Christine Rogers Stanton
Biographic Data
| ID | 173207 |
|---|---|
| NAME | Christine Rogers Stanton |
| GIVEN NAMES | Christine Rogers |
| FAMILY NAME | Stanton |
| SIGNATURE | STANTON C R |
| AFFILIATIONS | Montana State University |
| ORCID | 0000-0001-9094-5312 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 106 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
“Walking the Talk”
To better connect theory and research with practice, educational research organizations such as the American Educational Research Association (AERA) urge scholars to cultivate meaningful partnerships with communities and schools. Despite these efforts, participatory research—especially that which comprehensively advances transformative, relevant, and equity-oriented goals across research processes—remains rare within the field. This meta-methodol…
Fight, Flight, or Freeze
Background: Given the emerging information about the COVID-19 pandemic's detrimental impacts on youth well-being, it is paramount to consider interventions that may mitigate these consequences, especially those available in socially distanced, outdoor settings. Further, adolescents in rural settings are at a significant disadvantage for accessing critical mental health services; therefore, novel, community-based approaches are necessary to suppor…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
“Step Outside”
This study uses portraiture methodology to co‐construct and share the story of a nationally recognized rural K‐8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K‐8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal an…
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
Keep it Sacred
Due to the influence of digital media, today's educators encounter unique challenges-and possibilities-surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter…
Educational Manifest Destiny
Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetu…
Let His Voice Be Heard
Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses t…
Beyond the Margins
Although previous research has described analysis of history textbooks in terms of multicultural education, limited attention has been given to teacher only resources, such as the “wraparound features” of teachers' editions. The study highlighted in this article applies critical discourse analysis to explore the potential for teachers' editions to support multicultural education. Teachers' editions of five U.S. history textbooks demonstrate the t…
The Curricular Indian Agent
In the 1800s and early 1900s, the United States assigned Indian Agents—non‐Native employees of the federal government—to coordinate intergovernmental efforts, to encourage the assimilation of Native peoples into European‐American society, and to serve as advocates for individual tribes. Although Indian Agents no longer exist in an official capacity in the United States, the potentially contradictory expectations that informed their work continue …
Crossing Methodological Borders
To advance socially just research, scholars-including those who utilize qualitative methodologies-must confront the colonizing reputation that frames such work in Indigenous communities. This article explores the potential for Community-Based Participatory Research to guide the re-envisioning of mainstream conceptions of scholarly control to cross epistemological borders between theory and practice. A project that endeavored to engage Native part…
Hearing the Story
Although primary source accounts provide students with direct access to the experiences of historical participants, they can reinforce the dominant culture historical narrative if misrepresented by teachers, curriculum publishers, or scholars. The author demonstrates the importance of adhering to guidelines presented by critical Indigenous scholars when evaluating resources that incorporate primary accounts attributed to Native Americans. To illu…
Crossing Methodological Borders
To advance socially just research, scholars-including those who utilize qualitative methodologies-must confront the colonizing reputation that frames such work in Indigenous communities. This article explores the potential for Community-Based Participatory Research to guide the re-envisioning of mainstream conceptions of scholarly control to cross epistemological borders between theory and practice. A project that endeavored to engage Native part…
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
The Curricular Indian Agent
In the 1800s and early 1900s, the United States assigned Indian Agents—non‐Native employees of the federal government—to coordinate intergovernmental efforts, to encourage the assimilation of Native peoples into European‐American society, and to serve as advocates for individual tribes. Although Indian Agents no longer exist in an official capacity in the United States, the potentially contradictory expectations that informed their work continue …
Keep it Sacred
Due to the influence of digital media, today's educators encounter unique challenges-and possibilities-surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter…
Let His Voice Be Heard
Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses t…
Hearing the Story
Although primary source accounts provide students with direct access to the experiences of historical participants, they can reinforce the dominant culture historical narrative if misrepresented by teachers, curriculum publishers, or scholars. The author demonstrates the importance of adhering to guidelines presented by critical Indigenous scholars when evaluating resources that incorporate primary accounts attributed to Native Americans. To illu…
Beyond the Margins
Although previous research has described analysis of history textbooks in terms of multicultural education, limited attention has been given to teacher only resources, such as the “wraparound features” of teachers' editions. The study highlighted in this article applies critical discourse analysis to explore the potential for teachers' editions to support multicultural education. Teachers' editions of five U.S. history textbooks demonstrate the t…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Hearing the Story
Although primary source accounts provide students with direct access to the experiences of historical participants, they can reinforce the dominant culture historical narrative if misrepresented by teachers, curriculum publishers, or scholars. The author demonstrates the importance of adhering to guidelines presented by critical Indigenous scholars when evaluating resources that incorporate primary accounts attributed to Native Americans. To illu…
The Curricular Indian Agent
In the 1800s and early 1900s, the United States assigned Indian Agents—non‐Native employees of the federal government—to coordinate intergovernmental efforts, to encourage the assimilation of Native peoples into European‐American society, and to serve as advocates for individual tribes. Although Indian Agents no longer exist in an official capacity in the United States, the potentially contradictory expectations that informed their work continue …
Crossing Methodological Borders
To advance socially just research, scholars-including those who utilize qualitative methodologies-must confront the colonizing reputation that frames such work in Indigenous communities. This article explores the potential for Community-Based Participatory Research to guide the re-envisioning of mainstream conceptions of scholarly control to cross epistemological borders between theory and practice. A project that endeavored to engage Native part…
Beyond the Margins
Although previous research has described analysis of history textbooks in terms of multicultural education, limited attention has been given to teacher only resources, such as the “wraparound features” of teachers' editions. The study highlighted in this article applies critical discourse analysis to explore the potential for teachers' editions to support multicultural education. Teachers' editions of five U.S. history textbooks demonstrate the t…
Let His Voice Be Heard
Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses t…
Educational Manifest Destiny
Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetu…
Keep it Sacred
Due to the influence of digital media, today's educators encounter unique challenges-and possibilities-surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter…
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
“Step Outside”
This study uses portraiture methodology to co‐construct and share the story of a nationally recognized rural K‐8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K‐8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal an…
Fight, Flight, or Freeze
Background: Given the emerging information about the COVID-19 pandemic's detrimental impacts on youth well-being, it is paramount to consider interventions that may mitigate these consequences, especially those available in socially distanced, outdoor settings. Further, adolescents in rural settings are at a significant disadvantage for accessing critical mental health services; therefore, novel, community-based approaches are necessary to suppor…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
“Walking the Talk”
To better connect theory and research with practice, educational research organizations such as the American Educational Research Association (AERA) urge scholars to cultivate meaningful partnerships with communities and schools. Despite these efforts, participatory research—especially that which comprehensively advances transformative, relevant, and equity-oriented goals across research processes—remains rare within the field. This meta-methodol…
Sociology (11 works) · Indigenous (8 works) · Pedagogy (8 works) · Political science (8 works) · Anthropology (5 works) · Critical Race Theory in Education (5 works) · Educator Training and Historical Pedagogy (5 works) · Law (5 works) · Law (5 works) · Social science (5 works)