Her research and teaching career has focused on analyzing the processes of identity formation in educational contexts, with a particular emphasis on educational inclusion, cultural diversity, and the role of schools as spaces for democratization and social transformation.

Her work within the ENLIGHT IDenti-T network centers on analyzing how educational institutions—both formal and non-formal—serve as key spaces in shaping identities during times of democratic transformation.

Axis 1: Education, Identity and Social Justice.

School is not a neutral space: structural inequalities are both reproduced and challenged within it. My research examines how education, educational policies, institutional discourses, and, above all, pedagogical practices shape students’ identities, particularly those of vulnerable minority groups (LGBTIQ+ youth, ethnic minorities, people with disabilities, etc.). I study how schools can become laboratories of democratic citizenship, where identity is not experienced as a fixed category, but as a dynamic and relational process. Understanding these processes is essential for envisioning a democracy that not only recognizes but also empowers the plurality of ways of being and existing in the world and in school.

Axis 2: Digital Narratives, Youth Identity, and the Public Sphere

In today’s world, young people’s identities are also—and to a significant extent—shaped in digital environments. My research explores how digital narratives (social media, educational platforms, collaborative creation environments, etc.) influence identity formation, civic engagement, and a sense of belonging among young people in the LGBTIQ+ community. In the face of risks such as polarization, hate speech, or algorithmic homogenization, I am interested in exploring inclusive educational practices that foster critical and reflective digital citizenship. How can schools help new generations develop a conscious, autonomous digital identity committed to democratic values? This question connects directly to ENLIGHT’s “Equity” and “Culture” pillars.

Axis 3: Participatory methodologies and teacher training for transformation

My contribution to the project is also grounded in a methodological approach: collaborative research with teachers, students, and educational communities. I have developed training materials and teaching resources designed to help teachers address identity diversity in the classroom from a perspective of rights, equity, and cultural sensitivity. My experience in initial and continuing teacher education allows me to bridge the gap between academic research and educational practice, creating tools that extend beyond the university setting and are at the heart of the debate on the democratic quality of our institutions.

From this threefold perspective, my goal is to help the IDenti-T network incorporate an educational approach as a central pillar: because it is in schools—with all their challenges and opportunities—that much of the future of our democracies is at stake.