An intersectional approach to classed injustices in education: Gender, ethnicity, 'heavy' funds of knowledge and working-class students' struggles for intelligibility in the classroom

Archer, L. (2018). An intersectional approach to classed injustices in education: Gender, ethnicity, “heavy” funds of knowledge and working-class students’ struggles for intelligibility in the classroom. In Education and Working-Class Youth: Reshaping the Politics of Inclusion (pp. 155–179). Springer International Publishing. https://doi.org/10.1007/978-3-319-90671-3_7