We perceive a continued lack of attention to intersectionality in
education, despite growing interest in popular media and ongoing
investment in intersectional-type work in the social sciences. Our
collection invites urban educators, and educators in general to
ask: "How can our work benefit by incorporating intersectionality
theories in research and in practice?" "What might we be able to
better see using an intersectional lens?" Though in many ways the
literature on intersectionality and education echoes
recommendations from studies of diversity over the years, we
believe there is the potential for intersectionality to produce a
serendipitous effect, revitalizing our theory and praxis around
race, class, gender, and other identity axes in urban education. In
addition, intersectionality can help and support theories based on
a social justice by further illuminating research analysis,
including shining a light on nuances that often remain in the
shadow during analysis. We hope to engage readers with a range of
possibilities for applying intersectionality theories in their own
educational settings; urban or otherwise. In urban education,
"urban" is a floating signifier that is imbued with meaning,
positive or negative by its users. "Urban" can be used to refer to
both the geographicalcontext of a city and a sense of "less than,"
most often in relation to race and/or socioeconomic status (Watson,
2011). For Noblit and Pink (2007), "Urban, rather, is a
generalization as much about geography as it is about the idea that
urban centers have problems: problems of too many people, too much
poverty, too much crime and violence, and ultimately, too little
hope" (p. xv). Recently, urban education scholars such as Anyon
(2005), Pink and Noblit (2007), Blanchett, Klinger and Harry
(2009), and Lipman (2013) have elucidated the social construction
of oppression and privilege for urban students, teachers, schools,
families, and communities using intersectionality theories.
Building on their work, we see the need for an edited collection
that would look across the different realms of urban education -
theorizing identity markers in urban education, education in urban
schools and communities, thinking intersectionally in teacher
education & higher education, educational policies & urban
spaces - seeking to better understand each topic using an
intersectional lens. Such a collection might serve to conceptually
frame or provide methodological tools, or act as a reference point
for scholars and educators who are trying to address urban
educational issues in light of identities and power. Secondly, we
argue that education questions and/or problems beg to be
conceptualized and analyzed through more than one identity axis.
Policies and practices that do not take into account urban
students' intertwining identity markers risk reproducing patterns
of privilege and oppression, perpetuating stereotypes, and failing
at the task we care most deeply about: supporting all students'
learning across a holistic range of academic, personal, and
justice-oriented outcomes. Can educational policies and practices
address the social justice issues faced in urban schools and
communities today? We argue that doing intersectional research and
implementing educational policies and practices guided by these
frameworks can help improve the "fit." Particular attention needs
to be paid to intersectionality as a lens for educational theory,
policy, and practice. As urban educators we would be wise to
consider the intertwining of these identity axes in order to better
analyze educational issues and engage in teaching, learning,
research, andpolicymaking that are better-tuned to the needs of
diverse students, families, and communities.
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