In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
All Science Journal Classification (ASJC) codes
- Sociology and Political Science