Intersectionality is a key framework for understanding complex experiences of inequality and discrimination in contemporary societies and specifically in educational contexts. This scoping review examines academic discourse on intersectional pedagogy from 2020 to 2024, following the methodological framework proposed by Arksey and O'Malley. Using the SCOPUS database and the keyword search 'intersectionality', 'education', 'teaching', and 'pedagogy', 48 relevant articles were identified after filtering for irrelevant keywords and excluding irrelevant document types. In addition to identifying thematic trends and research desiderata, this review systematically categorises methodological approaches, levels of education, geographical areas, years of publication and types of documents. The results show a dominant focus on Western countries (US, UK, and Canada), with smaller contributions from Australia, Iran, the Netherlands, and Ireland. The main methodological focus was on theoretical work, with a small amount of qualitative empirical work. There was no purely quantitative research. Most of the articles address issues of intersectionality and its theoretical foundations in educational contexts and in the training of educational staff, as well as didactic issues. This review highlights both progress and areas for further exploration, and points the way for future research to broaden the contextual, geographical, and methodological scope of intersectional education and pedagogy.