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Article
Publication date: 21 November 2023

Angela Martinez Dy and Heatherjean MacNeil

This paper intervenes in existing literature on entrepreneurship and inequalities by proposing a novel reframing of intersectionality as a threshold concept, an important idea…

Abstract

Purpose

This paper intervenes in existing literature on entrepreneurship and inequalities by proposing a novel reframing of intersectionality as a threshold concept, an important idea that enables us to deepen and progress the understanding of complex subjectivities.

Design/methodology/approach

Drawing from education studies, intersectionality is explored through the five key features of threshold concepts: (1) transformative, (2) irreversible, (3) integrative, (4) bounded and (5) troublesome. We offer a set of reflection questions for what we call “doing intersectionality.”

Findings

We develop a metacritique of the way in which the concept of intersectionality has thus far been treated in feminist theory and applied in entrepreneurship studies – namely, as the culmination of thinking about difference and inequality, decoupled from its roots in collectivist analysis and Black and anti-racist feminism. The paper invites scholars of entrepreneurial inequalities to both engage and look beyond an intersectional lens to better elucidate the range of historically emergent social hierarchies and systems of power that shape their phenomena of interest.

Originality/value

Through reframing intersectionality as a threshold concept, this paper challenges entrepreneurship researchers to view intersectionality as a foundational starting point for the conceptualisation of complex interactions of social structures, and the structural inequality and power relationships present within their research, rather than a destination.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 14 November 2023

Nicole Mockler

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and…

Abstract

Purpose

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

Design/methodology/approach

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

Findings

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Originality/value

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

Details

History of Education Review, vol. 52 no. 2/3
Type: Research Article
ISSN: 0819-8691

Keywords

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