{"id":56924,"date":"2021-04-19T08:00:04","date_gmt":"2021-04-19T15:00:04","guid":{"rendered":"https:\/\/world.edu\/?p=56924"},"modified":"2021-04-18T13:34:49","modified_gmt":"2021-04-18T20:34:49","slug":"what-is-the-role-of-the-university-in-building-inclusive-societies","status":"publish","type":"post","link":"https:\/\/world.edu\/what-is-the-role-of-the-university-in-building-inclusive-societies\/","title":{"rendered":"What is the role of the University in building inclusive societies?"},"content":{"rendered":"

\"\"<\/p>\n

The democratization of access to universities is an issue that concerns, to a greater or lesser extent, all countries and higher education systems.<\/p>\n

The number of students who began to attend universities from the 1960s grew exponentially.\u00a0This changed the way of understanding this institution.<\/p>\n

Its reason for being was no\u00a0longer found only in an elite of students<\/a>\u00a0, but was deduced from the role it should play in building democratic and inclusive societies.\u00a0Above all, from\u00a0the reform of the European Education Area<\/a>\u00a0(EHEA).<\/p>\n

This modification resulted in the proliferation of policies, offices and services to address diversity in practically all universities.<\/p>\n

Changes in the system towards inclusive universities<\/strong><\/h4>\n

The results have been very uneven from one university to another, but regulatory or mandatory guidelines related to gender and attention to functional diversity have almost always prevailed.\u00a0However, the question remains in the air: special units or deep system changes?<\/p>\n

The current economic system framework has installed an increasingly\u00a0meritocratic <\/a>\u00a0and credential<\/a>\u00a0logic\u00a0in universities<\/a>\u00a0.\u00a0Students have become customers, faculty into resources, projects into products, and class hours into credits.\u00a0In “the market of inclusion” it remains to be defined\u00a0what the role of the University is<\/a>\u00a0.<\/p>\n

Diversity in students<\/strong><\/h4>\n

In general, pragmatic narratives that instrumentalize diversity and the imperative need to be placed in this or that ranking prevail, forgetting the big question: What is the role of universities in inclusive societies?\u00a0Where should universities change to accommodate an increasingly diverse student body or to adapt to traditionally unconventional populations, such as students of migrant origin, ethnic minorities or those with different cognitive abilities?<\/p>\n

In the research work\u00a0Attention to Diversity and Inclusive Education at the University. Diagnosis and Evaluation of Institutionalization Indicators (2018-2021)<\/em><\/a>\u00a0is committed to underlining the social function of higher education and the proposal of an inclusive University.\u00a0The study points to profound changes in the system as a whole, in the curriculum, in teaching methodologies, in management models that, in a broad sense, go beyond the pedagogical response, permeating the organizational culture and the educational community in general. .<\/p>\n

Inclusive policies<\/strong><\/h4>\n

These changes must translate into the implementation of inclusive and comprehensive policies and practices.\u00a0Otherwise,\u00a0the risk that universities run<\/a>\u00a0represents a threat to the very roots of life in common, authentic democracy, economic and social progress and, of course, the very legitimacy of the university system.<\/p>\n

In 2007 the newspaper\u00a0The New York Times<\/em><\/a>\u00a0published the obituary on the death of Martin Trow in which he recalled that his greatest contribution to the academic world was his description of the transition of a university education from elite privilege to mass product.<\/p>\n

However, there is still an air of melancholy that students were better before, placing the adaptive demand on students as subjects with \u201cspecific learning needs\u201d.<\/p>\n

Less frequently, institutional factors or management models that are implemented are examined, because despite the inclusive image that the University tries to project, it is still quite homogeneous in terms of its faculty or governance models.<\/p>\n

All this under the premise of leaving intact a university structure that resists the changes that are natural to modern democratic societies.<\/p>\n

Don’t blame the student body<\/strong><\/h4>\n

A University that intends to be inclusive<\/a>\u00a0must be based on other ways of framing the problem and articulating the actions that go beyond blaming the students, who arrive at the University as lacking in level, prior knowledge, basic skills for learning , etc.<\/p>\n

The concept of excellence is usually linked to the recruitment of talent, research or specific services and not to the set of general university management processes.<\/p>\n

The profound changes must take place at multiple levels of policy and institutionalization of an inclusive paradigm in the University to enact the “committed University”, which combines social impact and human development, among others.<\/p>\n

Either the University is transformed or how can it transform the society that surrounds it?\u00a0There is a long way to go in the construction of inclusive universities that involve the creation of learning opportunities for all students and the promotion of meaningful social and academic relationships between people and social actors that go beyond partial reforms, moving towards systemic change and cultural.<\/p>\n

Author Bio:<\/strong> Rosa M. Rodr\u00edguez-Izquierdo is a Professor of the Department of Education and Social Psycholog at Pablo de Olavide University (2004 to the present)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The democratization of access to universities is an issue that concerns, to a greater or lesser extent, all countries and higher education systems. The number of students who began to attend universities from the 1960s grew exponentially.\u00a0This changed the way of understanding this institution. Its reason for being was no\u00a0longer found only in an elite […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":56925,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[366308],"coauthors":[11733],"class_list":["post-56924","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-inclusive-universities"],"acf":[],"yoast_head":"\nWhat is the role of the University in building inclusive societies? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-is-the-role-of-the-university-in-building-inclusive-societies\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What is the role of the University in building inclusive societies? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The democratization of access to universities is an issue that concerns, to a greater or lesser extent, all countries and higher education systems. 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