Interview with Patricia Hill Collins on Critical Thinking, Intersectionality and Educational: Key Objectives for Critical Articulation on Inclusive Education

Autor/inn/en	González, Aldo Ocampo; Hill Collins, Patricia
Titel	Interview with Patricia Hill Collins on Critical Thinking, Intersectionality and Educational: Key Objectives for Critical Articulation on Inclusive Education
Quelle	In: Journal for Critical Education Policy Studies, 17 (2019) 2, S.151-170 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Stellungnahme; Inclusion; Social Justice; Equal Education; Critical Thinking; Public Education; Social Theories; Feminism; Epistemology; Civil Rights + Suchen Sie Ihr Suchwort? Inklusion; Soziale Gerechtigkeit; Kritisches Denken; Öffentliche Erziehung; Gesellschaftstheorie; Feminismus; Erkenntnistheorie; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	The interview with Patricia Hill Collins, a prominent social theorist whose research and studies have examined issues of race, gender, social class, sexuality and/or nation, make her a significant reference in the field of Education and Intersectionality. The content of this interview can be described in Deleuzian and Guattarian terms as crucial elements in the configuration of a Pedagogy of the minor, that is, centered on the multiplicity of differences that inhabit the school space, of which semiological, citizen and political force demand the reconfiguration of the school space. In such a case, Inclusive Education involves a complex change in the way of thinking and practicing a variety of problems and issues that relate to the totality of students known as multiple singularities. Hill Collins thinks that intersectionality is seen as a form of research and critical practice that academics and activists have used to develop a more complex understanding of social inequality and social injustice, emerging in many places by people who dealt with the common social problem to respond to social injustice. The construction of a public education through the lens of inclusion demands the building -- positive labor-- of an educational architecture capable of critically examining issues related to race, schools, the common benefit and democratic possibilities, recognizing the endemic nature of the violence. All this suggests a change of paradigm in the way in which intersection power systems inform the structures and organizational practices of schools. A public education system adheres to broader ethical principles of equity, equality, justice and inclusion. Thereby assuming, as a complex, relational, structural and multidimensional term. Countering the effects of differential inclusion, that is, through inequalities, proposes the challenge to educational systems to address the production of socially unfair results through education as a mechanism to reproduce inequality. American social theory points out that it is vital to offer an understanding of social justice in a more complex way to address educational inequalities. The interview addresses topics related to social and educational justice, the contribution of feminism as critical elements in the construction of the epistemology of Inclusive Education, the contributions of the intersectional current as a heuristic and methodological device key in the examination of law in the education of the infinite multiplicity of differences. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01