Journal of Curriculum Theorizing ♦ Volume 25, Number 2, 2009 76 FEATURE ARTICLE Beyond the Sole Category of Race Using a CRT Intersectional Framework to Map Identity Projects NIKOLA HOBBEL Humboldt State University THANDEKA K. CHAPMAN University of Wisconsin-Milwaukee My focus on the intersections of race and gender only highlights the need to account for multiple grounds of identity when considering how the social world is constructed. (Kimberlé Crenshaw, 1995, p. 358) Our task must be to try and think our way out of the paradox of identity and the other, the paradox of oppressor and oppressed. (Cameron McCarthy et al., 1998, p. 221) General Background HE POWER OF THE IDENTITY MOVEMENTS of the Civil Rights era continues to affect curriculum design, instructional practices, and student learning. In a previous era, the thrust of public interest was convened around bringing access and equity in education to oppressed and marginalized groups that were characterized by race and gender, particularly. Today, the effects of these identity movements on educational practices can easily be seen through the inclusion of content by and about people of color in public school curricula. Multicultural education, howev- er, requires that classrooms and schools evolve beyond content alterations and slight changes in pedagogy to include reflection and critique of the intersectionalities and complex relationships that are inherent within identity categories (Banks, 1995; Nieto, 2000; Sleeter, 2000). To be clear: These days, multicultural education often means race education and sometimes elides issues of sexual orientation, gender construction, religion, and class norms. This elision further obscures fluid identities, media relationships and community alliances, revealing a deep tension between the framing of emancipatory pedagogies and the fluid contexts in which we live. Still, Sleeter and Delgado Bernal indicate, “Multicultural research conducted within a Critical Race Theory (CRT) framework might offer a way to understand and analyze the multiple