Intersectionality: Investigating The Triangle Of Racial Equality

Intersectionality is a framework that must be applied to all social justice work, a frame that recognizes the multiple aspects of identity that enrich our lives and experiences. This framework synthesizes and complicates oppressions and marginalization’s. In the article, “Why Intersectionality Can’t Wait” Kimberle Crenshaw talks about how the purpose of intersectionality has been lost. Intersectional somehow creates an environment of bullying and privilege checking. This society cannot afford to have movements that are not intersectional because all races need to be embraced and have equality.

In the Charter of Rights and Freedoms, section 15 consists of two subsections which will be examined in terms of discrimination within society. As stated in section 15 (1) “Every individual is equal before and under the law and has the right to the equal protection of the law without discrimination......”.1 The term discrimination here refers to all the forms of discrimination such as race, ethnicity, or any forms of disabilities. However, discrimination can also be applied in a general

‘Article 14 Discrimination’ (bbc.co.uk). This tells us that no one has a right to discriminate against anyone for any reason including race, colour, religion, sex and many other reasons. ‘Protocol 1 article 1’ (bbc.co.uk). This is a right to your possessions everyone is entitled to their possessions. ‘Protocol 1 Article 2’ (bbc.co.uk) this is a right to an education, no one should be deprived of their education. ‘Protocol 1 Article 3’ (bbc.co.uk). This is the right to vote, everyone has the right to vote with the freedom of their expression.

In this week’s video it demonstrated the different reactions of onlookers who had witnessed a Caucasian male, African American male and Caucasian female separately stealing a bike. Each incident had a different response and this personally provoked conflicting emotions. To gain clarity I use intersectionality to understand how race and gender help shape the onlookers response and how it all relates to unequal treatment in general.

1.1 Identify the current legalisation and codes of practice relevant to the promotion of equality and valuing of diversity.

I would like to learn more about what else could be done to ensure a safe work environment for transgender individuals. I also would like to learn more about protective factors that these people have and what resources could be used as protective factors for young and middle adulthood transgender people. This project helps to increase awareness of oppression because, the cruel and prolong unjust treatment of individuals has been going on for a very long time and with understanding the trans community and the difficulties they face that I was unaware of we see how oppression very much still occurs today. This project also helped to relate intersectionality to oppression. As quoted in the power point by Audre Lord “There is no such thing as a

The fight against racial discrimination in the America has continued, it may be said that the struggle has become particularly difficult in the 21st century. The laws and policies claim that only few forms of discriminations remain, in reality, racial discrimination is still existent in the US, it has continued to hinder the enjoyment of fundamental human rights by many individuals who belong to the minor racial and ethnic groups (Alexander, 2013). According to studies, racism and racial discrimination have deeply and lastingly influenced

Within the community the problem of intersectionality takes place because there are black girls who experience more problems in their delinquent years. Many young black girls are “affected by social problems” (1507) that are presented to them by the communities. 70 percent of these black girls have been “exposed to some form of trauma” (1529). Most of the girls “are more likely to receive harsher punishment than boys for similar offenses” because of their inability to act like ladies. Juveniles are often treated like adult criminals but they cannot afford “the same due process rights as adult criminals” (1514). Whenever black girls are presented to the judge they have a hard time making a first impression because they are do not act like

Four things I have learned in this course are, Intersectionality & Inequality, homosexuality is not truly legal in America. Also, the health disparities, health equity effects all ethnic groups in America. Also, to recognize and honor the Formation and Legacies of racial and ethnic Minorities; history. The inequality, injustice, oppression, are the last things a person would think, of America due to the “democracy.”

According to Kimberlé Crenshaw, the concept of intersectionality refers to the way multiple oppressions particularly among the women are expressed. Kimberlé Crenshaw uses a scenario of traffic flow to describe intersectionality. She argues that many times black women find themselves in an intersection as a result of race discrimination and sex discrimination (Kimberlé 139). They suffer in many ways that may not be placed easily in legal categories of sexism or racism. The injustices they experience are a combination of both sexism and racism and they are “invisible” in the legal framework. An example of such injustices is employment discrimination that these women experience because they are women and black at the same time. A company like

This chapter focuses on anti-oppression and anti-discrimination practice. We will be looking at what is meant by these terms and the law which underpins them. We will explore the different ways people are affected by oppression and how to combat it. Evaluate society’s stereotypical images of groups of people in society and the principles of positive action and anti-oppression.

What do these words mean? How do identity, intersectionality, and power relate to feminism? Are they important? Or are they just another set of words used to emphasize feminism? Identity.

I am applying intersectionality and the sociological imagination to my intersecting identities: class, gender, and ethnicity. By employing intersectionality and the sociological imagination, I am analyzing how my positionality affected my personal experiences while connecting those events with society. I also included five peer-reviewed articles as supporting evidence.

Engaging with my community is important because I been helping people volunteer around me since middle school and continuing in high school because of the help I received in elementary. I wanted to help the elementary children because of all the support and help that I received. Helping them makes me think of when I needed help and received through people. I mostly helps with volunteering around with little kids in different elementary schools at my school district. I want them to be safe and help them during their hard times. I wanted to help people because I wanted people to understand what they are learning and have a good education. When I’m volunteering I help keep the children safe and cheer them on when they are competing.

My research during this course has allowed me to become a more reflective educator and to determine my pedagogical agenda. While studying James A. Bank’s Stages of Ethnicity and Gloria Ladson-Billings’ Theory of Culturally Relevant Pedagogy, I connect with NBPTS Proposition 4.B, and discovered a truer, honest picture of myself and of where I hope to be as a future administrator (NBPTS, 2014, p.16) The idea of cultural diversity has been part of my educational philosophy since middle school. I grew up in a very rural area of Pickens County, SC, where I attended elementary school with all white children. It wasn’t until I went to middle school in Simpsonville, SC that I was enrolled in classes with students of other cultural and