Melissa Horner
Graduate Student
mmh2p9@mail.missouri.edu
Areas of Study
  • Indigenous health and healing
  • Intergenerational, historical trauma
  • Settler colonialism
  • De/Anti-colonization
  • Indigenous Methodologies
  • Contemporary Native Identities (e.g., racial, political, geographic)
  • Land/Place Acknowledgements
Research and Teaching

SOCIOL 3720 | Settler Colonialism and Indigenous Peoples/Native Nations link.

Bio

Melissa is bi-racial — Métis/Anishinaabe and white — and she grew up in Montana. She revels in opportunities to spend time with her family, practice archery, travel, beadweave, read, hunt, and hike with her dog Koy, all of which shape the cultural, relational, and personal experiences that continuously inform her thinking, writing, research, teaching, and creativity.

After teaching high school in rural Montana, Melissa transitioned to the PhD program in Sociology at the University of Missouri.

Melissa’s research interests cohere around exploring how Native individuals navigate and heal the effects of intergenerational historical trauma caused by past and present settler colonization. Melissa pursues her research and doctoral degree as a Health Policy Research Scholar for the Robert Wood Johnson Foundation.

Select Publications

Horner, Melissa. In Press. “A Healing Methodology: An Indigenous Research Process.” In Nadia Kim and Pawan Dhingra (Eds.) Beyond the Boundaries: Sociology, American/Ethnic Studies, and Disciplinary Futures. New York: NYU Press.

Horner, Melissa, Joaquin Muñoz, and Robert Petrone. 2021. “Ni keehtwawmi mooshahkinitounawn:         Lifting Up Representations of Indigenous Education and Futures in The Marrow Thieves. Research on Diversity in Youth Literature. 4(1):Article 7.

Horner, Melissa, Robert Petrone, and Allison Wynhoff Olsen. 2021. “Re-Thinking Race/ism and Rurality.” In Robert Petrone and Allison Wynhoff Olsen’s Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. (101–117). Lanham, MD: Rowman & Littlefield. 

Horner, Melissa, Robert Petrone, and Allison Wynhoff Olsen. 2021. “Who Has a “Place” in Place-Based Pedagogy? Indigenizing Rural English Education. In Robert Petrone and Allison Wynhoff Olsen’s Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. (39–71). Lanham, MD: Rowman & Littlefield. 

 

Recent Conference Presentations:

Horner, Melissa. 2022, April. Stolen Acknowledgements of Stolen Lands: An Exploration of Land Acknowledgements in Higher Education. PechaKucha presentation at Midwest Sociological Society (MSS) Annual Meeting, Chicago, IL.

Horner, Melissa. 2022, Feb. Unsettling and Indigenizing Practices in University Classrooms. Panel presentation at American Indian Studies Association Annual Meeting (AISA), Tuscan, AZ.  

Horner, Melissa. 2019, Nov. Indigenizing English Education: Foregrounding Native American Voices, Texts, (Hi)stories, and Communities in Secondary English Classrooms. Panel presentation at National Council of Teachers of English (NCTE) Annual Convention, Baltimore, MD.

 

Recent Public/Community Presentations:

Horner, Melissa. 2022, March. Reconnecting to Indigeneity: Cousins in North Dakota. Community storytelling performance for True/False Documentary Film Festival’s “Campfire Stories,” Columbia, MO. 

Horner, Melissa, Anton Treuer, and Melissa Lewis. 2022, Feb. Post-film Conversation: Dodging Bullets—Stories from Survivors of Historical Trauma. Community panel in collaboration with Ragtag Film Society, Columbia, MO.

Horner, Melissa. 2021, Jan. Exploring the Land Acknowledgement: Intentionality in Acknowledging Indigenous Lands and Places. Virtual public panel as part of the “Native Futures, Native Voices” series hosted by the Alliance for Native Programs and Initiatives, St. Louis, MO.

Horner, Melissa, Daniela Velazquez, and Marvin Greer. 2020, Oct. From Columbus to Coachella: Appropriation vs. Appreciation. Virtual public panel in collaboration with Missouri Humanities, St. Louis, MO. link

Horner, Melissa, Yatika Starr Fields, and Ryder Jiron. 2020, July. Indigenous ScholARTistry and the Agitation of White Supremacy: An Indigenous Mural Project at a Primarily White Institution (PWI) of Higher Education. Virtual public panel in collaboration with Tulsa Artist Fellowship, Tulsa, OK. link