Intersectionality: Scaling Intersectional Praxes

Autor/inn/en	Martin, Gregory; Chang, Benjamin
Titel	Intersectionality: Scaling Intersectional Praxes
Quelle	(2022), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chang, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Systems; Political Attitudes; Educational Philosophy; Music; Critical Theory; Teaching Methods; Popular Education; Action Research; Theater Arts; Power Structure; Participatory Research; Geography; Ethnic Studies; Social Justice; Social Class; Social Action; Gender Bias; African Americans + Suchen Sie Ihr Suchwort? Social system; Soziales System; Political attitude; Politische Einstellung; Bildungsphilosophie; Erziehungsphilosophie; Musik; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Befreiungspädagogik; Projektforschung; Theaterwissenschaft; Forschungstätigkeit; Geografie; Soziale Gerechtigkeit; Social classes; Soziale Klasse; Soziales Handeln; Geschlechterstereotyp; Afroamerikaner
Abstract	Since its inception, intersectional theory and practice have instigated new forms of analysis and activity that offer to renew and reassert the relevance of Marxist inspired educational praxes. Taking inspiration from intersectional theory and a broad range of disciplines and contexts including Geography and Ethnic Studies, this entry will explore how socio-spatial biases have contributed to the devaluing of everyday, relational and intersectional approaches that are central to the scaling of educational praxes. In this context, the plural form of praxes is privileged because it shines a spotlight on the varied forms and goals of critical education (e.g., critical hip-hop pedagogy, popular education, theatre of the oppressed, youth participatory action research), from the everyday and mundane to the grand and spectacular and their relational and scaled intersections. [This paper was published in: "The Encyclopaedia of Marxism & Education," edited by A. Maisuria, Brill, 2022, pp. 341-354.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01