Teaching practices on the margins of childhood. A scoping review of school as a border space

Abstract

This paper presents a scoping review of the international literature on forms of childhood marginality and the educational and teaching practices adopted to address them in early childhood and primary school settings. The analysis is organised around three main research questions: the forms of marginality investigated (RQ1), the practices adopted (RQ2), and the emerging critical issues (RQ3). The results reveal four clusters of marginality that frequently intersect. Among the educational practices identified, ECE programmes stand out alongside didactic approaches centred on cooperative learning and relational and narrative practices. In conclusion, the study identifies three priorities for future research: investing in teachers' professional development as a condition for practice effectiveness; producing longitudinal studies; and recognising the agency of marginalised children as an epistemological resource rather than merely an outcome variable.