Intersectionality and Educational Leadership: A Critical Review

Autor/inn/en	Agosto, Vonzell; Roland, Ericka
Titel	Intersectionality and Educational Leadership: A Critical Review
Quelle	In: Review of Research in Education, 42 (2018) 1, S.255-285 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agosto, Vonzell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18762433
Schlagwörter	Instructional Leadership; Educational Research; Elementary Secondary Education; Journal Articles; Individualism; Leadership Styles; Futures (of Society); Equal Education; Educational Trends; Trend Analysis; Educational Practices; Transformational Leadership; Literature Reviews + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Individualismus; Führungsstil; Future; Society; Zukunft; Bildungsentwicklung; Trendanalyse; Bildungspraxis
Abstract	In this review of research, we explore intersectionality in the literature on K-12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals' experiences as "leaders" and "leadership" capacity rather than "leading" practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01