Lebensgeschichte intersektional. Empirische Betrachtungen zur subjektiven Sinnbildung

Abstract

This article makes intersectional approaches accessible to historical empirical research. It starts from the assumption that a better understanding of students’ learning conditions can be gained by not focusing exclusively on a single category of difference and its effects on historical learning, but by including complex, interdependent structures in research projects. For this purpose, intersectionality is first discussed from the perspective of history education theory in order to develop an approach for empirical intersectional analysis. This is then used to examine the biographical experiences of seven students with so-called intellectual disabilities. The focus of intersectional analysis is to understand intersectional interdependencies.