Supporting minority students through a reflexive approach to empowerment

Keddie, Amanda 2011, Supporting minority students through a reflexive approach to empowerment, British journal of sociology of education, vol. 32, no. 2, pp. 221-238, doi: 10.1080/01425692.2011.547307.

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Title Supporting minority students through a reflexive approach to empowerment
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda
Journal name British journal of sociology of education
Volume number 32
Issue number 2
Start page 221
End page 238
Total pages 18
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2011
ISSN 0142-5692
Keyword(s) student empowerment
Muslim girls
educator self-reflexivity
Summary Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality.
Language eng
DOI 10.1080/01425692.2011.547307
Field of Research 130302 Comparative and Cross-Cultural Education
1303 Specialist Studies In Education
1608 Sociology
1399 Other 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
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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