Shifting narratives of gender inequalities through the lens of intersectionality
This special call invites papers that focus on intersectional perspectives on gender and education. Disability, ethnicity/race, sexualities, social class, age, issues beyond gender binary, immigration/migration status and indigeneity are just some of the cross-cutting divisions that shape gendered education systems and the unequal experiences and outcomes for individuals within them. Gender and feminist researchers, critical race theorists, critical theorists, disability activists and theorists of knowledge have highlighted the inadequacy of current methodological and theoretical approaches which, having largely been developed from mainstream perspectives, have a tendency to reproduce current inequalities. How can an intersectional approach produce better analytical tools to combat educational inequalities?
Over the years there has been continuous calls within the academic field to engage in research that challenges dominant knowledge production processes (Hooks 1989; Abu-Lughud & Soziologin 1991; Kandiyoti 2002; 1991; Narayan 1993; Skeggs 1997; Smith & Dougherty 2012). Gender and critical feminist research has had a long-standing goal of challenging the essentialism, power hierarchies, and concepts of difference embedded in the research process.
The Gender and Education Network (GEN) would like to invite researchers, theorists and evidence-based practitioners to engage in a conversation on the diversity-related implications of educational research and, in particular, to consider what an intersectional approach offers in generating new analytical, critical and methodological tools for combating gender inequalities. We are inviting established researchers, network members as well as early career researchers to submit theoretical, methodological and empirically informed papers, workshops or round-table discussions which advance educational debates, practices and activism using an intersectional lens. The GEN is open for joint sessions with other EERA networks which have a focus on gender inequalities within their research field.
The Hamburg EERA conference theme “Education in an Era of Risk-the Role of Educational Research for the Future” provides a broad framework through which to address topics related to gender inequalities and theoretical and methodological challenges for gender researchers.
We invite submissions to the GEN that address the following themes at any level of education and in formal and informal schooling:
- The relationship between gender equality and education in an Era of Risk society
- The intersection between gender and social class – reflections on gender inequalities in education (gendered learning, teaching, curriculum, pedagogy, etc.)
- Whiteness, ethnicity, race and generating gender inequalities in education
- International migration, gendered opportunities and integration through education
- Gender binary in education and critical perspectives on individual and cultural dimensions of prejudices and discrimination of LGBT persons and those beyond gender binary in education
- Gendered conversations on promotional activities in higher education and other education levels
- National, EU and global policies on gender equality in education (policy documents on gender equality, implementation of policy measures, research as a base for evidence-based policy)
- Theoretical and methodological issues and role of gender studies in transforming gender inequalities in education
- The challenges of interdisciplinary research in gender and education
- Gendered education in a Risk society and theoretical and methodological challenges for men’s studies
- Gendered education in a Risk society as a theoretical and methodological challenge for feminist studies
- Quantitative and qualitative methodologies - challenges of exploring gender inequalities in education in contemporary society
Theoretical and methodological challenges of the research on gender inequalities and education are numerous. They call for a critical reflection on gender studies with an intent to develop innovative theoretical foundations and research methodologies in the field.
Submissions could include but are not restricted to the mentioned themes.