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DOSSIER Nº 9: "Trayectorias intelectuales, profesionales e institucionales"

n. 9 (2024): Revista Ucronías

Usted no sabe de eso: ¿Es la identidad disciplinaria una categoría útil para el análisis interseccional en la academia?

DOI
https://doi.org/10.5281/zenodo.12526214
Enviado
November 9, 2023
Publicado
2024-06-28

Resumo

En este artículo presento cómo la identidad disciplinaria puede ser una categoría útil para realizar análisis interseccional dentro de la academia. Ello, porque permite develar manifestaciones de discriminación y violencia hacia profesoras con una formación disciplinar distinta a la del departamento en el que laboran, exponiendo así la intersección sexo/género-identidad disciplinaria. Para ello, realicé entrevistas semiestructuradas en una universidad pública colombiana con 24 profesoras y dos profesores, y llevé a cabo un estudio etnográfico con tres de las docentes entrevistadas. La información empírica, sometida a un análisis de contenido, muestra que la identidad disciplinaria y el sexo/género son utilizados para deslegitimar la formación y el conocimiento de mujeres que ingresan a un departamento con un enfoque disciplinar diferente al de ellas. De esta manera, no solo se cuestionan, sino que se minimizan su preparación y su presencia, ya que sus aportes y logros no son reconocidos, y se les segrega de los puestos administrativos de toma de decisiones. Sin embargo, las profesoras han obtenido reconocimiento externo, permitiéndoles desarrollar estrategias de navegación en el ambiente discriminador y violento de sus departamentos.

Abstract

In this article I present how disciplinary identity can be a useful category to develop intersectional analysis within academia. That is because disciplinary identity allows identifying expressions of discrimination and violence towards women professors with a different disciplinary background from the department in which they work, thus exposing the intersection of sex/gender and disciplinary identity. For this purpose, I conducted semi-structured interviews in a Colombian public university with 24 women and two men professors, and an ethnographic study with three of the women interviewees. Empirical information, submitted to content analysis, shows that the disciplinary identity and sex/gender of women professors are used to delegitimize their formation and knowledge when they join a department with a different disciplinary focus. In this way, their training and presence in the department are not only questioned, but also minimized since their contributions and achievements are not recognized, and they are segregated from decision-making administrative positions. However, women professors have obtained external recognition, allowing them to develop navigation strategies in the discriminating and violent atmosphere of their departments.

Keywords: intersectionality | women professors | gender | marginalized identities | academic disciplines

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