Call for papers 53


Call for papers Sinéctica 53

 (July-December 2019)  

Inclusive education

Submissions deadline: February 15, 2019


Coordinated by:

Dr. Frida Díaz-Barriga Arceo, professor at National Autonomous University of Mexico (UNAM)
Dr. Ma. Guadalupe Valdés Dávila, professor at Western Institute of Technology and Higher Education (ITESO)


Since it is recognized that each person has different characteristics, interests, capacities and learning needs, Unesco (2009) considers that educational systems and, therefore, school institutions must promote processes to identify and respond to the diversity of needs of all students through greater participation in learning, cultures and communities. This principle, in addition to being aimed at reducing any type of exclusion, entails the need for changes in content, approaches, structures and strategies, with a shared vision that includes all students, and with it their right to quality education.

Inclusive education implies a change in the ways of being and doing, as it is not only about integrating people who have been excluded or marginalized from school or extracurricular pedagogical contexts, but also about influencing sociocultural transformations that considers and respond to diversity in environments that facilitate, promote and ensure successful learning for all students.

Recognizing that education is a human right and not a privilege, the promotion of equal opportunities for meaningful learning is a priority. Therefore, it involves removing barriers that hinder the participation of any student, especially those who are in vulnerable and marginal situations (Moliner, 2013). Building inclusive communities and schools requires a cultural change that necessarily translates into positive attitudes, in transforming actions that favor processes of inclusion of groups that, for different reasons, do not participate in the schooled institutions.

From this vision, inclusion means the full participation of all people in school and community life based on the practice of key principles such as social justice, equity, democracy, and equality. Accepting that inclusion implies attention to the diverse and heterogeneous as well as the search for the benefit of all people regardless of ethnic origin, age, sex, religion, economic or social condition, learning needs or geographical situation, it is necessary to commit to innovation and change in favors learning processes. These processes should allow the design of environments, proposals, and strategies aimed at the attention of heterogeneous groups that ensure access, participation, and successful learning in a quality education for all.

In this perspective, number 53 of Sinéctica opens call for of articles, product of research, that have methodological rigor and that contribute to the debate, reflection, and enrichment of this field of knowledge. Its publication is intended to promote new research that helps the full development of human potential, the sense of dignity, the effective participation of all individuals in school and community settings and the guarantee of the human right to a quality. In other words, it is about inspiring and motivating groups of professionals so that the ideals of inclusive education that have been promoted from speeches and statements do not remain as chimeras.

We receive articles that address the following topics:

• Management of inclusive policies

• Educational quality and inclusion

• Inclusive education and human rights

• Education in intercultural contexts

• Challenges and obstacles of inclusive education

• The development of the inclusive curriculum

• Processes of transformation of educational institutions towards inclusion

• Educational management and school leadership in inclusive schools

• Professional development for an intercultural education

• The role of the teacher in inclusive education

• Good practices in inclusive education

• Digital technologies and inclusive education systems

• Strategies for accessibility, participation, and learning

• Collaborative learning, socialization processes, and coexistence in an environment of inclusion and respect.

• Evaluation as a teaching strategy in heterogeneous educational contexts

• Communities and learning networks in the construction and inclusive educational environments


Keywords: Inclusive education, education for all, quality of education, pedagogy for diversity, intercultural, multiculturalism, and education, inclusive curricula, collaboration and participation, teacher training, successful practices, technologies for inclusion.


Note: We remind you that Sinéctica is open at all times to receive manuscripts, research reports, essays and reviews on various topics of the educational field not related to the theme of this issue.

Articles can be written in any of the following languages: Spanish, English or Portuguese.

Only unpublished articles and current research results are accepted. All submitted texts will be peer reviewed.

Receiving items in

See the Guidelines for authors here: Contact:




Moliner, O. (2013). Educación inclusiva. Recuperado de

Unesco (2006). Orientaciones para la inclusión: asegurar el acceso a la educación para todos. París.

Unesco (2005). Directrices para la inclusión: garantizar el acceso a la educación para todos. París.