Elizabeth Gil, Ph.D., associate professor at Fordham’s Graduate School of Education, has co-authored a new article, A Comparative Case Study of Learners Experiencing Interdependent Empowered Care in Marginalizing Contexts, published in the International Journal of Qualitative Studies in Education.
In collaboration with co-author D. McClure, Gil presents the interdependent empowered care (IEC) framework, developed through a cross-national study examining the role of care in educational settings. Their research explores how multi-age learners from immigrant backgrounds cultivate supportive communities despite systemic marginalization. The findings offer key insights for educators and school leaders seeking to foster well-being, agency, and social justice in their own learning environments.
Gil will present this work on April 9 as part of the Educational Leadership, Administration, and Policy (ELAP) Speaker Series. The event will include a discussion on how elements of the IEC framework appear in different educational settings—and how they can be strengthened in places where they may be lacking.
To register for the event, visit this link.
Citation:
Gil, E. & McClure, D. (2025). A Comparative Case Study of Learners Experiencing Interdependent Empowered Care in Marginalizing Contexts. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2025.2452638
This content was provided by Leah McKirgan and edited by Vince Ricco.
