An Intersectionality-Based Research Framework and Methodology That Emphasizes Systemic Inequities in Public Schooling, Including Racism, Sexism, and Classism

IF 0.9 4区社会学 Q2 CULTURAL STUDIES

Cultural Studies-Critical Methodologies Pub Date : 2024-05-31 DOI:10.1177/15327086241254815

James Joseph Scheurich, Madeline Mason

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引用次数: 0

Abstract

While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we provide a proposed intersectionality-based research framework and a methodology that emphasizes systemic inequities in public schooling, including racism, sexism/patriarchy, and classism. We discuss this framework, describe our methodology (drawn mainly from Matias), and illustrate how it could be applied to research on three White teachers. For each of these teachers, we discuss some possibly new insights or “suppositions” that were yielded by the application of our framework and methodology. We then call on other researchers to strongly center systemic intersectional inequities in research and in research methodologies.

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基于交叉性的研究框架和方法，强调公立学校教育中的系统性不平等，包括种族主义、性别歧视和阶级歧视

虽然教育学者广泛支持种族、性别和阶级在教育中的不平等是系统性和交叉性的这一论断，但许多教育研究人员继续发表研究成果，尤其是在极具影响力的期刊上，如美国教育研究协会（AERA）的期刊，要么忽视系统性的交叉性不平等，要么将这些不平等仅仅视为变量。与此相反，我们提出了一个基于交叉性的研究框架和方法，强调公立学校教育中的系统性不平等，包括种族主义、性别歧视/父权制和阶级歧视。我们将讨论这一框架，介绍我们的研究方法（主要来自马蒂亚斯），并说明如何将其应用于对三位白人教师的研究。对于其中的每一位教师，我们都会讨论在应用我们的框架和方法时可能产生的一些新的见解或 "假设"。然后，我们呼吁其他研究人员在研究和研究方法中大力关注系统性交叉不平等问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies-Critical Methodologies Multiple-

CiteScore

1.40

自引率

16.70%

发文量

期刊介绍： The mandate for this interdisciplinary, international journal is to move methods talk in cultural studies to the forefront, into the regions of moral, ethical and political discourse. The commitment to imagine a more democratic society has been sa guiding feature of cultural studies from the very beginnnig. Contributors to this journal understand that the discourses of a critical, moral methodology are basic to any effort to re-engage the promise of the social sciences and the humanities for democracy in the 21st Century. We seek works that connect critical emanicipatory theories to new forms of social justice and democratic practice are encouraged.