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ERIC Number: EJ1260720
Record Type: Journal
Publication Date: 2020-Jul
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0092-055X
Embodying Inequality: Using Ethnographic Data to Teach Intersectionality
Gardner, Jeffrey A.; McKinzie, Ashleigh E.
Teaching Sociology, v48 n3 p184-195 Jul 2020
This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants' experiences with privilege and subjugation. Our analysis of the activity's effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas; Tennessee
Grant or Contract Numbers: N/A