ORCID Profile
0000-0001-6111-0615
Current Organisation
Deakin University
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Publisher: Informa UK Limited
Date: 11-2010
Publisher: Springer Science and Business Media LLC
Date: 02-04-2019
Publisher: Informa UK Limited
Date: 05-01-2020
Publisher: SAGE Publications
Date: 29-11-2022
DOI: 10.1177/1097184X221143134
Abstract: Addressing the gendered dimensions of family violence remains a key focus in the primary prevention of violence against women (PVAW) in Indigenous and non-Indigenous Australian communities. What is seen as more important for Indigenous communities in PVAW is addressing the legacies and ongoing impacts of colonisation on Indigenous people, families, and communities. This focus on decolonisation deviates from settler PVAW programs where the emphasis is on challenging hegemonic masculinity and patriarchy. In this paper, I consider the importance of critiquing the western logic of colonisation within both Indigenous and non-Indigenous PVAW programs through examining the links between hegemonic masculinity, colonisation and neoliberal capitalism. I draw attention to the inherent violence and corrosion within processes of colonisation that adversely affect the social and emotional wellbeing and relationships of Indigenous and non-Indigenous men (albeit in very different ways) and argue the importance of a decolonising approach for addressing gender-based violence within Indigenous and non-Indigenous programs.
Publisher: Informa UK Limited
Date: 11-2011
Publisher: Informa UK Limited
Date: 26-08-2014
Publisher: Informa UK Limited
Date: 05-2007
Publisher: Informa UK Limited
Date: 06-2012
Publisher: Informa UK Limited
Date: 02-2004
Publisher: Informa UK Limited
Date: 10-2013
Publisher: Informa UK Limited
Date: 09-03-2020
Publisher: Informa UK Limited
Date: 10-2012
Publisher: Informa UK Limited
Date: 13-02-2014
Publisher: Informa UK Limited
Date: 09-07-2022
Publisher: SAGE Publications
Date: 06-02-2014
Abstract: The focus in this article is on issues of social cohesion and citizenship as they relate to students’ understandings of religion and religious identity. The article draws on data gathered from a study conducted at a highly erse English comprehensive school and is set amid broader anxieties about religion, community disharmony and national identity in the United Kingdom. The high levels of religious ersity at the school were seen as supporting social cohesion – enabled in this context through students’ understandings of religion and religious identities as socially contingent and supportive of a sense of agency. These understandings are aligned with a sophisticated and inclusive citizenship – one that is productive of democratic alliances and political agency and necessary in disrupting the narrow and problematic understandings of religion that can lead to social disharmony and conflict.
Publisher: Informa UK Limited
Date: 05-08-2022
Publisher: Informa UK Limited
Date: 28-05-2013
Publisher: Informa UK Limited
Date: 06-06-2023
Publisher: Informa UK Limited
Date: 03-2007
Publisher: Informa UK Limited
Date: 28-04-2020
Publisher: Informa UK Limited
Date: 21-11-2023
Publisher: Informa UK Limited
Date: 12-12-2014
Publisher: Informa UK Limited
Date: 02-2011
Publisher: Informa UK Limited
Date: 13-01-2022
Publisher: Informa UK Limited
Date: 23-12-2019
Publisher: Informa UK Limited
Date: 02-2009
Publisher: Informa UK Limited
Date: 08-2010
Publisher: SAGE Publications
Date: 08-07-2016
Abstract: This paper presents interview data from research conducted in two public high schools in the state of Queensland, Australia. The research was concerned with exploring issues of equity and ersity. Both schools had recently converted to ‘independent’ status within a new state policy reform – the Independent Public Schools initiative. This reform was seen as having a significant effect on matters of equity and ersity and so became an important focus of the research. Within current accountability parameters, there were concerns expressed by key personnel at the schools about how converting to an Independent Public Schools was both enabling and constraining student equity in terms of resource distribution and school access, and undermining schools’ focus on their public purpose in relation to imposing an excessive focus on narrow external accountability measures. These concerns bring to light the significance of moral leadership within autonomous schooling environments – shaped as they are by regimes of accountability and competition that can clearly compromise student equity and delimit schooling purposes.
Publisher: Informa UK Limited
Date: 03-2007
Publisher: Informa UK Limited
Date: 11-06-2021
Publisher: Wiley
Date: 28-10-2022
DOI: 10.1111/GWAO.12918
Abstract: Attention to gender equality in paramilitary organizations such as policing has increased in recent times following numerous reports identifying high levels of sex discrimination, sexual harassment, and predatory behavior. It is well recognized that gender inequality will not be addressed without transforming the hierarchical and masculinized cultures of policing organizations. Less well recognized is the significance of situating and aligning gender equality reforms within a broader focus on organizational justice. This article illustrates this significance through reviewing key literature in the space of gender equality and policing and organizational justice and policing. It examines the ways in which gender equality reform has been approached in policing organizations with the aim of highlighting the possibilities and problematics of female‐focused approaches and broader social justice approaches. The article's contribution is theoretical. It utilizes the social justice theorizing of Nancy Fraser to enrich insights from the organizational justice, gender equality, and policing literature to articulate a productive and comprehensive approach to addressing gender and other forms of injustice within policing organizations.
Publisher: SAGE Publications
Date: 18-10-2012
Abstract: This article provides an account of the governance discourses informing Australia’s multicultural policy history. The article problematises the liberal ideologies informing these discourses – as essentialising the cultural identity of minority groups within exclusionary values about what constitutes the common good. Highlighting the ongoing imperative of questioning current frames for understanding and approaching multiculturalism, the article strengthens existing research that calls for alternative models that support a political conception of autonomy. The key argument is that social cohesion, unity and solidarity can be engendered through this conception where a situationally defined, rather than essentialised, view of culture enables recognition and legitimising of a proliferation of voices and versions of national identity and the common good.
Publisher: Informa UK Limited
Date: 26-03-2014
Publisher: Informa UK Limited
Date: 06-2019
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Informa UK Limited
Date: 09-09-2020
Publisher: Informa UK Limited
Date: 06-2008
Publisher: Informa UK Limited
Date: 30-07-2014
Publisher: Springer Science and Business Media LLC
Date: 07-12-2013
Publisher: Springer Science and Business Media LLC
Date: 22-11-2019
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Informa UK Limited
Date: 09-09-2011
Publisher: Informa UK Limited
Date: 16-12-2013
Publisher: Informa UK Limited
Date: 19-01-2017
Publisher: Informa UK Limited
Date: 04-06-2015
Publisher: Informa UK Limited
Date: 02-08-2013
Publisher: Springer Science and Business Media LLC
Date: 12-2009
DOI: 10.1007/BF03216906
Publisher: Informa UK Limited
Date: 24-09-2019
Publisher: Wiley
Date: 15-05-2013
DOI: 10.1002/BERJ.3101
Publisher: Informa UK Limited
Date: 2006
Publisher: Informa UK Limited
Date: 07-2012
Publisher: Informa UK Limited
Date: 08-10-2021
Publisher: Springer Science and Business Media LLC
Date: 20-01-2019
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 22-07-2020
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 02-2011
Publisher: Informa UK Limited
Date: 12-07-2023
Publisher: Informa UK Limited
Date: 02-11-2022
Publisher: Springer Singapore
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 08-2009
DOI: 10.1007/BF03216897
Publisher: Routledge
Date: 12-03-2012
Publisher: Wiley
Date: 02-2011
Publisher: Informa UK Limited
Date: 10-2009
Publisher: Wiley
Date: 04-2012
Publisher: Informa UK Limited
Date: 07-2010
Publisher: Informa UK Limited
Date: 05-12-2018
Publisher: Informa UK Limited
Date: 28-11-2019
Publisher: Informa UK Limited
Date: 09-2006
Publisher: Springer Science and Business Media LLC
Date: 19-09-2023
Publisher: Informa UK Limited
Date: 06-2012
Publisher: Informa UK Limited
Date: 2013
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Informa UK Limited
Date: 17-04-2014
Publisher: Informa UK Limited
Date: 07-04-2021
Publisher: Informa UK Limited
Date: 07-2008
Publisher: Informa UK Limited
Date: 06-01-2023
Publisher: Informa UK Limited
Date: 14-03-2016
Publisher: Springer Science and Business Media LLC
Date: 30-09-2023
DOI: 10.1007/S13384-022-00573-W
Abstract: The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Publisher: Informa UK Limited
Date: 12-2012
Publisher: Routledge
Date: 24-07-2015
Publisher: Informa UK Limited
Date: 10-08-2023
Publisher: Informa UK Limited
Date: 14-10-2020
Publisher: Informa UK Limited
Date: 29-01-2013
Publisher: Informa UK Limited
Date: 07-02-2022
Publisher: Informa UK Limited
Date: 18-01-2022
Publisher: Informa UK Limited
Date: 30-09-2013
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 28-11-2014
Publisher: Wiley
Date: 02-04-2021
DOI: 10.1111/GWAO.12666
Abstract: The gender politics of the present moment are challenging for NGOs working for gender justice with boys and men especially in terms of navigating the different forms of accountability their work is subject to. This paper explores these challenges through concerns expressed by a small group of NGO leaders about issues of accountability. These concerns are theorized within a three‐part model where accountability is conceptualized as (1) imposed, (2) felt, and (3) adaptive. The insights from the leaders highlight particular tensions within and between these different forms of accountability for NGOs working in the space of gender justice and, in particular, how these tensions can support and compromise feminist goals. Amid renewed public commitment to gender justice and greater attention and funding in this space for NGOs working with boys and men, ongoing critical examination of these tensions of accountability is imperative.
Publisher: Informa UK Limited
Date: 10-02-2023
Publisher: Informa UK Limited
Date: 29-01-2020
Publisher: Springer Science and Business Media LLC
Date: 11-05-2020
Publisher: Informa UK Limited
Date: 18-05-2015
Publisher: Informa UK Limited
Date: 13-09-2021
Publisher: Informa UK Limited
Date: 03-2007
Publisher: Informa UK Limited
Date: 18-05-2015
Publisher: Informa UK Limited
Date: 07-2005
Publisher: Informa UK Limited
Date: 23-10-2008
Publisher: Informa UK Limited
Date: 06-2012
Publisher: Springer Science and Business Media LLC
Date: 30-08-2017
Publisher: Informa UK Limited
Date: 10-2012
Publisher: Informa UK Limited
Date: 07-2008
Publisher: Informa UK Limited
Date: 12-12-2021
Publisher: Springer Science and Business Media LLC
Date: 19-09-2021
No related grants have been discovered for Amanda Keddie.