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Whiteness, Technological Capital and Platformed Interculturality: COIL Experiences in Latin America
(Informa UK Limited, 2026)
Domenack-Bracamonte, Wendy
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Romero-Delgado, Claudia Ivett
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Bacca Rozo, Julia Esperanza
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Martínez Velasco, Antonieta Teodora
The internationalisation of higher education in Latin America has increasingly incorporated internationalisation-at-home initiatives, among which Collaborative Online International Learning (COIL) has become central. Often framed as a democratising strategy for fostering intercultural competence, these initiatives operate within platform-mediated environments shaped by symbolic hierarchies, technological inequalities, and regimes of professional visibility. This article examines how whiteness – understood not as a phenotypic attribute but as an ethos of modernity and legitimation – is performed within digitally mediated intercultural encounters. The study analyses a tri-national COIL experience involving communication students from private universities in Peru, Mexico, and Colombia, conducted through the professional networking platform LinkedIn. Using a mixed-methods approach, the research combines survey data from 119 students with qualitative analysis of 15 group-based digital self-presentation artefacts. Findings indicate that technological capital functions as a key symbolic divider, privileging visibility linked to technical fluency and professional respectability. A dissonance emerges between students’ declared commitments to intercultural openness and their interactional practices, which remain limited and exhibition-oriented. Cultural difference is frequently articulated through depoliticised and affectively safe repertoires, notably gastronomy. The article argues that digital internationalisation reconfigures interculturality as a regulated and aspirational practice aligned with global professional norms. ©The authors ©Taylor and Francis Ltd.
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L’interculturalité depuis la périphérie
(Universidad Panamericana. Facultad de Filosofía, 2019)
Nieves Loja, Gerardo Miguel
The purpose of this paper is to indicate the sector around which the new reflections and epistemological horizons of interculturality revolve and are articulated. This sector consists of the excluded, the indigenous peoples and the poor in rights. In these spaces of intercultural reflection, various analyses are required in order to promote a participative culture capable of relying on its own sources and ancient knowledge; to this end, both a liberating pedagogy and the establishment of laws that defend victims (man and nature) are needed. This will lead to the creation of an intercultural society.
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La radio como proyecto escolar dentro de la educación intercultural bilingüe en Ecuador
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Aguirre, Dayana
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Suqui, Diego
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The research is based on a pedagogical proposal using radio as a school project in the Chibuleo Intercultural Bilingual Millennium Educational Unit, using participatory action research as a methodology that allowed a horizontal and collaborative relationship among all educational actors. In the different stages, research instruments such as the field diary, participant observation, documentary analysis guides and interviews were used; however, for the development of the proposal, Project Based Learning (PBL) was used, as proposed in the Manual for the elaboration of school projects in intercultural bilingual educational centers, provided by the Secretary of Intercultural Bilingual Education. Each step of this methodology has been adapted to the different phases that constitute the production of a radio program and in turn adapted to the virtual environment, built on the basis of collaborative work between teacher, student and community, thus fulfilling the objective of implementing an innovative strategy that strengthens digital skills, critical thinking and creativity in students.In conclusion, it can be affirmed that school radio is a pedagogical strategy that improves interdisciplinary learning, strengthening different abilities and skills throughout the project, such as its investigative role, collaborative work and its cultural and linguistic relevance, contributing to integral development. of the student and significantly contributing to the exit profile of the student of Intercultural Bilingual Education, therefore, this project is suitable for replication in other educational institutions.
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