Perspectives and discourses on diversity and inclusion in the university community

Abstract

The lines of research on diversity and inclusion have increased markedly in recent years. However, few studies integrate the perspective of different agents, and even more scarce are those developed within the epistemological and methodological framework of critical pedagogy. In this sense, the aim of the research has been to analyse the perspectives and discourses on diversity and inclusion in the Faculty of Education of the Complutense University of Madrid from the voices of the university community within three discursive lines or paradigms: integrative, inclusive-canonical, and inclusive-transformative. Forty-seven people from different groups in the university community took part in the study, which used interviews as the data production technique. The results, obtained by coordinating an open and axial coding system, are presented according to three codes: concept of diversity, attitudes towards inclusion, and institutional concept of diversity and inclusion. The conclusions allow us to identify the permanence of a hegemonic model of a banking nature, despite evidence of a positive evolution in the perspectives and discourses on diversity and inclusion.