Dr. Meredith McCoy

  • PhD Educational Leadership

Meredith McCoy (Turtle Mountain Band of Chippewa descent) is an Assistant Professor and Andersen Fellow of American Studies and History at Carleton College where she teaches classes about Indigenous activism, Indian education history, and Indigenous research methods. Her research uses Critical Race Theory to shed light on histories of educational violence and Indigenous resistance in K-12 schools in the United States. She has previously worked as a public school teacher, an instructor at Turtle Mountain Community College, an instructor at Freedom University, and a Policy Assistant at the White House Initiative on American Indian and Alaska Native Education. McCoy is a graduate of the Native Leadership Institute, a leadership development program that provides training in strategies to promote tribal sovereignty through governance and finance. She is also the founder of www.nativeninetypercent.com, a creative digital space for Indigenous people writing about diaspora, relocation, and reconnection.


My research focuses on Indigenous Studies, Native American histories, education policy, education history, K-12 social studies education, and Tribal Critical Race Theory. In my research, I am interested in interdisciplinary work (I often work with scholars in education and in public health) and in collaborations with non-profits and government offices (I have worked on research for both the Native American Rights Fund and the Southern Poverty Law Center). My recently completed doctoral research, which was approved by TNRG, traced a history of federal Indian education policy from 1819-2017 through ethnography, oral histories, financial analysis, discourse tracing, and archival research. I am currently discussing a new research partnership with the Newberry Library, Chicago American Indian Center, and the Chicago American Indian Community Collaborative that would be a community-driven history of Native relocation to Chicago in the 1940s-1960s. I am a member of the Native American and Indigenous Studies Association, the National Indian Education Association, the American Studies Association, the American Educational Research Association, and the National Council for the Social Studies. My recent publications include: Peer-reviewed Publications * McCoy, Meredith L. & Turtle Island Social Studies Collective. “Beyond Pocahontas: Learning from Indigenous Women Changemakers.” Social Studies and the Young Learner 31, no. 3 (2019): 7–13. * McCoy, Meredith L. “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. * McCoy, Meredith L. “‘This Is Us’: Powwow and Higher Education in North Carolina.” Southern Cultures 24, no. 4 (2018). Invited Chapters * RedCorn, Alex, Meredith L. McCoy, and Hollie J. Mackey. “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. C. Wood, S. Neuenswander, J. M. Heim, and R. D. Watson. Gainsville, Florida: National Education Finance Academy, 2019. Government, Non-Profit, and Public Policy Publications * Shuster, Kate, Hasan K. Jeffries, Meredith L. McCoy, Margaret Newell, Sarah B. Shear, Christina Snyder, and Ebony E. Thomas. Teaching Hard History: A Framework for Teaching American Slavery -- Grades K-5. Montgomery: Southern Poverty Law Center, 2019. * Shuster, Kate, Renée Gokey, Bethany Jay, Hasan K. Jeffries, Cynthia Lynn Lyerly, Meredith L. McCoy, Sarah B. Shear, and Christina Snyder. Teaching Hard History: A Framework for Teaching American Slavery -- Grades 6-12. Montgomery: Southern Poverty Law Center, 2019. * 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.