Last week my latest publication, Classroom Counterspaces: Centering Brown and Black Students in Higher Education came out (50 free copies are available for download–if you want it and it’s not free anymore, let me know). In this article, I use the concepts of bridges and islands, which are drawn from Borderlands theory, to understand theContinue reading “Reflections on Classrooms as Counterspaces”
Category Archives: publications
Celebrating Survival of Indigenous Culture, Knowledge, and Values in Educational Spaces: Foregrounding the Voices of Indigenous Girls and Women
Call for Book Chapters For a PDF version of the call, click here. Historically, Indigenous women and girls, have not been positioned as creators or holders of knowledge within academic spaces. Scholars of critical race feminism have argued that racialized, gendered, classed, and otherwise marked histories, provide distinct and valuable sources of knowledge that areContinue reading “Celebrating Survival of Indigenous Culture, Knowledge, and Values in Educational Spaces: Foregrounding the Voices of Indigenous Girls and Women”
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”
Doing Indian Country Research 