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”

Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools

Masta, S. (2018). Strategy and resistance: How Native American students engage in accommodation in mainstream schools. Anthropology & Education Quarterly, 49(1), 21-35. This article explores the experiences of a group of Native American 8th graders who attend a mainstream school and how they engage in accommodation as an act of agency and resistance to protectContinue reading “Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools”

What the Grandfathers Taught Me: Lessons for an Indian Country Researcher

Masta, S. (2018). What the grandfathers taught me: Lessons for an Indian Country research. The Qualitative Report, 23(4), 841-852. Native scholars face several challenges when they enter research spaces. These challenges include difficulty in engaging with the broader research community because of the social and educational urgency of tribal-focused research, discouragement from using Indigenous methodologiesContinue reading “What the Grandfathers Taught Me: Lessons for an Indian Country Researcher”

Disrupting Colonial Narratives in the Curriculum

Masta, S. (2016). Disrupting colonial narratives in the curriculum. Multicultural Perspectives, 18(4), 185-191. Within the field of critical education studies scholars argue that social studies curriculum should address colonialism (Brayboy, 2006; Castagno & Brayboy, 2007; Tuck & Gatzambide-Fernandez, 2013). This article presents a single case study of an eighth-grade social studies teacher, and how vestigesContinue reading “Disrupting Colonial Narratives in the Curriculum”

Navigating Dual Landscapes: Being Brown and Black in Academic Spaces

{From a keynote I delivered at the Minority Engineering Program Graduate Student Success Symposium at Purdue University} Good morning! I am incredibly thankful for the opportunity to talk to you today. I was asked to touch upon three topics—defining personal and professional success, belonging to this institution, and what it means to navigate a predominatelyContinue reading “Navigating Dual Landscapes: Being Brown and Black in Academic Spaces”