Teaching at the Intersections

The author, Monita Bell, argues that many pieces of a person’s identity come from different pieces of his/ her puzzle, as stated in the article “Teaching at the Intersections.”  This includes one’s socio-economic status, which according to Wikipedia is the “economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others. These findings are used to describe the differences between economic difference in society as a whole.”  As we have discussed in class, the level at which one identifies their status with (high, middle, and low) could be based on several factors such as job positions, types of foods eaten, place of residence, where one has traveled, as the individual progresses through life. 

            As adults we can relate to how the world puts us in categories, whether we agree or disagree with the process. When we meet new people and begin conversations, we learn about their job (how much money they may make), where they live (that’s an awfully nice part of town), where they go out for dinner (my, that’s an expensive place to dine), where they’ve traveled and how often (wow, you’re lucky to have visited so many places), and then compartmentalize them into the high, middle, or low status.  It’s not that we mean to.  It’s how we’ve been robotically identified, thus transferring this to compartmentalize others.

            We now look at intersectionality where our social, economic, and political elements come together and decide if we are oppressed or privileged and how they overlap one another. Some face multiplied oppressions, such as one who faces numerous strikes, so to speak.  For a deeper look at intersectionality click on the following link and scroll down (Teaching At The Inersection).  Here you will find a friendly way to listen and interpret this concept.  The video discusses the what “inter, in intersectionality, means where things come together, therefore how intersectionality of oppression and privilege overlap and influence each other.”  In that we all have multiple identities that make us who we are.  The video depicts three very different types of people who are marginalized groups that don’t have a choice, but instead must think about their identification.  The video shares that we, especially as educators, must think through an intersectional lens in order to accept all of the individuals who sit in front of us each day.  Also, we must rethink the notion that if he/ she has the ability then he/ she should exceed as well as the thinking pattern that if a student tries hard enough, they will succeed.

            The following TED video showcases Kimberle’ Crenshaw.  Crenshaw begins her discussion about intersectionality with an exercise with the audience.  She points out that African Americans are continuous victims of police violence, but then continues to go ahead and also add that female African Americans are more underrepresented than others. Social justice problems overlap and create even more isolation. Click here for the link to this video (TED TALK).  The video goes on to discuss Emma DeGraffenreid, an African American woman who filed a suit for not getting hired for a particular job.  The judge dismissed her suit by arguing that the employer hires African Americans as well as women.  The judge did not acknowledge that the African Americans hired were all men and the women where all white.  This is one reason why Crenshaw believes there is such an urgency of intersectionality.  This link will take you to a Pinterest board for a plethora of links to other resources. (Teaching and Learning About Intersectionality)

            This video reminds me of one of our class discussions about being a white, gay transgender individual, or a black gay female. The overlapping of one element onto another complicates the lens in society, therefore creating possible resistance to social justice. The following quote from the article “Teaching at the Intersections,” is quite powerful as it states, “intersectionality in mind means “seeing your students as more than just the thing that stands out in the classroom, as far as race or their gender, and understanding that there’s a long background to all of those things.”” (pg. 4).  Teachers must become educated in understanding the overlapping and seeing through a clear lens.

                                                               

The short video clip, “5 Tips for Being a Good Ally,” gives a synopsis to guide those who want to take a stand and speak up on the behalf of a marginalized group.  The first tip is to fight for equality for the marginalized group.  The main piece her is a group you, yourself are not a part of.  The next is to understand your own privilege.  Another words, something you have not experienced.  Next is to educate yourself so you can speak with knowledge instead of out the side of your mouth, so to speak.  Next is to speak up not over so you can use privilege and voice to help educate others.  Finally, realize mistakes will be made.  Apologize.  The last piece that was shared by Chescaleigh is to realize that the word ally is a verb; therefore, one must do the work.  Below the video are several resource links for allies to learn more about the job. Click here to learn more. (Chescaleigh video)

Until people learn about what intersectionality is and the effects of it on our communities and our society as a whole, there will be little to no improvement.  Students will continue to struggle in our schools and teachers will continue to get frustrated with their lack of progress.  Privilege and knowledge is power.  Let's put it to good use for all individuals. Bell states, "consider how students fit into their communities and what makes them feel worthwhile there," (pg.5).  From this starting point we can make informed choices on how to instruct and make each individual feel like they belong. The following link provides a Toolkit for helping teach about intersectionality (Toolkit).