Abstract
Intersectionality, conceived as a critical theoretical paradigm and a methodological approach to reveal
systemic inequality and inequity, enables the analysis of interdependences and power dynamics of relationships and processes in educational contexts. It opens a transformative perspective that indicates
differences and forms of belonging within educational settings. International scholarship increasingly
calls for intersectional approaches to inform both educational research and policy, while simultaneously noting amarked scarcity of empirical studies within pedagogical settings. Against this backdrop,
this study explores how intersectionality has been received within the Italian educational debate. A
systematic search was conducted across 36 Class A educational journals (ANVUR, 11/D1), identifying six pertinent contributions published between 2020 and 2025. Results show that intersectionality
is mainly mobilised as a theoretical lens for reading differences and educational processes. The study
sheds light on the current state of the art of intersectionality in education in the national context and
discusses its implications for educational research and practice.