Intersectionality and Research: Educational Inequality from the Critical Interculturality-Health-Corporeity Triad

Autor/inn/en	Pincheira Muñoz, Luis Enrique; Navarrete Ávila, Marco Antonio
Titel	Intersectionality and Research: Educational Inequality from the Critical Interculturality-Health-Corporeity Triad
Quelle	In: Journal for Critical Education Policy Studies, 20 (2022) 1, S.145-173 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Human Body; Health; Intersectionality; Cultural Differences; Diversity; Power Structure; Social Influences; Education; Foreign Countries; Cultural Influences; Latin America + Suchen Sie Ihr Suchwort? Inklusion; Menschlicher Körper; Gesundheit; Kultureller Unterschied; Sozialer Einfluss; Bildung; Erziehung; Ausland; Cultural influence; Kultureinfluss; Lateinamerika
Abstract	This article has as its objective a revision of the intersectionality concept in order to acknowledge the possibilities offered by it in the construction of new knowledge. This will be done under the critical triad interculturality-health-corporeity, associated with the educational field. The research method used is a literature review, using a critical method and reviewing updated databases. Contemporary research approaches that use as an analytical basis the principles of intersectionality allow the formulation of proposals, projects, and other relevant devices. These elements enable, at the same time, the transit of the research process on human singularity, evidencing the critical potentiality of communities and territories. Intersectionality as an analysis tool allows a jump from the categories to the concept of multiple singularities, since from this Latin-American perspective, the deconstruction of exclusion devices transmitted and reproduced through the discourse is approved, along with the community practice and its own singular symbolisation. The contribution of intersectional theory is to overcome the vision of hegemonic categorisation, especially when the intercultural perspective and essentialist views are used in front of realities such as health, illness or disability, and also the way in which, until now, some categories have been defined in the dominant discourse about the body experience in relation with the enjoyment of fundamental human rights. (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	2024/1/01