Más allá de la discapacidad. ¿El alumno con diversidad cultural y lingüística (DCL) está sobrerrepresentado en el sistema español de educación especial?: un enfoque interseccional basado en datos

• María Antonieta Chieppa ^[1] ; Marta Sandoval ^[1] ; Roberto Sánchez Cabrero ^[1]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 36, Nº 4, 2024, págs. 1070-1095
• Idioma: español
• DOI: 10.1177/11356405241290425
• Texto completo no disponible (Saber más ...)
• Resumen

  • En este trabajo utilizamos el concepto de interseccionalidad para explorar la situación del alumnado cultural y lingüísticamente diverso (CLD) que asiste a unidades o escuelas de educación especial en España entre 2009 y 2019. Tomando como grupo de referencia la población general de estudiantes españoles, calculamos el índice de riesgo relativo del alumnado CLD en educación especial. Además de revelar claras brechas de equidad, los resultados también indican que el género intensifica tanto los efectos de opresión como los de nacionalidad, apuntando a la existencia de una estructura mutable de desigualdad que tiene un efecto más fuerte en el alumnado masculino procedente de países no europeos, en particular Pakistán y República Dominicana. Concluimos que las tendencias educativas, que se mantuvieron inalteradas durante los años que comprende el periodo de estudio, revelan la historicidad de la desigualdad educativa, confirmando su naturaleza estructural, multifacética e interseccional. Como posible vía para superar las barreras a las que se enfrentan los estudiantes extranjeros, proponemos una reorganización del marco conceptual de la inclusión desde una perspectiva interseccional.

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