Resumen

SANCHEZ-CORRAL FERNANDEZ, Elsa. Teaching for social justice: A stake from the intersectional analysis for students from privileged groups. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.3, pp.97-124.  Epub 20-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.3.399.

This article presents a social justice education proposal, consisting of five educational components that can be adapted for use in the university classroom using the ICAP framework. It reviews several factors related to the motivation and interest among students from privileged groups in undertaking social commitments. The discussed themes include social justice, critical consciousness, social identity, privilege, equity vs. Equality, intersectionality, social justice allies, types of resistance to commitment that often present themselves, cognitive dissonance and its role in learning, and the transformation processes that must be present to achieve a genuine social commitment. All these, from the perspective of a personal intersectional analysis approach and its impact as a social change catalyst. The purpose of this educational resource is to enable the teacher to guide students in the dynamic process of being and doing for others.

Palabras llave : social commitment; social justice; privileged groups; intersectionality.

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