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 language | English |
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Pages (from-to) | 277–287 |
Number of pages | 11 |
Journal | Qualitative Inquiry |
Volume | 21 |
Issue number | 3 |
DOIs | |
Publication status | Published - Mar 2015 |
Keywords
- Critical Race Theory
- intersectionality
- Education
- Disability
- Race
- Social Class
- Gender
- inequality
- Methodology
ASJC Scopus subject areas
- General Social Sciences