Schooling for self-determination through a justice politics of Indigenous representation
Keddie, Amanda 2013, Schooling for self-determination through a justice politics of Indigenous representation, International journal of qualitative studies in education, vol. 26, no. 1, pp. 21-38, doi: 10.1080/09518398.2011.604651.
Attached Files
Name
Description
MIMEType
Size
Downloads
Title
Schooling for self-determination through a justice politics of Indigenous representation
This paper presents data from a study of secondary school for girls, the majority of whom identify as Indigenous Australian. ‘Gamarada’ High School is located in a suburban area of Queensland (Australia) and was established to provide quality education for disadvantaged girls. The paper draws on student and teacher interview data from a broader study that was concerned with examining how the school addressed the economic, cultural and political dimensions of Indigenous girls’ disadvantage. The focus here is on issues of political justice in relation to Indigenous representation and, more specifically, how such representation at the school supports the key Indigenous equity priority of self-determination. Feminist post-colonial theories are drawn on to argue the importance of educators engaging with a politics of representation that initiates theory from the social location of Indigenous experience, reflects an anti-racist/anti-colonial agenda and recognises and values the central role relationality plays in Indigenous lives.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.