International Journal of Qualitative Studies In Education

As four queer counseling and counselor education scholars, we used critical collaborative autoethnography to examine socialization influences on our queer, gender, and religious identities. Analysis revealed four themes describing social-cultural socialization’s influence on identity negotiation processes: social-cultural/environmental influences; navigating inequalities, power relations, and structures; personal/internal development; and action-oriented change. Findings inform counseling, psychology, PK-12 and higher education, and an interdisciplinary understanding of intersectional identity development for queer persons in theologically conservative and gendered contexts and warrant further investigation of intersectional identity development for queer persons navigating dominant gendered, racist, and religious contexts.

This article uses meta-ethnography to identify the challenges of working in solidarity with the experiences and interests of marginalised and exploited social groups. It focuses on what the main challenges seem to be, and on how to overcome them in struggles to change education in just directions by means of educational research. It is therefore a paper of interest from a methodological and a research political perspective relating to how critical researchers challenge the status quo and undermine the dominant hegemony in education and education policy in their research. A clear message from the analysis concerns the importance of understanding of the ontological class position of research for change and what to do in research in the interests of justice based on this understanding. Another message relates to the subjective and objective sides of transformative action, and a third a two directional threat towards it.

The central argument of this article is that post-colonial states operate-and have always operated, due to their roots in colonialism and capitalism according to an "ethos of privatization, " through which state agents derive private benefit from positions ostensibly responsible for providing public services. The article offers a framework for understanding the ethos of privatization as central to state behavior that is based on insights from literatures in four areas: global education policy, political economy, world systems theory, and post-colonial studies. The article demonstrates the theoretical and methodological value of this framework for producing critical public policy knowledge by applying it to the case of educational privatization in Honduras. The article concludes with a discussion of the benefits of this framework, particularly vis-à-vis more established approaches rooted in the policy sociology literature.