Discrimination and Violence in University Teaching Practices: An Intersectional Perspective

Abstract

Objective: To define premises that guide university pedagogical practices from an intersectional perspective, in order to foster equitable higher education. Methodology: This study aligns with the qualitative paradigm, employing an Action Research approach. Faculty members and students from three university campuses participated both as research subjects and as members of the research team. The study unfolded in two phases: an Internal Phase, which addressed the identification, categorization, and analysis of the attributes, strengths, and weaknesses of pedagogical practices—viewed through an intersectional lens—as well as the consolidation of empirical results; and an External Phase, focused on the dissemination and socialization of the findings. Results: Multiple instances of violence and discrimination within pedagogical practices were brought to light, corroborating that educational discourses and actions remain permeated by prejudices and sociocultural constructs that impact both the curriculum and the students' educational experience. Conclusions: Adopting pedagogical practices grounded in intersectionality moves beyond reductionist views of inclusion by identifying and challenging the structural inequalities faced by minority populations within the educational system.