Diversity and Research in Spanish Universities. Weaknesses, Strengths, and Good Practices for Inclusive Research

Authors

  • Carmen-María Hernández-Lloret Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain https://orcid.org/0000-0003-4565-5417
  • José-Luis Álvarez-Castillo Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain https://orcid.org/0000-0001-7493-4664
  • Luis Espino-Díaz Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain https://orcid.org/0000-0002-9929-6889
  • Hugo González-González Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain https://orcid.org/0000-0002-7537-1514
  • Gemma Fernández-Caminero Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain https://orcid.org/0000-0003-2241-9104

DOI:

https://doi.org/10.15503/jecs2024.2.723.745

Keywords:

higher education, diversity, inclusive research, good practice, Spain

Abstract

Aim. Diversity and inclusion are part of the third mission of higher education institutions. One of the dimensions that must be considered in the process of institutionalising inclusion is research. Inclusive research allows for critical research and reflection on certain fundamental issues on the road to democratic citizenship, making a positive impact on people's lives while contributing to social change and transformation. However, the literature has evidenced barriers in the institutionalisation effort, such as those posed by the market conception. In this context, the study presented here analyses the involvement of higher education research with diversity, as well as its weaknesses and strengths, and finally contributes to the identification of proposals for improvement and good practices for inclusive research.

Methods. This work was based on assumptions of the interpretative paradigm, using virtual, one-on-one, semi‐structured interviews with Spanish researchers from different universities –most of them leading national projects on inclusion.

Results. The results show that research on diversity is beginning to be incorporated as an essential modality in university agendas. In parallel, it is thought that academic capitalism and competitiveness have pierced conceptions of research quality, and in doing so, diversity and inclusion principles are called into question.

Conclusions. Currently, the strengths of inclusion research in higher education are not as robust as the weaknesses. Proposals are made for the improvement of inclusive and democratic research, and four principles are set out to promote the institutionalisation of research on inclusion in universities.

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Author Biographies

  • Carmen-María Hernández-Lloret, Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain

    Lecturer at the Department of Education of the University of Córdoba (Spain). Recently (2022) she obtained the degree of doctor with a research on the institutionalization of inclusion in higher education, using mixed methods (Scholarship FPU2017/02463). She is a member of the 'Education, Diversity and Society' group of the Andalusian R&D Plan, and has participated in the R&D Project team from which the article is derived (Ref. EDU2017-82862-R, http://www.uco.es/incluni).

  • José-Luis Álvarez-Castillo, Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain

    Professor in the Department of Education at the University of Córdoba (Spain). She has conducted research in the field of inclusive and intercultural education, particularly on strategies to reduce intergroup bias (stereotyping, prejudice and discrimination) in future teachers. He has published more than 100 articles and book chapters in these areas, and has led several funded R&D projects. This article is derived from one of these projects (Ref. EDU2017-82862-R, http://www.uco.es/incluni). He coordinates the research group "Education, Diversity and Society" (web page: https://www.uco.es/ediso), which has belonged to the Network of Excellence "University, Innovation and Learning in the Knowledge Society" (Ref. EDU2017-90651-REDT).

  • Luis Espino-Díaz, Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain

    Lecturer at the Department of Education, University of Córdoba (Spain). His research focuses on inclusive education, higher education, and education in values, with several articles published in these areas. He is a member of the 'Education, Diversity and Society' group of the Andalusian R&D Plan, and has participated in the R&D Project team from which the article is derived (Ref. EDU2017-82862-R, http://www.uco.es/incluni).

  • Hugo González-González, Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain

    Senior Lecturer at the Department of Education, University of Córdoba (Spain). His research focuses on inclusive and intercultural education, empathy, moral education, and prejudice reduction strategies in teacher education, with over 30 articles and book chapters published in these areas. He is a member of the 'Education, Diversity and Society' group of the Andalusian R&D Plan, and has participated in the R&D Project team from which the article is derived (Ref. EDU2017-82862-R, http://www.uco.es/incluni).

  • Gemma Fernández-Caminero, Department of Education, University of Córdoba, C. San Alberto Magno, s/n, Poniente Sur, 14071 Córdoba, Spain

    Lecturer in the Department of Education at the University of Córdoba (Spain). Before working in higher education, she held different positions in areas of non-formal education, mainly as a social educator in child protective services. She has published articles and book chapters on diversity and inclusion in higher education, as well as on empathy and other inclusive competencies in the training of future educators. She is a member of the 'Education, Diversity and Society' group of the Andalusian R&D Plan, and has participated in the R&D Project team from which the article is derived (Ref. EDU2017-82862-R, http://www.uco.es/incluni).

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2024-09-25

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LOCAL CULTURES AND SOCIETIES

How to Cite

Hernández-Lloret, C.-M., Álvarez-Castillo, J.-L. ., Espino-Díaz, L., González-González, H., & Fernández-Caminero, G. (2024). Diversity and Research in Spanish Universities. Weaknesses, Strengths, and Good Practices for Inclusive Research. Journal of Education Culture and Society, 15(2), 723-745. https://doi.org/10.15503/jecs2024.2.723.745