Search Results (3)

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

This article sets out to highlight the way in which the phenomena of co-construction and territorial deconstruction make themselves apparent locally. We focused our study on Timiș County, core of the historical Banat region, for the reason that it is still an ethno-cultural mosaic linked to its cross-border space. We based our analysis on the exploitation of a specific bibliography and, especially, on a survey through questionnaire and interview. The regional socio-cultural identity of Banat was founded on the dialogue and intercultural co-construction that have been practised since 1718. The repeated processes of socio-spatial co-construction and deconstruction, due to the changes of sovereignty and limits, prove a remarkable identity resilience, Banat being a model of continuity of regional territoriality. In the current context of European integration and of regionalisation, these processes have been reactivated, with the ethnic minorities cultivating solidarity with their co-nationals over the border while also preserving solidarity with the present host country, Romania. Full article

Slum tourism is a hotly debated genre of travel. While it may foster intercultural encounters with marginalised “others”, it is also accused of reinforcing stereotypes and exploitation. Both aspects are amplified by the communication through social media of the slum tourism experience, that contribute to challenge or confirm stigmatizing representations of slums and their inhabitants. Based on the theoretical constructs of the tourist gaze and of social representations, this article addresses this particular type of digital contact. A lexicometric approach was used to analyse an extensive corpus of reviews on TripAdvisor (N = 8126). The findings not only confirm common themes already identified by the literature: the eye-opening component of touring poverty and the gatekeeping function of guides; but also show the emergence of context-dependent specificities, such as a hedonistic feature in the Cape Town region; or the integration of favelas within the representations of the city of Rio de Janeiro. Furthermore, the results show the tension between the “othering” and the “sameing” mechanisms, making this tourism practice a space in which shallow and deep tourist gazes interact and co-exist, and are crucially mediated by the gatekeeper of the tours: the guide. Full article