Qualitative Methodological Cartographies for Educational Inclusion in Migratory Contexts: A State of Knowledge (2021-2026)
Keywords:
Qualitative research, Ethnographic methods, Educational inclusion, Migrants, Systematic reviewAbstract
The increase in migration has tested educational systems and spurred a growing body of academic work on educational inclusion. This paper presents an account of the designs, techniques, and methodological challenges of qualitative studies on the educational inclusion of migrants during the period 2021–2026. A PRISMA systematic review was conducted in five databases, yielding a final sample of 17 studies through thematic analysis with inductive coding. The most frequently used techniques were semi-structured interviews, participant observation, and document analysis. The main obstacles encountered were language barriers, access problems, and ethical tensions and rigor. Little reflection has been recorded in the field, and what has been done is focused on the Global North and often excludes children as direct informants. The paper calls for prioritizing empirical studies, multilingual teams, and participatory methods to advance more inclusive and epistemologically pluralistic research.
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