Intersectional framework in analysing diversity – towards a more critical diversity and multiculturalism in education
DOI:
https://doi.org/10.12775/RA.2020.009Słowa kluczowe
intersectionality, teachers’ role, social equity, critical pedagogyAbstrakt
The paper discusses critiques of the concepts of diversity and multiculturalism as ways to work towards social equity. The paper is a comparative review paper, discussing different research papers which apply an intersectional framework on the notion of diversity and multiculturalism and emphasise the importance of analysing power relations in society. The position of the paper is that one of the most important purposes of education is to work towards a more just society, and it suggests that critical pedagogy is an essential theoretical and practical approach to fulfil this aim. Different research articles are discussed and the intersectional framework is suggested as an essential lens for educational research.Bibliografia
Ahmed S. (2009), Embodying diversity: Problems and paradoxes for Black feminists, „Race, Ethnicity, Education”, 12 (1), p. 41–52.
Chan C. D., Cor D. N., Band M. P. (2018), Privilege and Oppression in Counselor Education: An Intersectionality Framework, „Journal of Multicultural Counseling and Development”, 46 (1), p. 58–73.
Collins P. H., Bilge S. (2016), Intersectionality, Polity Press, Cambridge.
Cooper Stoll L. (2015), Teachers’ Perspectives on Race and Racial Inequality, [in:] D. J. Davis, R. J. Brunn, Bevel, J. L. Olive (eds.), Intersectionality in Educational Research, Sterling, Virginia, p. 72–92.
Iverson S. V. (2015), Interlocking Oppressions, [in:] D. J. Davis, R. J. Brunn-Bevel, J. L. Olive (eds.), Intersectionality in educational research, Sterling, Virginia, p. 211–230.
Jones T. B. (2015), Me-search is research, [in:] D. J. Davis, R. J. Brunn-Bevel, J. L. Olive (eds.), Intersectionality in educational research, Sterling, Virginia, p. 252–260.
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