Creating inclusive classrooms: Intersectionality in curriculum and classroom

Education continues to be one of the most crucial determining factors of social inequalities across groups. The most predominant inequity in the British educational system is the inequality that exists with class, race, and gender (Strand, 2015; Barone & Schizzerotto, 2011).

The intersection of class, race, and gender are social factors that impact pupils' educational success. Teachers have tried to address the inequality of attainment by discretely attempting to meet the needs of class, race, ethnicity, gender or SEND by treating them as if they are disconnected, different and separate.

This approach has proven to be a slow process with a low success rate in terms of tackling the problem of inequality. It also has led to further problems because, for example, gender does not independently predict attainment, while for some groups, ethnicity appears to be more important when accessing attainment while for other groups social class seems to be the more important element.