La interculturalidad crítica como propuesta político-pedagógica liberadora: nuestra experiencia en Shere Rom
In this doctoral dissertation I analyze the intercultural model in education in the context of Catalonia, addressing the political, theoretical, and practical dimensions in which it materializes. To do so, I am based on the contributions of decolonial theories and the notion of critical intercultura...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/676039 |
| Acceso en línea: | http://hdl.handle.net/10803/676039 |
| Access Level: | acceso abierto |
| Palabra clave: | Psicologia pedagògica Psicología pedagógica Educational psychology Aprenentatge Aprendizaje Learning Educació intercultural Educación intercultural Multicultural education Pedagogia Pedagogía Pedagogy Política educativa Education policy Ensenyament Enseñanza Teaching Interculturalitat Interculturalidad Interculturality 159.9 316 32 37 |
| Sumario: | In this doctoral dissertation I analyze the intercultural model in education in the context of Catalonia, addressing the political, theoretical, and practical dimensions in which it materializes. To do so, I am based on the contributions of decolonial theories and the notion of critical interculturality as a liberatory political-pedagogical proposal. The publications that make up the body of this work approaches this analysis from different methodological techniques: autoethnography, action-research and design-based research. On the one hand, I situate the Catalan intercultural model as the one of the institutions and, therefore, as a political-pedagogical project that contributes to sustain the violence and inequities of the system. On the other hand, through the analysis of Shere Rom, a school-university collaboration, and the projects carried out based on the Fifth Dimension model and the Funds of Knowledge and Identity approach, we look at the tensions, contradictions and opportunities for reimagining educational practice that emerge when incorporating a critical intercultural project within the educational system. Based on our experience in Shere Rom, we account for the political, theoretical, practical, and methodological implications that requires to action a liberatory political-pedagogical proposal, as well as the importance of assuming the open joint processes of change, reflections, learning, progress, and losses. This manuscript is, then, a memory that gathers parts of the path that I have been able to travel together with students, educational and management team of the instituto-escuela El Til·ler, undergraduate students, artists, activists and researchers. But also, an invitation that the ideas presented here may inspire you and may contribute to a construction of a critical and decolonial approach when researching on teaching-learning processes in Catalonia |
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