Analysis of School Educational Spaces

A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity


  • Gerardo Fuentes-Vilugrón Universidad Católica de Temuco
  • Elías Andrade Universidad Católica de Temuco
  • Ingrid Bravo Universidad del Bío Bío
  • Roberto Lagos Universidad Autónoma de Chile
  • Enrique Riquelme Universidad Católica de Temuco



intercultural education, multiculturalism, Indigenous education, ethnocentrism, acculturation


This research addresses the problem of the imposition of educational spaces in multicultural contexts. The research is of qualitative nature, based on an interpretative hermeneutic paradigm. It uses collective case study design. The selection of participants was non-probabilistic and intentional, and snowball sampling was used, selecting 15 teachers and 24 students. It is concluded that Chilean schools in multicultural contexts show a lack of social and cultural relevance in the construction and organization of spaces. In addition, it is concluded that educational establishments should consider the implementation of pedagogical and didactic strategies in contact with nature, given that, as has already been demonstrated, children often prefer outdoor experiences as ideal spaces for learning.




How to Cite

Fuentes Vilugrón, G., Andrade Mansilla, E., Bravo Carrasco, I., Lagos Hernández, R., & Riquelme Mella, E. (2023). Analysis of School Educational Spaces: A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity. International Journal of Multicultural Education, 25(1), 53–80.



Articles (Peer-reviewed)