ABSTRACT
An intersectional psychology of gender course was relatively straightforward as a proposition alone. This chapter explores the challenges and the steps including the limits and the normative orientation of the social sciences to the study of identity, difference, and inequality. It focuses on critical self-reflection on designing and teaching a psychology of gender course. intersectionality presents serious challenges to the constitutive elements of psychology of gender insomuch as theories of intersectionality generally reject a psychological framing of the social world and question the primacy of gender in feminist discourse. The chapter reflects the strengths and weaknesses of pedagogical strategies, particularly in light of Case's proposed model of intersectional pedagogy. Various articulations of intersectionality theory emphasize its radical capacity to undermine the imagined distance between subjects (i.e., researchers) and objects of study (i.e., participants). Scholar-teachers and activists continue to advocate for curriculum transformation within institutions and disciplines that are explicitly hostile to intersectional commitments.
