Of course it would be Kim Case – stunning social psychologist, provocative researcher, dedicated educator and wonderfully accessible writer – who would edit the first, and soon to be classic, text on privileged studies… We owe Kim Case a huge debt of gratitude for this is indeed a long over-due “coming out” for privilege studies.
–Michelle Fine, Distinguished Professor of Psychology, Urban Education and Women’s Studies, The Graduate Center of the City University of New Yorkbooks
Deconstructing Privilege: Teaching and Learning as Allies in the Classroom (2013) introduces a model of privilege studies pedagogy, explores best practices for teaching and learning about various forms of systemic group privilege, and
provides scholarship and practical applications to aid faculty in becoming effective allies to students in the classroom. Three sections of the volume address: 1) transformation privilege studies pedagogy; 2) intersectional approaches to teaching and learning about privilege; and 3) classroom strategies and applications for teaching about privilege. This innovative collection emphasizes intersections of identity as an essential aspect of privilege pedagogy.
“In this volume, Kim Case has helped…to accelerate the understanding of privilege. She [brings] together a collection, unlike any other, of essays by authors who testify about their experience of teaching about privilege in a wide range of academic fields. These teachers are offering the academy and its students a whole new angle of vision on social reality and individual positioning.” – from the foreword by Peggy McIntosh
Intersectional Pedagogy: Complicating Identity and Social Justice (2017) advances an educational agenda that dismantles the dominant categorical approach which treats social identities as mutually exclusive. Case’s pedagogical model for teaching intersectionality and contributors’ groundbreaking essays lay the theoretical foundation for intersections of identity pedagogy and provide scholarship and practical applications to aid faculty in promoting complex critical dialogues about systems of privilege and oppression. With its range of disciplinary perspectives and evidence-based strategies, this volume is a much-needed resource for any student or educator who wishes to bring social justice into the classroom.
“Intersectional Pedagogy is a marvelous resource for anyone aiming to integrate intersectionality into their teaching. Faculty and graduate student teachers will find many ideas about how to talk about intersectionality in a variety of course settings and as it arises in the context of various social identities, as well as an amazing array of teaching resources, and detailed strategies about how to pursue classroom discussions and activities that live up to the complexity and depth of the theorizing about intersectionality. So many chapters inspire and encourage pedagogical experimentation. I know I will return to the volume again and again for fresh inspiration.”
–Abigail J. Stewart, Sandra Schwartz Tangri Distinguished University Professor of Psychology and Women’s Studies at the University of Michigan
See the book review published in Sex Roles
As a social issues researcher, I locate myself at the intersection of social psychology, gender and women’s studies, critical race theory, and LGBTQ studies (lesbian, gay, bisexual, transgender, queer), allowing each field to better inform my theoretical and methodological approaches (qualitative, correlational, experimental, etc.). My research program is motivated by my desire to further understand the complexity of social inequalities, as well as their intersections, and explore practical avenues for social change in the classroom and community. My scholarship covers three interconnected areas: 1) privilege awareness, identity, and interventions; 2) LGBTQ inclusive practices; and 3) privilege and intersectional pedagogies.