Chat GPT para un Sistema Educativo Justo, Democrático y Transformador
Por:
Jarquín-Ramírez M.-R., Alonso-Martínez H., Díez-Gutiérrez E.-J.
Publicada:
1 ene 2025
Resumen:
School discrimination lacks consensus in the scientific field, where significant distortions between quantitative and qualitative approaches are evident. These differences arise, in part, from a weak conceptualization of the notion of school discrimination, which is often separated from the idea of inequality. This article seeks to strengthen this conceptualization by closely integrating the foundations of the sociology of education with the contributions of educational law, an aspect that is frequently neglected. In this sense, school discrimination is defined through five dimensions: violations of the moral integrity and dignity of students; restrictions on access to certain educational resources; the existence of discriminatory school organizations; disciplinary regimes; and school careers hindered by discriminatory practices. This conceptualization finds empirical support within the framework of qualitative research on the descendants of North African immigrants in France, who constitute the population studied in this article. © 2025 Universidad Autonoma de Madrid. All rights reserved.
Filiaciones:
Universidad Nacional Autónoma de México, Mexico
Universitat de Barcelona, Spain
Universidad de León, Spain
|