Diasporic and Community-Led Education: Challenging Methodological Nationalism as an Upholder of Racial Inequity in Education

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: From Participants to Collaborators: Leveraging Multiple and Mixed Methods to Further Educational Equity (Table 19)

Abstract

Race-related educational inequities persist across the Global North despite policy and research interventions. My paper examines two key reasons for this persistence: 1) social scientists have not mounted a concerted challenge to methodological nationalism (the belief that "society" is primarily defined by the nation-state) as an upholder of racial inequality; 2) not enough has been done to understand and include the "diasporic" educational networks and practices of communities of color. Through empirical research in the UK, US, and Australia, I argue that collaborative work around diasporic and community-led education lends itself to “transversal” methodologies that not only challenge methodological nationalism, but through which the conditions for social and educational justice can be actively created.

Author

• Reza Gholami, University of Birmingham