Reflections of master’s Students in Inclusive and Intercultural Education: Research Perspectives on Inclusion and Interculturality
DOI:
https://doi.org/10.31637/epsir-2025-1625Keywords:
interculturality, place of enunciation, positioning, virtual education, tensions, reflections, inclusionAbstract
Introduction: The research aims to ensure equitable access to education and promote respect for cultural diversity. This study focuses on students of the virtual master’s program in Inclusive and Intercultural Education at Corporación Universitaria Minuto de Dios, with the objective of exploring their perspectives and areas of interest. Objectives: Explore and understand in depth the perceptions and practices of Master's students. Methodology: A qualitative approach was used, employing methods such as pedagogical reflection circles and documentary analysis of academic projects. Results: The findings reveal a deep understanding of the students' perspectives on inclusive and intercultural education. They highlight how these students, committed to inclusion and diversity, face and manage tensions in their educational practices, and how their approaches can inform the design of educational programs that are more sensitive to cultural diversity. Discussion: The results suggest that conceptualizing inclusive and intercultural education as "borderlands" is useful for understanding the intersections between identities, cultures, and experiences. The identified tensions are seen as opportunities for dialogue and a deeper understanding of diversity and inequalities.
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