2026-06-06T19:03:29Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/380782026-02-03T11:12:57Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Calderón-Almendros, Ignacio author Ruiz-Román, Cristóbal author 2015-12-17 This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these students have to deal with when constructing their identity. It also examines the challenge that education has to face to turn those conflicts into opportunities that will help to build life projects with which they can freely identify. For this reason, from a critical perspective, the school’s role in constructing identity will be analysed, as will the way in which it affects children and adolescents from minority groups. In the same way, we will study and put forward some different channels aimed at providing more equal educational attention to those identities that are depreciated in neoliberal society. Calderón-Almendros, I., & Ruiz-Román, C. (2015). Disadvantaged Identities: Conflict and Education from Disability, Culture and Social Class. Educational Philosophy and Theory, 48(9), 946–958. https://doi.org/10.1080/00131857.2015.1118613 https://hdl.handle.net/10630/38078 10.1080/00131857.2015.1118613 Política educativa Educación inclusiva Disadvantaged Identities: Conflict and Education from Disability, Culture and Social Class.