Other Publications and Digital Projects

Journal Articles

“An Exploratory Analysis of Elementary and Secondary Education Funding Levels for American Indians and Alaska Natives from 1980 to 2017,” Journal of Education Finance 48, no. 2 (2022): 138-165, co-authored with Jeffrey D. Burnette. 

“‘American Indian’ as a Racial Category in Public Health: Implications for Communities and Practice,”American Journal of Public Health 111, no. 11 (2021): 1969-1975, co-authored with Danielle R. Gartner and Rachel E. Wilbur.

“Alternative Strategies for Family History Projects: Rethinking Practice in Light of Indigenous Perspectives”, The History Teacher 54, no. 3 (2021):473-508,  co-authored with Leilani Sabzalian and Tommy Ender.
“Reconceiving Schooling: Centering Indigenous Experimentation in Indian Education History,” History of Education Quarterly 60, no. 4 (2020): 487–519, co-authored with Matthew Villeneuve. 
Beyond Pocahontas: Learning from Indigenous Women Changemakers,” Social Studies and the Young Learner 31, no. 3 (2019): 7–13, co-authored as the Turtle Island Social Studies Collective. 

We Are Here: Powwow and Higher Education in North Carolina.” Southern Cultures 24, no. 4 (2018).


Book Chapters

“Campus Coalitions Toward Indigenous Well-Being: Anti-Racist Community-Engaged Reflections on Institutional Change.” In Anti-Racist Community Engagement: Principles and Practices, edited by Christina Santana, Roopika Risam, Aldo Garcia-Guevara, Joseph Krupczynski, Cynthia Lynch, John Reiff, Cindy Vincent, and Elaine Ward. Boston, Massachusetts: Campus Compact, 2023. C0-authored with Zia NoiseCat, Paul Dressen, and Sinda Nichols.

“Indian Country.” In Funding Public Schools in the United States, Indian Country, and US Territories, edited by Philip Westbrook, Eric A. Houck, R. Craig Wood, and David C. Thompson, Second Edition. Information Age Publishing, 2023. Second edition. Co-authored with Alex RedCorn and Hollie J. Mackey.

“Indigenous Futurities and the Responsibilities of Social Studies.” In Dreaming Out Loud: Critical Race Theory and Social Studies Futures, edited by Amanda E. Vickery and Noreen Naseem Rodríguez. New York: Teachers College Press, co-authored as the Turtle Island Social Studies Collective, 2022.

“Insurgence Must Be Red: Connecting Indigenous Studies and Social Studies Education for Anticolonial Praxis.” In Insurgent Social Studies: Scholar-Educators Disrupting Erasure & Marginality, edited by Sarah B. Shear, Natasha Hakimali Merchant, and Wayne Au. Myers Education Press, co-authored as the Turtle Island Social Studies Collective, 2022.

“Indian Country: An Introduction to Financial and Bureaucratic Considerations.” In Funding P-12 Schools in the 50 States and Indian Country, edited by David C. Thompson, R. Craig Wood, S. Craig Neuenswander, John M. Heim, and Randy D. Watson. Gainesville, Florida: National Education Finance Academy, 2019. Co-authored with Alex RedCorn and Hollie J. Mackey.
“Preparing Preservice Educators to Teach American Indian Boarding School Histories.” In (Re)Imagining Elementary Social Studies: A Controversial Issues Reader, edited by Sarah B. Shear, Christina M. Tschida, Elizabeth Bellows, Lisa Brown Buchanan, and Elizabeth E. Saylor, 255–79. Charlotte, North Carolina: Information Age Publishing, 2018.

Invited Commentaries

McCoy, Meredith L. “Review of Without Destroying Ourselves: A Century of Native Intellectual Activism for Higher Education by John A. Goodwin.” Native American and Indigenous Studies 10, no. 2 (forthcoming).
The Future of Land-Grab Universities.” Native American and Indigenous Studies 8, no. 1 (2021), co-authored with Roopika Risam and Jennifer Guiliano. 
Restoring Indigenous Systems of Relationality.” Center for Humans and Nature, October 7, 2020, co-authored with Emma Elliott-Groves, Leilani Sabzalian, and Megan Bang. 

Curricular Frameworks and Government Reports

Shelton, Brett Lee, Michael Johnson, Danielle R. Gartner, Meredith L. McCoy, and Rachel E. Wilbur. “Trigger Points: Current State of Research on History, Impacts, and Healing Related to the United States’ Indian Industrial/Boarding School Policy.” Boulder: Native American Rights Fund, 2019.
Teaching Hard History: A Framework for Teaching American Slavery — Grades K-5. Washington, D.C.: Teaching Tolerance, 2019; co-authored with Bethany Jay, Cynthia Lynn Lyerly, Margaret Newell, Christina Snyder, Sarah B. Shear, and Ebony E. Thomas.
Teaching Hard History: A Framework for Teaching American Slavery — Grades 6-12. Washington, D.C.: Teaching Tolerance, 2019; co-authored with Bethany Jay, Cynthia Lynn Lyerly, Hasan Jeffries, Renee Gokey, Christina Snyder, and Sarah B. Shear.
“School Environment Listening Sessions Final Report,” U.S. Department of Education, White House Initiative on American Indian and Alaska Native Education, Washington, D.C., 2015 (served as an author and final lead editor while a Policy Assistant)

Digital Projects and Publications

Teaching Hard History Podcast, Season 2,” co-hosting with Hasan K. Jeffries for Teaching Hard History: American Slavery, 2019.

“This isn’t the first time the United States has split up families,” co-authored with Sarah B. Shear, Houston Chronicle (online edition), July 8, 2018

“Building Safe Spaces: Celebrating Teachers Who Support Native Youth,” article co-authored with Leslie Locklear and published online in the digital documentary project Bit & Grain; republished in the online newspaper EdNC, a publication of EducationNC, 2017

Aanjigozi, Founder and Site Curator (known as The 90%: Stories of Diaspora from Indian Country from 2016-2022)