Date of Graduation

Spring 5-21-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

International and Multicultural Education

Program

International & Multicultural Education EdD

First Advisor

Monisha Bajaj

Second Advisor

David Donahue

Third Advisor

Rosa Jiménez

Fourth Advisor

Patricia Rojas-Zambrano

Abstract

This thesis conducts a comprehensive investigation into social disparities within Colombian Jesuit schools through the voices and perceptions of their students. Employing a Critical Pedagogy framework inspired by Paulo Freire, the research centers on understanding how students from three Jesuit schools in major Colombian cities—Medellín (Colegio San Ignacio), Bucaramanga (Colegio San Pedro Claver), and Barranquilla (Colegio San José)—perceive and navigate issues of social inclusion, ethnic diversity, gender equality, socioeconomic status, political polarization, and religious plurality. The study utilizes qualitative methods, including focus groups and interviews with students, teachers, staff, and parents, to explore school convivencia (coexistence and social harmony) and its relation to broader regional and national contexts marked by Colombia’s historical armed conflict and sociopolitical dynamics. The schools reflect their respective local cultures—ranging from the Carnival celebrations of Barranquilla to the political polarization in Medellín and the gender leadership dynamics in Bucaramanga—demonstrating the interplay between regional identity and school life. Findings reveal significant progress in promoting values of respect, empathy, and inclusion, alongside challenges relating to ethno-racial representation, socioeconomic segmentation, and political discourse. While programs addressing social action, emotions and feelings, sexuality, and peace education exist, many require updating to remain relevant amidst evolving technological and social realities. The research underscores the necessity of deeper engagement with Colombia’s ethnoracial complexities and calls for strengthening student participation in school governance and dialogue to foster a more inclusive and socially just environment. Recommendations include revising and revitalizing foundational Jesuit educational programs, promoting inter-school sharing of best practices in convivencia and restorative justice, and expanding spaces for critical political and cultural dialogue among students, families, and communities. Ultimately, this thesis highlights the unique role of Jesuit education in Colombia as both a mirror and a mediator of societal disparities, advocating for ongoing efforts to transform schools into inclusive spaces reflecting Colombia’s diverse ethnoracial and sociopolitical realities.

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