INTERCULTURAL GEOGRAPHIC EDUCATION IN THE TRAINING AND PROFESSIONAL DEVELOPMENT OF TEACHERS: A LITERATURE REVIEW

Abstract

This article reviews the international literature on intercultural geographical education in the training and professional development of geography teachers. Using a scoping review approach, a search was conducted in several databases from which 234 articles were collected considering the keywords: 'educación geográfica', 'didáctica de la geográfica', 'educación geográfica intercultural', 'interculturalidad' and 'educación intercultural' ['geographical education, 'didactics of geography', 'intercultural geographical education', 'interculturality' and 'intercultural education']. The bibliographic manager Mendeley was used to systematize the publications found. After applying the inclusion and exclusion criteria, 58 articles were selected and a content analysis of each publication was carried out, from which two dimensions were established for the presentation of the results: geographic education and interculturality. For the former, the categories of pedagogy, discipline and didactics were established, while for the latter, intercultural competence, intercultural education and intercultural teaching practices. The findings of the review by scope carried out show that there is little research on intercultural geographic education both nationally and internationally. In addition, there is an important number of international studies on interculturality and intercultural education and, to a lesser extent, on geography didactics and teaching. It is concluded that there is an important field of research yet to be explored by geography didactics. The expansion of studies in this field would contribute to the initial teacher training and to the continuing education of practicing teachers, favoring the development of the necessary competencies to establish intercultural and inclusive classrooms.