Intersectionality is the concept that all oppression is linked. With there being many forms of oppression in existence, like racism, ageism and sexism, intersectionality suggests that an individual may experience a unique and compounded oppression due to the potential of the various forms being present or active at the same time.

For an education practitioner, acknowledging that unique oppressions exist might support their professional duties in promoting an inclusive environment. For example, listening to others and examining their own privileges might lead to them asking questions as to who might be affected or excluded by their professional actions. Consequently, this could support work towards addressing issues around privilege and power, like targeting inequitable policies, with the aim to enabling all learners the opportunity to access and participate in quality learning. 

-Peter Hopkins  

-Newcastle University 

https://journals.sagepub.com/doi/pdf/10.1177/0309132517743677 

A term originally used by Kimberlé Crenshaw in 1989, to attempt to explain the oppression of African-American women, intersectionality describes how individual characteristics of race, class, gender and other identified characteristics converge and overlap. This ‘intersect’ of characteristics creates a uniquely experienced oppression for both individuals and social groups. 

For the education practitioner, recognising unique and complex identities, can further support strategies to empower individuals in the classroom and create an environment which welcomes diversity.  Having a greater insight into an individual or group’s challenges, whilst recognising their own privileges, can also give the education practitioner the confidence and empathy to confront prejudices within a school/class. 

I have included the following link as I feel it identifies the need for a greater understanding of intersectionality, an increased awareness of the language needed to describe the concept and because it recognises the lack of research currently available to truly understand the impact.

 

INTERSECTIONALITY AS EDUCATION POLICY REFORM: CREATING SCHOOLS THAT EMPOWER TELLING Brittney Beck, 2016/17

The term was first coined by Professor Kimberlé Crenshaw in 1989. It has since been heralded as one of the most important contributions to feminist scholarship (womankind.org.uk, 2020).

The acknowledgment of intersectionality allows the education practitioner to consider the path each student has trodden, and the impact of their own unique lived experiences on their ‘now’. Accepting others’ experiences will allow practitioners to develop a more considered response to behaviours in school, reacting to the whole child needs rather than to the behaviour itself. I believe no two student experiences will ever be the same, however some understanding can be drawn from each student and used to support others. These shared findings may contribute to future policy writing in areas such as equality and inclusivity.

I cant hyperlink the below journal at the moment as my Greenwich portal log-in isn't working so I can't access it. However, I have read it recently and its relevant and very current.

Intersectionality in the Classroom: Black Lives Matter as a Consummate Example

Spencer, Leland G.

Publication Date 2019

Source: Journal of Pan African Studies. March, 2019, Vol. 12 Issue 9, p77, 18 p

 

In practice, intersectionality can be used to ensure that education is inclusive for all pupils. According to OFSTED (2000, p.4) inclusion is providing equal opportunities for all regardless of age, gender, ethnicity, disability, attainment and background. Working in early years I feel that intersectionality is important as there is an opportunity to educate children about diversity from an early stage. Targowska (2001) states that from a young age children are aware of social attitudes which exist within their lives and that their perception of differences is influenced by their environments.

 

OfSTED (2004) Special educational needs and disability. Towards inclusive schools(London, OfSTED)

 

Targowska, A. (2001). Exploring young children’s ‘racial’ attitudes in an Australian context—The link between research and practice. Paper presented at the Association for Active Educational Researchers Conference, Fremantle, Western Australia.

 

In practice
In practice, an understanding of Intersectionality allows planning of a more inclusive delivery. It also can have a more focused affect. For example, in the case of SEN, Gillborn (2015) researched the relationship between race and SEN and concluded that for a majority of non-white families they had to fight the hardest for assessment or an acknowledgement. This was also highlighted by Vincent & Ball (2012) who concluded that a lower performance is seen as a low potential rather than a disability.  Intersectionality also allows for a more equal class structure and less pre-determined expectations, where certain students usually more likely to be labelled.

Gillborn, D., Rollock, N., Vincent, C., and Ball, S. (2012). “You got a pass, so what more do you want?”: Race, class and gender intersections in the educational experiences of the Black middle class. Race Ethnicity and Education, 15, pp.121-139. DOI: 10.1080/13613324.2012.638869 

Gillborn, D. (2015). Intersectionality, critical race theory, and the primacy of racism: Race, class, gender, and disability in education. Qualitative Inquiry, 21(3), pp.277-287. DOI: https://doi.org/10.1177/1077800414557827