Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color
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...…that seeks to identify, analyze, and transform those structural and cultural aspects of education that maintain subordinate and dominant racial positions in and out of the classroom (see Crenshaw, Gotanda, Peller, & Thomas, 1995; Matsuda, Lawrence, Delgado, & Crenshaw, 1993; Tierney, 1993)....
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...” Indeed, White privilege is often expressed through majoritarian stories; through the “bundle of presuppositions, perceived wisdoms, and shared cultural understandings persons in the dominant race bring to the discussion of race” (Delgado & Stefancic, 1993, p. 462). However, majoritarian stories are not just stories of racial privilege, they are also stories of gender, class, and other forms of privilege. As such, they are stories that carry layers of assumptions that persons in positions of racialized privilege bring with them to discussions of racism, sexism, classism, and other forms of subordination. In other words, a majoritarian story is one that privileges Whites, men, the middle and/or upper class, and heterosexuals by naming these social locations as natural or normative points of reference. People of color often buy into and even tell majoritarian stories. Ironically, although Whites most often tell majoritarian stories, people of color can also tell them.(5) In the same way, misogynistic stories are often told by men but can also be told by women. As an example of minority majoritarian storytelling, African American scholar Thomas Sowell (1981) claimed that “the goals and values of Mexican Americans have never centered on education” (p....
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...Although race and racism are at the center of a critical race analysis, we also view them at their intersection with other forms of subordination such as gender and class discrimination (Crenshaw, 1989, 1993)....
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