Purpose The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development. Design/methodology/approach Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development. Findings Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice. Research limitations/implications The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world. Practical implications The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences. Originality/value This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).

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This paper investigates the highly mediatised mobilisation of the urban middle class in Delhi, India, against two social events, the anti-corruption movement in 2011 and the movement against sexual violence in 2013. It uses the perspective of resource mobilisation theory and, more specifically, the resource typology for social movements for a systematic and comparative analysis of middle-class mobilisation. The inclusion of a category of institutional resources is proposed, because of the important role played by judicial institutions to frame demands for change in both instances. Findings from this investigation reveal that the urban middle class in Delhi has approached these two movements using similar cultural, human and institutional resources, but it has significantly diverged in its usage of social-organisational resources. This study contributes to the ongoing discussions about the potential new role of the diverse urban middle class in Indian politics beyond electoral processes.