Navigating Disrespect in the Classroom: Intersectionality Pedagogy as Humanizing Praxis for Black Women Faculty

Abstract

This case study examines intersectionality pedagogy (IP) as a humanizing approach to teaching that centers Black women’s voices and experiences in higher education. Through Janice’s experience, the case illustrates how IP disrupts anti-Black, gendered racism and white-cis-hetero-patriarchal norms shaping classroom power dynamics. The authors use the case to illustrate how casual disrespect—manifested as distrust, resistance, and heightened scrutiny—creates vulnerability for Black women faculty and reinforces epistemic violence. From Janice, readers learn how IP supports Black women faculty to engage reflexive practice and collaborative strategies that transform discomfort into critical learning moments. The discussion prompts readers to take steps toward undoing erasure through IP-informed pedagogical praxis.