2019
DOI: 10.1086/701251
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Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Abstract: Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetuate settler-colonialism? Findings reveal bordertown discourse tha… Show more

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