Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems

Authors

DOI:

https://doi.org/10.31391/MJMF2463

Keywords:

economic education, rural areas, educational innovation, epistemic exclusion, epistemic racism

Abstract

Economic education has gained relevance as a school competency, particularly in urban and secondary-level contexts. However, rural settings remain largely invisible in discussions on economic literacy and educational justice. This study critically analyzes the approaches, conditions, and experiences related to the teaching of economics in rural educational contexts, aiming to identify gaps, curricular hegemonies, and pedagogical alternatives. A systematic review of scientific literature published between 2016 and 2025 was conducted using the Scopus, Web of Science, and SciELO databases. After applying rigorous inclusion and analysis criteria, six empirical studies were selected. Findings reveal a significant disparity in academic production, with a predominance of technocratic models, limited contextualization, and minimal integration of local knowledge or critical perspectives. Institutional constraints that hinder pedagogical innovation are also identified, although some experiences resist traditional models through participatory and situated methodologies. The study concludes that: a) economics education in rural areas is shaped by structural and epistemic exclusions; b) prevailing pedagogical models reinforce inequalities rather than address them; c) institutional conditions are crucial for transformation; and d) emerging counter-hegemonic practices offer potential for more just and context-sensitive educational proposals.

 

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Author Biographies

  • Davis Velarde-Camaqui, Cesar Vallejo University, Universidad César Vallejo, Perú

    Doctor en Innovación Educativa. Investigador posdoctoral del Tecnológico de Monterrey. Reconocido como investigador por el sistema RENACYT de Perú. Líneas de investigación: uso de tecnologías emergentes y metodologías innovadoras para mejorar los procesos educativos. Es creador de www.EDUAR.net, una plataforma con patente registrada que potencia la accesibilidad educativa y el desarrollo profesional docente con realidad aumentada.

  • Angelo Alberto Loyola-Velarde, Tilting Futures

    Estudiante pre-universitario y promotor social, enfocado en la investigación de manera autónoma. Actualmente, participa con Tilting Futures, organización estadounidense enfocada a formar jóvenes de todo el mundo capaces de enfrentar y resolver los retos globales más urgentes. 

  • Linda Estefanía Velarde-Cardenas, Pontifical Catholic University of Peru, Pontificia Universidad Católica del Perú

    Estudiante de Educación en la Pontificia Universidad Católica del Perú. Líneas de investigación: educación rural y contextos desfavorecidos. 

  • Karina Velarde-Camaqui, Cesar Vallejo University, Universidad César Vallejo, Perú

    Doctora en Educación. Coordinadora en la Escuela de Posgrado en la Universidad César Vallejo. Líneas de investigación: currículo, desarrollo de competencias y gestión educativa. 

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Published

2026-01-07

Issue

No. 66 (2026): Racism and education: obstacles, challenges and opportunities

Section

Thematic essays

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