Repairing the Construction of Identity Norms in Education: Intersectionality as a Curricular and Pedagogical Remedy

• In Event: Revealing Systematic Pushout Through Intersectional Analysis

Abstract

The existence of “norms” regarding identity categories (e.g., ability, race, gender, sexuality) are not an inherent condition of human nature, but rather, a telling reflection of the society they operate within (Davis, 2006). How does the curriculum educators include and teach in schools reproduce these socially inscribed identity “norms” for students? Is this an inherently harmful thing? Is it possible to cultivate affirmational self-worth regarding identity and its multi-faceted, overlapping layers for students? This paper provides a theoretical grounding for “intersectionality” (Crenshaw, 1989, 1991) and argues the structural analysis it allows for and the conception of identity it forwards, has the potential to serve as a curricular and pedagogical remedy in education.

Author

• Brittany Johnson, University of Wisconsin - Madison