Abstract

PONS-BONALS, Leticia; ESPINOSA-TORRES, Iván de Jesús; CONTRERAS-GARCIA, Jesika Berenice  and  ESTRADA-SOTO, Danae. Teachers that Make the Difference. School Experiences in Historically Silenced Contexts. Rev. colomb. educ. [online]. 2019, n.77, pp.15-35. ISSN 0120-3916.  https://doi.org/10.17227/rce.num77-7840.

The aim of this article is to highlight the importance of teachers for constructing school experiences that mark the lives of their students in culturally diverse contexts where processes of exclusion and discrimination prevail. What is exposed in this paper is the analysis of the results from an interpretive approach of three recent researches, using biographical methods that recover the experiences of indigenous students, women who have achieved a position in academia, and lesbian-gay-trans couples who have decided to form families. As a result of the analysis of the narratives presented in the three researches, we discover a school from a traditional notion, where there is discrimination, where the voices of those who do not conform to the norm are silenced. But we also notice the presence of a kind of teacher willing to set the change and work towards the construction of meaningful school experiences. It is concluded that the intercultural and affective relationships established between teachers and students mark this difference.

Keywords : educational discrimination; emotional experience; learning experience; multicultural education; qualitative research; student experience.

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