Vol. 5 No. 1 (2025): Ecologies of Knowledge: Transdisciplinary Explorations on Situated Knowledges, Technology, Memory, and Educational Narratives

Academic publications often restrict themselves to describing results, methodologies, and references cross-checked with already legitimized texts. However, there are times when writing seeks to be something else: a possibility for dialogue based on situated experience, affectivity, and pedagogical urgencies that do not fit into a rubric.

This thematic issue emerges from that very need: to open a space for research that not only analyzes educational processes but also questions them from their margins, their fractures, and their transformative potential. The editorial coordination—composed of scholar-teachers from Ecuador, Cuba, and Colombia—has curated a body of work that is not organized as a mere sum of isolated articles, but rather as a web of shared questions.

The contributions featured here share a common intention: to critically reflect on contemporary Latin American education from within its territories, actors, and the ethical-political possibilities of pedagogical innovation. These works explore the use of digital platforms through an inclusive lens, expose the inequalities in urban access to schools, examine whether schools reproduce or resist social injustices, delve into evaluation practices through students' own voices, and revisit theoretical frameworks to rethink teaching as a collaborative and emancipatory endeavor.

Far from offering “educational recipes,” this issue proposes an open conversation among those who think, feel, and live education as an act of justice, creation, and daily resistance. Technologies are not treated here as gadgets but as tools for inclusion and recognition. Classrooms are not seen as neutral spaces but as political stages where memory, desire, and rights are negotiated.

The gathered articles, while maintaining academic rigor, are also acts of committed writing, where data coexist with voice, statistics with testimony, and theory with experience. From this standpoint, this issue aligns itself with the horizon of ecologies of knowledge: a weave of knowledges, languages, and bodies that, rather than establishing hierarchies, intersect to open new ways of understanding and transforming education.

To those reading this issue—teachers, students, scholars, policy-makers, and communities—it offers not just informative content, but a reflective experience. It invites the reader to challenge assumptions and imagine pedagogical futures where teaching, learning, and transforming are not isolated actions but deeply collective gestures.