Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education

Gillborn, David
Qualitative Inquiry

The article explores the utility of intersectionality as an aspect of critical race theory (CRT) in education. Drawing on research with Black middle-class parents in England, the article explores the intersecting roles of race, class, and gender in the construction and deployment of dis/ability in education. The author concludes that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways: namely, empirical primacy (as a central axis of oppression in the everyday reality of schools), personal/autobiographical primacy (as a vital component in how critical race scholars view themselves and their experience of the world), and political primacy (as a point of group coherence and activism).