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The purpose of this paper is to analyse school failure and dropping out from an intersectional perspective. The qualitative research has been the methodological positioning assumed, with ad hoc information collection strategies and from which it has been possible to face the analysis process. The results allow to identify the matrix of domination that is configured from the various systems of domination that play a key role in the concurrence of school failure and dropping out. The four domains of which it is composed are addressed: structural, disciplinary, interpersonal and hegemonic. It concludes with the evidence that intersectionality allows us to situate ourselves in the devices that define and cause inequalities and injustices, or on the contrary, provoke experiences and situations of privilege. Incorporating the intersectionality tool for the analysis of school failure and dropping out allows us to reinforce the idea that they are not neutral, static and immanent. Intersectionality, as a tool for critical analysis, it is our ally to fight for the rights of those who are excluded, discriminated against, marginalized with an educative project, social and political, committed to the common good, equity and social justice.

School failure; Dropping out; Intersectionality; Social justice; Equity.

Vázquez, R. (2020). La interseccionalidad como herramienta de análisis del fracaso escolar y del abandono educativo: Claves para la equidad [Intersectionality as a tool for analysis of school failure and dropping out: Keys to equity]. Revista Internacional de Educación para la Justicia Social, 9(2), 267-283.
https://doi.org/10.15366/riejs2020.9.2.013