Intersecciones y secantes de una educación sin sentido. Miradas oblicuas de mujer(es) en la educación superior
Bibliographic Data
| ID | 21706267 |
|---|---|
| Authors | Claudia Mercedes Jiménez Garcés (0000-0002-4117-3077, Centro Universitário Cesmac, corresponding author) |
| Year | 2020 |
| Volume | 6 |
| Issue | 52 |
| Pages | 300-325 |
| Publication date | 2020-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista de Estudios de Género La Ventana (JOURNAL) |
| Journal identifiers | ISSN: 1405-9436 • E-ISSN: 2448-7724 |
| Publisher | Universidad de Guadalajara (PUBLISHER • MX) |
| DOI | 10.32870/lv.v6i52.7065 |
| OpenAlex | W3039709311 |
| Language | ES |
| References cited | 4 |
The need to address intercultural looks as builders of gender, in the middle of the discourse which appropriates and extend in the everyday world of higher education, is projected as the secants that require care and treatment as betting for one diverse, differential and inclusive education. This article, which is derived from the so-called research: "intercultural sense of women in higher education," presents the conversation of those two looks that are perpendicular but which also are stressed, they break and join, causing interesting dissertation that permeates the glimpses of an education without sense. One of the scenarios of recreation of the gender provisions is education, about this subjective manifestations of the recognition of the other, cultural readings of the feminine or masculine, and of the forms of self-reference are configured and the constructions of resistance, of abandonment of the quo Commission or its prevalence; education is the angle of attention to the speeches of gender that move by intersections and secants of an oblique defense from everyday reality of women in higher education
Art · Conversation · Humanities · Pedagogy · Political science · Recreation · Sociology · Status quo · Communication · Gender and Feminist Studies · History of Education in Spain · Latin American Cultural Politics · Law · Psychology
| Highly cited | No |
|---|