Comparative analysis of intercultural education from the perspective of management teams. The case of spain and france

Abstract

The right to education for all people has been recognised worldwide for decades. Because of this, educational organisations and management teams, through pedagogical leadership, must work towards the construction of inclusive and intercultural schools that generate a plural, collaborative, and democratic space. Therefore, this research aims to analyse the importance of the role of management teams in the promotion of intercultural education in schools in Spain and France. To achieve the stated objective, a documentary analysis of the educational legislation of reference and international reports was carried out. The following indicators were compared: leadership of the management team, collaborative culture, self-efficacy, innovation, and educational practices related to cultural diversity. High rates of innovation and internal collaborative culture are evident in both countries. However, the data show that the management teams do not promote relations with the environment. Therefore, there is a need for better and continuous training of management and teaching staff in the promotion of equity and cultural diversity. In addition, the lack of training in pedagogical leadership within the French management team is highlighted. Following the results obtained, the transformation of schools requires enabling the creation of a collaborative culture that involves the educational community and the environment. To this end, it is necessary to provide initial and continuous training for the management team and teachers in intercultural competencies.