Disrupting at the middle school: Lindsay Stallones Marshall, ‘”We ask that this be told fairly”: An assets-based strategy for non-Indigenous teachers teaching Indigenous histories, disrupting settler colonial narratives’, Middle School Journal, 57, 4, 2026, pp. 23-34 | settler colonial studies blog

Disrupting at the middle school: Lindsay Stallones Marshall, ‘”We ask that this be told fairly”: An assets-based strategy for non-Indigenous teachers teaching Indigenous histories, disrupting settler colonial narratives’, Middle School Journal, 57, 4, 2026, pp. 23-34

31Aug26

Abstract: Settler colonialism is a power structure that relies on reinforcement through schooling. Because middle school is where most students learn the bulk of their K-12 instruction in U.S. history, middle school history classes serve as a powerful site for disrupting harmful settler colonial narratives. But many non-Indigenous teachers, who represent the demographic majority of U.S. middle school teachers, hesitate to teach Indigenous histories for a variety of reasons. This article explores the barriers that discourage non-Indigenous teachers from teaching Indigenous histories and suggests a strategy to overcome them that is appropriate for our positionality, respects Indigenous cultural contexts, and equips students to continue this kind of disruptive historical learning throughout their lives.

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