Crenshaw originally used the concept of intersectionality to denote the various ways in which race and gender interact to shape the multiple dimensions of Black women’s experiences. Her objective was to illustrate that many of the experiences Black women face are not subsumed within the traditional boundaries of race or gender discrimination (1990).
More recently the term has been adopted by academia to frame identity as a layered concept. There are many ways of being and of being discriminated against. Identity is multifaceted and intersectional and how we position ourselves is affected by this intersectionality. It is not a way of describing people but can be used as a lens through which to understand how social structures create vulnerabilities in people that can result in inequality and discrimination (Nayak, 2025). We identify and are identified via class, race, gender, sexuality, age, (dis)abled. According to Lukkien et al, disability and class are invisible identities and in the 38 papers included in their review only one paper focussed on class, while disability and age were the categories least observed (2023)
Identity is a social construct, and individuals are seldom in control of how their identities are perceived. Power dynamics are always at play and cultural and political systems mean social identities are placed in a hierarchy, not least in HE settings. (Lukkien, 2023)
So how can the concept of intersectionality help improve the practice of teaching and learning in a HE environment? As a Specialist Tutor working with neurodiverse students, I became involved in a workshop within ADSHE/PASSHE, our professional body. The aim was to recommend what intersectionality might look like in practice, how it could be used by Specialist Tutors when working with students whose ’disability’ is the identity at the forefront of the teaching and learning experience but only one aspect of their lived experience. Since Intersectionality is a Black Feminist theory, recognising and owning the impact of racial discrimination is paramount (Nayak 2025)
Nyak (2025) writing from a social work perspective and Phoenix (2018) educational policy, see intersectionality as a framework of practice rather than a concept for discussion. A praxis not a strategy. Inclusive practice needs to be more than a statement of intent. Allyship and challenging discriminatory practice is a position available to everyone working in HE and is a collective responsibility (Lukkien et al, 2023). Ways of working that assist this process are many and verified and I list but a few.
Admit that you can’t imagine someone else’s experience as we all have different experiences based on the aspects of ourselves that intersect and are visible at a personal and societal level. However, we will listen, learn and offer solidarity (Nayak, 2025). Question existing models, theories and approaches to pedagogy which inform existing policies and practices. Interrogate the context that indicates power dynamics in given situations, including where we position ourselves, ‘Privilege checking’ Mcintosh (1988) as cited in Phoenix, (2018). Understand the impact of multiple oppressions and historical bias against anyone who inhabits the spaces outside societal norms. Spaces that can be rich, educational and enlightening when seen as distinct from, not deficient to ‘the norm’.
Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Crenshaw%201990%20Intersectionality.pdf?forcedownload=1 (accessed 5/4/25)
Lukkien, T. Chauhan, T. Otaye-Ebede, L. (2023) Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Lukkien%2C%20Chauhan%20and%20Otaye-Ebede%202024.pdf?forcedownload=1 (accessed 2/4/25)
Nyak, S. (2025) Why Intersectionality is vital to anti-discriminatory practice https://www.researchinpractice.org.uk//all/news-views/2021-september/why-intersectionality-is-vital-to-anti-discriminatory-practice/ (accessed 2/4/25)
Phoenix, A. (2018) What is intersectionality? https://www.thebritishacademy.ac.uk/blog/what-is-intersectionality/ (accessed 3/4/25)
Hi Frances, I really enjoy reading your blog posts!
They are so well structured, clear and draw from vairiety of sources. I am in awe of how you can sum up the content of a text with using quotations and get your point across so clearly.
The quote below sums up, what should be happening in our practice and in HE, I couldn’t agree with you more.
“However, we will listen, learn and offer solidarity” (Nayak, 2025).
Hi Emilia
thanks for being so generous with your feedback. I suppose my job as a study skills tutor means that have experience in planning and structuring written work. That said I’m not also so confident that what I say makes sense. I’m also very opinionated so I have to be mindful to reference what I say or I might be accused of just having a rant!! I’m given to ranting as powerful men are making a terrible mess of things. I’m so glad we made this connection as I feel you are a kindred spirit.
Hi Frances,
Thank you for such a rich and thoughtful post, and for sharing so many useful references. I found your inclusion of Phoenix (2018) and Nyak (2025) particularly powerful, especially the point that intersectionality is not just a theoretical lens, but a framework for practice. That really resonated with the challenges I’ve been reflecting on in my own blog.
I was really interested in what you shared about role as a specialist tutor, I’d love to hear more about what kind of frameworks or tools you explored during that session. Were there any particular scenarios where a student’s disability was identified as the primary focus of the teaching encounter, and how did you or your colleagues adapt your approach in those moments?
Hi Rebekah
thanks so much for the feedback. I really value your input. Re your question about when disability is identified as main focus, that’s basically with all our students. They are referred to us when they have been identified as having a SPLD and could benefit from study skills support. My blog was really reflecting on the fact that intersectionality has not been embedded into our training and its obviously crucial that when discussing long and short term goals with students, that we are mindful of other structural bias that may present barriers to them reaching their full potential. I would be very happy to share strategies and techniques with you to help students navigate academic conventions and university life. University is a great opportunity to explore and communicate new ideas but sometimes stress levels mitigate against this enjoyment.
You offer a clear and balanced explanation of intersectionality as a framework, supported by well – chosen sources that strengthen your points. Also, highlighting that disability and age were least represented in the Lukkien et al. (2023) study is insightful as it raises important questions about who remains underrepresented in intersectional research.
It’s engaging to read how you connect this to your own practice, using disability as a focus while acknowledging it’s only one part of a much more complex identity. This demonstrates a thoughtful understanding of intersectionality in the classroom.
Your focus on Nayak (2025) and Phoenix’s (2018) idea that intersectionality is a framework for practice and not just a way to categorise people, is a key take away. By questioning current policies and models, you remind me of how external power structures influence education. This post provides a strong case for why educators must actively apply intersectional thinking in their day-to-day work, rather than treat it as theory alone.
Thank you so much for your generous feedback. UAL operates within the social model of disability, where barriers to access are considered to be more about threats from environmental issues than related to disability per se so study skills tutors are always mindful of what hurdles students may have to jump through while navigating the HE landscape. Working within an intersectional framework hopefully allows students to exercise their rights to support but also helps to hold educators to account if biases based on prejudices go unchecked.