Mobilising Spaces of Agency through Genealogies of Race and Gender: Issues of Indigeneity, Marginality and Schooling

Autor/inn/en	Keddie, Amanda; Williams, Nicole
Titel	Mobilising Spaces of Agency through Genealogies of Race and Gender: Issues of Indigeneity, Marginality and Schooling
Quelle	In: Race, Ethnicity and Education, 15 (2012) 3, S.291-309 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2011.619005
Schlagwörter	Foreign Countries; Case Studies; Secondary Schools; Indigenous Populations; Single Sex Schools; Secondary School Teachers; Women Faculty; Disadvantaged; Racial Identification; Self Concept; Teaching Methods; Reflection; Resistance (Psychology); Racial Bias; Gender Bias; Feminism; Genealogy; Australia + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Sekundarschule; Sinti und Roma; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Frauenakademie; Weibliche Gelehrte; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Racial discrimination; Rassismus; Geschlechterstereotyp; Feminismus; Ahnenforschung; Genealogie; Australien
Abstract	This article presents data from a case study of a non-traditional secondary school for Indigenous girls located in a suburban area of Queensland (Australia). The focus is predominantly on the identity and practices of Nicole who is one of the school's teachers. Nicole's identity as an Indigenous woman and teacher and the school's approach to supporting its marginalised students are theorised in relation to particular elements of feminist genealogy. These elements are associated with the possibilities for agency opened up through the subject's critical reflection on, and resistance of, the discursive relations that constitute the self. The article draws on feminist theories to explicate the potential of such reflection and resistance to disrupt and transform gendered and racist norms and to legitimise alternative constructions of female indigeneity--to that represented in dominant colonial discourse. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10