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The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.

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La investigación realizada tiene por objetivo conocer, analizar y describir el proceso de adaptación de las metodologías didácticas activas ante el cambio de la docencia presencial a la docencia online, las actitudes del profesorado y sus valoraciones en torno a la experiencia vivida durante la pandemia del Covid-2019. La metodología de investigación ha sido cualitativa, realizando un estudio multicaso en cuatro grupos de estudiantes de grado y posgrado en la Universidad de Huelva. Las materias y grupos fueron seleccionados intencionalmente por estar basadas en metodologías activas, y estrategias y actividades prácticas para atender a la diversidad del alumnado, basándose así en los principios de la justicia social. El artículo plantea dilemas y alternativas de tres docentes universitarias en el desarrollo de la docencia ante la sobrevenida pandemia. Los resultados muestran valoraciones positivas por parte del profesorado, aunque se analizan también las dificultades. Destacan un aumento en su formación docente y una evolución efectiva en su desarrollo profesional, además de incrementar su labor investigadora centrada en la docencia. Las metodologías activas utilizadas presencialmente se han sustituido por otras estrategias y recursos didácticos que han permitido una docencia virtual basada en un proceso de enseñanza-aprendizaje activo y enriquecedor para todos los estudiantes.

This article presents the outcomes and conclusions of a research work designed to determine and describe good inclusive practices for the development of heritage education in schools through museums in the city of Bologna. To this end, we applied a qualitative methodology through the study of four cases, four museums in the city of Bologna, selected for their good practices in educational programmes for schools. Instruments such as interviews, observation, and documentary analysis were used. The results emphasise a close school-museum relationship, with heritage as an agent that enhances people’s identity, a fundamental element in the citizenship development of Bolognese society, and a key aspect for the development of inclusive principles and the care of all people, although improvements in the processes and some limitations in the development of the programmes are perceived. The outcomes highlight the importance of school and museum relations and the development of an inclusive heritage education that advocates a holistic, integrative, and complex approach to heritage, as an essential element in the development of the individual and of society.