Inclusive interculturality: Epistemic justice in preschool education in the new mexican school

Abstract

This research conceptualizes inclusive interculturality as epistemic justice in preschool education practices within the framework of the New Mexican School model. The intervention was conducted with students and teachers at the Pablo Latapí Kindergarten, afternoon shift, in the city of Tepic, Nayarit, Mexico. Participating preschool students from all three grades were selected using simple random convenience sampling based on their attendance and willingness to participate in the research. All teaching staff participated. A qualitative methodological approach was selected, specifically the socio-critical paradigm. To address and achieve the stated objectives, two instrumets. This research conceptualizes inclusive interculturality as epistemic justice in preschool education practices within the framework of the New Mexican School model. The intervention was conducted with students and teachers at the Pablo Latapí Kindergarten, afternoon shift, in the city of Tepic, Nayarit, Mexico. Participating preschool students from all three grades were selected using simple random convenience sampling based on their attendance and willingness to participate in the research. All teaching staff participated. A qualitative methodological approach was selected, specifically the socio-critical paradigm. To address and achieve the stated objectives, two instrumets