La investigación realizada tiene por objetivo conocer, analizar y describir el proceso de adaptación de las metodologías didácticas activas ante el cambio de la docencia presencial a la docencia online, las actitudes del profesorado y sus valoraciones en torno a la experiencia vivida durante la pandemia del Covid-2019. La metodología de investigación ha sido cualitativa, realizando un estudio multicaso en cuatro grupos de estudiantes de grado y posgrado en la Universidad de Huelva. Las materias y grupos fueron seleccionados intencionalmente por estar basadas en metodologías activas, y estrategias y actividades prácticas para atender a la diversidad del alumnado, basándose así en los principios de la justicia social. El artículo plantea dilemas y alternativas de tres docentes universitarias en el desarrollo de la docencia ante la sobrevenida pandemia. Los resultados muestran valoraciones positivas por parte del profesorado, aunque se analizan también las dificultades. Destacan un aumento en su formación docente y una evolución efectiva en su desarrollo profesional, además de incrementar su labor investigadora centrada en la docencia. Las metodologías activas utilizadas presencialmente se han sustituido por otras estrategias y recursos didácticos que han permitido una docencia virtual basada en un proceso de enseñanza-aprendizaje activo y enriquecedor para todos los estudiantes.

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

La literatura sobre liderazgo escolar y especialmente su importancia en el rendimiento académico de los estudiantes ha aumentado significativamente en los últimos años. Sin embargo, menos profusa es la información en relación con el liderazgo desde un enfoque inclusivo y de justicia social, especialmente si pensamos en el reporte de prácticas concretas para las escuelas. Por este motivo, el objetivo de este trabajo es compartir competencias y prácticas de liderazgo claves que, según la investigación y literatura especializada, han permitido que algunas escuelas avancen hacia un modelo de escuela inclusiva. Mediante una revisión de literatura y la confluencia de resultados de dos investigaciones sobre liderazgo e inclusión educativa, se presentan y se describen diez prácticas de liderazgo. Las reflexiones finales giran en torno a los desafíos que enfrentan las escuelas y los equipos directivos con relación a un liderazgo para la inclusión y la justicia social.

The aim of the research is to pinpoint which leadership-related factors affect school success, specifically focusing on features and strategies used by the principals. The work follows the International Successful School Principalship Project methodology in two case studies in Andalusia (Spain). Both schools (with differentiated environments) are classed by the research as ‘invisible or visible school’, depending on the evolution and recognition of their success. Case A is a high-performing and declining school (invisible) and Case B is a low-performing and rising school (visible). The results emphasise the importance of the socioeconomic and cultural school context and the characteristics and type of leadership exercised by principals in their relationships with the environment, academic outcomes of the pupils and the school’s innovation process. The principal’s leadership is also crucial for acknowledgement of school results.

One of the key effects of globalisation is the extraordinary increase in migratory movements. Spain, a country traditionally accustomed to emigration, has seen a considerable rise in the influx of immigrant population, with notable demographic, social and cultural transformations. Particularly, since the early 90s, schools have been experiencing increasing ethnic diversity in their student enrolments. Especially, over the last 10 years, their presence has multiplied 10-fold, reaching 9.53% of the total student body. Thus, along with linguistic difference, class, gender or ability, the most characteristic feature of Spanish schools in recent years is their multicultural nature. For these reasons, it seems reasonable to focus on how Spanish schools, and particularly teachers, perceive and manage cultural diversity. This article reports on a multiple case design study concerning the teachers’ views on cultural diversity and the impact on daily practice in their classrooms. Participants included 16 teachers, with experience ranging from 2 to 20 years of teaching, from four Spanish secondary schools. Semi-structured in-depth interviews with the teachers from each school were chosen as the research method. Additionally, the principal and four immigrant student families from each school were also interviewed. Further information was obtained through a focus-group interview with the four school counsellors. Over a six-month period, all the interviews and complementary field work were carried out by a researcher in each school. While recognising the efforts to accommodate ethnic groups and immigrant populations, the results indicated that teachers perceive cultural diversity as a particular problem whose management is marginalised and excluded from the set of school activities and teaching practices. Teachers agree that the issue is one of adaptation, a problem to be solved by the students themselves with the support of school counsellors and other educational specialists. This way, neither school policies nor teaching practices assume the commitments arising from cultural diversity, so we cannot say that teachers incorporate it in their work, putting culturally relevant teaching into practice in their classrooms. While one of the benchmarks achieved in recent years is the presence of educational specialists in schools to address cultural diversity, the next step is to create the conditions to articulate a joint and collaborative effort between the teaching body and these professionals, bringing cultural diversity management closer to the classroom. Another pending challenge would be determining how we can best prepare teachers for organising and managing their culturally diverse classrooms. Teachers in these schools are doing their job without a professional knowledge base concerning multicultural education. Therefore, pre-service and in-service teacher education programmes should consider questions related to multicultural education and classroom management, which are absent or rarely taken into account in teacher training to date.

The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.