Beyond Culturalism: Addressing Issues of Indigenous Disadvantage through Schooling

Autor/inn/en	Keddie, Amanda; Gowlett, Christina; Mills, Martin; Monk, Sue; Renshaw, Peter
Titel	Beyond Culturalism: Addressing Issues of Indigenous Disadvantage through Schooling
Quelle	In: Australian Educational Researcher, 40 (2013) 1, S.91-108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-012-0080-x
Schlagwörter	High School Students; Indigenous Populations; Teaching Methods; Race; Cultural Awareness; Foreign Countries; Disadvantaged; Equal Education; Interviews; Student Diversity; Males; Athletics; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sinti und Roma; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Cultural identity; Kulturelle Identität; Ausland; Interviewing; Interviewtechnik; Male; Männliches Geschlecht; Leichtathletik; Australien
Abstract	This paper draws from a study that explored issues of student equity, marginality and diversity in two secondary schools in regional Queensland (Australia). The paper foregrounds interview data gathered from administration, teaching and ancillary staff at one of the schools, "Crimson" High School. The school has a high Indigenous student population and is well recognised within the broader community as catering well to this population. With reference to the school's concerns about Indigenous disadvantage and the various approaches undertaken to address this disadvantage, the paper articulates the significance of educators being critically aware of how they construct race and use it as an organising principle in their work. This awareness is central to moving beyond the culturalism and racial incommensurability that tend to predominate within Indigenous education--where cultural reductionism homogenises indigeneity within and against a dominant White norm. With reference to a specific approach at the school designed predominantly for Indigenous male students--to foster inter-cultural awareness and respect through sport--we highlight ways in which notions of culturalism and racial incommensurability might be disrupted. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10