Gender Issues for Aboriginal and Torres Strait Islander Girls—Exploring Issues for Aboriginal and Torres Strait Island Boys

Herbert, Jeannie

doi:10.1017/s0310582200006441

Cited by 9 publications

(7 citation statements)

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“…These themes are mirrored in Herbert's (1995) survey of 300 students and parents from ten school communities across Northern Territory, Queensland, New South Wales, and Western Australia. Bond (2010) reported similar themes from her research on Mornington Island.…”

Section: Indigenous (Or Aboriginal/torres Strait Islander) Voicementioning

confidence: 92%

Untitled

2015

AJTE

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Section: Indigenous (Or Aboriginal/torres Strait Islander) Voicementioning

confidence: 92%

Untitled

2015

AJTE

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“…It should be noted that many Indigenous educators were critical of the use of the term 'disadvantaged' in relation to Indigenous students. For example Jeannie Herbert (1997), while acknowledging the disadvantage experienced by Indigenous families due to poverty and racism, was critical of the 'deficit' connotations of the term and its association with notions of 'the indigenous problem'. As she asserted, 'While there is no denying that many Indigenous families are disadvantaged ... they are not disadvantaged by being Aboriginal or Torres Strait Islander!'…”

Section: Gender Equity: a Framework For Australian Schoolsmentioning

confidence: 99%

“…Although the development of gender equity policies in education in Australia has been well researched (Kenway 1990, Henry and Taylor 1993, Yates 1993, little attention has been given to difference, particularly with respect to issues specifically relating to Indigenous women and girls (Herbert 1997). In my view, it is important that these issues are documented in order to understand the background to contemporary policy issues.…”

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confidence: 96%

Discourses of difference in gender equity policy in Australian education: Feminism and marginalisation

Taylor

2003

Melbourne Studies in Education

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I am interested in understanding why resolving the key dilemma of redistribution and recognition of difference has proved to be so difficult. In this article I analyse the history of gender equity reform in relation to difference, with particular emphasis on Indigenous issues, applying recent theoretical understandings about equity and difference. The article documents how discourses of difference were framed and addressed in four major gender equity policy documents produced at the national level in Australia. In particular there is an emphasis on how the redistribution-recognition dilemma is handled in the documents.Despite the considerable attention which has been given to equity and social justice in education over the years, both in theory and in the policy literature, achieving social justice remains an important theme in Australian education. The emphasis given to equity issues by governments may wax and wane according to political priorities, however, the issues remain on policy agendas, albeit precariously. There have been many changes over the years in the approaches to addressing educational inequalities, and in the language used in policy documents. Such changes reflect developments in theory and research; they also reflect new challenges which arise from changing contexts -both local and global. Thus achieving social justice is an on-going project; it is never complete and there are always new and emerging priorities which need to be addressed.My concern in this article is the on going debate about how to balance two key aspects of social justice -redistribution and recognition of difference -in gender equity policy. I focus on difference in relation to gender equity policy because of my own experience and research in this area. The issues discussed in the article are relevant to all of the equity areas, but have been particularly prominent in debates around gender equity policy due to the close relationship between feminist theory and gender equity policy (to be discussed further in the article). As a

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“…Harris and Malin claimed that positive attitudes were vital to the success of Aboriginal children in schools. Herbert (1995) highlighted the critical issue of the dual struggle faced by Aboriginal girls in schools. She argued that teachers seem to be unaware that "on the one hand they are trying to deal with their femininity in the context of intra-cultural values and beliefs while, at the same time, trying to position themselves within a cross-cultural situation" (p. 11).…”

Section: Literature Reviewmentioning

confidence: 99%