Learning settler colonialism in my K-12 education: A re-search counterstory.

This article critically examines how settler colonialism is embedded and perpetuated within the dominant U.S. K-12 education system, using the author's personal educational experiences in the Eanes Independent School District in Austin, Texas, as a case study. Grounded in critical race theory (CRT) and TribalCrit—an extension of CRT that centers colonization as endemic to society—the paper employs counterstory methodology to reveal how curricula and classroom practices reinforce settler colonial ideologies, including Indigenous dispossession and white supremacy. It highlights examples such as stereotypical lessons about Indigenous peoples, Eurocentric narratives privileging Western knowledge, and militaristic portrayals of U.S. history that marginalize Indigenous and non-Western perspectives. The article concludes by discussing decolonial education approaches that foreground Indigenous knowledge and anti-racist pedagogy, aiming to equip students to recognize and challenge settler colonial logics while emphasizing that true decolonization requires material restitution, including land repatriation.