The study argues that ethnic and religious minority students experience inclusions and exclusions in the rural landscape through affecting discourses that work to create truths' about who rightfully belongs in the countryside, as well as who these persons need to be' in order to experience belonging in the rural. The study also suggests that against narratives of unbelonging, moments of everyday place-sharing prevail. In Other experiences of rurality that de-centre White hegemony, I illustrate a multiplicity of ways that belonging is experienced in rural landscapes. In this sense, this study examines how schooling cultures make viable and non-viable raced, placed, nationed and religioned bodies in education. These findings are taken up in the study to explore pedagogical possibilities for educators seeking to disturb everyday injustices in schooling.
|Qualification||Doctor of Philosophy|
|Award date||01 Nov 2011|
|Place of Publication||Australia|
|Publication status||Published - 2011|