Abstract
This article discusses difficulties and opportunities in working with/through/towards intersectionality, which we illustrate using work conducted during our interpretive workshop. Speaking from the perspective of emerging researchers in educational science and teacher education, we are united by our critical examination of research in and about relations of inequality, whereby intersectionality represents an important point of reference as a sensitizing concept for theory and practice. However, the concrete discussion and use of the concept of intersectionality raised many questions.
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