The Role of Intersectionality in Research on Teachers of Color and Indigenous Teachers
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| Title: | The Role of Intersectionality in Research on Teachers of Color and Indigenous Teachers |
|---|---|
| Language: | English |
| Authors: | Saili S. Kulkarni (ORCID |
| Source: | Education Policy Analysis Archives. 2024 32(58). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Indigenous Personnel, Minority Group Teachers, Intersectionality, Theory Practice Relationship, Educational Research, Diversity (Faculty), Educational Policy, Elementary Secondary Education, Equal Education, Higher Education, Inclusion, Teacher Shortage, Teacher Persistence, Disproportionate Representation |
| ISSN: | 1068-2341 |
| Abstract: | This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, what intersectionality does in theory is equally as important as what it does in practice. Therefore, we drew from the recently published "Handbook of Research on Teachers of Color and Indigenous Teachers" to highlight how intersectionality research has captured the beliefs, perspectives, retention, and recruitment of TOCIT. We begin by summarizing critical contributions from the "Handbook" and other recent research highlighting intersectionality in understanding and diversifying the teaching workforce. We then integrate policy impacts and implications and provide a case exemplar of how intersectionality can be thoughtfully integrated into the existing scholarship and practices to recruit and retain TOCIT. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451753 |
| Database: | ERIC |
| Abstract: | This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, what intersectionality does in theory is equally as important as what it does in practice. Therefore, we drew from the recently published "Handbook of Research on Teachers of Color and Indigenous Teachers" to highlight how intersectionality research has captured the beliefs, perspectives, retention, and recruitment of TOCIT. We begin by summarizing critical contributions from the "Handbook" and other recent research highlighting intersectionality in understanding and diversifying the teaching workforce. We then integrate policy impacts and implications and provide a case exemplar of how intersectionality can be thoughtfully integrated into the existing scholarship and practices to recruit and retain TOCIT. |
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| ISSN: | 1068-2341 |
