Escuela e identidad social. Comprensión y acción de procesos de inclusión social

Translated title of the contribution: School and social identity. Understanding and action of social inclusion processes.

Angela Victoria Vera Marquez, Maria Isabel Gonzalez Devalencia, Claudia Patricia Duque Aristizabal

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents a theoretical review of identity and education that argues for the pertinence of the social identity category in order to understand processes of social inclusion. Starting from the reflection on the plurality and diversity of educational actors and the recognition of tensions and conflicts between individuals, groups and cultures, a view is made that starts from the discussion on social identity and its pertinence to address various social phenomena at a theoretical and empirical level. In the development of the article, some research findings on social identity and education are presented, the role of the school and its difficulties in the construction of social identities and the dynamics of homogeneity and heterogeneity present in the school world are discussed. Finally, questions are generated about possible inquiries and ways of approaching processes involved in the construction of social identities in the school context.
Translated title of the contributionSchool and social identity. Understanding and action of social inclusion processes.
Original languageSpanish (Colombia)
Pages (from-to)174-193
Number of pages19
JournalAletheia. Revista de Desarrollo Humano, Educativo y Social Contemporáneo
Volume10
Issue number1
StatePublished - 2018

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