量子酷儿:透过酷儿与批判理论传统革新定量方法

IF 1.8 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Educational Studies Pub Date : 2023-11-08 DOI:10.1080/00131946.2023.2276229
Kamden K. Strunk
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引用次数: 0

摘要

摘要定量方法与优生学、白人至上主义、反lgbtq +意识形态等压迫性意识形态有着悠久的历史纠葛。越来越多的学者试图通过将定量方法与批判性理论框架进行对话来纠正定量方法。QuantCrit就是这样一个例子,它试图通过批判种族理论(Critical Race Theory)引入定量方法。本论文试图通过将酷儿理论纳入定量方法来扩展这一重要工作。本文提出了定量方法学家和教育研究者在定量研究中运用酷儿理论进行思考的几个关键思想。每个想法都是在持续参与QuantCrit的同时,以酷儿理论框架的眼光进行探索的。最后,提出了对研究的生产者和使用者的启示。披露声明作者未报告潜在的利益冲突。
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QuantQueer: Renovating Quantitative Methods through Queer and Critical Theoretical Traditions
AbstractQuantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered. Disclosure statementNo potential conflict of interest was reported by the author(s).
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来源期刊
Educational Studies
Educational Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
60
期刊介绍: Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Whilst the journal is principally concerned with the social sciences, contributions from a wider field are also encouraged. Empirically-based papers are particularly welcome.
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