Inclusive leadership in universities in Latin America. Evolutionary analysis

Abstract

Leadership is based on the need of the human being to group, organize and establish the different activities that the individual develops at a family, professional and social level in favor of a coexistence that contributes to a better quality of life. This article is aimed at analyzing the inclusive leadership strategies that teachers and managers use in their work in higher education in Latin America. This research contains documentary bibliographic review information. The technique for data collection is made up of printed and electronic materials, the latter such as Google Scholar, Scielo, Dialnet, among others. The results reveal that it is the work of higher education institutions, not only the comprehensive training of the professional, but also their contribution and contribution to the management and leadership of social processes. A leadership for inclusion and social justice must encompass diverse school extensions (inclusive cultures, policies, and practices) and various stages/phases of schooling (access, participation, and learning), maintaining as its main purpose to reduce the barriers that are originating and sustaining the exclusion. It is necessary that teachers are trained in inclusive methodological processes that prepare them to face the existing heterogeneity in the classrooms, in this way they will contribute to the learning of the students so that they learn to the maximum, regardless of the characteristics and individualities that they present.