Employing Intersectionality in Educational Research: A Duoethnography Unpacking the (Mis)Applications of the Framework

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Abstract

This paper explores a growing issue in qualitative educational research - the (mis)application of intersectionality in research. Intersectionality, which helps scholars explore how different forms of oppression are interlocking and interdependent, has been critiqued for lacking a salient protocol despite its proliferation in the academy (Collins, 2019; Harris & Patton, 2019; Nash, 2008). We use duoethnography to answer the following research question: How do we, as two higher education scholars, use the framework of intersectionality in our research while considering the commonly identified critiques of intersectionality? Findings highlight the potentially transformative uses of intersectionality in research conceptualization, ongoing interactions with participants, and analysis. This paper emphasizes the power of intersectionality to highlight systemic forces that influence minoritized communities in education.

Authors

• Audrey Ann Devost, University of California - Los Angeles

• Nadeeka Karunaratne, University of California - Los Angeles