Cultural Identity, Interculturality, and Recognition: Theoretical Foundations for Understanding Psychosocial Well-Being in Intercultural Bilingual Education in Hispanic America
DOI:
https://doi.org/10.47606/ACVEN/PH0603Keywords:
cultural identity, intercultural education, bilingual intercultural education,, recognition,, psychological well-being, mental health.Abstract
The purpose of this study was to systematize the theoretical foundations of cultural identity, educational interculturality, and recognition in indexed literature, analyzing their interrelationships and identifying gaps in knowledge regarding the educational management of mental health in Hispanic American Intercultural Bilingual Education (EIB). Methodologically, a systematic narrative review was conducted in three phases using 26 sources from indexed databases (Scopus, Web of Science, SciELO, and Latindex 2.0 / 2009–2025). The process began with two seed articles (Usborne & de la Sablonnière, 2014; Candau, 2010). Citation mapping was performed using Connected Papers, and a double filter for thematic relevance was applied. The results organized the corpus into four conceptual axes: a) identity clarity and psychological well-being; b) tensions in educational interculturality; c) theories of recognition and social justice; and d) territorial identity dynamics. Evidence points to a complete absence of empirical studies and systematic reviews on mental health programs or socio-emotional support in EIB. It is concluded that the themes of identity, interculturality, recognition, and ethnicity converge in theory but remain fragmented in institutional practice. This threefold knowledge gap—in institutional translation, conceptual integration, and empirical evaluation—constitutes a key analytical finding for guiding the future research agenda in the region.
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Copyright (c) 2026 Lourdes Del Carmen Vigil-Mamani, Carlos Ayala-Torres , Eudes Fernández-Pincos , Manuel Antonio Ricalde-Sáenz , Oscar Elias Palomino-Hermoza
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