Comparing Access to Higher Education in Brazil and India using Critical Race Theory

Pazich, Loni Bordoloi; Teranishi, Robert T.

doi:10.5456/wpll.16.1.5.50

Cited by 6 publications

(10 citation statements)

References 17 publications

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“…Everything interacts and “societies are theorized as historically constructed, arbitrarily bounded systems” (Choo & Ferree, 2010, p. 136) whether the society in question is bound by nation or not. These were the dominant attributes of the third practice of intersectionality that we found in five studies: Chan de Avila, García Peter, and Zapata Galindo (2013); Dieltiens et al (2009); Pazich and Teranishi (2014); Song (2016); and Torres Corona (2014).…”

Section: Resultsmentioning

confidence: 68%

“…These studies dislodged gender and race from persons (Dieltiens et al, 2009; Pazich & Teranishi, 2014) and class from the economy (Torres Corona, 2014), for example, and instead aimed to reveal and critique the complex system of intersectionality in which gender and race and location and ethnicity are “fundamentally embedded in, working through, and determining” (Choo & Ferree, 2010, p. 135) in this case educational opportunity. Some global-level comparative work is included (Pazich & Teranishi, 2014, explained below). However, systems-centered approaches are not always global.…”

Section: Resultsmentioning

confidence: 99%

“…Advantaged groups are able to mobilize systems of power to coopt policies (Pazich & Teranishi, 2014)…”

Section: Inequality Flourishesmentioning

confidence: 99%

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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: 68%

Section: Resultsmentioning

confidence: 99%

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Intersectionality in Transnational Education Policy Research

Robert

2018

Review of Research in Education

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“…Critical race theory has, in recent years, been influential in the work of indigenous educators (e.g. Brayboy 2005;Pazich and Teranishi 2014) and CRT offers one set of possibilities for developing research on the experiences of indigenous people in VET.…”

Section: Race Globalism and Migrationmentioning

confidence: 99%

Editorial

Avis

Mirchandani

Warmington

2017

Journal of Vocational Education & Training

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“…According to the All India Survey on Higher Education (Government of India, Ministry of Human Resource Development, 2015), during 2012–2013, there were 667 universities and 35,525 colleges in India with an estimated total enrollment in higher education of 30.2 million students. However, the attrition rate in India is increasing, and research indicates that many students who discontinue their studies belong to underrepresented communities (Alphonse, 2010; Chauhan, 2008; Pazich & Teranishi, 2014). Alphonse (2010) explains that many students who discontinue their studies belong to the categories of rigid Indian classes known as lower, backward, and scheduled classes.…”

Section: Introductionmentioning

confidence: 99%

Student Experiences With Academic Services of Community Colleges in India

Amlani

Paulson

2017

Journal of College Student Retention: Research, Theory & Pr

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The purpose of this multisite case study was to understand students’ experiences of academic services and policies at community colleges (CCs) in India and how they perceived these experiences as impacting their success in college. Participants included 19 students from four CCs across diverse geographical locations in India who agreed to respond to a questionnaire and in-person interviews. Within-case and cross-case analyses of the four CCs were conducted using open coding and themes from Tinto’s attrition model. Four strategies emerged as being used by the CCs for retention and student success purposes: life skills coursework, financial resource support, faculty mentorship, and extracurricular activities. The findings demonstrated that participants perceive the colleges as designing and modifying elements of the college experience to support them in their academic goals.

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Comparing Access to Higher Education in Brazil and India using Critical Race Theory

Cited by 6 publications

References 17 publications

Intersectionality in Transnational Education Policy Research

Intersectionality in Transnational Education Policy Research

Editorial

Student Experiences With Academic Services of Community Colleges in India

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