Intersectional and Privilege Pedagogies

For all of the educators out there working to bring critical analysis of intersectionality, privilege, and social justice into the classroom, this page was/is created to support your work. This resources page is a living space growing and improving over time to meet pedagogical needs.

The teaching resources Facebook feed to the right is updated daily to provide news, stories, policy updates, research, and more relevant to teaching and learning about diversity, social justice, oppression, privilege, and intersectionality in the classroom.

intersectionality project

scrabbleThe Intersections Education Project was developed as a faculty-student collaboration to emphasize intersectionality theory as applied to real world social issues such as racism, privilege, marginalization of LGBT individuals, sexism, and more. This assignment requires students to create and carry out a public education project that raises awareness of an intersectional social issue or teaches about the concept of intersectionality and the matrix of oppression and privilege.

for instructors:

  • Pedagogical Information– learning goals, assignment instructions, information for your syllabus.
    Download Pedagogical Information
  • Teaching Handout– for use to teach students about the theory of intersectionality and the matrix of domination. Includes images and games to help students better understand such an abstract concept (final project by Angela MIller).Download Teaching Handout
  • Syllabus– the Psychology of Gender, Race, and Sexuality course has an intersectional theory focus infused throughout.Download Syllabus

The final project for the course required students to utilize their newfound knowledge of intersectionality for public education. For example, public education could be achieved by creating brochures, websites, videos, blogs, and workshops. The assignment provided avenues for students to learn through application of intersectionality to personal social identities and lived experiences while sharing knowledge with peers and the wider community. The project allowed them to develop their own unique vision for the project, improve their planning and organizing skills, and create their own map for arriving at the final project destination.

Student Project Examples

  • documentary– explored how images of race and gender interact in popular films to present stereotypes of Asian women and men.
  • videos on privilege– explained white, male, christian, and heterosexual privilege, prompting online public discussions that the student facilitated.
  • art display– focused on how some people are faced with barriers when pursuing their goals, while others have fewer boundaries. On display with a poster explaining the concept and art paper requesting comments, the piece inspired a conversation about oppression, privilege, and social change.

artworkImage

“Part of the assignment was to bring the information to the public. It was really intimidating to put my project out there. I was afraid of negative response, but once I got over that fear and sent it out to women’s studies programs throughout the country, I received positive feedback from many professors, including one of the authors I cited in the handout. It was extremely exciting and motivating! I will never forget the lesson I learned not to be afraid to exhibit my work, and I will always remember feeling that I can help make a difference in education. What a lesson in self-efficacy this class brought to my life!” (Angela Miller)

infusing intersectionality: psychology of women

The resources below provide instructors with teaching tools for infusing intersectionality into a Psychology of Women course. In fact, the readings, videos, current events, could be used in a wide-range of courses with the goal of developing an intersectional focus. I developed these various resources when teaching an online undergraduate course using a 10-module structure. However, all of the materials could also be used in face-to-face courses.

The details related to this entire course and the use of the materials below can be found in the Case and Rios (2017) chapter within Intersectional Pedagogy: Complicating Identity and Social Justice.

Assignments:

lgbt teaching resources & public policy

The Pulse nightclub massacre in Orlando targeted the LGBT community, but also intersected with many issues including islamophobia, domestic violence, anti-Latinx prejudice, and gun regulation. Members of the Society for the Psychological Study of Social Issues (SPSSI) gathered teaching materials to create this Pulse nightclub syllabus.

In 2016, the Tennessee state legislature fully defunded the University of Tennessee Knoxville’s Office for Diversity and Inclusion. That office funded LGBT programs and services, the Pride Center, and safe-sex education, as well as many other programs. UTK, my undergraduate alma mater, was where I first took courses making me more aware of sexism, racism, and anti-gay discrimination. As social scientists, it is our responsibility to bring science into the view of those creating public policy and legislation that harms marginalized populations. In collaboration with SPSSI, I contributed to the letter below sent to TN legislators and governor in support of returning funding to the UTK Office for Diversity and Inclusion. This letter may be helpful in illustrating to students how social science can be utilized to inform responsible public policy.

Due to SPSSI national efforts to promote science and inform public policy, I presented, with Dr. Kevin Nadal, a congressional briefing in Washington, DC open to all of Congress and their staffers, as well as outside non-profit organizations, advocacy groups, social science associations, and government offices. The talk, Toward LGBTQ Non-discrimination and Inclusivity: What We Know and What We Need, brought current research to active policy makers at the federal level. For more information, the presentation slides, and the 2-page brief overview, see the link below.

 

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