The Intersection of Gender, Race, and Class in Educational Access and Achievement: A Critical Analysis of Structural Inequalities in Urban Schools (Published)
Academic access and attainment in urban schools are inextricably linked to more general social structures that reinscribe inequality along lines of gender, race, and class. This paper critically analyzes how these intersecting identities inform students’ educational paths within settings characterized by structural disadvantage. Employing critical theory and intersectionality approaches, the research challenges institutional practices, policy regimes, and socio-cultural norms that reinscribe unequal outcomes. Using an ethical mixed-method approach combining secondary data analysis with document analysis and qualitative interviews, the research puts marginalized students’ lives in the center while maintaining high standards of consent, confidentiality, and reflexivity. Findings show deeply embedded inequalities in resource allocations, teacher expectations, discipline policies, and inclusion in the curriculum—each piling iteratively upon systemic barriers to achievement and inclusion. The study emphasizes that education inequalities cannot be addressed through fragmented reforms but can be obtained by pedagogy- and policy-reform-based structural transformation that is grounded in justice. Lastly, the paper contributes to the growing literature on social justice in education by illuminating how gender, race, and class continue to set the limits and possibilities of schooling in cities.
Keywords: Critical Pedagogy, Social Justice, educational access, intersectionality, structural inequality, urban education
Language, Power, and Pride: Transforming Teacher Education in Kuwait Through Critical Pedagogy (Published)
This study examines how embedding critical pedagogy principles into a ‘History of English’ course can transform pre-service English teachers’ pedagogical philosophies, critical consciousness, and reflective practices. Drawing on qualitative data, the research revealed significant shifts in participants’ understanding of linguistic diversity, socio-political dynamics, and equitable educational strategies. Participants developed a deeper awareness of the relationship between language and power, recognizing the importance of challenging linguistic hierarchies and promoting cultural pride. The findings highlight the complexities of adapting critical pedagogy for younger learners, particularly in balancing nuanced ideas with age-appropriate methods. Additionally, the study emphasizes the need for teacher education programs to integrate these principles more comprehensively into curricula, ensuring that future educators are equipped to foster socialjustice, equality, and a positively aware engagement with the language in their classrooms. By reshaping how educators understand and approach their roles, critical pedagogy demonstrates the potential to create more inclusive, empowering, and equitable learning classroom environments.
Keywords: Critical Pedagogy, Language Teaching, Pre-Service Teachers, Reflective Practice, Teacher Education