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

Research output: Contribution to journalArticlepeer-review


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
Issue number3
Publication statusPublished - Mar 2015


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

ASJC Scopus subject areas