Melissa Horner
Graduate Student
Areas of Study
  • Racial Inequalities
  • Intergenerational, historical trauma
  • Indigenous Methodologies/Practices
  • Contemporary Native Identities
  • Indigenous Knowledge Systems
  • Land/Place Acknowledgements

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

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

Melissa’s research interests cohere around exploring how tribal nations and Native individuals interrupt 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, M., Munoz, J., & Petrone, R. (Under Review). “Ni keehtwawmi mooshahkinitounawn: Lifting Up Representations of Indigenous Education and Futures in The Marrow Thieves.” Research on Diversity in Youth Literature.

Horner, M., Petrone, R., & Wynhoff, A. O. (2021). “Who Has a “Place” in Place-Based Pedagogy? Indigenizing Rural English Education.” In Petrone, R., & Wynhoff Olsen, A. (Eds.), Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. Lanham, MD: Rowman & Littlefield. 

Horner, M., Petrone, R., & Wynhoff, A.O. (2021). “Re-Thinking Race/ism and Rurality in English Education. In Petrone, R., & Wynhoff Olsen, A. (Eds.), Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. Lanham, MD: Rowman & Littlefield.

Recent Conference Presentations:

Horner, M., & Petrone, R. (2020, April). “On Walking by Lincoln: Indigenous Wonderings about Land Being ‘Granted’ to Universities.” Paper session at Midwest Sociological Society Annual Meeting, Omaha, NE.                        

*cancelled due to COVID-19

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

Recent Invited Presentations:

Horner, M. (2019, Oct). “Indigenous Food Pathways and Colonization's Impact: Food Sovereignty is Tribal Sovereignty.” Presentation for Interdisciplinary Center for Food Security Group, College of Agriculture, Food, and Natural Resources, University of Missouri, Columbia, MO.

Horner, M., & Petrone, R. (2018, Nov). “Indigenizing Education: Foregrounding Native Voices, Ways of Knowing, and (Hi)Stories within Schools and Universities.” Presentation for National American Indian Heritage Month, University of Missouri, Columbia, MO.

Recent Public Presentations:

Horner, M. (2020, Oct). “From Columbus to Coachella: Appropriation vs. Appreciation.” Virtual Zoom presentation in collaboration with Missouri Humanities, St. Louis, MO.

Horner, M., Fields, Y., & Jiron, R. (2020, July). “Indigenous ScholARTistry and the Agitation of White Supremacy: An Indigenous Mural Project at a Primarily White Institution (PWI) of Higher Education.” Virtual Zoom presentation for Tulsa Artist Fellowship, Tulsa, OK.