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dc.contributor.authorStanton, Christine Rogers
dc.identifier.citationStanton, Christine Rogers. "Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies." American Journal of Education 125, no. 2 (01 Feb 2019): 201-229. DOI:10.1086/701251.en_US
dc.description.abstractTowns 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 that excludes Indigenous epistemologies, restricts self-determination, and defines the function of knowledge and peoples to reinforce Eurocentric power structures. The study offers implications for policy makers, district leaders, and community members working to enhance equity, particularly given increased pressure for school choice expansion.en_US
dc.rightsThis Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).en_US
dc.titleEducational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policiesen_US
mus.citation.journaltitleAmerican Journal of Educationen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.universityMontana State University - Bozemanen_US

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