In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality’s utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of “strategic essentialism.” Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate’s Teachers College Record article. We conclude with some remarks concerning future research on intersectionality.

中文翻译：

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交叉性、种族性别从属和教育

在本章中，我们将交叉性解包为一个分析框架。首先，我们引用 Black Lives Matter 作为讨论交叉性当前吸引力的动力。其次，我们从 Kimberlé Crenshaw 的表述开始回顾“交叉性”的谱系，该表述将黑人研究的挑衅带入法律话语，以挑战现有的反歧视学说和单轴理论。本章的第三个也是最核心的任务是我们对交叉性对社会分析的效用的说明。我们研究了由交叉点的隐喻和围绕该概念的一些辩论引起的一些问题，例如由“战略本质主义”概念介导的支离破碎和普遍化观点之间的紧张关系。第四，我们回顾了自 Ladson-Billings 和 Tate 的师范学院记录文章以来，教育研究人员如何解释教育中的种族和性别从属关系。最后，我们就交叉性的未来研究发表了一些评论。