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‘Much more than a basic education’: supporting self-determination and cultural integrity in a non-traditional school for Indigenous girls

journal contribution
posted on 2011-01-01, 00:00 authored by Amanda KeddieAmanda Keddie
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.

History

Journal

International journal of inclusive education

Volume

15

Issue

9

Pagination

1001 - 1016

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1360-3116

eISSN

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

2011, Taylor & Francis

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