Public Policy, Education, and Territory: Student Perspectives in the Humanities and Social Sciences (Spanish Version)

Authors

Yolier Izquierdo Cuellar (ed)
Universidad Iberoamericana Ciudad de México
https://orcid.org/0009-0002-8069-020X
Dayron Martínez Rodríguez (ed)
El Colegio de San Luis, A.C. México
https://orcid.org/0000-0003-1940-3494
Raúl Edel Padilla Morales (ed)
El Colegio de San Luis, A.C. México
https://orcid.org/0009-0003-3994-1852
Bismario Saldiña Silvera (ed)
El Colegio de San Luis, A.C. México
https://orcid.org/0000-0003-4445-236X
DOI: https://doi.org/10.62486/978-9915-9869-2-0

Keywords:

Public Policy, Education, Territory, Social Inequalities, Humanities and Social Sciences

Synopsis

Public policies shape the ways in which societies organize education, distribute resources, and negotiate collective life across territories marked by inequality, violence, and institutional strain. This volume brings together student-driven analyses that examine public policy not as an abstract administrative exercise, but as a situated practice embedded in social relations, historical trajectories, and everyday experiences. The chapters collected here originate from the Public Policy Panel of the Third International Congress of Students of Humanities and Social Sciences and reflect a wide range of disciplinary perspectives, empirical settings, and methodological approaches. Education occupies a central place throughout the book, explored through its tensions with economic rationales, pedagogical projects, and territorial disparities. Other contributions focus on childhood and schooling environments, community- based pedagogies, youth-oriented public programs, social entrepreneurship, access to well- being, human security in contexts of violence, and the governance of cultural heritage. Rather than offering unified answers, the book foregrounds complexity and acknowledges the limits of standardized policy models. The analyses reveal how public interventions interact with local dynamics, social imaginaries, and power relations, often producing unintended effects alongside their stated goals. Attention to territory emerges as a recurring analytical lens, allowing authors to connect macro-level policy frameworks with lived realities and localized forms of agency. Taken together, the volume highlights the relevance of Humanities and Social Sciences for understanding public problems in their full social depth. It also affirms the intellectual capacity of students to produce rigorous, context-sensitive knowledge that engages critically with contemporary policy debates, while remaining attentive to ethical responsibilities and social consequences.

Chapters

978-9915-9869-2-0_Portada

Downloads

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Published

March 9, 2026
Copyright (c) 2026 Yolier Izquierdo Cuellar (Volume editor); Ernesto Cué Licea, Gerardo Isidro Cerro, Julián Berrones Perez, Jaret Castillejos Cruz, Ángel Ernesto Jiménez Bernardino, Leticia Hernández Hernández, Naomi Pamela Sánchez García, María de los Milagros Morales Vázquez, David Alonso Noceda León, Rosalía López Paniagua, José Porfirio Bravo Moreno (Chapter Author); Dayron Martínez Rodríguez, Raúl Edel Padilla Morales, Bismario Saldiña Silvera (Volume editor); Jeohvan Jedidian Silva Sánchez, Jesús Armando Hernández Vargas, Ana María Carolina Díaz García, Virginia Cabrera Becerra, Mónica Erika Olvera Nava, Aurelia Flores Rodríguez (Chapter Author)

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Details about the available publication format: PDF

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ISBN-13 (15)

978-9915-9869-2-0

How to Cite

1.
Izquierdo Cuellar Y, Martínez Rodríguez D, Padilla Morales RE, Saldiña Silvera B, editors. Public Policy, Education, and Territory: Student Perspectives in the Humanities and Social Sciences (Spanish Version) [Internet]. South American Publishing; 2026 [cited 2026 Sep. 17]. Available from: https://books.southam.pub/index.php/books/catalog/book/978-9915-9869-2-0