1. Comparative Inclusion: What Spanish Higher Education Teachers Assert
- Author
-
María‐Jesús Martínez‐Usarralde, Genoveva Ramos‐Santana, and Amparo Pérez‐Carbonell
- Subjects
Sociology and Political Science ,Social Psychology ,Higher education ,media_common.quotation_subject ,Bildungswesen tertiärer Bereich ,Hochschullehrer ,university level of education ,teachers’ attitudes and values ,Education ,diversity ,HM401-1281 ,Nonprobability sampling ,ddc:370 ,Pedagogy ,spain ,0501 psychology and cognitive sciences ,Sociology (General) ,Sociology ,comparative education ,Bildung und Erziehung ,Hochschulbildung ,Training, Teaching and Studying, Professional Organizations of Education and Pedagogics ,Isomorphism (sociology) ,media_common ,Spanien ,university teacher ,teachers ,business.industry ,Diversität ,05 social sciences ,Hochschuldidaktik ,Spain ,higher education ,inclusion ,050301 education ,University Education ,Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft ,Normative ,university didactics ,Comparative education ,business ,0503 education ,Inclusion (education) ,University system ,Inklusion ,050104 developmental & child psychology ,Diversity (politics) - Abstract
From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.
- Published
- 2021