‘Much more than a basic education’: supporting self-determination and cultural integrity in a non-traditional school for Indigenous girls Keddie, Amanda 2011, ‘Much more than a basic education’: supporting self-determination and cultural integrity in a non-traditional school for Indigenous girls, International journal of inclusive education, vol. 15, no. 9, pp. 1001-1016, doi: 10.1080/13603110903490713. Attached Files Name Description MIMEType Size Downloads Title ‘Much more than a basic education’: supporting self-determination and cultural integrity in a non-traditional school for Indigenous girls Author(s) Keddie, Amanda orcid.org/0000-0001-6111-0615 Journal name International journal of inclusive education Volume number 15 Issue number 9 Start page 1001 End page 1016 Total pages 16 Publisher Taylor & Francis Place of publication Abingdon, Eng. Publication date 2011 ISSN 1360-3116 1464-5173 Keyword(s) gender culture justice feminism inclusive education Summary This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser's theories of redistributive and recognitive justice, with Indigenous feminists' equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls' capacities for self-determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides significant insight into how schools can begin to reconcile the double bind of racism and sexism that continues to stymie the schooling and post-school outcomes of Indigenous girls. Language eng DOI 10.1080/13603110903490713 Field of Research 130302 Comparative and Cross-Cultural Education 130308 Gender, Sexuality and Education 1303 Specialist Studies In Education 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 ©2011, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30087471 Document type: Journal Article Collection: School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:23:49 EST Fri, 14 Oct 2016, 04:10:17 EST Fri, 14 Oct 2016, 07:23:14 EST Fri, 14 Oct 2016, 07:29:28 EST Wed, 21 Dec 2016, 15:35:29 EST Sat, 07 Jan 2017, 05:04:15 EST Wed, 11 Jan 2017, 08:27:13 EST Wed, 11 Jan 2017, 08:29:05 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 3 times in Scopus Search Google Scholar Access Statistics: 47 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 21 Dec 2016, 15:35:29 EST

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