Indigenous representation and alternative schooling: prioritising an epistemology of relationality

Keddie, Amanda 2014, Indigenous representation and alternative schooling: prioritising an epistemology of relationality, International journal of inclusive education, vol. 18, no. 1, pp. 55-71.

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Title Indigenous representation and alternative schooling: prioritising an epistemology of relationality
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda
Journal name International journal of inclusive education
Volume number 18
Issue number 1
Start page 55
End page 71
Total pages 17
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014-01-01
ISSN 1464-5173
Keyword(s) Indigenous education
Indigenous representation
Summary This paper draws on a case study of a small alternative Indigenous school in Queensland, Australia. From the perspective of several of the school’s Indigenous Elders, the paper foregrounds the significance of group differentiation at the school on the basis of Indigenous representation. However, it also considers how such differentiation/representation can be problematic in perpetuating cultural reductionism. Beyond such reductionism, the paper examines the possibilities of the Indigenous epistemology of relationality. The school’s vision and governance around this epistemology – where community, kinship and family networks are at the centre of all relations – enabled both the articulation of a stable identity but also recognition of the complexity and diversity of Indigenous disadvantage. This paper argues that a prioritising of relationality within alternative Indigenous-led schooling contexts offers significant potential for addressing the complex educational needs of Indigenous students.
Language eng
Indigenous content on
Field of Research 130301 Aboriginal and Torres Strait Islander Education
130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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