Inclusion, Diversity and Quality in the Mexican Educational Context: Perceptions of Teachers in the State of Sonora (Mexico)

Abstract

The purpose of this chapter is to present some evidence of an empirical exploration carried out with 178 primary school teachers from the State of Sonora, México,¹ about their perceptions regarding diversity and educational inclusion. A mixed-cut methodology was used that considered the application of a scale questionnaire and focus groups. The results allow to appreciate, in general, a tendency to incorporate diversity in the appreciation and valuation schemes. However, there are also appreciations that make an important set of deficiencies to face diversity in schools evident.

Citation

(2020), "Inclusion, Diversity and Quality in the Mexican Educational Context: Perceptions of Teachers in the State of Sonora (Mexico)", Lúgigo, M.G., Valenzuela, B., Álvarez, R.C. and Flavian, H. (Ed.) From Pedagogy to Quality Assurance in Education: An International Perspective, Emerald Publishing Limited, Leeds, pp. 117-126. https://doi.org/10.1108/978-1-83867-106-820201011