Curricular justice as a way to overcome inequality, colonialism, and exclusion (January-June 2027)

Posted on 2026-04-01

CALL FOR PAPERS 
Vol. 22, No. 1 (January-June 2027)

Monographic Section 

Curricular justice as a way to overcome inequality, colonialism, and exlcusion

 Justicia curricular como vía para abatir la desigualdad, el colonialismo y la exclusión

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Guest Editors:

  • Jesús E. Pinto Sosa, Universidad Autónoma de Yucatán (México) 
  • Norma G. Heredia Soberanis, Universidad Autónoma de Yucatán (México) 
  • Mariela S. Jiménez-Vásquez, Universidad Autónoma de Tlaxcala (México) 
  • Alberto Galaz Ruíz, Universidad Austral de Chile (Chile).

Scope

This issue of Revista Alteridad aims to provide a space for the critical analysis of theories, research, and processes of curricular and pedagogical innovation that contribute to making visible and problematizing educational and curricular practices that reproduce inequality, coloniality, and exclusion. It also seeks to promote school experiences and proposals based on the right to a dignified, relevant, contextualized, and culturally respectful education that fosters democratic participation, inclusion, cultural relevance, multilingualism, critical intercultural approaches, environmental education, gender equity, among others.

The contributions included in this monographic issue aim, through the rigorous publication of research, experiences, and theoretical and practical reflections—both curricular and pedagogical—to contribute to the construction of relevant theoretical frameworks for a fair, equitable, relevant, and inclusive education for social transformation and the well-being of populations within educational systems in Latin America, the Caribbean, and internationally.

Descriptors

This monographic issue prioritizes the following thematic lines, although these are only references and may be expanded through submitted proposals 

  1. Theoretical, historical, and methodological approaches to the construct of curricular justice
  2. Curricular justice and inequalities in Latin America, the Caribbean, and internationally
  3. Curricular justice and decoloniality: analysis of tensions between the hidden curriculum and counter-hegemonic pedagogical praxis in diverse contexts
  4. Decolonization of the curriculum: Latin American epistemologies, Indigenous peoples, Afro-descendants, and migration
  5. Curricular justice in the face of quality gaps: analysis of educational inequality in terms of access, content relevance, and equity in learning outcomes
  6. Public policies and curricular reforms with a socio-educational justice approach
  7. Critical pedagogies, emancipatory education processes, and social movements for educational justice in schools and classrooms
  8. Territories, identities, and fair and inclusive curricula
  9. Alternative educational assessment for school and pedagogical justice
  10. Curricular innovation and technologies for socio-educational inclusion
  11. Toward an ecology of knowledge: emerging curricula and intercultural dialogue in Indigenous, Afro-descendant, and mobile communities, among others
  12. Flexible curriculum design integrating gender intersectionality and diversity with socio-emotional learning and digital literacy, through strategic and playful pedagogical approaches

Guidin Questions

The following questions are proposed to encourage participation from the educational community, institutions, and researchers:

  • How is curricular justice conceptualized and studied as a research line?
  • What theoretical and methodological elements are involved in the analysis and research of curricular justice?
  • What is the current state of research on curricular justice?
  • How does research on curricular justice contribute to reducing inequality, colonialism, and exclusion in communities and educational institutions?
  • What are the current challenges and future research agendas in curricular justice?

About the Guest Editors

Dr. Jesús Enrique Pinto Sosa. Universidad Autónoma de Yucatán (México), (psosa@correo.uady.mx)  

Degree in Education and a Master’s in Higher Education from UADY, and a PhD in Mathematics Education from the Universidad de Salamanca (Spain). Full-time researcher and member of the National System of Researchers (Level 1). His research focuses on curriculum, teacher training, and statistics education. For the past three years, he has focused his research on educational inequality, quality gaps, and attention to diversity in classroom settings within rural communities. He has experience in teacher professionalization, particularly in areas related to dignity, development, and professional teaching ethics.

Dra. Norma G. Heredia Soberanis. Universidad Autónoma de Yucatán (México), (nheredia@correo.uady.mx)  

Universidad Autónoma de Yucatán (Mexico). PhD in Educational Research for the Improvement of Curriculum and School Organizations from the Universidad de Granada, Spain, as well as a Master’s degree in Higher Education and a Bachelor’s degree in Education from the Faculty of Education at the Universidad Autónoma de Yucatán (UADY), Mexico. Full professor in the area of curriculum development and curricular justice. Member of the National System of Researchers in Mexico (Level I) and of the Consolidated Academic Body of Curriculum and Instruction at UADY. Responsible for research projects and social outreach initiatives. Research interests include curriculum development, curricular justice, school violence, alternative curricula for peace with vulnerable groups, the Maya people, and new ruralities.

Dra. Mariela S. Jiménez-Vásquez. Universidad Autónoma de Tlaxcala (México), (msjimenez06@hotmail.com)  

Universidad Autónoma de Tlaxcala (Mexico). Master’s and a PhD in Education from the Universidad Autónoma de Tlaxcala. Has experience as a teacher in both basic and higher education. Member of the National System of Researchers (Level I). Research interests include graduate trajectories, labor market studies, training processes of educational actors, and basic education. Within this latter area, has developed research projects and publications on tutoring, teaching trajectories, curriculum reform, and teacher evaluation.

Dr. Alberto Galaz Ruíz. Universidad Austral de Chile (Chile), (alberto.galaz@uach.cl)  

Universidad Austral de Chile (Chile). PhD in Education from the Pontificia Universidad Católica de Chile and a PhD in Educational Sciences from the Universidad de Rouen, France. Area of specialization lies in Philosophy and Educational Studies. Teaching experience has focused on both undergraduate and graduate levels. Has conducted research and published on topics such as curriculum production policy, content and meanings of classroom knowledge transfer, evaluation of primary education teachers’ performance, as well as teacher professional development, construction of teachers’ professional identities, and subjectivities.

Submissions Guidelines 

«Alteridad» primarily publishes empirical research results written in Spanish, English, or Portuguese; studies and selected literature reviews (state-of-the-art) are also accepted. For the Miscellaneous section, diverse contributions within the field of education are continuously peer-reviewed.

Articles must be submitted exclusively through the journal’s web portal. The submission process requires all authors to register, although only one author will be designated as the corresponding author. Two files must be submitted:

      1.  Article following Alteridad publication guidelines

      2. Cover page and cover letter according to the provided template

Enlaces

Alteridad Journal Website
Author Registration
Publication Guidelines
Cover Page and Cover Letter
Pre-submission Checklist: 

Fechas importantes

Submission deadline: August 30, 2026

Publication date: January 1, 2027