Intersectionality, critical race theory, and the primacy of racism : race, class, gender, and disability in education

David Gillborn

Research output: Contribution to journalArticlepeer-review

118 Citations (Scopus)

Abstract

The article explores the utility of intersectionality as an aspect of critical race theory (CRT) in education. Drawing on research with Black middle-class parents in England, the article explores the intersecting roles of race, class, and gender in the construction and deployment of dis/ability in education. The author concludes that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways: namely, empirical primacy (as a central axis of oppression in the everyday reality of schools), personal/autobiographical primacy (as a vital component in how critical race scholars view themselves and their experience of the world), and political primacy (as a point of group coherence and activism).
Original languageEnglish
Pages (from-to)277–287
Number of pages11
JournalQualitative Inquiry
Volume21
Issue number3
DOIs
Publication statusPublished - Mar 2015

Keywords

  • Critical Race Theory
  • intersectionality
  • Education
  • Disability
  • Race
  • Social Class
  • Gender
  • inequality
  • Methodology

ASJC Scopus subject areas

  • Social Sciences(all)

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