Crenshaw’s theory of intersectionality (2013) is a framework for understanding how forms of discrimination and oppression—such as racism, sexism, and ableism—intersect and cannot be understood in isolation. Stating my positionality first is important because it shapes how I interpret issues of intersectionality and social justice in my teaching practice as a course leader in Fine Art: Computational Arts.
As someone of mixed Latin American and European heritage who is often perceived as a white European man, my positionality is complex and difficult to speak about. While I benefit from white-passing privilege in life and work, this can silence aspects of my identity and cause discomfort around when and how I speak about marginalisation. I find it awkward to assert my dual heritage around those who may perceive me solely as white. This has shaped my awareness of how identity is often misread or flattened in institutional contexts. I am also sympathetic to international students facing language barriers, having moved country twice—first as a UK-born child enrolling in a Spanish-speaking school in Colombia. I additionally bring the perspective of a recent bowel cancer survivor living with an invisible disability following surgery and having disclosed my needs when joining the PGCert. There are parallels between being white-passing and having an invisible disability; these characteristics could simultaneously privilege and invisibilise a person.
Crenshaw’s theory is helpful in critiquing how institutional data—such as UAL’s dashboards—separates gender, race, and disability, making it difficult to analyse overlapping inequalities. As far as I understand, we cannot explore intersecting categories (e.g. disabled and BAME students), only general trends in each. My own course is new with limited attainment data (11 graduates so far), but more broadly in Fine Art at Camberwell, disabled students achieved 47% firsts compared to 40% overall. This is intriguing but inconclusive without further intersectional breakdown. The BAME awarding gap however, has significantly widened every year over the last three years, demonstrating a worrisome pattern that suggests that intersectional characteristics may unfavourably be impacting on BAME disabled students. The implications for my teaching practice are a need to move beyond broad categories, be attentive to the limitations of UAL’s metrics, and recognise the complexity of students’ intersecting identities. I also need to acknowledge that not all students disclose disabilities at enrolment, leading to incomplete data.
Adepitan’s ParalympicsGB interview (2020) argues that inclusive spaces and support should enable individuals to ‘shine’. He highlights the overlapping issues of disability and race in sport while making a broader case for social justice. Intersectionality has encouraged me to go further as Course Leader in designing inclusive learning environments. At UAL, disability, health, language, and academic support are often communicated separately. It’s important to identify how support needs intersect, and how one issue can exacerbate another. For example, many international students face both cultural barriers and mental health struggles. Rather than framing students as arriving with problems, we should consider how the learning environment creates those barriers—aligned with the social model of disability (UAL, 2020). Christine Sun Kim (2023) similarly reflects on how moving to Berlin enabled her art practice due to in-built state support, free daycare, and affordable studios—conveying a sense of relief after previously living in the US. On that note, our course should strive to create conditions of intersectional support, enabling all students to thrive without structural barriers.
References
Adepitan, A. (2020). ‘Ade Adepitan gives amazing explanation of systemic racism’. Interview with Ade Adepitan. Interviewed by Nick Webborn for ParalympicsGB Legends, YouTube, 16 October. Youtube. Available at: https://www.youtube.com/watch?v=bnRjdol_j0c (Accessed: 19/06/2025).
Crenshaw, K.W., 2013. Mapping the margins: Intersectionality, identity politics, and violence against women of color. In The public nature of private violence (pp. 93-118). Routledge.
Sun, C. (2023). Christine Sun Kim in ‘Friends & Strangers’ – Season 11 | Art21, YouTube, 01 November. Available at: https://youtu.be/2NpRaEDlLsI (accessed: 19/06/2025).
UAL (2020). The Social Model of Disability at UAL, YouTube, 12 March. Available at https://www.youtube.com/watch?v=mNdnjmcrzgw (Accessed: 19/06/2025).
Thanks so much for sharing this, Matthew. I’m curious about the possible parallels of being white-passing and having an invisible impairment/disability, and how this could simultaneously privilege and invisibilize somebody.
We chatted in class about the awarding gaps which are, curiously, in favour of disabled students generally across UAL. This is reflected on your programme too. Did you have chance to look at the continuation/retention gap? Commonly, although disabled students get higher awards if they complete, they are less likely to complete in the first place. If so, I’m wondering what steps you might take to support continuation/retention for disabled students.
Hi Matthew! I really appreciate the way you approach intersectionality through a deeply personal lens. Your reflections on white-passing privilege and mixed heritage bring an important nuance to discussions around identity and inclusivity in education.
I found myself relating to parts of what you shared, albeit from a different perspective. I’m a white European man, originally from Eastern Europe, and I’ve lived and worked in the UK for the past 13 years. My accent is now relatively British-sounding after studying and settling here, and in most situations, I probably pass as a native speaker at least to foreign students. But I also carry a name that’s difficult to pronounce in English, and I’m aware of the stigmas and assumptions that can be attached to being Eastern European in the UK. That said, this isn’t something I’ve ever felt strongly compelled – or necessarily comfortable – to disclose in teaching contexts, even though I recognise how it shapes my experience and possibly how I’m perceived.
Your post made me think about that hesitance. I wonder whether you’ve had moments in your teaching where revealing elements of your identity felt actually comfortable and positive? And more broadly, how do you approach the balance between personal transparency and professional boundaries when modelling positionality to students?
I also appreciated how you framed disability in relation to broader systems of power, but I’d be curious to hear more about how this thinking informs specific strategies or practices in your teaching.
Thanks again for sharing this – it’s sparked a lot of valuable reflection.
Best, Reinis
Thanks again, Reinis, your response has sparked valuable reflection for me too. Your question around revealing elements of my identity to students really stumped me, I’m actually not sure, I get uncomfortable even speculating about such encounters, how weird is that? I must say however, when I went through cancer whilst on the job, I had to inform the students (or they were informed on my behalf I think, so that I could take leave). Upon returning, it was warming to have the support and empathy of students, who knew of what I had been through.