Intersectionality assumes that historically evolved forms of discrimination, power structures, subjectivation processes and social inequalities must be analysed in their interdependencies. The origins of intersectionality can be traced back in particular to the activism of Black feminists in the USA in the 1980s, although it has continued to move through numerous international areas both within and outside academia to this day.

Intersectionality research in Germany has been developing in various academic disciplines since the turn of the millennium at the latest and has also been taken up by the educational sciences, special education and various specialised didactics.

There is much controversy about the methods and the exact organisation of the field of research. However, there is consensus in the view that only through complex intersectional multi-level analyses can social practices in modern societies be appropriately and critically analysed. The critical potential lies in the fact that by analysing several categories of analysis simultaneously, the origin and effectiveness of social practices can be revealed and at the same time possible transformations can be explored.

By sensitivity, we mean an attitude and action that demonstrates a sensitive receptiveness to lifeworld-related challenges and corresponding responsive behaviour. This attitude is characterised, among other things, by the appropriate perception of situations, understanding of people and contexts, a feel for atmospheres and recognition of others and their biographical experiences.

The aim of research in the field of intersectional sensitivity is to promote a sensitive and critically reflective view of intersectional challenges and possible productive starting points for change. In teacher training, this relates not only to forms and possibilities of expression in relation to media, teaching materials and didactic negotiation processes, but above all to one's own patterns of thought and action, one's own social positioning and pedagogical practices.

The cluster focuses on research into the arrangement of different teaching-learning concepts in special education, music education and philosophy didactics, orientated towards theoretical-conceptual, empirical and research-methodological questions. In addition, the interrelationships between teaching and learning processes in the three fields are critically analysed; didactic models, methods and interventions are developed and evaluated with the aim of critical-reflective professionalism. The theoretical foundation will be further developed by addressing the following overarching questions:

To what extent can intersectional sensitivity be an educational goal in the context of schools?

What are the conditions for the development of intersectional sensitivity on a structural and interactional level?

What recommendations for action can be derived to promote intersectional sensitivity in teacher training?