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Issues of Indigenous representation: white advocacy and the complexities of ethical leadership

journal contribution
posted on 2014-01-01, 00:00 authored by R Niesche, Amanda KeddieAmanda Keddie
This paper explores the tensions and complexities for two principals as they work towards equity and improved social and educational outcomes for their Indigenous students. Drawing on Foucault’s fourfold ethical frame and poststructuralist notions of the subject, this paper presents the different ways the white female principals of Indigenous schools are formed as subjects. We illustrate how the multiplicities of their subject formation are influenced by the historicity and contextual factors of the schools and communities. These factors play a significant part in how these principals work as advocates and differently experience and negotiate the tensions around representation of and for Indigenous schools and communities. In realising equity goals for Indigenous students, the paper draws on Foucault’s work to illustrate the imperative of school leaders’ cognisance of, and capacity to work with, these factors.

History

Journal

International journal of qualitative studies in education

Volume

27

Issue

4

Pagination

509 - 526

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

0951-8398

eISSN

1366-5898

Indigenous content

This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologise for any distress that may occur.

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2013, Taylor & Francis

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