Intersectional Pedagogy

Intersectional Pedagogy explores best practices for effective teaching and learning about intersections of identity as informed by intersectional theory. Formatted in three easy-to-follow sections, this collection explores the pedagogy of intersectionality to address lived experiences that result from privileged and oppressed identities. After an initial overview of intersectional foundations and theory, the collection offers classroom strategies and approaches for teaching and learning about intersectionality and social justice. With contributions from scholars in education, psychology, sociology and women’s studies, Intersectional Pedagogy include a range of disciplinary perspectives and evidence-based pedagogy.

Intersectional Pedagogy: Creative Education Practices for Gender and Peace Work teaches educators to use innovative learning methods to encourage students to rethink culture, gender, race, sexual orientation, and social class with a deep awareness of accessible language as a means of communication across disagreements. With a focus on emancipatory critical pedagogy, as well as tools to promote sustainable peace and human rights advocacy, the book's main objective is to examine and present methods that can help students address rapidly changing social situations. Recent developments under discussion include the #MeToo and #WhyIDidntReport campaigns to counter sexual violence, campaigns to support refugees and migrants, and other human rights issues. The book examines how theory can be translated into practice and how various dilemmas pertaining to young people navigating a changing world can be successfully addressed in the classroom. This book is an ideal reading for researchers and postgraduate students in education. It is written for practitioners in peace education and for those within traditional and alternative academia who wish to promote intersectional awareness in their teaching. Chapters 1 and 2 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This collection, edited by Daniel S. Strasser, was unearthed from the demand for more inclusive and expansive dialogues on intersectional identities, ethnicity, neuro-diversity, physical ability, religion, sexual orientation, class, and gender performance in academia. The autoethnographic and narrative accounts within Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy offer personal, experiential perspectives on the power of identity to influence educators in classroom and mentoring spaces. The multiple perspectives offered here promote dialogue about how personal experience provides the ground upon which we build more dynamic relationships and communities. The contributors’ experiences offer examples for a more expansive understanding of privilege, oppression, and identity. These seeds for conversation nourish discourses that build new communicative bridges between educators and students as we prepare to face the next interaction, class, and challenges and opportunity for resilience. This collection invites educators to be critical of their bodies, of their politics, of their intersecting identities, and acknowledge in words and actions that our bodies are political. Throughout this collection the contributors expand upon theories and methods of critical communication scholarship, radical love, and intersectionality using their embodied pedagogical experiences to ground the scholarship.

This highly accessible, up-to-date introduction provides an overview of critical applied linguistics through an intersectionality framework. The book reflects recent developments through a discussion and evaluation of key questions, diverse perspectives, and practices for social change. As it unpacks different forms of marginalization and privilege, it relates them to language use, critical pedagogies, and critical intersectional advocacy in applied linguistics. This book is a source of reference for all applied linguists; undergraduate/graduate students in applied linguistics, TESOL, and other relevant programs; classroom teachers; and language teacher educators. It aims to foster critical reflection, critical thinking, and intersectional advocacy. Examples, suggested readings, discussion questions, and questions for reflection not only help personalize the content but also enable the reader to further understand what motivates research, critical practice, and social action in critical applied linguistics.

Designing Intersectional Online Education provides expansive yet accessible examples and discussion about the intentional creation of online teaching and learning experiences that critically center identity, social systems, and other important ideas in design and pedagogy. Instructors are increasingly tasked with designing their own online courses, curricula, and activities but lack information to support their attention to the ever-shifting, overlapping contexts and constructs that inform students’ positions within knowledge and schooling. This book infuses today’s technology-enhanced education environments with practices derived from critical race theory, culturally responsive pedagogy, disability studies, feminist/womanist studies, queer theory, and other essential foundations for humanized and socially just education. Faculty, scholars, technologists, and other experts across higher education, K-12, and teacher training offer fresh, robust insights into how actively engaging with intersectionality can inspire designs for online teaching and learning that are inclusive, intergenerational, anti-oppressive, and emancipatory.

Pedagogies of Quiet: Silence and Social Justice in the Classroom started with one teacher’s frustration with a room full of quiet students and shifted into exploring why and how teachers can incorporate a quiet praxis into their classrooms. Mindful of students who have been historically silenced or ignored–LGBTQ students and introverted students–this book dives into the historical and theoretical forces that shape classroom participation. Edwards takes the reader on a journey into an intersectional pedagogical praxis that sees the value of collective classroom silence, providing the reader with student-centered insights and practices. Grounded in empirical data, the book explores students’ feelings about verbal classroom participation. The themes that emerge from student surveys are used to ground the suggested practices that shape pedagogies of quiet. Given the complex realities of 21st century history and life, Pedagogies of Quiet comes just in time to help respond to the impact of social media on learning, the youth mental health crisis, and covid era of teaching and learning.

This book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present? This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice. The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools. Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education. This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.

Teaching Black Speculative Fiction: Equity, Justice, and Antiracism edited by KaaVonia Hinton and Karen Michele Chandler offers innovative approaches to teaching Black speculative fiction (e.g., science fiction, fantasy, horror) in ways that will inspire middle and high school students to think, talk, and write about issues of equity, justice, and antiracism. The book highlights texts by seminal authors such as Octavia E. Butler and influential and emerging authors, including Nnedi Okorafor, Kacen Callender, B. B. Alston, Tomi Adeyemi, and Bethany C. Morrow. Each chapter in Teaching Black Speculative Fiction: introduces a Black speculative text and its author, describes how the text engages with issues of equity, justice, and/or antiracism, explains and describes how one theory or approach helps elucidate the key text’s concern with equity, justice, and/or antiracism, and offers engaging teaching activities that encourage students to read the focal text; that facilitate exploration of the text and a theoretical lens or critical approach; and that guide students to consider ways to extend the focus on equity, justice, and/or antiracism to action in their own lives and communities.