“Weaving identities”: intersections of culture, gender, and teaching profession of an aymara early childhood educator
DOI:
https://doi.org/10.5216/sec.v29.83490Abstract
This article analyzes the professional teacher identity of an aymara early childhood educator through an intersectional approach that interweaves gender, culture, and profession. Based on a qualitative single-case study with a narrative perspective, the biographical trajectory of Alicia—a teacher whose story embodies situated agency within structurally unequal contexts—was co-constructed. The findings are organized into five key moments: (1) “Weaving Roots”, a childhood shaped by early vocation; (2) “Threads of Teacher Education”, marked by gender tensions; (3) “Andean Stitching”, a return to the highlands and cultural re-ethnization; (4) “Urban Cross-Threads”, teaching in vulnerable contexts; and (5) “Interlacing Knowledges”, professional maturity rooted in cultural revitalization and gender-based struggles. The analysis shows how teacher identity is configured as a dynamic fabric that intertwines resistance, epistemic justice, and culturally relevant pedagogical practices.
Keywords: professional teacher identity; early childhood education; aymara culture; intersectionality; biographical narrative.
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