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Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity

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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
FullText Text:
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  Data: Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity
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  Data: <searchLink fieldCode="AR" term="%22Carey%2C+Roderick+L%2E%22">Carey, Roderick L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6498-6089">0000-0002-6498-6089</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yee%2C+Laura+S%2E%22">Yee, Laura S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4641-5426">0000-0002-4641-5426</externalLink>)<br /><searchLink fieldCode="AR" term="%22DeMatthews%2C+David%22">DeMatthews, David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7442-8454">0000-0001-7442-8454</externalLink>)
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  Data: 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
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  Data: 10.1080/00131725.2018.1381793
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  Data: 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.
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      – SubjectFull: Teacher Attitudes
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      – TitleFull: Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity
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