Bases for Inclusive Leadership in Chilean Higher Education: A Narrative Review of Legal, Conceptual and Pragmatic Aspects
DOI:
https://doi.org/10.4067/s0718-73782023000200119Keywords:
School management, Leadership, Inclusion, Participation, Education transformationAbstract
The current scenario of Higher Education is characterized by the marked diversity of its educational communities. A narrative review is proposed whose objective is to analyze the theoretical and normative foundations, as well as the experiences that account for the current development of inclusive leadership in Chilean Higher Education, delving into three central elements: normative bases associated with inclusion that support inclusive leadership; evolution of the concept and its incorporation into the field of higher education, and review of practices. It is concluded that there is a broad development in the subject, but without a particular focus on Higher Education, making it necessary to move towards a corpus of knowledge that accounts for the particularities of this educational level and the diversity of cultures of each institution, taking as It references the abundant national and international regulatory frameworks, for a critical analysis of inclusive leadership, in terms of its dissemination, socialization and implementation
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