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Social Inclusion and Intercultural Values in a School of Education

Social Inclusion and Intercultural Values in a School of Education

Olga M. Alegre de la Rosa, Luis M. Villar Angulo
Copyright: © 2017 |Pages: 14
ISBN13: 9781522506720|ISBN10: 1522506721|EISBN13: 9781522506737
DOI: 10.4018/978-1-5225-0672-0.ch020
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MLA

Alegre de la Rosa, Olga M., and Luis M. Villar Angulo. "Social Inclusion and Intercultural Values in a School of Education." Handbook of Research on Administration, Policy, and Leadership in Higher Education, edited by Siran Mukerji and Purnendu Tripathi, IGI Global, 2017, pp. 518-531. https://doi.org/10.4018/978-1-5225-0672-0.ch020

APA

Alegre de la Rosa, O. M. & Angulo, L. M. (2017). Social Inclusion and Intercultural Values in a School of Education. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Administration, Policy, and Leadership in Higher Education (pp. 518-531). IGI Global. https://doi.org/10.4018/978-1-5225-0672-0.ch020

Chicago

Alegre de la Rosa, Olga M., and Luis M. Villar Angulo. "Social Inclusion and Intercultural Values in a School of Education." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, edited by Siran Mukerji and Purnendu Tripathi, 518-531. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0672-0.ch020

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Abstract

The aim of the study was to analyze the contextual and personal factors associated with student teachers' inclusive and intercultural values to minimize barriers to learning and participation. It also examined the role higher education played as a facilitator of social inclusion. Method. The sample was comprised of 1234 university students. Researchers applied the Guide Index for Inclusion (Booth & Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices. Positive elements emphasized the gender variable with highly significant scores on all dimensions. Besides, younger students with no cooperation between teachers and families didn't collaborate between teachers and family to promote inclusive attitudes. Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation. As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people.

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