This paper showcases the experience
of teachers in an under-served school in
Bogotá, Colombia, amidst the difficulties
of delivering meaningful education to a
diverse population of students during the
COVID-19 pandemic. Some of the students
were already affected by precariousness
and forced displacement. The paper focuses
on teachers’ agency and their motivation to
work toward social and educational change,
while also attending to the educational
needs of immigrant and indigenous students
using a critical inclusive and inter-cultural
education approach. The teachers’ researchaction-
reflection process enabled them
to examine educational practices through
a de-colonial and inter-cultural lens and
to implement an innovative pedagogical
strategy to address educational inequalities
