Intersectionality and Paradigms of Privilege: Teaching for
The concept of privilege examines the ways social inequality actualizes in everyday lived experiences, systems, and institutions. Privilege theory recognizes that race, class, gender, ability, and other markers of identity are “socially constructed spaces with biological connections” (Banks, 2009, p. 11) and that those occupying the most valued markers (e.g., White, male, heterosexual, ablebodied) have lived experiences saturated with opportunities that translate into economic, social, and political power. McIntosh (1988) provided groundbreaking access into discussions about the everyday ways unearned advantages confer economic, social, and political power to White people and to men. This dialogue from McIntosh, a cornerstone of privilege theory, continues to offer a compelling point of entry into teaching and learning opportunities that analyze social inequity.