Review of Hill Collins, P., & Bilge, S. (2016), "Intersectionality"

Chelsea Jones


Ready or not: intersectionality is sweeping across classrooms in largely student-led strokes. Luckily, Patricia Hill Collins and Sirma Bilge, women who’ve penned texts to the tune of critical inquiry and praxis for years, remind us what intersectionality means and how it emerges in their latest collaboration, Intersectionality. Their book highlights concerns with intersectionality’s institutionalization while simultaneously arguing that many colleges and universities have missed opportunities to connect with the ways students live intersectionally (through jobs, sports, care-roles, and so on) (47). Urging readers away from insincere “diversity” and “cultural competence” claims, they explain that readers with vested interested in education work in contexts where “some forms of diversity remain more desirable than others” and that taking intersectionality seriously means engaging in critical, collaborative, coalition-building work “with people who really are different” (174, 169).

Full Text:




  • There are currently no refbacks.


The Canadian Journal of Disability Studies is Published by the Canadian Disability Studies Association-Association Canadienne des Études sur l'Incapacité, and is hosted and supported by the University of Waterloo.

ISSN 1929-9192 Canadian Journal of Disability Studies (Online)