Abstract
This qualitative study examined how intersectionality is treated in the Journal of Cases in Educational Leadership’s (JCEL) 2016 special issue. Guided by intersectionality and intersectional pedagogy framework, a qualitative content analysis (QCA) was conducted on all parts of six pedagogical cases. There were three major findings: (1) an additive approach was taken, (2) there was an unclear connection between theory and practice, and (3) there was minimal attention given to the role of agency in social justice leadership. Pedagogical cases rooted in the theoretical framework of intersectionality prompts social justice leadership that uncovers structural and systemic power relations to enact socially just practices and policies.
Recommended Citation
Roland, Ericka. "Understanding Intersectionality to Promote Social Justice in Educational Leadership: Review of JCEL Cases." Intersections: Critical Issues in Education 2, 1 (2018). https://digitalrepository.unm.edu/intersections/vol2/iss1/3
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