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The purpose of this paper is to identify the motives and types of wine consumers that visit Queretaro’s wine region and their relationship with wine tourism.

A survey was carried out on 384 wine tourists in the area. The data obtained from the questionnaires were analyzed using factorial and hierarchical cluster analysis, and differences between groups were identified using non-parametric tests. Additionally, semi-structured interviews were conducted with wine tourism service providers, some of whose comments and data contributed to the overall analysis of the information.

Three factors have been identified as motivating wine tourists to visit vineyards and consume wine: vineyard experience, knowledge and exploration and marketing influence or suggestions. Three groups of wine consumers were also identified, namely, knowledgeable consumers, interested consumers and novice consumers, which were differentiated by the motivations for each type of wine tourism experience they seek, as well as other activities that complement the visit experience. It concludes that as wine consumption in Queretaro and wine tourism in the region increases, so does knowledge of the drink, and this represents an opportunity for Mexico's wine-producing regions.

To expand research in the Querétaro wine region and contribute to the knowledge of wine tourism in Mexico.

The paper makes a unique contribution by focusing on the Mexican wine market, which is still in its infancy. It provides new perspectives and insights in this area of research.

The creation of intercultural education in the Quechua and Mapuche contexts, in Peru and Chile respectively, marks a milestone in the institutionalisation of equity-oriented state policies that deserves attention given the serious inequalities that still persist in these societies. In this chapter, we analyse ethnographic studies of intercultural knowledge and practices inside and outside the classroom and interpret them as catalysts for equity in education. The findings of the analysis point to the centrality of Indigenous actors as transformative agents inside and outside the classroom and the urgency of restructuring not only education but also society towards equity.