New Scholarly Journal: Call for Papers - Intersections: Critical Issues in Education (original) (raw)

Critical Intersections in Education: An OISE/UT Students' Journal

Critical Intersections in Education: An OISE/UT Students' Journal Winter 2013 Volume 1 Number 1 Editorial Board: Alexandra Arráiz Matute Soma Chatterjee Brad Evoy Murat Öztok Adam Saifer Julie A. M. Smitka Saskia Stille Doron Yosef-Hassidim Authors: James C. Eslinger Julie Xuan Ouellet Elliot Storm Amanda Ajodhia-Andrews Mobeen Uddin

Grant C A. & Zwier E. Intersectionality & Education

Encyclopedia of Diversity in Education, vol. 1, 2012

In this entry intersectionality is defined, a rationale is offered for using it theoretically and to inform methodologies, as well as to analyze policy and practice. This discussion of intersectionality is about the intersection of three or more characteristics (e.g., race, class, gender, religion, immigration status, sexual orientation, language). Single- and double-axis analyses have made important contributions to education. Nevertheless, analyses that consider the intersection of three or more characteristics more completely illuminate the complexity of lived experiences at crossroads of multiple identities and within systems of oppression and privilege.

Zwier, E. & Grant, C.A. Thinking Intersectionally in Education

Intersectionality and Urban Education: Identities, Policies, Spaces & Power, 2014

Educational researchers first noted the need for intersectional theories and intersectionally informed methodologies to address issues of oppression and inequality during the 1980s, but lacked a common language for discussing these concerns (Grant & Sleeter, 1986; McCarthy & Apple, 1988; Sleeter & Grant, 1988). Black feminist theorists (Hill Collins, 1990, 2000; hooks, 1981), Critical Race Theorists (Crenshaw, 1989, 1991), and sociologists (Anthias & Yuval-Davis, 1983) can be credited with the development of a range of intersectionality theories and notions that sought to understand the workings of identity and oppression across a wide range of contexts. Within the past decade, a growing number of education scholars draw on intersectionality to analyze social justice issues in education such as individual experiences and counter-narratives of oppression (Connor, 2006; Staunaes, 2003), groups experiencing intersectional oppression (Gillborn, 2010; Noguera, 2008; Villenas, 2001), and exclusionary policies (Cassidy & Jackson, 2005; Chapman, Lamborn & Epps, 2010; Ravnbol, 2009). Since intersectionality theories do not originate in education, we begin by outlining a brief history of their development noting moments where educational theorists and researchers called for, proposed, and engaged in intersectional research. Next, we synthesize the current state of knowledge with respect to the use of intersectionality theories in education. We structure this discussion around two central questions: What has scholarship on intersectionality and education focused on and how has it been used to address social justice issues? How have authors drawn upon intersectionality theories? Grant and Sleeter (1986) caution, “A failure to consider the integration of race, social class and gender leads at times to an oversimplification or inaccurate understanding of what occurs in schools, and therefore to inappropriate or simplistic prescriptions for educational equity” (p. 197). This theoretical review of the literature heeds this call by inquiring into the scholarship on intersectionality theories and intersectionality and education to determine what these theories offer the field of education, and how they have sought to address social justice issues.

Intersectionality in U.S. Educational Research

Oxford Research Encyclopedia of Education, 2020

Intersectionality is celebrated in education research for its capacity to illuminate how identities like race, gender, class, and ability interact and shape individual experiences, social practices, institutions, and ideologies. However, although widely invoked among educational researchers, intersectionality is rarely unpacked or theorized. It is treated as a simple, settled concept despite the fact that, outside education research, it has become in the early 21st century one of the most hotly debated concepts in social science research. Education researchers should therefore clarify and, where appropriate, complicate their uses of intersectionality. One important issue requiring clarification concerns the question: “Who is intersectional?” While some critical social scientists represent intersectionality as a theory of multiple marginalization, others frame it as a theory of multiple identities. Either choice entails theoretical and practical trade-offs. When researchers approach intersectionality as a theory of multiple marginalization, they contribute to seeking redress for multiply marginalized subjects’ experiences of violence and erasure, yet this approach risks representing multiply marginalized communities as damaged, homogenous, and without agency, while leaving the processes maintaining dominance uninterrogated. When scholars approach intersectionality as a theory of multiple identities, meanwhile, they may supply a fuller account of the processes by which advantage and disadvantage co-constitute one another, but they risk recentering Whiteness, deflecting conversations about racism, and marginalizing women of color in the name of inclusivity. A review of over 60 empirical and conceptual papers in educational research shows that such trade-offs are not often made visible in our field. Education researchers should therefore clarify their orientations to intersectionality: They should name the approach(es) they favor, make arguments for why such approaches are appropriate to a particular project, and respond thoughtfully to potential limitations.

Intersectionality In Education Research

Encyclopedia of Social Justice in Education, 2023

Intersectionality in education research is applied to identify, understand, articulate, and address the ways inequity and oppression manifest in education experiences of marginalized groups. As a contested and evolving approach to education research, intersectional theoretical and methodological frameworks continue to contribute to more just, equitable, and holistic knowledge. There are many subfields of education research that incorporate intersectionality as both theory and methodology for social justice goals. All research that examines the complexities of inequalities is not necessarily intersectional (Cho et al., 2013). The measure of whether research is authentically grounded in intersectionality is not simply because it is so named, ultimately, intersectionality is best identified not by what it names itself, but by what it is working to achieve (Collins & Bilge, 2020). Intersectionality in education research is identified by not only what it examines, but how it frames what it examines and its unashamed agenda for melding the theoretical and practical, linked to activism, resistance, and justice. In this entry, we pull together various definitions of intersectionality as they have been applied to educational research and the topics that have been enriched by the evolving non-disciplinary-specific concept. This brief overview is written in accessible language for readers new to or curious about intersectionality in education research or a quick refresher for readers with knowledge of the topic and its application within the field of education research.