Intersectionality: Multiple marginalisations of displaced female students
This article presents the results of a broader qualitative study that analysed the forms of existence in school for female students who were forcibly displaced in an educational institution in Medellín (Colombia). The analysis of written, oral and visual narratives of school experiences highlighted...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/11334 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/11334 |
| Access Level: | acceso abierto |
| Palabra clave: | Intersectionality Curriculum Forced Displacement Education Intersectionnalité Programme Scolaire Déplacement Forcé Éducation Interseccionalidade Currículo Deslocamento Forçado Educação Interseccionalidad Desplazamiento Forzado Educación |
| Sumario: | This article presents the results of a broader qualitative study that analysed the forms of existence in school for female students who were forcibly displaced in an educational institution in Medellín (Colombia). The analysis of written, oral and visual narratives of school experiences highlighted the importance of the curriculum as a text of intersectionality, where school relationships bring together multiple structures based on gender, social class, forced displacement, ethnicity, age, geographical origin, (in)ability and physical appearance. The article discusses how these forms of oppression intersect and their connection to curriculum, school, and educational policies. |
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