Extensive Reviews 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> en-US <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> exr@aijr.org (Dr. Adam A Bahishti) amir@aijr.org (Mr. Amir) Thu, 01 Feb 2024 09:38:41 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 Intersectionality in Educational Psychology and Curriculum Studies 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 https://journals.aijr.org/index.php/exr/article/view/5387 Thu, 01 Feb 2024 00:00:00 +0000