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This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert-type scales about inclusive cultures, organisation in the teaching learning context and inclusive practices. We did a t-test to detect any significant differences in teachers responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school.Keywords: inclusive education; teacher s perceptions; secondary schools I ntroductionTeachers perceptions of good practices or about those that come closer to their conception of inclusive practices vary considerably from some contexts to others and are conditioned by the different meanings of the term inclusive education , which has been a matter of great debate worldwide. We consider that inclusive education means education in diversity, which is an ethical and pedagogic option that implies, first, assuming diversity by considering each person as a different individual with his or her own peculiarities and a way of being and living; second, accepting diversity as a value and always from a few shared minimums; third, starting pedagogical strategies that are able to respond to heterogeneous situations and promote the exchange of perspectives as a way of mutual enrichment.Indeed, international organisations such as UNESCO (2005) or the European Agency for Development in Special Needs Education (2005)1 have elaborated documents that help clarify those practices that may be considered inclusive. By studying the examples of good practices from each country involved in their elaboration, seven common factors were found: cooperative teaching, cooperative learning, cooperative solutions to conflicts, heterogeneous groupings, efficient pedagogic approaches, the classroom reference system and alternative learning strategies. The last two factors seem to be of particular importance at the secondary education stage.

Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate the democratisation process and the educational community's perceptions of the transformations in the school culture. Results show an improvement in participation strategies and a more distributed leadership, but they also reveal some resistance to delegating responsibilities and difficulties in empowering children's voices. The conclusions highlight the need to institutionalise cultural change by understanding participation as a fundamental strategy with which to build a more inclusive and intercultural school and society.

En el presente trabajo trataremos de analizar la relación existente entre las acciones instructivas y las de gestión de aula (tal como las hemos categorizado en el cuestionario utilizado), y entre éstas y las creencias psicopedagógicas del profesorado. De esta forma nos adentramos en el estudio de las perspectivas docentes del profesorado de secundaria al analizar de forma conjunta las variables relacionadas tanto con la acción docente (tareas instructivas y de gestión del aula) como con su pensamiento (creencias psicopedagógicas del profesorado). Los resultados nos muestran dos perspectivas claramente definidas: una transmisiva y otra constructiva, pero también se revela una disonancia entre las creencias del profesorado (más cercanas a una perspectiva constructivista) y las acciones docentes que se siguen dando en el aula (de carácter más transmisivo). Concluimos el trabajo con las implicaciones pedagógicas que conllevan estos resultados obtenidos.

In this article there is a discussion about the results of an activist Ethnography carried out in Benicasim (Spain). The study is focused on the culture of youth participation in leisure spaces that contribute significantly to the education of young people as critical citizens. During 3 years of fieldwork as an activist in the Youth Club we carried out an investigation based on biographical, narrative, participatory and observational tools. Particularly, we try to understand which elements can turn a participatory structure into a tool for a model of participatory progression and offer the possibility of creating personalized participatory trajectories. Our results suggest that structuring participation in a youth club can be beneficial if we care for aspects like commitment, responsibility, availability, leadership and the sense of membership. Adapting these elements to the characteristics of each youth will boost participation to more autonomous levels, thus enabling an empowering and autonomous learning process.