Configurations of Meaning in Higher Education Faculty Regarding Principles of Inclusion and Diversity
Configuraciones de significado del cuerpo académico de educación superior respecto a los principios de inclusión y diversidad
Configurações de significado do corpo acadêmico de educação superior com relação aos princípios de inclusão e diversidade
| 2024 | |
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higher education academic staff diversity inclusion educación superior cuerpo académico diversidad inclusión educação superior corpo acadêmico diversidade inclusão |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/4006
https://hdl.handle.net/10895/4694 |
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| Acceso abierto |
| Sumario: | The understanding of the principles of inclusion and diversity is a dialogic and recursive process that individuals construct and reconstruct throughout their life journey. Critical perspectives on inclusion view it through the lens of otherness, seeing it as an interpellative process. Similarly, diversity is understood as the recognition of differences and diversities among individuals. The aim of this research is to uncover how the meaning of inclusion and diversity is configured through the active discourses of higher education faculty who train educators, drawing from their lived experiences. The study is framed within an interpretive, qualitative paradigm, using a hermeneutic-phenomenological design. A convenience sample of ten participants was selected, each of whom participated in a semi-structured interview. The participants define inclusion and diversity as a multifactorial space for the expression of individuality, where both faculty and students can express their diversity as an enriching element of the educational process. This occurs through the creation of formative experiences that align with a universal design for teaching and learning. |
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