Intersectionality for Contextualizing Teachers’ Work in Transnational Education Policy Research

Bibliographic Data

ID8923987
AuthorsSarah A Robert (0000-0002-1455-2768, University at Buffalo (SUNY), corresponding author), Min Yu (0000-0002-7614-0355, Wayne State University), Danielle V Lewis (University at Buffalo (SUNY))
Year2021
Volume57
Issue6
Pages607-628
Publication date2021-04-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2021.1904930
OpenAlexW3158826589
LanguageEN
Citations received2
References cited36

The article argues for intersectionality as analytical concept for transnational education policy analyses of teachers’ work. We first lay out the conceptual and methodological groundwork, and then revisit two case studies of teachers’ work to deepen understanding of the conceptual framework for intersectional transnational education policy analysis. The multi-scaled (individual-relational-systemic) nature of policy processes melds with intertwined oppressive systems to shape who teaches whom what where and why. We draw attention to teaching as work, labor, an occupation, whose contours are being dramatically altered by never-ending crises and neoliberal education projects. We find that the demands of the framework are quite demanding, but promising to theorize change to teachers’ work and their role in policy processes

Conceptual framework · Education policy · Higher education · Intersectionality · Pedagogy · Policy analysis · Political science · Social science · Sociology · Work (physics · Gender Diversity and Inequality · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Public Administration

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