Vol. 1 No. 30 (2021): Interculturality, cultural inclusion and equity in Ibero-America

The inequalities that continue to characterise the education systems of Ibero-American nation-states, and which are often expressed in gaps in access, chasms in quality and a lack of cultural and linguistic relevance, require alternative responses to the age-old tradition of an education that assimilates, homogenises and decontextualises the realities of learners' experiences. Intercultural education and inclusive education are attempts to transform these inequalities by rethinking educational institutions inductively, from below, and not by imposition from state or national authorities. This monographic issue of Cuestiones Pedagógicas proposes to bring together research papers that analyse, compare and visualise the path to follow towards the interculturalisation of educational centres based on institutional initiatives that involve the different educational actors in the promotion of equity and inclusion, redefining the relations between the school and the community environment.