Abstract

This article explores how White privilege and a hierarchy of oppression have resulted in competing identities in which gender has been given greater importance compared to race. I argue that the sociology of education needs to adopt an intersectional approach that travels in different directions if it is to remain valid. The article examines how gender, perpetuated by White privilege, continues to play a key role in the positioning of Black and minority ethnic staff, students and pupils within a range of stereotypes that operate to marginalise their life trajectories. The article argues that if sociologists of education are unwilling to challenge White privileged populist discourses and their own positions of White privilege, then they will become complicit in maintaining a socially unjust status quo.

摘要

本文探讨了白人特权和压迫等级如何导致竞争性身份的出现，在这种身份中，性别比种族更加重要。我认为，教育社会学需要采取一种交叉的方法，以便保持有效，它可以朝不同的方向传播。本文探讨了白人特权赋予的性别如何继续在黑人和少数族裔教职员工，学生和学生在一系列定型观念中的定位中发挥关键作用，这些定型观念使他们的生活轨迹边缘化。该文章认为，如果教育社会学家不愿意挑战白人特权的民粹主义话语和他们自己的白人特权立场，那么他们将变得同谋维护社会不公正的现状。