ABSTRACT

This chapter provides an in-depth analysis of the conditions and ways of understanding at Peppermint Grove that make possible spaces of empowerment for the girls. It draws on the experiences of three Muslim refugee students. 'Nadira', 'Rashida' and 'Yasmeen' are originally from Afghanistan. At the time of data collection, they had only been in Australia for about seven months and at the school for about four months. The chapter foregrounds the girls' highly positive views of their experiences at the school, views that suggest a sense of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Importantly, in taking up 'advocacy' role to support the Muslim girls, the educators recognised the importance of a critical self-reflexive approach that connects with and privileges students' background/cultural experiences. The religious discourses shaping the girls' gender identities generated particular challenges in potentially impeding their educational success.