Why isn’t the addressing of intersectional discrimination and disadvantage a key leadership priority in English schools?

Abstract

This paper explores current accountability mechanisms for the leadership of equality, equity, diversity and inclusion in addressing intersectional discrimination faced by pupils in English schools. I draw on the work of Kimberlé Crenshaw and Patricia Hill Collins in the critical framing of intersectional discrimination and the work of UK-based academics, notably David Gillborn, in examining the impact of intersectional discrimination on pupils in the English education system. I argue that an intersectional approach can deepen understanding and acknowledge the complexities of human identity and therefore offer more sophisticated support systems for pupils. The dangers of diluting the recognition of the impact of singular, shared identity attributes are considered in the context of power hierarchies at the points of intersection and balanced against the recognition that a focus on single characteristics and a totalising view of identity may reduce understanding which can then limit equity action for equality.