Foregrounding Intersectionality in Rural Youth's Schooling Experiences in China: A Queer Re-Reading

Autor/in	Wang, Weijian
Titel	Foregrounding Intersectionality in Rural Youth's Schooling Experiences in China: A Queer Re-Reading
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 7, S.947-961 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Weijian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1609126
Schlagwörter	Rural Youth; Educational Experience; Rural Education; Homosexuality; Sexual Orientation; Discourse Analysis; Sexual Identity; Gender Differences; Disadvantaged; Masculinity; Correlation; Social Class; Self Concept; Social Differences; Foreign Countries; Behavior Problems; Graduate Study; Student Behavior; China + Suchen Sie Ihr Suchwort? Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Bildungserfahrung; Ländliche Erwachsenenbildung; Homosexualität; Sexuelle Orientierung; Diskursanalyse; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Männlichkeit; Korrelation; Social classes; Soziale Klasse; Selbstkonzept; Sozialer Unterschied; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Student behaviour; Schülerverhalten
Abstract	This article uses a queer lens in an intersectional analysis of students' schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies 'queerly' and examine the different ways that the discourses of sexuality and gender shape rural Chinese students' schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate 'too little' masculinity and male 'troublemakers' who perform 'too much' masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students' 'half-rural identity.' The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01