<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2021000300097</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2021.51.3.399</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educar para la justicia social: Una apuesta desde el análisis interseccional para estudiantes de grupos privilegiados]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching for social justice: A stake from the intersectional analysis for students from privileged groups]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Corral Fernández]]></surname>
<given-names><![CDATA[Elsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>51</volume>
<numero>3</numero>
<fpage>97</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2021000300097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2021000300097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2021000300097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una propuesta docente de educación para la justicia social, que consta de cinco espacios formativos en el aula para estudiantes universitarios trabajados desde el encuadre ICAP. Revisa una variedad de factores involucrados en la motivación e interés de estudiantes pertenecientes a grupos privilegiados para realizar acciones de compromiso social. Se discuten términos como justicia social, conciencia crítica, identidad social, privilegio, equidad a diferencia de la igualdad, interseccionalidad, aliados de la justicia social, resistencias al compromiso que comúnmente se presentan, disonancia cognitiva y su utilidad en el proceso de aprendizaje y procesos de transformación necesarios que rodean a estos estudiantes para lograr un compromiso social genuino; todo a la luz de la propuesta del análisis interseccional personal y su impacto como catalizador de agentes de cambio social. Este recurso educativo tiene la finalidad de que el docente logre acompañar a los estudiantes en este proceso dinámico de ser y hacer para los demás.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[compromiso social]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[grupos privilegiados]]></kwd>
<kwd lng="es"><![CDATA[interseccionalidad]]></kwd>
<kwd lng="en"><![CDATA[social commitment]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[privileged groups]]></kwd>
<kwd lng="en"><![CDATA[intersectionality]]></kwd>
</kwd-group>
</article-meta>
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