” I deleted itContinue reading “The Fetishization of Historical Actors”

Seeking Manuscript Reviewers

I’m guest editing an issue of the International Journal of Qualitative Studies in Education featuring manuscripts authored by graduate students using critical/Indigenous methodologies. if you’re willing to review, please provide your information here. For many students, this is their first solo-authored paper, and the first time they’ve explored this part of their scholar identity. Reviewers should beContinue reading “Seeking Manuscript Reviewers”

The Diversity, Inclusion, Equity Paradox

First, I know that it’s typically referred to as “diverity, equity, and inclusion” because DEI sounds better than DIE. but honestly, DIE is how I feel when campus conversations arise on this particular topic 🙂 Below is an except from a keynote I gave in February. I want to say something about the status ofContinue reading “The Diversity, Inclusion, Equity Paradox”

Foucault and Power

I like to joke that I never revisit Foucault because I’m pretty well-versed in white men’s conception of power (ha!), but I reread A History of Sexuality because of an independent study I’m supervising. In part 4, chapter 2 “Method,” he outlines the roles and rules of power. I found it particularly useful for the currentContinue reading “Foucault and Power”

Doing Indian Country Research, an Introduction

Thank you for reading! As you may have concluded, the previous posts serve as an introduction to some of my public work–a keynote I gave to a group of minority engineering graduate students, and brief summaries of my publications. I’ll continue to post about upcoming publications, my current research projects, and hopefully provide reflections onContinue reading “Doing Indian Country Research, an Introduction”

Understanding the Dominant Discourse of Colonialism: A Qualitative Single Case Study of an 8th Grade U.S. History Classroom

Masta, S. & Rosa, T. J. K. (2019). Understanding the dominant discourse of colonialism: A qualitative single case study of an 8th grade U.S. history classroom. The Social Studies, 110(3), 146-154. The purpose of this qualitative single case study is to investigate how teacher-created curricula addresses key Native American events in early US history andContinue reading “Understanding the Dominant Discourse of Colonialism: A Qualitative Single Case Study of an 8th Grade U.S. History Classroom”

Challenging Settler Colonial Ideology in Educational Spaces

Masta, S. (2018). Challenging settler colonial ideology in educational spaces. Berkeley Review of Education, 8(2), 179-194. This article analyzes, evaluates, and problematizes the structure of settler colonialism and demonstrates how it is a process that remains entrenched in the U.S. educational system. I build on previous work done on settler colonial ideology by linking structuralContinue reading “Challenging Settler Colonial Ideology in Educational Spaces”

Settler Colonial Legacies: Indigenous Student Reflections on K-12 Social Studies Curriculum

Masta, S. (2018). Settler colonial legacies: Indigenous student reflections on K-12 social studies curriculum. Intersections: Critical Issues in Education, 2(2), 76-88. This article explores how Indigenous students make meaning of the dominant structure of settler colonialism within their K-12 academic experiences. I build on previous work done on settler colonial ideology by linking structural formsContinue reading “Settler Colonial Legacies: Indigenous Student Reflections on K-12 Social Studies Curriculum”

“I’m Exhausted”: Everyday Occurrences of Being Native American

Masta, S. (2018). “I’m exhausted”: Everyday occurrences of being Native American. International Journal of Qualitative Studies in Education, 31(9), 821-835. In this study, I used small stories narrative and Indigenous methodology to understand the everyday occurrences of Native American students and to highlight the complex relationship between their identity, their sense of belonging in graduateContinue reading ““I’m Exhausted”: Everyday Occurrences of Being Native American”