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• W168509312 abstract "The value of examining the ways in which race, class, and gender intersect in the construction of reality has not always been obvious. For some the fear was that comparisons would be used to invalidate or subordinate the oppres sion of one or more groups to some single and absolute paradigm of op pression or exploitation. For others there was the well intentioned in sistence that they were leaving out race or class or gender in their study of one of the other two, not because it wasn't important but simply because it wasn't relevant at that moment. It has taken us a long time, but we find ourselves in a period when people are open to integrating the study of race, class, and gender. This is no accident. Where the 70s were charac terized by separation and suspicion and spawned autonomous movements for racial and gender liberation, the 80s appear to be a period for collaborations and connections.2 At one time it seemed as if our ability to obtain resources for our particular struggle had an inverse ratio to the same ability on the part of others. There was a lot to go around, but each group wanted exclusive rights to the pie. Now in a period of relative scarcity many of us involved in progressive struggles have come to believe that our survival may well depend upon a combined struggle to oppose cuts and cutbacks. And our approach to theory now reflects the connections we have begun to forge in practice. Many of us have come to understand that talking about gender without talking about race and class or talking about race without bringing in class and gender is imply another way of obscuring reality instead of coming to terms with it. Many of us have come to believe that using race, class, and gender simultaneously as categories for analyzing reality provides us, at least at this historical moment, with the most adequate and comprehensive under standing of why things occur and whose interests they serve. During the past six years I have been engaged in several teaching projects designed to integrate this perspective into the curriculum. Drawing on the insights gained from each of them and focusing on my experience teaching an introductory required course called Racism and Sexism in a Changing America, I will examine some of the problems that arise from teaching about the intersection of race, class, and gender.3 In particular, I will talk about why it is often so difficult to persuade students that racism and sexism continue to be fundamental forces in our society?forces which, along with class, play a primary role in shaping the kinds of lives people live. I speak from the perspective of a middle class, white woman who tries to guard against the danger of equating her reality with the reality but who never theless will more than likely do just that at least several times in the course of the discussion which follows. For that reason it is probably best to set aside the persona of universal theo retician and begin speaking in my own voice.4 Adopting this voice is essential for talking with students and others about racism and sexism. They are le gitimately hostile when confronted with abstract lecture-sermons from re mote authorities who claim some spe cial ability to recognize and then cri ticize racist or sexist behavior. If we expect others to talk openly about deeply felt beliefs and experiences we must make clear our own willingness to do the same. I grew up in a white, upper middle class, urban, orthodox jewish family. From the start, I knew I was a girl. The distinction between males and females in orthodox Judaism is clear and in escapable. Fortunately for me, I was an only child for the first six years of my life, and my place as first-born and only child compensated somewhat for the limitations on opportunity that would otherwise have been imposed unre lentingly by my gender. The first people of color I ever knew were large, loving Black women who came to take care of me, or clean our apartment, or wash our clothes. Later, as our family became more successful, they were replaced by slender young women from the West Indies and later still by young white girls from Ire land, France and Canada. Each of them treated my mother with varying de grees of respect or tolerance, but all of them treated my father with absolute regard. My parents were liberal Re publicans with Democratic tendencies. They taught my brother and me the standard liberal rhetoric about equality and justice at the same time that their conversation reflected stereotypical views of people of color and working people. They called Black people Chvartsas and meant no disrespect. Towards the end of her life my mother still spoke on the phone regularly with V., a middle class Black woman who came to work for us part-time after my" @default.
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• W168509312 date "1988-01-01" @default.
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• W168509312 title "Integrating the Study of Race, Gender, and Class: Some Preliminary Observations." @default.
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