Cultura inclusiva: Camino hacia la atención de diversidad en la educación
Inclusive culture: Path towards attention to diversity in educationBarra lateral del artículo
Contenido principal del artículo
En los últimos tiempos, la cultura inclusiva se enfoca en crear una sociedad segura, acogedora, colaborativa e inclusiva, es una base importante para que todos aprendan y para que los estudiantes alcancen el nivel más alto posible, donde su propósito es desarrollar un código común, compartido por la comunidad educativa. El propósito de la presente investigación fue dar a conocer mediante el método bibliográfico, los diferentes estudios sobre el desarrollo de la cultura inclusiva en el camino de la atención a la diversidad en la educación, considerando 52 artículos. Los resultados manifiestan que la realidad educativa presenta problemas inclusivos, debido al aspecto de las condiciones económicas, necesidades, culturas y condiciones de salud. Parte de las conclusiones coligen que la cultura inclusiva se desarrolla como una herramienta y proceso para ayudar a los educadores a evaluar las normas y prácticas culturales, a través de los valores y principios que se promueven en la educación inclusiva; además, es un elemento esencial que permite la mejora de la calidad de la educación y la gestión.
In recent times, inclusive culture focuses on creating a safe, welcoming, collaborative and inclusive society, it is an important basis for everyone to learn and for students to reach the highest possible level, where its purpose is to develop a common code, shared by the educational community. The purpose of the present research was to make known through the bibliographic method, the different studies on the development of inclusive culture in the path of attention to diversity in education, considering 52 articles. The results show that the educational reality presents inclusive problems, due to the aspect of economic conditions, needs, cultures and health conditions. Part of the conclusions collate that inclusive culture is developed as a tool and process to help educators to evaluate cultural norms and practices, through the values and principles that are promoted in inclusive education; furthermore, it is an essential element that allows the improvement of the quality of education and management.
Descargas
Detalles del artículo
Akhmetova, D.; Morozova, I. y Suchkov, M. (2021). Ethno-cultural aspects of inclusive education development in the context of globalization and digitalization. Education and Self DevelopmentOpen Access. Volume 16, Issue 2, Pages 165-181. Doi: 10.26907/esd.16.2.11. https://bit.ly/3JWlpnF
Baeza, J.; Bustos, C.; Guzmán, A.; Imbarack, P. y Mercado, J. (2021). Migrants in Chilean Catholic schools: Challenges for an inclusive culture. Revista de estudios y experiencias en educación, 20(42), 257-271. https://dx.doi.org/10.21703/rexe.20212042baeza15
Benet, A.; Moliner, M. y Sales, M. (2020). Cómo somos, qué queremos y compartimos. Percepciones y creencias acerca de la cultura intercultural inclusiva que promueve la universidad. Revista de la educación superior. vol.49. no.193. DOI: 10.36857/resu.2020.193.1031. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-27602020000100025
Boychuk, Y.; Kazachiner, O. y Khliebnikova, T. (2021). Managing teacher’s inclusive culture development. Amazonia Investiga, 10(44). DOI: 10.34069/AI/2021.44.08.20. https://amazoniainvestiga.info/index.php/amazonia/article/view/1725
Bravo, N. (2020). Atención a la diversidad en escuelas privadas: ¿racionalidad técnica o inclusión escolar? Attention to diversity in private schools: ¿technical rationality or school inclusion? Revista ESPACIOS. ISSN: 0798-1015. https://www.revistaespacios.com/a20v41n28/a20v41n28p12.pdf
Campa, R.; Valenzuela, B. y Guillen, M. (2020). Teaching practices and inclusive culture for vulnerable primary school groups in Sonora, Mexico. Prácticas docentes y cultura inclusiva para colectivos vulnerables de primarias en Sonora, México. Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud Volume 18, Issue 2, Pages 1 - 17. https://bit.ly/3xB2yfx
Cary, M.; Randolph, S.; Broome, M. y Carter, B. (2020). Creating a culture that values diversity and inclusion: An action-oriented framework for schools of nursing. Nursing Forum. Volume 55, Issue 4, Pages 687 - 694. doi: 10.1111/nuf.12485. https://bit.ly/3OmITpG
Choi, S. (2020). Virtual short-term intercultural exchange as an inclusive educational strategy: Lessons from the collaboration of two classes in South Korea and China. Journal of Teaching in Travel and Tourism. Volume 20, Issue 4, Pages 308 - 325. Doi: 10.1080/15313220.2019.1707147. https://bit.ly/3uT6NBo
Córdoba, E., y García, A. (2017). Estrategias lúdicas para el fomento de una cultura educativa inclusiva. Homenaje Antonio-Carlos Pereira Menaut. Vol. 4 Num 4. http://revistainclusiones.org/index.php/inclu/article/view/589
Delbury, P. (2020). ¿Racial Discrimination in Inclusive Education? A perspective from critical interculturality. Revista Electronica Educare Open Access. Volume 24, Issue 1, Pages 1 - 15. Doi: 10.15359/ree.24-1.22. https://bit.ly/3MxEVJ9
Espinoza, L.; Lagos, N.; Hernández, K., y Ledezma, D. (2021). Cultura y políticas inclusivas en profesorado chileno de educación primaria y secundaria. Revista CS, n.º 34. DOI: doi.org/10.18046/recs. i34.4211. https://www.icesi.edu.co/revistas/index.php/revista_cs/article/view/4211
Fernández, J.; Aguilar, J.; Alvarez, J.; De la Rosa, A.; Echeita, G. y Trihueras, R. (2020). Validation of the index for inclusion questionnaire for parents of non-university education students. International Journal of Environmental Research and Public HealthOpen Access. Volume 17, Issue 9. Doi: 10.3390/ijerph17093216. https://bit.ly/3vsGJMy
Fernández, S.; Rodorigo, M. y Lázaro, M. (2021). Immigrant students' school transitions for a truly inclusive education: Between the personal and the academic. EducarOpen Access. Volume 57, Issue 2, Pages 333 - 346. doi: 10.5565/REV/EDUCAR.1237. https://bit.ly/3Epc8U9
Fiuza, M.; Baña, M. y Losada, L. (2021). Reflections on a school for all: Perceptions of families and teachers regarding the culture, policy, and practice of inclusion in Galicia. Open Access. Volume 50, Issue 1, Pages 525 - 534. Doi: 10.17811/RIFIE.50.1.2021.525-534. https://bit.ly/3JXFzxw
Lavín, G., Lavin, C., Sanchez, J., Reed, A. y Mason, L. (2021). Inclusive Education Definitions and Practices: Exploring Perspectives of Education Professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities. Volume 18, Issue 1, Pages 58 - 67. doi:10.1111/jppi.12356. https://bit.ly/3OpLK0M
Gómez, I.; Valdés, R.; Gonzales, I. y Vargas, F. (2021). Inclusive leadership: Good managerial practices to address cultural diversity in schools. Social InclusionOpen Access. Volume 9, Issue 4, Pages 69 - 80. Doi:10.17645/sí.v9i4.4611
Grijalva, P.; Cornejo, G.; Gómez, R.; Real, K. y Fernández, A. (2019). Herramientas colaborativas para revisiones sistemáticas Collaborative tools for systematic revisions. Revistas espacios. Vol. 40 (Nº 25) Año 2019. Pág. 9. https://www.revistaespacios.com/a19v40n25/19402509.html.
Hedegaard, L. y Penthin, S. (2020). Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture. Nordic Journal of Studies in Educational. PolicyOpen AccessVolume 6, Issue 1, Pages 25 - 36. Doi: 10.1080/20020317.2020.1747376. https://bit.ly/3uT6Ugi
Herrera, L. y Rengifo, G. (2020). La diversidad cultural en la educación básica. Revista Científica Cultura, Comunicación y Desarrollo. VOL. 5 NÚM. 3. https://rccd.ucf.edu.cu/index.php/aes/article/view/260
Homrani, M.; Ávalos, I. y Manrique, M. (2020). Planteamientos de una educación transcultural para una escuela inclusiva. Revista de Investigación Científica Cultura Viva Amazónica. Vol. 1. Núm. 03. DOI: https://alicia.concytec.gob.pe/vufind/Record/2664-8105_fba6c4a233829e4303e3244d211fd23d/Details
Huerta, R. (2021). Silk road museums: Design of inclusive heritage and cross-cultural education. Sustainability (Switzerland)Open Access. Volume 13, Issue 11. Doi: 10.3390/su13116020. https://bit.ly/3jT9tbS
Larskaia, E. y Goriainova, A. (2021). Inclusive Education in Today’s Russia: Room for Manoeuvre. Europe - Asia Studies. Doi:10.1080/09668136.2021.1918062. https://bit.ly/3uUgD5O
Jiménez, J. y Mesa, P. (2020). La cultura inclusiva para la atención a la diversidad. Inclusive culture for attending diversity. Dilemas contemporáneos: educación, política y valores, 8(spe5), 00001. 28 de enero de 2021.https://doi.org/10.46377/dilemas.v8i.2476
Jiménez, J. (2021). La cultura inclusiva para la atención a la diversidad. Dilemas contemp. educ. política valores. vol.8. DOI: doi.org/10.46377/dilemas.v8i.2476. http://www.scielo.org.mx/scielo.php?pid=S2007-78902020000800001&script=sci_arttext
Karata? K. (2020). Basic Educational Reflections of Culturally Responsive Pedagogy. Milli EgitimOpen AccessVolume 49, Issue 228, Pages 107 - 12. Doi: 10.37669/milliegitim.611903 - https://bit.ly/396mY61
Keon, D. (2020). ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving SchoolsVolume 23, Issue 2, Pages 159 - 174. Doi: 10.1177/1365480219898897. https://bit.ly/3Om71IV
Kerr, E. y Janelle, J. (2021). Assemblages and co-emergent corpomaterialities in postsecondary education: Pedagogical lessons from somatic psychology and physical cultures. Somatechnics. Volume 11, Issue 3, Pages 413 - 431. Doi: 10.3366/soma.2021.0368. https://bit.ly/3uTuFVh
Kim, S. y Chand, S. (2021). South Korean elementary school teachers’ experiences of inclusive education concerning students with a multicultural background. International Journal of Inclusive EducationOpen Access. Volume 25, Issue 12, Pages 1327 - 1341. doi:10.1080/13603116.2019.1609606. https://bit.ly/393J9cT
Kim, S. y Dreamson, N. (2020). Culturally inclusive early childhood education for sustainability: a comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal. Volume 28, Issue 5, Pages 712 - 730. Doi: 10.1080/1350293X.2020.1817242. https://bit.ly/3MjJRBd
Kumar, R.; Zusho, A. y Bondie, R. (2018). Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures. Educational Psychologist. Volume 53, 2018 - Issue 2. DOI: 10.1080/00461520.2018.1432361. https://www.tandfonline.com/doi/abs/10.1080/00461520.2018.1432361
Lasso, M. (2020). Cultura inclusiva en la escuela. Revista Para el Aula - IDEA Edición N° 14 (2015). https://www.usfq.edu.ec/sites/default/files/2020-06/pea_014_0012.pdf
Louie, N. (2017). The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching. The National Council of Teachers of Mathematics, Inc. All rights reserved. Volume 48: Issue 5. PAGE: 488–519. DOI: 10.5951/jresematheduc.48.5.0488. https://pubs.nctm.org/view/journals/jrme/48/5/article-p488.xml
Lüddeckens, J.; Anderson, L. y Östlund, D. (2021). Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study. Journal of Educational AdministrationOpen Access. Doi:10.1108/JEA-02-2021-0022. https://bit.ly/3EA8NSk
Mateus, L.; Vallejo, D. Obando, D. y Fonseca, L. (2017). Percepción de las prácticas y de la cultura inclusiva en una comunidad escolar. Avances en Psicología Latinoamericana. vol.35. no.1. DOI: 10.12804/revistas.urosario.edu.co/apl/a.4854. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-47242017000100014.
MINEDU (2020). ¿Cómo construimos cultura inclusiva en la institución educativa? https://drive.google.com/file/d/1cE3cZgFFtb3IyeX3SXh5TJHsr5PjnNfQ/view
Muñiz, M. (2020). Cultural diversity in schools: An ideal space for the construction of a critical and inclusive citizenship. Journal for Critical Education Policy Studies. Volume 18, Issue 2, Pages 256 - 283. https://bit.ly/3xzTNlX
Ninkova, V. (2020). Perpetuating the myth of the “wild bushman”: Inclusive multicultural education for the omaheke Juf’hoansi in namibia. Comparative Education ReviewOpen Access. Volume 64, Issue 2, Pages 159 - 178. Doi: 10.1086/708177. https://bit.ly/3Eq5xso
Templeton, L., O’Meara, K., Nyunt, G. y Kuvaeva, A. (2019). Meeting to transgress: The role of faculty learning communities in shaping more inclusive organizational cultures. Equality, Diversity and Inclusion, Vol. 38 No. 3, pp. 286-304. DOI: 10.1108/EDI-09-2017-0184.https://www.emerald.com/insight/content/doi/10.1108/EDI-09-2017-0184/full/html
Ocampo, D. y Rufino, R. (2021). Participatory policy formulation on indigenous peoples education in the k to 12 basic education program in the philippineInternational Perspectives on Inclusive Education. Volume 16, Pages 211 - 242. https://bit.ly/38R12eM
PADIE (2019 - 2020). Plan de atención a la diversidad e inclusión educativa. https://www.crecerconvivenciaenbacarot.es/wp-content/uploads/2020/06/PADIE.pdf
Page, A.; Mavropoulou, S. y Harrington, I. (2020). Culturally Responsive Inclusive Education: The Value of the Local Context. International Journal of Disability, Development and EducationOpen Access. Doi: 10.1080/1034912X.2020.1757627. https://bit.ly/3xD46FD
Parrish, D. (2019). An Action Research Study: Inclusive Culture Formation in a New High School. Dissertations, Theses, and Masters Projects. DOI: 10.25774/w4-mcpb-ta83. https://scholarworks.wm.edu/etd/1563898740/
Plancarte, P. (2017). Inclusión educativa y cultura inclusiva. Revista Nacional e Internacional de Educación Inclusiva. Volumen 10, Número 2. Páginas 213-226. file:///C:/Users/Computer/Downloads/Dialnet-InclusionEducativaYCulturaInclusiva-6545223.pdf
Ravelo, L.; Bonilla, I. y Hernández, I. (2020). La cultura inclusiva y las TIC como pilar de la sociedad cubana. Serie Científica de la Universidad de las Ciencias Informáticas. Vol. 13, No. 12. file:///C:/Users/Computer/Downloads/679-Resultados%20de%20la%20investigaci%C3%B3n-1734-1-10-20200915.pdf
Rissanen, I. (2020). Negotiations on Inclusive Citizenship in a Post-secular School: Perspectives of “Cultural Broker” Muslim Parents and Teachers in Finland and Sweden. Scandinavian Journal of Educational ResearchOpen Access. Volume 64, Issue 1, Pages 135 - 150. Doi: 10.1080/00313831.2018.1514323. https://bit.ly/3MdKpsa
Sánchez, C. (2021). Entre la educación en tiempos de pandemia de hoy y la cultura inclusiva de mañana. Ciencia, Cultura Y Sociedad, 6(2), 7–10. https://doi.org/10.5377/ccs.v6i2.12145
Sanders, E. (2017). The Human Frontier: Building an Inclusive Organizational Culture. Journal of Organizational Psychology, Vol. 17, Iss. 1, pp. 71-82. http://www.na-businesspress.com/JOP/Sanders_abstract.html
Shemanov, A. y Ekushevskaya, A. (2018). Formation of inclusive culture in the implementation of inclusive education: challenges and achievements. Journal of Modern Foreign Psychology, Vol. 7, no. 1, pp. 29–37. Doi:10.17759/jmfp.2018070103. https://psyjournals.ru/en/jmfp/2018/n1/Shemanov_Ekushevskaya.shtml
Sotomayor, P.; Hormazábal, J.; Martínez, P. y Araya, A. (2020). Liderazgo, cultura y prácticas inclusivas desde la mirada de equipos directivos de establecimientos educativos. Comuni@cción, 11(1), 5-15. https://dx.doi.org/10.33595/2226-1478.11.1.37
Tan, Q. (2021). Barriers to inclusive education in Chinese primary schools: Culture, policy, and practice. Barriers to Inclusive Education in Chinese Primary Schools: Culture, Policy, and PracticePages 1 - 219. Doi: 10.4324/9781003173649. https://bit.ly/3rAh82Q
UNESCO (2020). Cultura-Diversidad-Inclusión. https://cultura-diversidad-inclusion.blogspot.com/2020/11/la-unesco-define-la-educacion-inclusiva.html
UNICEF (2020). Importancia del desarrollo de habilidades transferibles en América Latina y el Caribe. https://www.unicef.org/lac/sites/unicef.org.lac/files/2020-07/Importancia-Desarrollo-Habilidades-Transferibles-ALC_0.pdf
Valdés, R. (2018). Liderazgo inclusivo: la importancia de los equipos directivos en el desarrollo de una cultura de la inclusión. IE Rev. investig. educ. REDIECH. vol.9. no.16. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2448-85502018000100051
Valdés, R.; López, V. y Jiménez, F. (2019). Inclusión educativa en relación con la cultura y la convivencia escolar. Educación y Educadores. vol.22 no.2. DOI: 10.5294/edu.2019.22.2.2. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942019000200187
Vallinkoski, K. y Koirikivi, P. (2020). Enhancing Finnish basic education schools’ safety culture through comprehensive safety and security management. Nordic Journal of Studies in Educational PolicyOpen Access. Volume 6, Issue 2, Pages 103 - 115. 10.1080/20020317.2020.1720069. https://bit.ly/37ZrPoS
Veck, W. y Wharton, J. (2021). Refugee children, trust and inclusive school cultures. International Journal of Inclusive Education. Volume 25, Issue 2, Pages 210 - 223. doi:10.1080/13603116.2019.1707304. https://bit.ly/3vAj3Ga
Walton, E.; Carrington, S.; Saggers, B.; Edwars, C. y Kimani, W. (2022). What matters in learning communities for inclusive education: a cross-case analysis? Professional Development in EducationOpen Access. Volume 48, Issue 1, Pages 134 - 148. doi: 10.1080/19415257.2019.1689525. https://bit.ly/3jQ8OaX
Williams, N.; Frederick, L.; Ching, A.; Mandell, D.; Kang-yi, C. y Locke, J. (2021). Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study. Autism. Volume 25, Issue 4, Pages 982 - 994. Doi: 10.1177/1362361320974509.
Zhizhko, E. (2020). Inclusion of children with different capabilities in regular schools in Mexico: Purposes and reality. AndamiosOpen Access. Volume 17, Issue 43, Pages 249 - 270. Doi: 10.29092/uacm. v17i43.774. https://bit.ly/3vr8m8F