TEACHING PHILOSOPHY
Intersectionality is a sociological theory, coined by Kimberlake Crenshaw, that argues that an individual can experience oppression in various configurations, and various degrees of intensity. An example of this is that a woman of color regularly faces discrimination, however if she also identifies as queer, or trans, then that heightens the threat of violence she would experience if she were straight. Discussing intersectionality within schools will allow students to not only tackle social justice issues within their own communities through their artwork, but will also provide them with the tools necessary to have better informed interpretations of art created by people from many different backgrounds. It will also allow me, as the educator, to provide students with a safe haven that is both radically inclusive, and encourages them to examine art through that perspective. When creating art, my students will become more interested in the artist, and how their work reflects who they are, and will in turn, consider their own intersections when delving into their pieces. If students are encouraged to think in this way they will become efficacious leaders of social change, because they will consider not only their perspective, but be empathetic of others. If not introduced to this level of empathy, and curiosity, students will be in a state of acquiescence, as well as become intransigent individuals.
Teaching intersectionality will result in more confident students, because it creates opportunities to have positive student-teacher relationships. Joshua Aronson eloquently stated that
when students of color take standardized tests, they are often aware of the racist assumption that non-white groups have inferior intelligence, which increases their anxiety and impairs their performance. When they expect to be treated with prejudice, students of color experience discomfort, perform poorly, and have difficulty maintaining motivation in the face of teacher’s criticisms” (Aronson, p. 13).
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Within this statement “students of color” can be interchangeable with “students who are gay” or any other classifications that may put said student at risk of prejudice. As an educator, I believe that introducing intersectionality immediately presents the idea that I am in fact interested in the many facets of each student. I plan on effectively introducing the idea of intersectionality, while showing interest in my students, by having them create a self portrait pieces that address the idea how others view them, versus how they view themselves. I will not only explain that these pieces do not have to be limited to realism, but will model that by showing them Tajh Rust’s “Voices Need Heroes”, Shirin Neshat’s “Rebellious Silence”, and Yinka Shonibare “British Library”. Through inquiry based teaching I will guide students in finding the commonalities between all of these artists which centers around the idea of being othered. That concept is something I want them to explore in their own pieces. They will then be able to present these pieces, beginning with their fellow classmates simply saying what they notice, following with them explaining what they inferred from what they noticed, and ending with the student artist explaining not only what their aim was for their piece, but how the process played a role in achieving their aim.
My assessment of projects will be largely formative, walking around asking students about their process, which will not only allow them to successfully express a message, but will show them how interested I am in them as individuals. It is important that an educator display this level of curiosity because, as Paulo Freire, one of the leading advocates of critical pedagogy, stated, our presence as teachers is intrinsically political. Students have been programmed to believe that since educators are authorities, we are inherently omniscient, and they have to blindly agree to whatever we say. If we display consistent curiosity in our students, that will not only allow them to become more confident, but to be autonomous, since they will feel as though they are respected, and supported. It is vital that each student develops this level of autonomy, because it will give them the confidence necessary to disagree with injustice, and will in turn allow them to create social change within their communities.
In Their Eyes Were Watching God by Zora Neale Hurston, Janie’s grandmother says “ah wanted to preach a great sermon about colored women sittin’ on high, but they wasn’t no pulpit for me”. Janie’s grandmother was trying to explain that she never had a chance to create a better life for herself, which is why she tries incredibly hard to do that for Janie. We, as educators, need to make sure that we are creating self-assured, optimistic, and empathetic individuals that can create the pulpit for themselves, as well as for members in their respective communities. The best way to do that is by introducing intersectionality.