沿着权力的教育框架绘制跨部门性与拉丁裔和Chicana/o学生

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sonya M. Alemán
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引用次数: 10

摘要

本章使用交叉分析来评估拉丁裔和奇卡纳裔青年在其教育轨迹中如何驾驭特权和压迫的混乱体系。学者们探索了拉丁裔和奇卡纳裔学生用来协商他们的交叉身份的导航策略,以及放大或否定特权或被剥夺选举权经历的制度实践。其他人则阐述了不同形式的重叠压迫,如种族主义本土主义、性别家庭主义、特权悖论和公民身份连续体。研究人员还开发了一种结合了定量和定性元素的交叉分析方法,以及一个概念模型,该模型描绘了微观、中观和宏观层面的交叉性,以解释多方面权力动态中的结构和机构。本章指出了对拉丁裔和奇卡纳裔学生进行交叉分析时,对基于种族和性别的框架、访谈和焦点小组以及大学年龄或研究生的依赖。本章共同揭示了捕捉特权和权力的多层层面的复杂性,这些层面以动态的方式交叉,剥夺拉丁裔和奇卡纳裔学生的选举权并赋予他们权力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mapping Intersectionality and Latina/o and Chicana/o Students Along Educational Frameworks of Power
This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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