G.12. Intersectional Methodologies: Approaches, Methods and Tools for Research in Educational and Organisational Contexts

This session invites theoretical and empirical contributions examining how to effectively and consistently conduct intersectional research within university, school, educational, and organizational contexts. Intersectional analysis—acknowledging race, class, gender, disability, and other systems of oppression as interdependent—is essential for understanding complex social inequalities, yet translating this framework into rigorous methods remains challenging. We seek work that explores the methodological, ethical, and epistemological dilemmas involved in applying an intersectional lens.

A key focus is the investigation of educational practices from multiple standpoints. This includes analysing learners’ experiences and opportunities shaped by intersecting inequalities, as well as the perspectives of educators and those involved in evaluating educational contexts, such as national assessment bodies like INVALSI. Understanding how these actors interpret and implement educational processes is crucial for revealing how intersectional dynamics shape everyday pedagogical and evaluative practices.

Theoretical proposals may draw on intersectional epistemologies, feminist materialism, DisCrit, InterDisCrit, and disability studies across disciplines. Empirical studies may include, but are not limited to:

i. Developing multimethodological intersectional designs;
ii. Navigating data collection and analysis to avoid essentialism and tokenism;
iii. Addressing power dynamics in the research process and establishing ethical guidelines that build epistemic alliances with marginalized communities.

The session aims to advance both the conceptual clarity of intersectional research and the practical implementation of studies that produce nuanced, equity-oriented, and transformative insights for educational and organizational practices.