Learning migration and diversity through artistic narration: an application of diasporic education to the Spanish context

This article examines how artistic and narrative expression can enhance intercultural education in Spanish primary schools located in low-population-density areas with increasing cultural diversity. Grounded in the concept of diasporic education, the study focuses on the lived experiences of children—both migrant and non-migrant—who narrate and illustrate their perceptions of migration through written stories and drawings. The research adopts a qualitative ethnographic design with a participatory approach, involving 50 primary school students aged 11–12 from two schools in Aragón, Spain. By analysing these materials, the research explores how transmedia storytelling can serve as a pedagogical tool to promote empathy, inclusion, and critical reflection in the classroom. The study contributes locally by addressing the challenges of educational integration in rural Spain and globally by connecting with broader discussions on minority representation, educational equity, and creative pedagogies. Findings highlight the transformative potential of incorporating students’ voices and artistic productions into teaching practices, fostering more inclusive and culturally responsive learning environments.