Indigenous Representation and Alternative Schooling: Prioritising an Epistemology of Relationality

Autor/in	Keddie, Amanda
Titel	Indigenous Representation and Alternative Schooling: Prioritising an Epistemology of Relationality
Quelle	In: International Journal of Inclusive Education, 18 (2014) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.756949
Schlagwörter	Foreign Countries; Case Studies; Indigenous Populations; Small Schools; Nontraditional Education; Indigenous Knowledge; Epistemology; Elementary Secondary Education; Governance; School Administration; Culturally Relevant Education; Disadvantaged Youth; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Sinti und Roma; School; Schools; Schule; Non-traditional education; Alternative Erziehung; Erkenntnistheorie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Benachteiligter Jugendlicher; Interviewing; Interviewtechnik; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10