Palabras clave
interseccionalidad
Nigeria
educación especial
Cómo citar
Resumen
Este artículo de carácter conceptual sitúa las realidades interseccionales de la etnicidad, el género, el estatus socioeconómico y la discapacidad en el panorama educativo de Nigeria. Con base en los marcos de la interseccionalidad de Crenshaw (1989) y del ADIMA, este artículo pone en primer plano cómo los legados coloniales han afianzado barreras sistémicas que excluyen a los estudiantes con discapacidad. Estos marcos examinan críticamente el programa de formación inicial docente en Nigeria y sostienen que la educación especial eficaz en este país debe dar cuenta de los efectos acumulativos del estigma cultural, la representación religiosa distorsionada, la pobreza y la desigualdad de género sobre los estudiantes con discapacidad. Mediante la reposición del marco ADIMA, este artículo conceptual propone estrategias viables para avanzar hacia la equidad, la representación y la inclusión en las aulas de educación especial nigerianas.
Citas
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2026 Ayodele Aborishade, Joann Anokwuru, Doreen N Myrie, Esther Oyefeso