Intersectionality and Education

Grant, Carl A.; Zwier, Elisabeth

doi:10.4135/9781452218533.n398

Cited by 9 publications

(9 citation statements)

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“…For instance, Volume 2 of James Banks’s four-volume Encyclopedia of Diversity in Education contains extended sections on intersectionality. A long and introductory entry on intersectionality is written by Grant and Zwier (2012), followed by another entry on “Intersectionality of race, class, gender, and ethnicity” by Caruthers and Carter (2012; see also Grant & Zwier, 2011). Although more closely associated with multiculturalism, Grant and Zwier provide a lengthy genealogy of intersectionality in the social sciences, which centers Crenshaw but includes other influences like Patricia Hill Collins (2000) and Iris Marion Young (1990).…”

Section: Intersectionality and Educationmentioning

confidence: 99%

“…Although more closely associated with multiculturalism, Grant and Zwier provide a lengthy genealogy of intersectionality in the social sciences, which centers Crenshaw but includes other influences like Patricia Hill Collins (2000) and Iris Marion Young (1990). As such, Grant and Zwier (2012) broaden the history of intersectionality beyond Crenshaw when they state, “There is not one theory of intersectionality, but different conceptualizations and theoretizations of it, such as ‘vectors of oppression and privilege,’ ‘interlocking systems,’ and ‘multiple jeopardy’” (p. 1263). Additionally, they add concerns that intersectional analysis’ strength is also its weakness, mainly that it demands too much complexity and sophistication from writers and readers.…”

Section: Intersectionality and Educationmentioning

confidence: 99%

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Intersectionality, Race-Gender Subordination, and Education

Harris

Leonardo

2018

Review of Research in Education

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In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality's current traction. Second, we review the genealogy of "intersectionality" beginning with Kimberlé Crenshaw's formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality's utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of "strategic essentialism." Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate's Teachers College Record article. We conclude with some remarks concerning future research on intersectionality. I n the summer of 2014, as accounts of brutal and unjustified police killings of Black people circulated across social media and mass media in the United States, a new social movement came to prominence (Freelon, McIlwain, & Clark, 2016). Black Lives Matter (BLM, also called the Movement for Black Lives) emerged from a July 2013 Twitter hashtag and became a mass movement in the wake of the 2014 killing of Michael Brown by Officer Darren Wilson in Ferguson, Missouri. Like other American social movements that have arisen to protest group subordination, BLM 759071R REXXX10.

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Section: Intersectionality and Educationmentioning

confidence: 99%

Section: Intersectionality and Educationmentioning

confidence: 99%

Intersectionality, Race-Gender Subordination, and Education

Harris

Leonardo

2018

Review of Research in Education

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“…Like critical multiculturalism, intersectionality attempts to hold accountable the historical structures that shape inequities. According to Grant and Zwier (2017), intersectional research in education has focused on both theory and practice with an emphasis more on the practical applications of the theory. Early studies in education addressed how teachers and schools can be more responsive to the intersecting identities that students bring to classrooms.…”

Section: Intersectionality Literacy Research and Language Arts Pedamentioning

confidence: 99%

“…Early studies in education addressed how teachers and schools can be more responsive to the intersecting identities that students bring to classrooms. That said, the research and scholarship found in books and journal articles directly linking intersectional theory to classroom practices is limited yet growing (Grant & Zwier, 2017). Thus, more research is needed to address these gaps.…”

Section: Intersectionality Literacy Research and Language Arts Pedamentioning

confidence: 99%

Assembled Identities and Intersectional Advocacy in Literacy Research

Brochin

2018

Literacy Research: Theory, Method, and Practice

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In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing-creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students' multiple identities and develop intersectional advocacy in their classrooms and schools.

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“…As intersectionality paradigms are increasingly discussed and used in educational analyses, the politics of schooling—that is, who gets attention, who is excluded, and how students are treated—becomes an even greater focal point of discussions about inner-city schools (see Grant and Zwier 2014). Intersectionality is still not as widely used as we might expect to identify and address the problems of schools.…”

Section: Schools and Schooling In The Inner Citymentioning

confidence: 99%

Gender, Race, Class, and the Politics of Schooling in the Inner City

Gadsden¹

2017

The ANNALS of the American Academy of Political and Social Scie

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The politics of gender, race, and class are present within and outside of schools, and are pivotal issues raised in the policies and practices of schooling. This article focuses on the ways in which gender, race, and class are addressed within institutional practices and politics, both historically and in contemporary inner-city schooling. I examine gender, race, and class as integrated or intersectional identities, rather than as isolated status categories. The discussion highlights experiences and perspectives of African American youth who identify as girls to depict the complex intersectional dynamics of gender, race, and class; and argues that these dynamics influence, if not dictate, the quality of their in-school and life experiences. I then identify new directions for research and practice that recognize and build upon inner-city students’ intersectional identities, urging policy initiatives that promote educational success while advancing equal educational opportunity.

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Intersectionality and Education

Cited by 9 publications

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Intersectionality, Race-Gender Subordination, and Education

Intersectionality, Race-Gender Subordination, and Education

Assembled Identities and Intersectional Advocacy in Literacy Research

Gender, Race, Class, and the Politics of Schooling in the Inner City

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