Vrushali Patil’s position on intersectionality in her essay, “From Patriarchy to Intersectionality: A Transnational Feminist Assessment of How Far We’ve Really Come,” gives a different perspective on intersectionality and patriarchy. Patil critiques patriarchy and the shift in domestic intersectionality. She defines patriarchy as, “a convenient designation of not only the particular concept of patriarchy, but homogenous, monolithic accounts of gender oppression…” (p.204). From a feminist approach, Patil believes a critical conversation is necessary regarding the wide range of uses for patriarchy as a form of oppression in women’s and gender studies and intersectionality. Patil argues, patriarchy has been blocked by intersectionality theory and it has neglected interrelationships of transnational …show more content…
history and geography. In following Nash, Patil’s purpose is not to criticize intersectionality nor revive patriarchy as a theory. She believes a critical assessment is necessary as it relates to a transborder construction of racial and cultural hierarchy. Patil highlights transnational feminism authors Grewal and Kaplan’s theory to “encourage an examination of how race, ethnicity, sexuality, culture, nation and gender not only intersect but are mutually constituted, formed, and transformed within…European imperialism, colonialism, neoliberal, and globalization” (p.204). Patil challenges the limits of domestic intersectionality based on patriarchy’s failure to recognize transnational border dynamics. Patil critiques several points related to domestic interesectionality: • Women as sexual-political subjects • Colonial patriarchies and histories • Displacement of patriarchy as a monolithic view of gender • Imbalance of US theory on intersectionality to transnational power structures • Domestic dynamics versus cross-border dynamics (intranationalism) Patil examines the debates on decolonization as she questions the role of colonized patriarchal systems. She explores how colonization developed this idea of backwardness underdeveloped areas to validate a patriarchal domination and “to emasculate already grown men.” Patil wants scholars to critically analyze domestic intersectionalities as it relates to local relationships to various patriarchies and how this relates to gender, race, and sex. The Connections While reading these essays, many of the author’s thoughts intersected. All of the authors give credit and reference Crenshaw’s critical social theory on intersectionality as a way to unveil the relationships between race, gender, and sex in marginalized women. Here are several factors the authors have cross-connected in their position: • While they respect Crenshaw’s intersectionality theory, there are limitations and unresolved questions that need to be explored and defined. • Scholars need to take a critical look at how they are defining intersectionality, and look at all the methods that support this theory. • While Black women are the main focus of intersectional scholarship, do not to use them as a prototype, but look at all women of color, including the global south • Investigate ways intersectionality rejects the single-axis framework embraced by feminist and scholars; and analyze various ways in which race and gender interact to shape multiple dimensions in Black women’s lives. • Understand historical linkage and systemic interrelationships that reveal underlying ways one dimension of inequality is shaped by one another. • Critically explore the lived experiences and the struggles of marginalized groups who are ignored, misunderstood or erased. • Discuss intersectionality that interrogates various experiences in different categories such as, race, ethnic, class, physical ability, age, sexuality, gender, patriarchies, and locations rather than the singularity of human experience. • Reframe and create new knowledge to assert alternative ways of studying power and inequality. • Challenge conventional understandings of oppressed and excluded groups and individuals.
• Promote social justice and social change by linking research and practice to eradicate the disparities in higher education institutions.
• Acknowledge within marginalized groups there are different characteristics in status, class, religion, nationality, location, gender, sexuality, and race.
• While using intersectional analysis, look beyond race and sex and draw attention to policies, practices, and outcomes on institutional racism and discriminatory practices (ex.housing).
• Be careful of intersectionality as a buzz work and patriarchy to represent only gender.
• There is a need to have a cohesive definition, if possible, of intersectionality as a method and process.
• Scholars should be aware of any unresolved conflicts with feminist, anti-racist theory, practice, and politics that would confuse their conceptions of identity and oppression that obscures the normative goals of their work.
The Challenges
• How does intersectionality challenge traditional modes of knowledge produced in the United States as a form of advocacy and pedagogy to pursue social justice and
equality? • If intersectionality is a way to reframe and create new ways of studying power and inequality of the oppressed and marginalized groups, then why is there still an exclusion of power and inequality based on race and gender? • How do you understand the lived experiences of people of color and other marginalized groups when you have white privilege? • How do you promote social justice and social change through research and practice when some higher education institutions may deny a problem exists? • Is it possible to have a singular definition for intersectionality? • How do we answer the ‘so what’ question by Chang and Culp? • How can you teach intersectional methodology outside women’s and gender studies? • Whose experiences are intersectional and who makes that decision? • How do we look beyond the Western view of intersectionality and acknowledge women’s experiences, identity, and status globally? • How does domestic intersectionality influence the United States view of race and gender? • After reading these three essays about intersectionality, where do we go from here?
In the opening chapter of their book, Patricia Hill Collins and Sirma Bilge examine the meaning of intersectionality as they apply it to three distinct examples: the FIFA World Cup, a World Congress of Sociology, and the Brazilian festival of Latinidades. Intersectionality, as defined by the authors, refers to “a way of understanding and analyzing the complexity in the world, in people, and in human experiences.” Intersectionality is often used as an analytic tool to better understand the social and political needs of those whose lives are influenced by multiple intersecting identities (i.e. Black feminism is used to call attention to the specific needs of Black women). The idea of structural power is another key component of intersectionality discussed by Hill Collins and Bilge in the chapter. They argue that power is organized in four distinct, interconnected domains (interpersonal, disciplinary, cultural, and structural), and “operates by disciplining people in ways that put people’s lives on paths that makes some options seems viable and others out of reach.” This idea is outlined in the World Cup example as the authors discuss the “pay to play” ideology in soccer that disadvantages those with lower socioeconomic status. At the conclusion of their chapter, Hill Collins and Bilge outline six core ideas that tend to come up when using intersectionality as an analytic
Understanding one another starts with understanding the various social intersections that make up our identities. Intersectionality, a concept developed by Kimberlé Crenshaw, analyzes how aspects of social location (gender, race, class, age, etc.) intersect and are linked, thereby creating multiple identities that relate to systems of oppression and marginalization (Carbado, Crenshaw, Mays, & Tomlinson, 2013). In this paper, the theme of intersectional identity will be explored using Janet Mock’s (2014) story as a case study, based off her book, Redefining Realness. Moreover, there will
In other words, people can be born into identity categories or contexts, but there are people who struggle to balance two identities - “double consciousness” coined by W.E.B. Du Bois. Personally, I have had people say “you don’t look Mexican” because of my skin color and facial features that supposably make me look European. In addition, I have also heard people say to some of my friends who are Mexican-American “you are too mexican,” because of their color or they have a stronger sense in the Mexican tradition/culture. Next, the U.S. has five standard racial categories, but there have been scholars, like Kaplan, and the public who call for the government to have consistency with the racial categories because individuals have their own racial self-identity not defined or recognized through the five standard racial categories; this also ties in with her third argument because the disjuncture/tension between politics identity and individuals will remain; identity is an unending linguistic process of becoming. In conclusion, many Mexican-Americans find it a challenge to try and find a balance between both “identities” and not fail to have one be dominant over the other. Therefore, the questions I would like to pose is “Who are the key players (e.g. government, community/society, etc.) to move forward and resolve this issue of stereotypes and/or perceptions established upon individuals who are experiencing “double
This essay will be unpacking and analysing the different elements that create my own intersectionality in my life. This essay will be discussing how class, gender/sex and race have influenced who I am and the experiences I have had throughout my life, and how various structures impact these experiences, with reference to the Crenshaw and Dill and Zambara articles, I will connect their thoughts and ideas to the intersectionality of my own life.
Currently, in our society we can see an increase in inequality and discrimination towards different people. Unfortunately, the American ideology does not take into account the diversity that exists in the country. The lack of an educational perspective that includes all people regardless of gender, race, sex, religion and social class is vitally important to take into account not just those people who meet the “normal” perspectives imposed by society, but also take in consideration those who don’t necessarily meet the social expectations. It could be said that intersectionality is a tool which helps us to analyze and defend multiple discriminations and above all to understand how different factors influence the rights and opportunities that
Feminism analyzes how men have more social power than women and as a result, they use their social privileges above women (Ravelli and Webber 70). Likewise, feminism examines the political and social inequality occurring between both genders and highlight the patriarchy of men (Ravelli and Webber 70). Patriarchy is used to describe how male dominate the culture and the social system (Ravelli and Webber 71). When feminists understand a women’s experience, they consider her race and social class this is the concept of intersectionality (Ravelli and Webber 73). In intersectionality, they recognize the oppression women experience various for every individual (Ravelli and Webber 73). In the Aboriginal community, violence occurs because of the men’s inability to be superior. Although functionalism and feminism explain the disruption in the Aboriginal community, functionalism demonstrates a greater responsibly the police force has for the
For instance, relating to the employment, there were two obvious hierarchical differences between the black and the white, and women and men. According to Kimberle (2015), in the late 1970, the employment opportunities for black people and women were still in the straitened circumstance, furthermore, even if there were chances for them, “... the black job were men’s job, and the women’s job were only for whites.” (Kimberle Cranshaw 2015). In other words, there was no opportunity for the black women. In this case, the unjust discriminatory treatment for black women simply resulted from their intersected identities as a “black” and “woman” both were marginalized in the society. In regard to this, however, the important point is that people did not analyze the cause of this situation through considering it from the both racial and sexual sides simultaneously. People ignored the experience of the others, and categorized the black women based on their sex as a “woman”. In other words, people, especially who were in the privileged position, just neglected the subtle “differences” of others, and they stretched the rules to their own advantages. Relating to these “differences”, Audre Lorde (1984: 115) explains that “ But we have no patterns for relating across our human differences as equals. As a result, those differences have been misnamed and misused in the
These type of studies aim to provide information on how different identities such as race, class, gender, sexual orientation are connected to one another. With this understanding, it can be acknowledged that one can be an oppressor at one point in time but be oppressed at another. These roles are constantly changing, based on a variety of factors. Integrative anti-racism allows a better understanding of these social oppressions.
Through the courses that I have taken thus far, I have learned about and experienced many rewards of teaching for social justice. However, I have also learned about the challenges of teaching for social justice, such as mismatches, racial stigmas, and avoiding oppressive teaching, to name a few. From course readings, the dispositions, and real-life situations, I have been able to grasp the understanding of being a teacher for social justice.
Among the many subjects covered in this book are the three classes of oppression: gender, race and class in addition to the ways in which they intersect. As well as the importance of the movement being all-inclusive, advocating the idea that feminism is in fact for everybody. The author also touches upon education, parenting and violence. She begins her book with her key argument, stating that feminist theory and the movement are mainly led by high class white women who disregarded the circumstances of underprivileged non-white women.
I was aware of these oppressions and have often times struggled with what I can do individually to work towards alleviating these oppressions. The Next Steps portion of the chapter on racism really outlined methods of actions that could be applied to all forms of oppression. One method entitled “FLEXing Cross- cultural Communications,” outlines productive communication, depersonalization, and open- mindedness when it comes to understanding and practicing competency. This model serves as a tool to motivate action to those form other cultures in ways that in the end everyone can
Women and gender studies contribute greatly to our understanding of the social and cultural world we inhabit. Studying the complex issues of this field has instituted many key insights. Two major insights that positively affected our society are the awareness through learning and through this awareness activism that can ensue.
Additionally the text book Understanding and Managing Diversity also highlighted that we have to consider the multiple dimensions of diversity:
This is particularly palpable in the phenomenon of gender roles. “Oversimplified conceptions pertaining to our behavior as females or males,” gender roles boil down our gender and anatomical performance into categories of “boy” or “girl” (Basow 3). Patriarchy then builds systemic inequality off this simplistic binary foundation, attaching “male” to spheres of power and “female” to spheres of powerlessness. Gender roles are one of many patriarchal infrastructures that thrive off a concrete definition of gender and/or sex, and so modern feminism has found power in dismantling both constructions.
...Gender stereotypes do not only target women, contrary to popular belief. The largest issue facing boys and, ultimately, young men in our society is the amount of emphasis placed on women whether it be through literature, propaganda, or equality. The modern society tends to place so much emphasis on women’s suppression that the majority of citizens forget about men’s equality. School-age boys should be given the option to read male-oriented literature rather than that of the feminist era. Women’s rights propaganda should either be eliminated or that of men’s rights should be added to counteract all of the negative things said about them. Finally, young men should have the right to choose their learning environment, whether it be in a classroom or outdoors. All of these things should be incorporated into society in order to end unfair discrimination against young men.