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

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 forms of settler colonial power to the lived experiences of Indigenous students, and using their voices to describe how pervasive settler colonial ideology is in practice. Through their descriptions of the curriculum narratives in K-12, the participants create a compelling image of the influence of settler colonialism in their educational experiences. Confronting settler colonial ideology is not just about providing a more accurate historical record of what occurred in the United States. Confronting settler colonial ideology reaffirms the value and importance of Indigenous people

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

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 methodologies because they are not “widely recognized,” and resisting positivist and postpositivist methodologies that marginalize Native populations. Using an autoethnographic approach, I make meaning of how the Seven Grandfathers lessons from my childhood inform my research practice. I also discuss how these lessons give me the tools to address the challenges I experience as a Native scholar and provide a holistic approach to the process of decolonizing research

Changing Future Faculty\u27s Conceptions of SoTL

Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities. The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational practice and interventions. During a PFF program at a public university, we used a pre-post writing prompt to examine changes in future faculty’s conceptions of SoTL. Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements of SoTL, and this increased to 44% for post-workshop responses. We suggest that graduate programs should include training in SoTL so that future faculty are prepared to develop and advance their teaching programs using both existing pedagogical research as well as scholarly approaches to research in to their own teaching

Theory-to-Practice: Researching Indigenous Education in the United States

This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices

The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race

In this book review, Stephanie Masta reviews Isaac Gottesman's recently published work on the emergence and development of critical theories in the field of education.</p

Challenging the Relationship Between Settler Colonial Ideology and Higher Education Spaces

In this article, I analyze, evaluate, and problematize the structure of settler colonialism and demonstrate 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 structural forms of settler colonial power to the lived experiences of Indigenous students, using their voices to describe how pervasive and harmful settler colonial ideology is in practice. From their descriptions of the replication of colonial ideology within policies and practices in higher education, the participants create a compelling image of the ongoing dominant influence of settler colonial power in their lives. Challenging settler colonial ideology is not just about providing a more accurate historical record of what occurred in the U.S. Rather, challenging settler colonial ideology reaffirms the value and importance of Indigenous people in the U.S.

Making whiteness visible: The promise of critical race theory in engineering education

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/170821/1/jee20432_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/170821/2/jee20432.pd

Changing Future Faculty's Conceptions of SoTL

Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities. The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational practice and interventions. During a PFF program at a public university, we used a pre-post writing prompt to examine changes in future faculty’s conceptions of SoTL. Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements of SoTL, and this increased to 44% for post-workshop responses. We suggest that graduate programs should include training in SoTL so that future faculty are prepared to develop and advance their teaching programs using both existing pedagogical research as well as scholarly approaches to research in to their own teaching

Theoretical Intersections: Using CRT and Afropessimism to Understand the Current Bans on CRT

Abstract: Within the last two years, politicians, school boards, university leaders, and community members have fervently attacked Critical Race Theory as being racist, divisive, and wrong. Supporters of CRT argue the opposite – that CRT is an important tool for examining how racial power is reinforced within the United States, particularly around white supremacy. However, what is truly at the root of CRT bans is antiblackness, a concept not directly addressed by CRT. In this article, we bring CRT into conversation with Afropessimism to outline how the intersection between CRT and Afropessimism offers a structure to understand why the push for CRT bans is so strong.http://deepblue.lib.umich.edu/bitstream/2027.42/191168/2/Masta et all_Theoretical Intersections- Using CRT and Afropessimism to Understand the Current Bans on CRT.pdfPublished versionDescription of Masta et all_Theoretical Intersections- Using CRT and Afropessimism to Understand the Current Bans on CRT.pdf : Published versio