Homogenization and diversities in educational exclusión : a critical analysis /
The research "Homogenizations and Diversities in Educational Exclusion: A Critical Analysis" addresses the complex problem of exclusion in the educational systems of the 21st century from an analytical perspective and qualitative methodology with a critical social approach. The choice is j...
- Autores:
-
Arguello Muñoz, Ferdy Carina
Soto Montaño, Olga Lucia
Herazo Chamorro, Mónica Isabel
Álvarez Ruíz, Liliana Patricia
Bravo Jimenez, Audy Estella
Mendivil Hernández, Patricia María
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universitaria del Caribe - CECAR
- Repositorio:
- Repositorio Digital CECAR
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cecar.edu.co:cecar/10697
- Acceso en línea:
- https://repositorio.cecar.edu.co/handle/cecar/10697
- Palabra clave:
- Homogenization
Diversity
Educational exclusion
Equality
Inclusion
Qualitative methodologies
- Rights
- openAccess
- License
- Derechos Reservados - Corporación Universitaria del Caribe - CECAR
| Summary: | The research "Homogenizations and Diversities in Educational Exclusion: A Critical Analysis" addresses the complex problem of exclusion in the educational systems of the 21st century from an analytical perspective and qualitative methodology with a critical social approach. The choice is justified by the singular need to learn and understand the disparities present in education, particularly those derived from homogenizing practices. The methodological approach is based on semi-structured interviews and content analysis, allowing the exploration of the experiences of students and teachers in diverse environments. The representative sample of the 200 participants is grouped in groups, guaranteeing the diversity of perspectives, favoring the representativeness of the data and the reviews collected. The research reveals that homogenizing practices contribute significantly to the exclusion of diverse subjects. These practices, by standardizing teaching and disregarding individual differences, generate barriers to student learning. The lack of appropriate attention to diversity is identified as a key element in the marginalization of certain students, linking inequalities in the classroom. The critical analysis applied in this research seeks to extract the naturalized rules and experiences that favor educational exclusion. It is recognized that exclusion is not an isolated phenomenon, but is structured in unequal systems of thought. |
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