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 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.

中文翻译：

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教育宣言命运：保留地边城地区招生政策中的排斥、角色分配和功能化

与美洲印第安人保留地接壤的城镇为研究教育机构与边缘化社区之间的关系提供了重要的背景。本研究应用批判性话语方法来评估与保留地接壤的地区、地理上远离保留地的地区以及位于保留地的地区的政策。从广义上讲，该研究解决了一个问题，学校招生政策如何使定居者殖民主义永久化？调查结果揭示了排除土著认识论、限制自决并定义知识和人民的功能以加强以欧洲为中心的权力结构的边境城市话语。该研究为致力于提高公平性的政策制定者、地区领导人和社区成员提供了启示，特别是考虑到扩大学校选择的压力越来越大。