Discourses of inclusion and exclusion: Ethnic minority, Muslim and refugee students in rural schools

Kathryn Edgeworth

    Research output: ThesisDoctoral Thesis

    98 Downloads (Pure)

    Abstract

    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.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Santoro, Ninetta, Co-Supervisor
    • Sumsion, Jennifer, Co-Supervisor
    • Saltmarsh, Sue, Co-Supervisor
    Award date01 Nov 2011
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2011

    Fingerprint

    rural school
    national minority
    refugee
    Muslim
    exclusion
    inclusion
    discourse
    religious minority
    experience
    student
    hegemony
    educator
    narrative
    human being
    education

    Cite this

    Edgeworth, Kathryn. / Discourses of inclusion and exclusion : Ethnic minority, Muslim and refugee students in rural schools. Australia : Charles Sturt University, 2011. 296 p.
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    abstract = "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.",
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    Edgeworth, K 2011, 'Discourses of inclusion and exclusion: Ethnic minority, Muslim and refugee students in rural schools', Doctor of Philosophy, Charles Sturt University, Australia.

    Discourses of inclusion and exclusion : Ethnic minority, Muslim and refugee students in rural schools. / Edgeworth, Kathryn.

    Australia : Charles Sturt University, 2011. 296 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Discourses of inclusion and exclusion

    T2 - Ethnic minority, Muslim and refugee students in rural schools

    AU - Edgeworth, Kathryn

    PY - 2011

    Y1 - 2011

    N2 - 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.

    AB - 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.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -