Analytical Convergences between Discrimination and Education: A Systematic Literature Review
DOI:
https://doi.org/10.33595/2226-1478.17.1543Keywords:
Discrimination, Intersectionality, Educational Inequality, SDG 4 – Quality EducationAbstract
Discrimination permeating educational systems constitutes a significant concern given its sustained impact on the educational trajectories, well-being, and opportunities of historically marginalised and excluded groups. As such, this issue has been examined across diverse disciplinary areas, generating the need to understand its different approaches and to systematise them. Against this backdrop, the objective of this study is to analyse the main thematic axes of convergence between education and discrimination. To this end, a systematic literature review was conducted following the PRISMA protocol in the Scopus database for the period 2020–2024, resulting in a final corpus of 43 scientific articles. The analysis was developed through a quantitative-bibliometric approach, complemented by descriptive analysis and supported by network visualisation tools. The results identify four central analytical axes: (a) gender and sexualities; (b) racialisation and ethnicity; (c) disability and neurodivergence; and (d) intersectional discrimination mediated by contemporary socio-economic, migratory, and normative conditions. In addition, the study evidences a field that is editorially decentralised and geographically concentrated in the Global North. The study offers an integrative reading of the field and underscores the need for intersectional and critical approaches in research and in the design of educational policies.
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