settler colonialism – Doing Indian Country Research

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”

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”