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.
Masta, Stephanie. "Settler Colonial Legacies: Indigenous Student Reflections on K-12 Social Studies Curriculum." Intersections: Critical Issues in Education 2, 2 (2018). https://digitalrepository.unm.edu/intersections/vol2/iss2/4