Indigenous girls, social justice and schooling: Addressing issues of disadvantage

Keddie, Amanda (2015). Indigenous girls, social justice and schooling: Addressing issues of disadvantage. In Cahill, Helen and Wyn, Johanna (Ed.), Handbook of Children and Youth Studies (pp. 465-477) New York, United States: Springer. doi:10.1007/978-981-4451-15-4

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Author Keddie, Amanda
Title of chapter Indigenous girls, social justice and schooling: Addressing issues of disadvantage
Title of book Handbook of Children and Youth Studies
Place of Publication New York, United States
Publisher Springer
Publication Year 2015
Sub-type Research book chapter (original research)
DOI 10.1007/978-981-4451-15-4
ISBN 9789814451154
9789814451147
Editor Cahill, Helen
Wyn, Johanna
Chapter number 32
Start page 465
End page 477
Total pages 13
Total chapters 60
Collection year 2016
Language eng
Abstract/Summary Indigenous women and girls in Australia remain highly disadvantaged econom- ically, culturally, and politically. The ways in which schools can better address this disadvantage are the focus of this chapter. The chapter builds on existing research in the area of Indigenous schooling and social justice to add important theoretical and practical insight into supporting Indigenous girls – an equity group whose marginalization (while highly salient) tends to be lost amid broader concerns about Indigeneity. With reference to “Emma’s” story as exemplifying some of the key constraints to the educational attainment of Indigenous girls, the chapter explores how schools might begin to remedy this disadvantage through their engagement with a politics of (1) economic redistribution, (2) cultural recognition, and (3) political representation.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2016 Collection
School of Education Publications
 
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Created: Fri, 22 May 2015, 14:48:04 EST by Claire Backhouse on behalf of School of Education