Teaching for intersectionality: insights from a relational cultural perspective
Notice bibliographique
Résumé
Purpose This paper aims to consider the use of relational cultural theory (RCT) as an underlying, processual orientation for teaching with those who are living and learning at the intersection of multiple, marginalised identities. Design/methodology/approach The concept of intersectionality is defined, and key characteristics of intersectional approaches are described. The criticality of teaching for intersectionality-related social justice goals involving inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis is identified. Consideration is given to the viability of RCT as an underlying orientation for teaching with students who live and learn at the intersection of multiple, marginalised identities. Findings RCT is consonant with key characteristics of intersectional approaches, including rejection of essentialist perspectives; recognising the roles of power in creating, maintaining and legitimising interlocking marginalisations; retaining race as a critical point of intersectional analysis and practice; recognising the validity of insights obtained from non-dominant standpoints; and working to fulfill social justice goals. Practical guidelines from RCT that support social justice goals include facilitating student voice within a context of radical respect; use of “disruptive empathy”; attending to particular experiences within the context of systemic power dynamics; using co-active “power with” versus “power over” students; relying on mutuality and fluid expertise; and reframing student resistance. Research limitations/implications This paper provides a foundational overview of the history, nature and uses of RCT as an underlying processual orientation when teaching across diverse academic disciplines for students who live and learn at the intersection of multiple marginalised identities. Detailed case studies involving the application of RCT, including those involving teacher self-reflection would be useful. Practical implications Guidelines are provided for the practical application of RCT when teaching for intersectionality across diverse academic disciplines. Social implications RCT supports the intersectionality-related social justice goals of inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis. Originality/value Intersectional pedagogies have been associated with positive attitudinal, intentional and behavioural outcomes. However, despite some notable exceptions, intersectional pedagogies are still absent in most academic disciplines. This paper provides practical guidance on the use of RCT as an underlying processual orientation when teaching for intersectionality across diverse academic disciplines.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».