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Education Systems and InequalitiesInternational Comparisons$
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Andreas Hadjar and Christiane Gross

Print publication date: 2016

Print ISBN-13: 9781447326106

Published to Policy Press Scholarship Online: January 2017

DOI: 10.1332/policypress/9781447326106.001.0001

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Education systems and intersectionality

Education systems and intersectionality

Chapter:
(p.51) Three Education systems and intersectionality
Source:
Education Systems and Inequalities
Author(s):

Christiane Gross

Anja Gottburgsen

Ann Phoenix

Publisher:
Policy Press
DOI:10.1332/policypress/9781447326106.003.0004

This chapter introduces an intersectional theoretical perspective as a means both to analyse educational systems and to compare the utility of different methods for analysing the intersectional complexity of educational systems. We first present the intersectionality approach, which emphasises both the social context of action and the multidimensional axes of inequality. The paper then elaborates on intersecting inequalities, and contextualises them within educational systems. In the third section we illustrate how to apply the intersectionality approach to educational systems and educational inequalities by highlighting some qualitative and quantitative research strategies. We end by considering qualitative comparative analysis (QCA), which is a method that might be viewed as a third approach midway between qualitative and quantitative approaches and that has recently been argued to fit well with intersectional approaches. We conclude by comparing the strengths and shortcomings of the three methodological perspectives (qualitative, quantitative and QCA) for applying an intersectionality approach.

Keywords:   Intersectionality, education systems, educational inequalities, qualitative comparative analysis, qualitative, quantitative

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