Talking for the sake of talking? Imagining inclusive universities in Spain through their leaders

ABSTRACT

Inclusion in higher education is approached by international entities as an unavoidable commitment that is materialised, to a large extent, in university mission statements through purposeful language. Spain, given its greenness regarding the development of inclusive university policies, provides a good example of such rhetoric. The proposals and interpretive frameworks on which the inclusive university project is based are explored via interviews with 62 leaders (individuals occupying an ambassador or management role) from 9 Spanish universities. The present study reveals that rhetoric about the way in which universities are converted into inclusive institutions portrays highly different outcome orientations when placed in specific political proposals. Three different standpoints are identified in the present study, which are linked to specific areas connected to the institutionalisation of inclusive projects: continuity (for access and specific services), expert (in training, awareness and curriculum) and transformative (philosophy, exercise of leadership, participatory culture and community projection). The present research contributes to the study and analysis of the different meanings adopted by inclusive university projects in the international context, stemming from the different, non-sterile, political models on which they are based.

KEYWORDS:

• Higher education
• inclusive education
• educational leaders
• institutional commitments
• Spain

SUBJECT CLASSIFICATION CODES:

• SDG 4: Quality education; SDG 10: Reduced inequalities

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was financed by the Ministry of Economy Industry and Competitiveness (Spain) [grant numbers EDU2017-82862-R].

Notes on contributors

María García-Cano Torrico

María García-Cano Torrico holds a PhD in Social Anthropology from the University of Granada (Spain). Gender, diversity and education policies are her main areas of research, as well as inter-cultural education and education inequalities. She is now a Professor with the Department of Education at the University of Cordoba (Spain). She is also a member of the ‘Educación, Diversidad y Sociedad’ research group: http://www.uco.es/ediso/.

Azahara Jiménez Millán

Azahara Jiménez Millán is Lecturer in the Department of Education. PhD in Education from the University of Cordoba. Her current lines of research are diversity, inclusion and university, leadership for social justice. Her doctoral thesis has been developed on these topics within the framework of a state-funded project. She has published several articles and chapters in the field of Social Sciences. She is a member of the ‘Educación, Diversidad y Sociedad’ research group: http://www.uco.es/ediso/.

Eva F. Hinojosa Pareja

Eva F. Hinojosa Pareja is Professor at the University of Córdoba (Spain). She has a Master’s Degree in Research and Innovation in Curriculum and Training, and a PhD from the University of Granada. Her main research interests include gender, inclusion, initial teacher training, education policies in higher education and teaching innovation. She is a member of the ‘Educación, Diversidad y Sociedad’ research group: http://www.uco.es/ediso/.