https://journals.aijr.org/index.php/exr <p>Extensive Reviews (<em>Extsv Rev</em>) is a peer-reviewed online journal that aims to <strong>publish review papers in all fields</strong> of academia. Generally, the review papers are a critical insight of scholarly literature that has already been published. The authors are expected to carefully identify and synthesize relevant literature to evaluate a specific research question, substantive domain, theoretical approach, or methodology and thereby provide readers with a state-of-the-art understanding of the research topic with future research direction.</p> AIJR Publisher en-US Extensive Reviews <div id="copyrightNotice"> <p>The author(s) retains full copyright of their article and grants non-exclusive publishing right to <em>Extensive Reviews</em> and its publisher <a title="AIJR Publisher homepage" href="https://aijr.org/about/about-aijr/" target="_blank" rel="noopener">AIJR</a> (India). Author(s) can archive pre-print, post-print, and published version/PDF to any open access, institutional repository, social media, or personal website provided that Published source must be acknowledged with citation and link to publisher version.<br />Click <a title="Copyright Policy" href="https://aijr.org/about/policies/copyright/" target="_blank" rel="noopener">here</a> for more information on Copyright policy<br />Click <a title="Licensing Policy" href="https://aijr.org/about/policies/licensing-policy/" target="_blank" rel="noopener">here</a> for more information on Licensing policy</p> </div> https://journals.aijr.org/index.php/exr/article/view/5387 <p>The review article draws on key literature on intersectionality: theory, methodology, and empirical applications in Educational Psychology and Curriculum Studies. The review points out the urgent need to account for diverse learners’ intersectional identities (racial/ethnic backgrounds, gender, linguistic ability, citizenship status, and other social identity markers) and embrace a social-justice-oriented praxis in education. We argue that integrating the intersectionality framework with existing learning theories, methods (quantitative, qualitative, and mixed), and pedagogies is possible and necessary. Based on the critical review, we propose four recommendations for researchers and practitioners in Educational Psychology and Curriculum Studies: (a) staying faithful to the activism and liberatory commitment of intersectionality, (b) adopting appropriate method(s) and methodology with sound epistemological and axiological orientations, (c) reconceptualizing extant learning theories, which entails the re-thinking and validation of some education and psychological constructs, and (d) encouraging teaching and research on intersectionality and/or from an intersectional lens. The review article can serve as a guideline to incorporate intersectionality as theory and analytical framework. It is only through these practices that center intersectionality that we, as researchers and practitioners, become capable of creating a more equitable and inclusive learning environment from K-12 to Higher Education.</p> Anna Yinqi Zhang Ge Gao Copyright (c) 2024 Anna Yinqi Zhang, Ge Gao https://creativecommons.org/licenses/by-nc/4.0 2024-02-01 2024-02-01 4 1 1 14 10.21467/exr.4.1.5387 https://journals.aijr.org/index.php/exr/article/view/8028 <p>A specialised approach to academic research, teaching, and learning known as community engagement entails actively involving communities in cooperative initiatives that improve university teaching, learning, and research objectives while also addressing the needs and opportunities of the community. In this paper, we investigate how university community involvement positively impacts higher education results and community development, primarily using one Ugandan public university and one Ugandan private university as examples. The concept of university community engagement, as well as its advantages and drawbacks for the institution, students, and community at large, were addressed in the present study. Communities gain from university community engagement as members and organisations from the community share and integrate their knowledge with that of faculty and students, resulting in an improved understanding of community issues and the development of collective capacity to address them, producing either or both short-term impacts and long-term transformational change. University community participation benefits students by enhancing learning possibilities that can result in new and improved outcomes in terms of academic learning, development of skills and competences, leadership, and good citizenship. Enhancing teaching and learning possibilities, growing student enrolment and retention, co-creating new information and ideas, providing opportunities for research, and improving the university's reputation are all advantages for the higher education institution. Despite the aforementioned advantages, community participation is associated with a reproach of being more difficult, expensive, and possibly problematic than conventional approaches of knowledge and instruction. Better methods for recording and communicating academic progress are required, and there’s need to expand our awareness of important community engagement outcomes outside of the academic sphere. To promote sustainable community development and improve higher education outcomes, established and future higher education institutions must completely embrace and strengthen their community participation to a global scale.</p> Abbas Kisambira Babirye Khadijah Aniku Ahmed M M Copyright (c) 2024 Abbas Kisambira , Babirye Khadijah, Aniku Ahmed M M https://creativecommons.org/licenses/by-nc/4.0 2024-09-10 2024-09-10 4 1 15 28 10.21467/exr.4.1.8028