Policy Studies Debt: A Feminist Call to Expand Policy Studies Theory

Pillow, Wanda S.

doi:10.1007/978-3-319-39643-9_13

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…Intersectionality has moved well beyond the United States, as a fast-traveling theory, embraced by a global community of activists (Collins & Bilge, 2016; Hancock, 2016). Still there is a necessity for women of color theories within critical policy analysis (Pillow, 2017). Perhaps intersectionality can be applied to analyze different contexts and the paucity of “third-world women” in knowledge production (e.g., Ang, 2003; Bunjun, 2010; Mohanty, 2003; Mohanty, Russo, & Torres, 1991).…”

Section: Intersectionality As Theory and Methodologymentioning

confidence: 99%

“…Initially, intersectionality was conceptualized as “a way of framing the various interactions of race and gender in the context of violence against women of color” in the United States (Crenshaw, 1991, p. 1296). The concept has traveled within the U.S. academy (e.g., Asher, 2007; Cho, Crenshaw, & McCall, 2013; Cole, 2009; Collins, 2000; Gillborn, 2015; Gonzalez, Tefera, & Artiles, 2015; Grant & Zwier, 2011; Patil, 2013; Pillow, 2017; Posey-Maddox, 2017) and has recently been translated. Transnationalism, we argue, creates an urgent need for multiscaled intersectional analyses because of the role the nation plays in the formation of differences and inequalities (Grzanka, 2014; Mohanty, 2013) and because of the changing role of the State in policymaking.…”

Section: Research Topic and Goalsmentioning

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: Intersectionality As Theory and Methodologymentioning

confidence: 99%

Section: Research Topic and Goalsmentioning

confidence: 99%

Intersectionality in Transnational Education Policy Research

Robert

2018

Review of Research in Education

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“…It was evident in these conversations that some participants had already explored this history, and several shared stories about their healing journeys. In listening to the stories, I felt that openly discussing this history helped some of the participants come to a place where they could begin to see that the ways in which their bodies and their lives (and the bodies and lives of their children, their parents and their grandparents) didn't 'fit' (Pillow, 2017) into the system was because of this history, not because of some flaw (deficit) that was in them as human beings.…”

Section: The Moment Of Encountermentioning

confidence: 99%

Robust Respect

Crooks

2019

L & L

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This paper is rooted in an assumption that the tenacity of deficit thinking in family literacy programs in Canada is partly a reflection of our colonial settler history. I explore how embracing an ethic of “robust respect” may offer a way of re-orienting family literacy programs away from deficit thinking and towards relationships. Drawing on observation of the Traditional Aboriginal Parenting Program, I describe how “robust respect” is characterized by building respectful relationships, valuing the other, and acknowledging the historical and political context in which family literacy work is located.

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Decoloniality and the Disappearance of Ethnomusicology in Australian Universities: Where Are we Now?

Mackinlay,

Barney

2024

Palgrave Critical University Studies

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Policy Studies Debt: A Feminist Call to Expand Policy Studies Theory

Cited by 5 publications

References 32 publications

Intersectionality in Transnational Education Policy Research

Intersectionality in Transnational Education Policy Research

Robust Respect

Decoloniality and the Disappearance of Ethnomusicology in Australian Universities: Where Are we Now?

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