| Title: |
Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity |
| Language: |
English |
| Authors: |
Carey, Roderick L. (ORCID 0000-0002-6498-6089); Yee, Laura S. (ORCID 0000-0002-4641-5426); DeMatthews, David (ORCID 0000-0001-7442-8454) |
| Source: |
Educational Forum. 2018 82(1):111-130. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Elementary Education |
| Descriptors: |
Equal Education; Educational Practices; Power Structure; Self Concept; Social Status; School Policy; Student Needs; Elementary School Students; Secondary School Students; Teaching Methods; Teacher Attitudes; Critical Theory; Student Diversity; Institutional Mission |
| DOI: |
10.1080/00131725.2018.1381793 |
| ISSN: |
0013-1725 |
| Abstract: |
Intersectionality describes the ways interlocking systems of oppression, evidenced in various identity facets (e.g., race, class, gender, sexuality, religion, ability, and language), frame individuals' social worlds. An awareness of intersectionality can ensure PreK-12 school policies and practices meet the needs of a student population diversifying rapidly along multiple lines. We situate intersectionality within examples of common schooling dilemmas and pose suggestions for educators to employ intersectional thinking in their practice. |
| Abstractor: |
As Provided |
| Number of References: |
104 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1164743 |
| Database: |
ERIC |