Interlocking systems of oppression are embedded and embodied in the world. Utilizing intersectionality (Crenshaw, 1989; 1991) as a framework and perspective to interrogate oppressive systems, intersectional research (IR) has been produced across adult education (AE) journals. IR articles published in AE journals were reviewed using diffractive analysis (Barad, 2007). We illuminated how these studies, when diffracted, produce patterns of difference that illuminate new pathways for the purposeful entanglement of IR in AE to produce more just ways of knowing and action.