Training for Social Justice from the University Classroom: Intersectional Analysis as a Pedagogical Strategy for Ethical Commitment

Abstract

This article presents a proposal for university education oriented to education for social justice, based on an intersectional approach that seeks to transform students' critical awareness and foster their commitment to equity. The proposal is structured in five progressive training spaces, designed to accompany students in a reflective process that ranges from self-knowledge to active exercise as allies of social justice. Through tools such as intersectional analysis, cognitive dissonance, and group work, a deep understanding of the dynamics of power, privilege, and exclusion that operate in society is promoted. The methodology is based on the ICAP model, which prioritizes active, constructive, and interactive learning as a means to achieve meaningful transformation. This study, contextualized in higher education in Córdoba, Colombia, seeks to contribute to the discussion on the role of the university in the construction of a committed, critical and supportive citizenship.