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This chapter analyses, from the perspective of inclusion, the possibilities of participation for families in basic education schools in Mexico. Based on the analysis of articles published between 2012 and 2022, complemented by an analysis of normative instruments, the main patterns related to policies, practices and cultures were explored. The outcomes highlight a lack of recognition and appreciation of the diversity of families, restricted spaces and forms for their participation and cultural patterns that hinder their inclusion. The bases to favour inclusion are recognised and four key axes are proposed for its strengthening.

Hyperinflation is a rare form of macroeconomic crisis that often results from extreme political events, such as revolution or regime change. The 1989–1990 Argentine hyperinflation is puzzling because it occurred in the absence of such an event. Moreover, conventional fiscal mechanisms linking political processes to hyperinflation do not sufficiently explain the Argentine case. Previous theories emphasizing distributional conflict and institutional weakness contain key elements of an explanation of the Argentine hyperinflation but do not capture the range of mechanisms that produced extreme financial instability. This chapter offers an elite theory approach that subsumes elements of these approaches within a broader theory of elite fragmentation, competition, and conflict. Elite fragmentation inhibits collective action in both economic and state elites, resulting in deficits in policymaking capacity. Fragmentation among state policy elites leads to policy volatility and incoherence, while fragmentation among politically mobilized economic elites results in elite stalemates constraining the options of policy elites. These policymaking patterns lead to prolonged delays in the adjustment of unsustainable organizational structures, resulting in explosive forms of crises.

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.

From a critical and decolonial perspective, a comparative analysis is made of the intercultural and inclusive education policies implemented in Mexico and Brazil during the 20th century and the first two decades of the 21st century. We observe the tendency to generate integrationist, ethnocidal, linguistic and epistemicidal educational policies, programmes and actions, generated from modern-colonial Eurocentric approaches aimed at the political, sociocultural and linguistic homogenisation of the national population. These contrast with the initiatives generated by indigenous and Afro-descendant peoples, organisations and movements which, from counter-hegemonic conceptions, are aimed at promoting autonomy and the valuation of their own ontologies, epistemologies and educations.

Teachers’ explanations of scientific concepts to students are essential to science teaching. While there is potential for such explanations to perpetuate societal advantage, we argue that explanation in science education can be an emancipatory practice when considering the needs, aspirations, life experiences and background knowledge of teachers’ diverse groups of students. Considering that explaining science is usually implemented as a hierarchical discourse, the purpose is to inform science education in Latin America towards teaching practices that can promote a dialogical approach to distribute the power of knowledge in the classroom. This chapter discusses research on teacher education conducted in science classrooms, focusing on how explanations in science education can offer opportunities for enhancing educational equity and access to the languages of the sciences.

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

Currently, schools are not born inclusive, and teachers report feeling that this approach is alien to their practical possibilities, so they constantly ask for training on the subject. However, this training is hardly transferred to the school. This chapter has therefore set out to analyse how training bodies in Costa Rica are doing, and how much of this effort is permeating the educational culture. The methodologies applied were studied, as well as the background of good practices, with the final intention of guiding more effective training to make inclusion a sine qua non condition of being a school.

This study examines the interrelations among educational level, financial literacy, financial inclusion and informal financial business practices of female entrepreneurs in Lima, Peru, focusing on their intentions toward business formalization. Additionally, it explores the influence of legal formalization on both business formality and tendencies toward informality intentions.

The methodology involved a self-administered survey among 118 female entrepreneurs in the small vendor “Bodega” sector, with statistical analysis conducted via partial least structural equation modeling.

The study’s outcomes validated the significant role of financial literacy and inclusion as mediators between educational level and formalization intentions. Notably, legal formalization did not significantly alter these dynamics.

Limitations arise from the study’s explanatory power and lack of predictive capability for all dependent variables, likely due to sample specificity. Additionally, the quantitative research approach does not allow for a deeper understanding of these phenomena.

We advocate reevaluating prevailing attitudes toward legal formality and informal practices, emphasizing tailored public policies for older female entrepreneurs and access to formal financing independent of legal registration. This underscores the need for enhanced educational levels for young women and coordinated efforts among institutional actors to more effectively promote formality.

This research contributes original insights into the emphasis on informal practices over mere legal registration, especially pertinent to female entrepreneurship. It also highlights the counterintuitive significant inverse relationship between age and formalization intentions, enriching the discourse on entrepreneurial motivation.

This study aims to compare the influence of origin types (country-of-origin – COO versus geographic indication – GI) and wine worlds (new versus old wine country – represented by Brazil and Italia, respectively) on the attitude of low-involvement Generation Z potential consumers from Brazil toward wine ads.

The authors conducted a two (COO vs GI) by two (New vs Old World) within-subject experimental design with 98 Brazilians from Generation Z. Latin square was used to systematically counterbalances the sequence in which participants were exposed to ads.

The results reveal that potential consumers’ attitudes are more positive when a COO is used in wine advertisements than when a GI is used. Besides, the consumers’ conative response is more positive when an Old World country (Italy) is used in wine ads than when New World country (Brazil) is used.

This study expands existing literature by showing that, in wine ads, COO information elicits more positive responses than GI. It also suggests a preference among potential consumers for Old over New World wines in purchase, recommendation and consumption decisions.

The wine advertisements for the market segment investigated should highlight the COO instead of geographical indication (GI). Besides, the authors point out the importance of promoting the concept of GI among low-involvement Generation Z potential consumers.

To the best of the authors’ knowledge, this is the first study to assess potential consumers’ attitudes toward wine ads, comparing COO and GI and determining which geographical cue elicits more positive consumer attitudes: origin types (COO vs GI) or wine worlds (Old vs New).