This study interviewed political actors from two Native American tribal governments in order to understand the educational problems that these tribal governments choose to prioritize, and the political processes that these governments go through to create educational policy to mitigate their prioritized problems. The political actors who were interviewed were high-ranking officials in their respective governments. The second source of data was primary documents generated by the participating tribal governments. This dissertation utilized a phenomenographic approach to analyze the interview, and document data. This study found that the process of crafting educational policy was heavily influenced by the desire of the political actors in these governments to further their tribes’ political, social, and economic interests.
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