This idea of intersectionality is a living breathing concept that grows and evolves as one’s understanding and the many shades of meaning expressed as individualistic as each person. Kimberlé Crenshaw has coined this term back in 1989 to envelop the multiple identities that intersect to make us who we are socially, economically and politically in which systems of oppression and privilege overlap and reinforce each other. An example of intersectionality in my life would be that I am Black, Latina, woman, educated, bilingual, working professional and able-bodied. Even though I enjoy privileges of being educated, bilingual, and able-bodied there are traits of being Black and Latina, a minority within the minority are challenges I am faced with daily. It is an oppressive trait I experience among other Latinos who are colorist, and it is a challenge I am confronted with as people see my race which is visible and not my other positive traits which are invisible. It is hard to get to know some one’s invisible identities unless you take the time to get to know that person.
As an educator how does this play out in the classroom? What biases, stereotypes or assumptions do I make about my students if I do not take the time to get to know them individually outside from school to understand how their personal lives may inadvertently affect them academically? For instance, I have two students in class who tend to demand one on one teacher attention more so than most of the class. These two students share a commonality at home. Even though one has a stay at home mom and the other has a working parent, both have a baby sibling who has ‘dethroned’ them. My role in the classroom as an educator, tends to take the back seat to attending to their social emotional needs first. At times I find myself in a crossroad where my biases cloud their struggles and oppressions. In one case, a student has chronic absences. I have reached out to the attendance team to meet with the parents to understand the home situation. I have spoken with previous teacher to gain an understanding as well. But I have yet to sit down and have a one on one talk with the student to remove any biases and get to the root of her problem. I am not aware of her invisible oppressive traits that I am contributing to instead of helping her find a resolve.
Attached is a cute video with kids explaining their thoughts on intersectionality.
Hi Dena,
ReplyDeleteI appreciate the experience you share about a student with chronic absences, and I relate. Like you mentioned, as teachers we do so much more besides just "teaching content" (whatever that means), and deal with many varied social emotional needs in each of our students. In my high school environment, chronic absenteeism is very common, and in some ways I feel like I have almost been desensitized to the issue since it occurs so frequently. I am encouraged from your words to target a few students and have a sit-down conversation with them so that hopefully I can better understand their situation and all the complexities of their lives and identities, as they play into the problem of absenteeism. Thanks for your thoughts. :-) - Cristina
Thanks for your thoughtful post Dena. Your reflections on your students' identities and struggles suggests how important it is to understand students' lives outside of the classroom. Routine and even positive life changes like a new sibling or moving homes can have major impacts on young people which of course show up in the classroom, in learning, behavior, relationships and needs. This work, of engaging the whole child, her life, family, home circumstances and events is so much greater than the typical vision of teacher work as narrowly academic and taking place M-F from 8am to 2pm.
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