Episode 134: Unsettling the Settler Self in Social Studies Education with Christine Rogers Stanton
In Episode 134, Dan and Michael chat with Dr. Christine Rogers Stanton about her recent Social Education article titled, “‘Now You Can’t Just Do Nothing’: Unsettling the Settler Self within Social Studies Education.”
Books, Articles and Other Amazing Resources
- Stanton, C. (2019). “Now You Can’t Just Do Nothing”: Unsettling the Settler Self within Social Studies Education. Social Education, 83(5), 282-289.
- Stanton, C. R., Hall, B., & Carjuzaa, J. (2019). The Digital Storywork Partnership: Community-Centered social studies to revitalize Indigenous histories and cultural knowledges. The Journal of Social Studies Research, 43(2), 97-108. DOI: 10.1016/j.jssr.2018.08.001
- Stanton, C. R. (2015). Beyond the margins: Evaluating the support for multicultural education within teachers’ editions of U.S. history textbooks. Multicultural Perspectives, 17(4), 180-189, DOI: 10.1080/15210960.2015.1079491.
- Stanton, C. R. (2014). The curricular Indian agent: Discursive colonization & Indigenous (dys)agency in U.S. history textbooks. Curriculum Inquiry, 44(5), 649-676, DOI: 10.1111/curi.12064.
- Stanton, C. R. (2012). Hearing the story: Critical Indigenous curriculum inquiry & primary source representation in social studies education. Theory & Research in Social Education, 40(4), 339-370, DOI: 10.1080/00933104.2012.723242.
- Check out our other episodes on Indigenous issues:
- Episode 15: Indigenous (Mis)Representations in U.S. History with Sarah Shear
- Episode 67: American Indians in Children’s Literature with Debbie Reese
- Episode 95: Affirming Indigenous Sovereignty with Sarah Shear, Leilani Sabzalian, & Lisa Brown Buchanan
- Episode 116: Indigenous Counterstories on an Elementary Field Trip with Harper Keenan
- Episode 128: An Anticolonial Approach to Civic Education with Leilani Sabzalian
- Shear, S. B., Knowles, R. T., Soden, G. J., & Castro, A. J. (2015). Manifesting destiny: Re/presentations of indigenous peoples in K–12 US history standards. Theory & Research in Social Education, 43(1), 68-101.
- Dr. Stanton also recommends Christine Sleeter’s work of fiction that based on her own experience as a settler scholar that proved really powerful in terms of her own thinking/learning: Sleeter, C. (2018). The inheritance. CreateSpace Independent Publishing.
- Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review 79, 409-427.
- An Indigenous Peoples’ History of the United States for Young People (2019) by Roxanne Dunbar-Ortiz and adapted by Jean Mendoza and Debbie Reese
- McCoy, M., Pochedley, L. P., Sabzalian, L., & Shear, S. B. (2019). Beyond Pocahontas: Learning from Indigenous Women Changemakers. Social Studies and the Young Learner, 31(3), 7-13.
- Sabzalian, L. (2019). The tensions between Indigenous sovereignty and multicultural citizenship education: Toward an anticolonial approach to civic education. Theory & Research in Social Education, 47(3), 311-346.
- Sabzalian, L. (2019). Indigenous children’s survivance in public schools. New York: Routledge.
- Schmitke, A., Sabzalain, L., & Edmundson, J. (in press). Teaching critically about Lewis and Clark: Challenging dominant narratives in K-12 curriculum. New York: Teachers College Press.
- NCSS Position Statement “Toward Responsibility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations”: Toward Responsibility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations
Christine Rogers Stanton, Ph.D. is Associate Professor of Social Studies Education at Montana State University (MSU) in Bozeman, Montana. Prior to coming to MSU, Stanton worked as a teacher and instructional coach in schools on and bordering the Wind River Indian Reservation in Wyoming. Her scholarship focuses on the intersections between revitalizing Indigenous knowledges, expanding community-based participatory research, and understanding how teacher thinking informs (or inhibits) anti-colonial and anti-racist education. Currently, Stanton is learning from Blackfeet youth about the ways historical trauma, tribal sovereignty, and education interact and continuing to develop the Digital Storywork Partnership, which engages Native community members as leaders in audiovisual documentation of Indigenous histories, contemporary perspectives, and endangered languages.
We would like to thank Zack Seitz of Wylie High School (TX) and the University of North Texas for his editing skills.