Intercultural and decolonial educational leadership in the articulation of indigenous, afro-descendant, and rrom knowledge and andalusian ethnic knowledge, 1655–1851, in the colombian caribbean

Abstract

This research analyzes the persistence of the coloniality of knowledge in Colombian education and its impact on the recognition of Indigenous, Afro-descendant, and Rrom knowledge systems. Its objective is to transform educational leadership through an intercultural and decolonial approach by articulating these forms of knowledge with Andalusian ethnic heritage through emerging technologies. Using a qualitative participatory action research methodology, the preliminary findings highlight the need to strengthen cognitive justice, cultural diversity, and the dialogue of knowledges. The study proposes a pedagogical model aimed at fostering critical and inclusive educational leadership capable of integrating collective memory, cultural heritage, and emerging technologies to promote contextualized and innovative educational processes.