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The term 'intersectionality' was originally used to express the specific oppression faced by Black women in America, not because they were Black and they were women, but because they were Black women specifically, and because the intersection of those two identities produces very specific experiences (Crenshaw, 2016). In this vein, it is important that we, as teachers, recognise the ways in which social class and race can combine to produce very specific experiences for our students.

The video below provides more information about intersectionality and race, and it is also a useful resource to show to students, to demonstrate the relevance and importance of intersectional activism (Crenshaw, 2016).

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Kimberlé Crenshaw: The urgency of intersectionality

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Now more than ever, it's important to look boldly at the reality of race and gender bias -- and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both.

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Crenshaw, K. (2016). The Urgency of Intersectionality. Retrieved October 20, 2018 from https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en

Larson, E., George, A., Morgan, R. & Poteat, T. (2016). 10 best resources on intersectionality with an emphasis on low- and middle- income countries. Health Policy and Planning, 31(8), 964-969.

Ruddock religious freedom review: what is it and what do we know so far? (2018, October 11). The Guardian. Retrieved October 20, 2018 from https://www.theguardian.com/australia-news/2018/oct/11/ruddock-religious-freedom-review-what-is-it-and-what-do-we-know-so-far

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Implications of the Ruddock religious freedoms review

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Implications of the Ruddock religious freedoms review

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In November 2017, the Turnbull government asked for a review to be conducted into religious freedom in the wake of the passage of marriage equality (Ruddock religious freedom review, 2018).

Although the report has not been released to the public, the media has confirmed that the panel has recommended that amendments be made to the federal Sex Discrimination Act to allow religious schools to discriminate against students and teachers "on the basis of sexual orientation, gender identity or relationship status" (Ruddock religious freedom review, 2018).

Although these amendments have not been made so far, and it is unclear whether or not they will be made, as teachers, we need to keep in mind the effect that these measures may have on our students.

It is important to recognise the possibility that LGBTQA+ students' options may become more limited when it comes to choosing a school to attend, and that this may result in LGBTQA+ students being locked out of advantaged religious schools. In this way, LGBTQA+ students may be more affected by economic disadvantage in schools.

As teachers, we also need to be aware of the effects that these measures could have on our own, and our colleagues, careers and mental health.

More information about the review and its potential consequences can be found in the following article (Ruddock religious freedom review, 2018).

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Ruddock religious freedom review: what is it and what do we know so far?

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As leaked recommendations fuel controversy, we look at existing law and likely changes

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Intersectionality is a way of recognising that different people will experience socioeconomic disadvantage in different ways, depending on a multitude of other factors which affect their lives.

A term coined by Kimberlé Williams Crenshaw, intersectionality describes the ways in which different types of oppression (such as those based on class, race, gender, sexual orientation, etc.) can combine and interact with one another (Crenshaw, 2016). Its main purpose is to acknowledge that different types of oppression are interwoven and can combine in various different ways (Crenshaw, 2016).

The graphic below is an illustration of how multiple different power structures can impact an individual at once (Larson et al., 2016, p. 966).