Ph.D., University of Washington
Areas of Interest
Social and political contexts of urban and Indigenous youth development; Youth Participatory Action Research (YPAR); youth and media; critical and indigenous pedagogies; history of youth work and social work in urban and Indigenous communities.
Katie is associate professor in the School of Social Work at the University of Minnesota. She studies the social, political and historical contexts of urban and Indigenous youth development. Drawing on indigenous and social justice youth development frameworks, Johnston-Goodstar collaborates with youth in participatory action research (PAR) to explore social justice issues, decolonization and community building. She is particularly interested in the use of youth media in the PAR process.
Johnston-Goodstar, K. & R. Velure Roholt (2017) “Our Kids Aren’t Dropping Out, They’re Being Pushed Out”: Native American students and racial microaggressions in schools submitted to the Journal of Ethnic & Cultural Diversity in Social Work.
Johnston-Goodstar, K. (2016) Indigenous Wellness Research Institute: Narratives on Social Work Education and Mentorship for Indigenous Health & Wellness, Reflections: Narratives of Professional Helping, 21(2), 30-36.
Johnston-Goodstar, K., Piescher, K. & LaLiberte, T. (2016) Critical Experiential Learning in the Native American Community for Title IV-E Students: A Pilot Evaluation, Journal of Public Child Welfare, 10(3), 310-326.
Johnston-Goodstar, K., Richards-Schuster, K. & Sethi, J. (2014). Exploring Critical Youth Media Practice: Connections and Contributions for Social Work, Social Work, 59(4), 1-8.
Johnston-Goodstar, K. & Sethi, J. (2013). Youth Media as Social Justice Youth Development, Journal of American Indian Education, 52(3), 65-80.
Johnston-Goodstar, K. (2013). Indigenous Youth Participatory Action Research: Re-visioning Social Justice for Social Work with Indigenous Youth, Social Work, 58(4), 314-320.
Johnston-Goodstar, K. (2013). A Funny Thing Happened at the Internship Today: A Reflection on Ethical Dilemmas, Decision-Making, and Consequences of a Questionable Field Work Situation. Reflections: Narratives of Professional Helping, 18(2), 60-63.
Gupton, J., Sullivan, A, & Johnston-Goodstar, K. (2013). The Role of University Engagement in the Community for International Journal of Educational Reform, 23(3), 181-190.
Johnston-Goodstar, K. & R. VeLure Roholt (2013). Unintended Consequences of Professionalization: Lessons from Social Work and Education, Child & Youth Services, 34(2), 139-155.
Johnston-Goodstar, K. (2012) Decolonizing Evaluation: The necessity of advisory groups in Indigenous evaluation, New Directions for Evaluation, (136), 109-117.
Cammarota, J. Johnston-Goodstar, K., et al (2017) Beyond Representation, What Youth can Learn through Participatory Action Research, Voices Heard: Transforming Education Equity, Coalition to Increase Teachers of Color and American Indian Teachers conference, Metropolitan State University, St. Paul, MN
Cammarota, J. & Johnston-Goodstar, K. et al (2017) Engaging Youth Voices YPAR panel, Voices Heard: Transforming Education Equity, Coalition to Increase Teachers of Color and American Indian Teachers conference, Metropolitan State University, St. Paul, MN
Johnston-Goodstar, K. (2017). Dismantling colonial complicity in higher education: Examining the intellectual preparation of social workers and teachers, International Consortium on Social Development, Zagreb, Croatia
Lozenski, B, Gust, S. & Johnston-Goodstar, K. (2017). What Went Wrong: Finding Our Way to Social Change by Examining Dilemmas, Midwest Campus Compact Conference: Doing Democracy: Asset-Based Engagement and Culture Change, Chicago, IL
Johnston-Goodstar, K. (2017) Working towards Sovereignty: Indigenous youth and Participatory Action Research as a liberation from and refusal of public schooling, American Education Research Association, San Antonio, TX