Schools as workplaces: Intersectional regimes of inequality

Quinn, Johanna; Ferree, Myra Marx

doi:10.1111/gwao.12224

Cited by 10 publications

(20 citation statements)

References 27 publications

(15 reference statements)

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“…Moreover, it is often combined with taking a social-justice orientation (e.g. Gurusami, 2017; Peretz, 2017; Quinn and Ferree, 2019).…”

Section: Resultsmentioning

confidence: 99%

Intersectional approaches to data: The importance of an articulation mindset for intersectional data science

Bentley,

Muyoya,

Vannini

et al. 2023

Big Data & Society

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Data's increasing role in society and high profile reproduction of inequalities is in tension with traditional methods of using social data for social justice. Alongside this, ‘intersectionality’ has increased in prominence as a critical social theory and praxis to address inequalities. Yet, there is not a comprehensive review of how intersectionality is operationalized in research data practice. In this study, we examined how intersectionality researchers across a range of disciplines conduct intersectional analysis as a means of unpacking how intersectional praxis may advance an intersectional data science agenda. To explore how intersectionality researchers collect and analyze data, we conducted a critical discourse analysis approach in a review of 172 articles that stated using an intersectional approach in some way. We contemplated whether and how Collins’ three frames of relationality were evident in their approach. We found an over-reliance on the additive thinking frame in quantitative research, which poses limits on the potential for this research to address structural inequality. We suggest ways in which intersectional data science could adopt an articulation mindset to improve on this tendency.

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“…Moreover, it is often combined with taking a social-justice orientation (e.g. Gurusami, 2017; Peretz, 2017; Quinn and Ferree, 2019).…”

Section: Resultsmentioning

confidence: 99%

Intersectional approaches to data: The importance of an articulation mindset for intersectional data science

Bentley,

Muyoya,

Vannini

et al. 2023

Big Data & Society

View full text Add to dashboard Cite

show abstract

“…The absence or invisibility of emotional labor as real work is rooted in the gendered, raced, and classed history of educational work, framed as a natural part or extension of women's work (Isenbarger & Zembylas, 2006). In K-12 education where women are more of the labor force, teachers tend to be white, middle-class, English-speaking, cisgender, heterosexual women while teacher aides and assistants tend to be WOC with lower pay and lower valuation (Quinn & Ferree, 2017), illuminating the further intersectionality of race and class. At higher education institutions, the stratification of campus staff positions and promotions similarly reflects broader sociocultural and political economic systems of oppression (Cho & Brassfield, forthcoming).…”

Section: The Landscape For Women Of Color Facultymentioning

confidence: 99%

Testimonios de las atravesadas: A borderland existence of women of color faculty

Cho

Banda

Fernández

et al. 2022

Gender Work & Organization

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The temporalities of COVID-19 and resultant economic crisis, along with increased visibility of white supremacy and anti-Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and messy boundaries of academic work have, especially for WOC faculty working through COVID-19, violated the limits of the personal and professional, intruded into the homes as sacred spaces, and continued and expanded demands to provide labor. Institutions have placated these fraught borders with professional development and networks of mentorship-all while pivoting away from addressing the material and structural conditions that disintegrate the borders, particularly for WOC faculty. By exploring the layered complexities of traversing the academy-a space not made for our existence as WOC within them-we offer a nuanced understanding of academic borderlands. As a part of this, we highlight our resistance to carve out spaces of solidarity and collectivity in the face of Eurocentric, individualistic institutions to imagine

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“…Educating is work, an occupation, as well as a "calling" or service on the frontlines of/with communities, an identity and patterned practices linked to broader dynamics (Robert et al, 2021, p. 608). Broader systems of inequality related to educational access, work expectations, and life trajectories also contribute to persistent occupational segregation of teachers (Robert & McEntarfer, 2013) and with/from fellow education workers (Quinn & Ferree, 2019) in ways that limit conceptualizations of teaching while also creating barriers to solidarity movement growth. There are racialized gender dynamics embedded in constructions of the teacher or scholar (see Bannerji et al, 1992;Farinde-Wu, Allen-Hardy, & Lewis, 2017).…”

Section: Main Debates In Theorizing Intersectional Change For Educati...mentioning

confidence: 99%

Starting a dialogue in difficult times: Intersectionality and education work

Robert

Sauerbronn

et al. 2022

Gender Work & Organization

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Teachers, we cannot go back to the way things were," wrote education theorist Dr. Bettina L. Love for Education Week, a large trade news outlet (2020). In her April 2020 opinion piece, she emphasized educators' potential to change their work, learning from COVID-19 1 induced changes to transition toward a dreamed of education reality.As we finalized this essay in May 2022, we had two years to reflect on the impact of her urgent call to not accept the injustices of a broken education system but to dream courageously to start anew with educational "spaces of justice, high expectations, creativity, and processing the collective trauma of COVID-19" (Love, 2020). While we recognize that the cacophonous COVID-19 symphony may never be complete, it has, nonetheless, somewhat receded. We offer up this essay as an introduction to both the raw, real processing of trauma experienced by education workers and as a primer for how we create work spaces for healing and preventing that trauma from continuing to reverberate in bodies and societies.The health pandemic's impact can be recognized in new losses: death tolls; and cases of long COVID. But it can also be perceived by the continued economic hardships COVID made more visible (e.g., unemployment, job insecurity and lack of benefits, evictions, food insecurity, care work imbalances, transportation gaps, and inaccessible healthcare), and by the profoundly clear, interwoven, and compounding systemic inequities it exposed. Examples are represented by micro-aggressions, bullying, discrimination, harassment, and unequal pay and workloads, which are palimpsestic (Alexander, 2006) of contradictory systems of citizenship women labor to navigate in capitalist, racist, heteronormative, patriarchal societies. On arrival, the global health pandemic merged with a looming climate catastrophe and intensifying global white supremacy and authoritarianism. For many with privilege, especially the white privilege of ignorance, these intersecting oppressive forces are individually experienced, reproduced in everyday interactions, and institutionally fortified.In this special issue, scholars document and conceptualize the intersectional nature of the rupture(s) caused by the global health pandemic to education work, for educators and related workers, and across diverse work from the standpoint of those who labor within them. Their scholarship documents the patterned experiences of systemic inequities of a mostly women workforce, who, more often than not, are invisible and silenced and whose work is an

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Schools as workplaces: Intersectional regimes of inequality

Cited by 10 publications

References 27 publications

Intersectional approaches to data: The importance of an articulation mindset for intersectional data science

Intersectional approaches to data: The importance of an articulation mindset for intersectional data science

Testimonios de las atravesadas: A borderland existence of women of color faculty

Starting a dialogue in difficult times: Intersectionality and education work

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