Sinéctica 50


Call for papers Sinéctica 50

 January-June 2018


Theme: Intercultural education: Emerging approaches, fields and actors

Submissions deadline: August 31, 2017

Coordinator: Gunther Dietz (Universidad Veracruzana)


Since the second half of the past century, and particularly during the last decades, intercultural education has turned into a novel, often rather unorthodox educational proposal. In Mexico, in Latin America and beyond our continent, both nation-states and their educational institutions and social movements and their own educational projects are developing new models, approaches, programs and pilot-projects in the field of intercultural education. Anglosaxon countries seem to opt for an “empowerment” approach targeting particular groups considered minorities, while in continental European contexts an education prevails which tries to mainstream the promotion of intercultural competences towards both marginalized minorities, often arising from migration processes, and marginalizing majorities such as authochthonous national societies. In Latin America, on the other hand, intercultural education emerges as a discourse of its own in a phase of post-indigenist or neo-indigenist redefinitions of the relation between the nation states and their indigenous peoples. The resulting “intercultural and bilingual education” (Schmelkes, 2009) aims at overcoming the political as well as educational limitations which shaped previous policies of so-called bilingual and bicultural indigenous education; furthermore, this approach increasingly articulates “decolonial” objectives, although it is still biased towards the preferential treatment of ethnic and indigenous issues.


The broad range of experiences that these different approaches to intercultural education are currently triggering both inside and outside formal educational systems are being critically reviewed by educational research since the beginning of the millennium; extensive states of the art such as those presented for the Mexican case by Bertely (ed., 2003), by Dietz and Mateos (2011) and by Bertely, Dietz and Díaz Tepepa (eds., 2013), for Latin America by López and Küper (2000), by López (ed., 2009) and by Cortina (ed., 2014) as well as globally by Aguado Odina (2003), by Palaiologou and Dietz (eds., 2012) and recently by Portera and Grant (eds., 2017), succeed in offering a large overview of the major contributions intercultural education is achieving by making oficial and hegemonic educational systems more culturally and linguistically appropriate, more contextualized in terms of situated and collaborative learning processes, more inclusive with regard to curriculum and finally more empowering as to under-represented educational actors, their knowledge and their targets in life.


These rather exhaustive overviews are, however, necessarily retrospective in nature, as they often fail to identify new and emerging tendencies and perspectives that will shape the future of intercultural education. Therefore, Sinéctica, Revista Electrónica de Educación hereby calls for unpublished academic papers which contribute educational research results on new approaches, emerging fields and new actors of contemporary intercultural education. Some topic issues which seem particularly relevant are:


  • New epistemologies and methodologies regarding research on and together with actors of intercultural education.
  • The emergence of new models, approaches and programs of intercultural education in the intertwining of the state, market and civil society forces.
  • The design, implementation and evaluation of current policies of intercultural education.
  • The role of linguistic and cultural diversity in ongoing experiences of bilingual and multilingual intercultural education.
  • Educational and curriculum-related innovations in intercultural approaches of teacher training.
  • Empowerment, mainstreaming and inclusion as intercultural strategies in compulsory school education.
  • Emergent models, programs and actors of intercultural higher education in activities of teaching, research and community service.




      Aguado Odina, Teresa (2003). Pedagogía intercultural. Madrid: McGraw-Hill.

       Bertely Busquets, María (coord.) (2003). Educación, derechos sociales y equidad (tomo 1). Mexico City: COMIE.

       Bertely Busquets, María, Dietz, Gunther & Díaz Tepepa, M. Guadalupe (coords.) (2013). Multiculturalismo y educación 2002-2011. Mexico City: COMIE/ANUIES.

       Cortina, Regina (ed.) (2014). The education of indigenous citizens in Latin America. Bristol, Buffalo, Toronto: Multilingual Matters.

       Dietz, Gunther & Mateos Cortés, Laura Selene (2011). Interculturalidad y educación intercultural en México: un análisis de los discursos nacionales e internacionales en su impacto en los modelos educativos mexicanos. Mexico City: SEP-CGEIB.

       López, Luis Enrique (ed.) (2009). Interculturalidad, educación y ciudadanía: perspectivas latinoamericanas. La Paz: FUNPROEIB & Plural Editores

       López, Luis Enrique & Küper, Wolfgang (2000). La educación intercultural bilingüe en América Latina. Retrieved from

       Palaiologou, Nektaria & Dietz, Gunther (eds.) (2012). Mapping the broad field of intercultural and multicultural education worldwide: Towards the construction of a new citizen. Newcastle upon Tyne: Cambridge Scholars Publishing.

       Portera, Agostino & Grant, Carl A. (eds.) (2017). Intercultural education and competences: Challenges and answers for the global world. Newcastle upon Tyne: Cambridge Scholars Publishing.

       Schmelkes, Sylvia (2009). Diversidad, complejidad y educación intercultural. Presentado en el IX Congreso Nacional de Investigación Educativa: Conferencias Magistrales (pp. 297-347). Mexico City: Consejo Mexicano de Investigación Educativa, AC.


Note: We remind you that Sinéctica is open at all times to receive manuscripts, research reports, essays and reviews on various topics of the educational field not related to the theme of this issue.


Only unpublished articles and current research results are accepted.

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