{"title":"交叉性与教育领导力:批判性评论","authors":"Vonzell Agosto, Ericka Roland","doi":"10.3102/0091732X18762433","DOIUrl":null,"url":null,"abstract":"In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762433","citationCount":"33","resultStr":"{\"title\":\"Intersectionality and Educational Leadership: A Critical Review\",\"authors\":\"Vonzell Agosto, Ericka Roland\",\"doi\":\"10.3102/0091732X18762433\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.\",\"PeriodicalId\":47753,\"journal\":{\"name\":\"Review of Research in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2018-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.3102/0091732X18762433\",\"citationCount\":\"33\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Research in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0091732X18762433\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732X18762433","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Intersectionality and Educational Leadership: A Critical Review
In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.
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.