ABSTRACT
This chapter analyzes the current context of public education in the US, paying close attention to what needs to be resisted and challenged. It offers a vision for how education and society might be reimagined so that they embody democracy, justice, and liberation. The chapter demonstrates how an intersectional analysis may be deployed as a means by which to engage in resistance, and praxis-oriented transformation for all educational communities and institutions. Resistance, indicates an approach of collective fight back, exposing the inequitable distribution of power, and actively opposing those forces which have a negative impact on lives, socially, politically and economically. W. Ross describes dangerous citizenship as embodying three fundamental, conjoined, and crucial generalities: Political participation, critical awareness, and intentional action. The importance of merging together critical feminist and education theories is what helps ground intersectionality as both a theoretical framework and praxis for liberation and democracy in education.
