Gender intersectionality as theory and educational training practice

Abstract

This article aims to reflect on gender intersectionality as a concept that is imposed on academic debates and educational guidelines. The text highlights the power relations that are established based on gender, a classification that intersects with other attributes, such as race and social class, and that serve to discriminate against women. The selected theoretical framework aims to elucidate the complex discursive mechanisms used to subject women to inferiority in relation to men, a practice that has been consolidated in contemporary societies by retrograde conservatism and hate speech. The debate draws on the theses of authors who have dedicated themselves to the theme of intersectionality, such as Kimberlé W. Crenshaw, Judith Butler, and Lélia González. The investigation of published texts questions the very concept of intersectionality, which, when confronted with feminist theory for excluding black women from debates, has been evaluated as excluding other female categories, such as lesbian women. The article concludes with proposals for educational strategies to introduce the theme of gender intersectionality into classrooms.                                                                                                                                      Keywords: Gender intersectionality. Power relations. Educational strategies.