Intersectionality emerged as a critique of feminism from Black feminist activists and teacher-scholars in the 1970s. Intersectional perspectives illuminate how multiple aspects of identity come together and relate to one another. Romero proposes intersectional processes for analyzing classroom talk and text, and also innovating teaching and learning strategies attuned to students’ lived experiences, identities, and identification practices. She unpacks the relationships between teachers and students and how diverse identities and identification practices converge within pedagogical interactions. She frames ways for teachers to forge connections between lived experiences and local and global issues that impact teaching and learning, suggests theoretical, methodological, and pedagogical practices that address multiple intersections converging within teaching and learning spaces, and empowers teachers to enact change through action-reflection processes of dialoguing, decentering, and co-storying.
