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‘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.

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Title ‘Much more than a basic education’: supporting self-determination and cultural integrity in a non-traditional school for Indigenous girls
Author(s) Keddie, AmandaORCID iD for 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
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