Publication Date
1-1-2024
Document Type
Article
Publication Title
Education Policy Analysis Archives
Volume
32
DOI
10.14507/epaa.32.8284
Abstract
This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, what intersectionality does in theory is equally as important as what it does in practice. Therefore, we drew from the recently published Handbook of Research on Teachers of Color and Indigenous Teachers to highlight how intersectionality research has captured the beliefs, perspectives, retention, and recruitment of TOCIT. We begin by summarizing critical contributions from the Handbook and other recent research highlighting intersectionality in understanding and diversifying the teaching workforce. We then integrate policy impacts and implications and provide a case exemplar of how intersectionality can be thoughtfully integrated into the existing scholarship and practices to recruit and retain TOCIT.
Keywords
diverse workforce, intersectionality, recruitment, retention, Teachers of Color and Indigenous Teachers
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.
Department
Special Education
Recommended Citation
Saili S. Kulkarni, Tanja Burkhard, and David J. Johns. "The Role of Intersectionality in Research on Teachers of Color and Indigenous Teachers" Education Policy Analysis Archives (2024). https://doi.org/10.14507/epaa.32.8284
