Girls’ Schools in Sri Lanka

The CDC’s Adolescent Behaviors and Experiences Survey – Using Intersectionality and School Connectedness to Understand Health Disparities During the COVID-19 Pandemic

The paper aims to offer an opportunity to consider intersectionality in the context of digital media. On the basis of empirical research, this paper analyzes the way in which gender, sexuality, color, and religion intersect in online spaces to produce new norms and forms of discrimination, as well as space for agency and for the articulation of different voices. In particular, in adopting an intersectional feminist perspective, this paper explores how Muslim girls produce counter-narratives and new spaces for subjectivation at the intersection of gender, religion, and racialization by actively appropriating digital media. Specifically, the paper analyzes French Muslim girls’ relationships with digital media in relation to political life, in the context of growing Islamophobia and the instrumentalization of women’s bodies by populist discourses on religion. On the basis of online and offline observations and explorative interviews carried out in Paris, this paper shows that the girls developed a number of individual and collective strategies involving both online and offline spaces to cope with racist and anti-Islamic rhetoric and practices in a context which they perceived to be characterized by contemporary processes of racialization and everyday discrimination against Muslim people.

Intersectionality on the Horizon: Exploring Autism in Adulthood from a Unique Vantage Point.

ABSTRACTIn this paper, I draw upon my experiences as a language teacher educator whose pedagogical and scholarly work has been informed by the intersections of language, education, and social justice. In doing so, I aim to deconstruct binary constructions of oppression by challenging the traditional identity categories imposed on me as a language teacher educator. I approach this from a postdigital and intersectional perspective through a critical reflection on the following questions: As a language teacher educator, how can I understand, examine, and dismantle my own complicity in oppression not only within my educational contexts but also across society at large? How can I become an accomplice to my Black students, students with disabilities, and queer students while also advocating for my own rights as a woman of color and an ethnic minority? What is the balance between self‐disclosure, vulnerability, and privilege when our (postdigital) identities are examined through a transnational intersectionality perspective? I explore how language teacher educators can simultaneously occupy positions of privilege and disadvantage and can be both oppressors and oppressed, depending on their identities and social positions within different economic, social, and political contexts. This paper concludes by criticizing the arguments concerning social justice that are framed predominantly in terms of the Global South and the Global North, suggesting that these framings may lack explanatory power if they fail to incorporate an amalgam of postdigital, transnational, and intersectional perspectives that also consider social class and neoliberalism.

The dominant values of colonialism influenced indigenous society in defining the status of women and worsening their treatment. This influence can be seen in the concubinage system experienced by the nyai. The figure of nyai not only received systemic oppression, but was also portrayed badly through colonial-era literature. In contrast to colonial-era literature, Indonesian literature in the postcolonial era tries to represent the figure of nyai with her intersectional identity, as well as reveal their resistance to the patterns of systemic oppression experienced in the concubinage system. This research uses a descriptive-qualitative research design. This research design aims to describe the intersectional identity of nyai and their resistance to forms of oppressiveness in Indonesian short stories. The data and information found from the selected short stories will be interpreted qualitatively using Kimberle Crenshaw's intersectionality perspective. The data sources are selected porpusively, namely Indonesian short stories that represent nyai and concubinage in the Dutch East Indies, including (1) Stambul dua Pedang (2013), (2) Racun untuk Tuan (2011), and (3) Keringat dan Susu (2010), all three by Iksaka Banu, and (4) Kutukan Dapur (2003) by Eka Kurniawan. The data are in the form of story facts that include story sequences, characters, settings, themes, and other literary means from data sources that contain information related to the research problem. The data was obtained using reading and note-taking techniques. Furthermore, it was analyzed qualitatively by using Crenshaw's intersectionality perspective. The results of this study show that the intersectionality identity of the nyai in the four short stories above is a woman with charming physique and skills, colonized indigenous race, poverty and low social class, patriarchal system, and colonial system. The oppressions found are intimidation, expulsion, denial of rights as a woman, and murder. The resistance found is utilizing one's own skills, help from other parties, enjoying the role and surrendering to the situation.Keywords: Intersectional identity, resistance, oppression, subaltern, Crenshaw

This research presents a discussion of the main female character who experienced oppression in the novel The Poppy War by R. F. Kuang. The first part of the analysis describes the forms of oppression experienced by Rin in the novel based on the intersectional perspective. The second part analyses how Rin responded to the oppression that is caused by intersectional identity. This research employed feminist literary criticism as a literary approach. This study focused on oppression that is caused by intersectional identity that occurred to the main female character in The Poppy War novel. The results of this study showed that the types of oppression Rin experienced include marginalization, powerlessness, cultural imperialism, and violence that intersect with gender, race, and class. Rin was marginalized by her foster parents and peers who perceived her as unworthy. They limited her opportunities due to her gender and lower socioeconomic status. She faced powerlessness as her foster parents treated her as a shop girl and forced her to marry an old man due to her status as an orphan girl. She experienced cultural imperialism when she was forced to become a bride at a young age as her foster parents believed in the village culture. The last form of oppression was violence. In this case, she was mocked because of her skin colour, underestimated because of her gender, and kicked off because she originated from a lower-class society. Finally, the study showed that Rin’s response to oppression that is caused by intersectional identity was in the forms of negotiation and self-protection. These responses were carried out to escape from forced marriage, negotiate with her parents, and have more training to revenge the peers in The Poppy War.

Access to primary education is often interpreted as access to school education, resources inside and outside the school, the way different children are treated by teachers and peers, and even access to distinct types of schools. However, different resources are not accessible to all members of a particular social system based on their intersectional identities. The intersection of identities may be gender, caste, class, region, religion, race, and age group in the context of Assam located in the North Eastern Region of India. Further, ‘access’ is a ‘socio-cultural’ construct that involves selection and multiple interpretations. Access to primary education is linked to the socioeconomic, political, and cultural identity of an individual or a group of individuals. It is against this backdrop that this article attempts to understand the experiences and interpretations of access to primary education from an intersectional perspective. The study is based on the in-depth personal interviews with students, teachers, and parents (in total, 75 respondents) in Kamrup district of Assam, located in the North Eastern Region of India, to understand differing perspectives on access to primary education, which reflect their socioeconomic, cultural, and political locales.

As high school computer science course offerings have expanded exponentially over the past decade, persistent gaps in terms of race and gender have remained a key characteristic in computer science classroom learning opportunities. This study aims to learn from the perspectives and knowledge of seven women of color who are high school computing teachers. Using ethnographic methods and data collected from professional development observations and interviews, this study examines how the intersectional identities and embodied experiences of these educators can inform efforts at broadening participation in computing for students. The findings of this study point to the importance of not playing it safe, commitment to teaching in historically underserved communities, intersectional identities and impact on teaching, and critical hope as key tenets in these teachers' standpoints towards broadening participation in computing. While some of these tenets can inform other educator's pedagogical efforts at broadening participation in computing, the embodied, gendered, and racialized nature of these findings highlight the need to prepare a diverse teacher cadre as part of building authentic opportunities to learn for all students.

This paper contains a sociocultural analysis of school sport experiences of Muslim girls in two countries with different gender policies in physical education (PE) classes: England and Denmark. In Denmark, PE lessons take place in co-educative classes, in England schools are more diverse, with predominantly co-educational but also single-sex and faith schools offering different learning contexts. Two case studies from Denmark and England are used to explore the experiences of migrant Muslim girls in these different settings. A social constructionist approach to gender underpins the interpretation of stakeholders' voices on the inclusion of Muslim girls and the analysis of PE discourses in these countries. Findings illustrate similarities and differences at the interface of cultural diversity, political rhetoric of inclusion and realities of sport experiences for Muslim girls in both countries. Complex influences on PE experiences include gender stereotypes, cultural and religious orientations and practices, as well as actions and expectations of parents, communities and coaches/teachers. The studies provide insights into the ways participants managed their identities as Muslim girls in different sport environments to enable participation and retention of their cultural identities. Highlighted throughout the paper are the ways in which school sport policy and practice, providers and gatekeepers, can include or exclude groups, in this case Muslim girls. Too often coaches and teachers are unaware of crucial facts about their learners, not only in terms of their physical development and capabilities but also in terms of their cultural needs. Mistakes in creating conducive learning environments leave young people to negotiate a way to participate or refrain from participation.

An adventurous collection that examines how the design field has consistently failed to attract and support Black professionals—and how to create an anti-racist, pro-Black design industry instead. An Anthology of Blackness examines the intersection of Black identity and practice, probing why the design field has failed to attract Black professionals, how Eurocentric hegemony impacts Black professionals, and how Black designers can create an anti-racist design industry. Contributing authors and creators demonstrate how to develop a pro-Black design practice of inclusivity, including Black representation in designed media, anti-racist pedagogy, and radical self-care. Through autoethnography, lived experience, scholarship, and applied research, these contributors share proven methods for creating an anti-racist and inclusive design practice. The contributions in An Anthology of Blackness include essays, opinion pieces, case studies, and visual narratives. Many contributors write from an intersectional perspective on race, gender, sexuality, ethnicity, and ability. Each section of the book expands on community-driven concerns about the state of the design industry, design pedagogy, and design activism. Ultimately, this articulated intersection of Black identity and Black design practice reveals the power of resistance, community, and solidarity—and the hope for a more equitable future. With a foreword written by design luminary Elizabeth (Dori) Tunstall, An Anthology of Blackness is a pioneering contribution to the literature of social justice. Contributors Kprecia Ambers, Jazmine Beatty, Anne H. Berry, John Brown VI, Nichole Burroughs, Antionette D. Carroll, Jillian M. Harris, Asher Kolieboi, Terrence Moline, Tracey L. Moore, Lesley-Ann Noel, Pierce Otlhogile-Gordon, Jules Porter, Stacey Robinson, Melanie Walby, Jacinda N. Walker, Kelly Walters, Jennifer White-Johnson, Maya Aduba Williams, S. Alfonso Williams

Sociodemographic disparities in tobacco use are prevalent and persistent in the United States. Nevertheless, few studies have examined disparities in tobacco use from an intersectionality perspective. We developed a visualization tool to identify disparities in cigarette, e-cigarette, cigar, and smokeless tobacco use at the intersection of multiple social identities. We used the 2018-2019 Tobacco Use Supplement to the Current Population Survey (TUS-CPS) to estimate the prevalence of tobacco product use at the intersection of age (18-34, 35-54, ≥55 years), sex (male, female), race/ethnicity (Non-Hispanic [NH] White, NH Black, Hispanic, NH Other), and annual household income (<$50 000, $50 000-$99 999, and ≥$100 000). Estimates accounted for the complex survey design. For cigarettes, the most defining characteristic was income, with the highest prevalence among low-income NH White male adults aged 35-54 years (30.7%) and low-income NH White female adults aged 35-54 years (29.7%). For e-cigarettes, the most defining characteristic was age, with adults 18-34 years old having the highest prevalence. High prevalence groups for cigars included young- and middle-aged NH Black and NH White males, while NH White males had the highest prevalence of smokeless tobacco use. Our intersectionality visualization tool is helpful to uncover complex patterns of tobacco use, facilitating the identification of high-risk groups. We created a visualization tool to identify disparities in cigarette, e-cigarette, cigar, and smokeless tobacco use at the intersection of age, sex, race/ethnicity, and income. Our visualization tool helps uncover complex patterns of tobacco use, facilitating the identification of high-risk population groups that would otherwise be masked. These results can be used to implement tobacco control policies targeted at factors that promote or sustain tobacco use disparities.

In Denmark as in other European countries, many girls, and especially Muslim girls, seem to lose interest in physical activities and sport with increasing age. However, in a Danish context, little is known about the reasons why girls drop out of sport and which role physical education (PE) plays in this process. In this article we present results of a qualitative study on gendered discourses and doing gender in a PE class at a Danish high school. Drawing on constructivist and post-structuralist approaches to gender and ethnicity, we explore the different opportunities of girls in PE based on in-depth interviews and video observations. Three case studies of three girls are the focus of this article: Nanna, the Danish ‘athletic girl’ who found a balance between (en)acting femininity and presenting herself as a competent athlete; Iram, the ‘Muslim girl’ whose position as a Muslim causes her to hide her sporting abilities and Ida, the Danish ‘normal girl’ who re-interprets PE and adapts it to her needs. These three girls act in and react to a discourse that emphasises competitive sport and is orientated towards male sport tastes and sport practices. The results of this study indicate that PE, with its focus on games and performances, meets the requirements and expectations of many boys but contributes to the decrease in sporting interests and activities among numerous girls.

Little has been published on the intersections of disability and queer identities among college students. I propose 5 intersectional identity perspectives based on semistructured interviews with 25 students at a research university who identified as lesbian, gay, bisexual, transgender, or queer students with disabilities. Students articulated relationships among their disability and queer identities as (a) intersectional, (b) interactive, (c) overlapping, (d) parallel, and/or (e) oppositional. Students adopted multiple perspectives simultaneously to resist oppression, navigate changing contexts, and build resilience and community, suggesting implications for researchers and practitioners who might adopt a more nuanced view of students' intersecting identities.

Political interventions, media coverage and research often refer to the underrepresentation of ethnic minorities, particularly girls and women, participating in physical activity and organised sports. In both public and academic debates, reference is made to the religious culture as a particular barrier to participation in sports among Muslim girls and women. This article aims to provide a counter-narrative by focusing on young Muslim girls who simultaneously practice their religion and sports. The main research question was: How do young Danish Muslim girls align participation in sports with their religious and cultural frames of reference? The study uses a case study approach with interviews of ten 13–17-year-old Danish Muslim girls, as well as explorative observations in two football clubs and interviews with five coaches and club leaders. In further developing an analytical model for interpreting religion as hegemonic, embodied and dynamic cultural phenomena, the analysis points to the diversity through which Muslim girls and women participate and engage in sports. Finally, the article discusses the extent to which counter-narratives may contribute to changing perspectives on so-called hard to reach target groups.

Obstetric experiences of young black mothers: An intersectional perspective