Social Categories and the Differences Within: A Theoretical Call for Dynamic Analyses

Autor/in	Patel, Leigh
Titel	Social Categories and the Differences Within: A Theoretical Call for Dynamic Analyses
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 1, S.90-107 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patel, Leigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1982046
Schlagwörter	Social Differences; Classification; Longitudinal Studies; Ethnography; Qualitative Research; Models; Social Theories; Immigrants; Youth; Undocumented Immigrants; High School Students; Internship Programs; Intelligence; Cultural Differences; Student Attitudes + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Qualitative Forschung; Analogiemodell; Gesellschaftstheorie; Immigrant; Immigrantin; Immigranten; Jugend; Jugendlicher; Jugendalter; Illegaler Aufenthalt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufspraktische Ausbildung; Intelligenz; Klugheit; Kultureller Unterschied; Schülerverhalten
Abstract	In this theoretical paper, I examine the role and potential alterations to uses of social categories in qualitative research. Categories are socially constructed, imbued with power, and include race, class, gender, sexuality, and ability. These categories, although constructs and subject to change, hold durability and are leveraged in much of social science, including qualitative research. To engage with how difference within and across categories can be engaged in multiple ways, I describe a portion of longitudinal ethnographic data to raise up the question of what theories do what kinds of work with contested social categories. This excerpted transcript is not proposed as an exemplar or model. Building on Jackson and Mazzei methodology of reading with theory, I present the interaction as read with three theoretical frameworks: intersectionality intra-action, and Kawagley's interconnectedness. I argue that this approach to social theories which upends and mingles the order of theory and data, surfaces important questions about what we ask categories to do, what they do to knowledge systems, and how categories themselves should be addressed through a studied use of theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01