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dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-04-04T21:55:11Z
dc.date.available2017-04-04T21:55:11Z
dc.date.issued2011en_US
dc.date.modified2011-08-12T06:20:08Z
dc.identifier.issn1469-3518en_US
dc.identifier.doi10.1080/01411920903427300en_AU
dc.identifier.urihttp://hdl.handle.net/10072/39918
dc.description.abstractRecent high-profile rape cases in Australia involving Muslim and Indigenous minority groups have heightened contention around issues of culture, gender and justice. The article critically examines the culturalising of rape as an ethnic minority issue in the public and legal discourse associated with these cases. This examination problematises the western-driven narratives about minority women that undergird and make possible this culturalising and foregrounds Muslim and Indigenous feminist priorities concerning issues of gender equity and justice. Against this backdrop, the article draws parallels between the inferiorising of ethnic minority culture in dominant legal and public discourse and the reductionism of culture in education discourse. Towards realising the equity mandates of national schooling policy, the article outlines key frames of reference and understanding about culture, gender and justice necessary for enhancing educators' support for ethnic minority women and girls.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishingen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom131en_US
dc.relation.ispartofpageto146en_US
dc.relation.ispartofissue1en_AU
dc.relation.ispartofjournalBritish Educational Research Journalen_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchGender, Sexuality and Educationen_US
dc.subject.fieldofresearchcode130308en_US
dc.titleSupporting minority women and girls: key frames of reference and understanding for educatorsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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