Toward an Intersectional Political Science Pedagogy

Abstract

This article highlights the ways in which theoretical and empirical work on intersectionality, combined with relevant existing pedagogical literature, can inspire new ways to think about politics and for political science faculty to creatively enhance student learning. Much like in its research applications, an intersectionality-inspired pedagogy is shown to be appropriate not only in courses on the politics of race, ethnicity, gender, or sexuality but also in a wide range of political science courses. The article begins by providing a discussion of the treatment of identity, diversity, and inequality in political science pedagogy. Next, it provides an outline of the intersectional research paradigm. Four aspects of an intersectional political science pedagogy are then delineated: focusing on multiple identities, foregrounding of power and processes, transforming courses through inclusion, and employing a normative commitment to equality. The article closes with an examination of the barriers (and solutions) that might affect implementation of such a pedagogy in the discipline, informed by personal teaching experiences and the existing pedagogical literature.

Keywords:

• diversity
• intersectionality
• student engagement

Notes

Note

Many calls have been made for the discipline to better examine systems of inequality through its scholarly research as well. Smith (2004) makes a particularly notable recent appeal, arguing that due to the discipline's history of explicit racism and neglect of the issue, political scientists have a particular responsibility to examine such issues: “[O]ur profession has contributed historically to the political construction of race in America as a vast system of unjust inequalities. Insofar as we have done so, then we in the profession of political science, not just as much but more than other Americans, have a rather profound duty today to do better,” (45, emphasis added).