May 2018 

The 2018 volume of Review of Research in Education (RRE), titled “The Challenges and Possibilities of Intersectionality in Education Research,” was released in April and was edited by Jeanne M. Powers (Arizona State University), Gustavo E. Fischman (Arizona State University), and Adai A. Tefera (Virginia Commonwealth University).

The volume presents comprehensive and nuanced understandings of intersectional perspectives in the field of education.

“We are very excited to see this volume in print,” said editor Jeanne Powers. “While much has been written about intersectionality across fields, our authors provide compelling analyses of how power and inequality operate in educational contexts.”

The table of contents and abstracts can be viewed here.

In their introduction, the editors provide a compelling overview of the importance of intersectionality for education research.

They note that: “[R]esearchers working within an intersectional framework try to account for the dynamic and complex ways that race/ethnicity, class, gender, sexuality, religion, citizenship, ability, and age shape individual identities and social life. We argue it is essential to overcome simplistic, static, one-dimensional, and additive approaches to education research by expanding the use of analytical categories and engaging the multiplicities of people’s circumstances within and across teaching and learning settings. This volume is our attempt to open a space for analysis, dialogue, and reflection among scholars about intersectionality, and the possibilities of reimagining the research tools used to address the complex demographic, social, economic, and cultural transformations shaping education.”

AERA members who selected RRE as their journal of choice have already received this volume. Members who wish to add this volume as an additional journal can do so by logging in and clicking the purchase additional journal link ($20, $10 for students).  Nonmembers interested in purchasing the volume may do so by clicking here and selecting the individual subscription option. 

Gustavo E. Fischman is a professor of education policy and director of edXchange, the knowledge mobilization initiative, at Mary Lou Fulton Teachers College at Arizona State University. His scholarship has been distinguished with several awards, and he has been a visiting scholar in several universities in Europe and Latin America. Fischman has authored more than 100 articles, chapters, and books. He has been the lead editor of Education Policy Analysis Archives and is the editor of Education Review. Among his best-known works are Imagining Teachers: Rethinking Teacher Education and Gender; Dumb Ideas Won’t Create Smart Kids (coauthored with Eric M. Haas), and Made in Latin America: Open Access, Scholarly Journals, and Regional Innovations (coedited with Juan P. Alperin).

Jeanne M. Powers is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. Powers received her PhD in sociology from the University of California, San Diego. Her research agenda is oriented around issues of equity and

access in education policy. Recent projects have focused on school segregation, school choice, and the educational achievement of immigrant students. She has published in the Review of Research in Education, American Educational Research Journal, Educational Policy, American Journal of Education, Equity and Excellence in Education, and Law and Social Inquiry. In 2015 Powers was awarded the AERA Review of Research Award for her article “From Segregation to School Finance: The Legal Context for Language Rights in the United States.” She is currently the president of the Arizona Educational Research Organization.

Adai A. Tefera is an assistant professor in the School of Education at Virginia Commonwealth University. Her scholarship focuses on how educational policies aimed at improving equity among students at the intersections of race, disability, language, and other sociocultural differences are enacted and experienced by educators, leaders, and students, particularly within complex classroom, school, and community contexts. Her work has been included in journals such as Teachers College Record, Urban Education, and Theory Into Practice. Her commitment to educational equity and justice is rooted in her experiences as the proud daughter of Ethiopian immigrants, her upbringing in New Mexico, and her work with students of color labeled with disabilities, including her sister, who remain her greatest teachers.