对哈林格“经验反思”的批判:系统性种族主义和系统性性别歧视如何构建我们的研究“选择”?

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2023-09-16 DOI:10.1177/0013161x231201393
James Joseph Scheurich
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引用次数: 0

摘要

哈林格在研究1965年至2020年(55年)EAQ中最具影响力的内容的“批判性反思”中,没有注意到他的研究选择中嵌入的种族主义和性别歧视。因为他没有批判性地检查或质疑他的研究选择,他特权白人男性和他们的偏见统治了EAQ, UCEA和AERA A部门近三分之二的时间。作为回应,我指出了他所做的特定研究选择,这些选择确保了那些年长的白人男性学者继续享有特权,并建议他如何以更公平的方式进行研究。然而,哈林格只是一个更大的种族主义和性别歧视问题的一小部分。K12教育体系在公平和卓越方面继续惨败,而且由于我们一直在培养许多学校领导,我们(包括我)也与哈林格的失败有共犯。
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A Critique of Hallinger's “Empirical Reflection”: How Systemic Racism and Systemic Sexism Can Structure Our Research “Choices?”
Hallinger in his “Critical Reflections,” which is research on the most influential content within EAQ, 1965–2020 (55 years), fails to attend to the racism and sexism embedded within his research choices. Because he fails to critically examine or problematize his research choices, he privileges the White males and their biases who dominated EAQ, UCEA, and AERA Division A for nearly two-thirds of his time period. In response, I point out the specific research choices he made that ensure the continued privileging of those older White male scholars and suggest how he could have done his research in a more equitable way. However, Hallinger is only a small fraction of a larger racism and sexism problem. The K12 school system continues to fail miserably at equity and excellence, and since we have been training many of the school leaders, we too (including me) are complicit in Hallinger's failure.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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