China

Cherng, Hua-Yu Sebastian; Hannum, Emily; Lu, Chunping

doi:10.1057/9781137317803_8

Cited by 7 publications

(2 citation statements)

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“…Wang, 2006; Yuan, 2010); on the other hand, recognition of multiple axes of inequalities produced by interrelated identities such as gender, class, culture, language, and dis/ability are often subsumed by ethnic diversity into discourses of national unity and social stability. The goal being assimilation of ethnic minority groups into mainstream society (Cherng, Hannum, & Lu, 2014; Hong, 2010).…”

Section: Resultsmentioning

confidence: 99%

Intersectionality in Transnational Education Policy Research

Robert

2018

Review of Research in Education

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This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality's origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to "Other" contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality's travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity. REsEaRCh ToPIC and Goals The purpose of this review is to assess intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality's origins in United States' Black feminist scholarship, but anticipate transformations as it travels to "Other" contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces (Collins 759305R REXXX10.

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Section: Resultsmentioning

confidence: 99%

Intersectionality in Transnational Education Policy Research

Robert

2018

Review of Research in Education

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“…At the same time, a more Mandarin-focused teaching environment might create barriers to engagement and learning for some minority youth. A related possibility is that 7 A substantial body of literature has emerged that investigates links among economic development, geography, and ethnic disparities in education and other outcomes (for reviews of literature on ethnicity and education in China, see Chen (2016) and Cherng, Hannum, and Lu (2014). For near-national evidence on educational testing differences by minority status, albeit evidence that does not include the experiences of youth in Xinjiang, Tibet, Qinghai, Inner Mongolia, Ningxia, or Hainan, see Wang et al (2018).…”

Section: Introductionmentioning

confidence: 99%