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Indigenous representation and alternative schooling: prioritising an epistemology of relationality

journal contribution
posted on 2014-01-01, 00:00 authored by Amanda KeddieAmanda Keddie
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.

History

Journal

International journal of inclusive education

Volume

18

Article number

1

Pagination

203-214

Location

Abingdon, Eng.

ISSN

1464-5173

Indigenous content

This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologise for any distress that may occur.

Language

eng

Publication classification

C Journal article, C1.1 Refereed article in a scholarly journal

Copyright notice

2014, Taylor & Francis

Issue

1

Publisher

Taylor & Francis