The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

The notion of globalization has yielded a rich literature, both scholarly and popular, that reveals the highly contested nature of the meaning of the term. This article focuses on Wikipedia as one of the most popular reference sites worldwide, and compares, through computer-assisted text analysis and qualitative reading, entries for the word ‘globalization’ in six major Western languages: English, German, French, Spanish, Portuguese, and Italian. Given Wikipedia’s model of open editing and open contribution, it would be logical to expect that definitions of globalization across different languages reflect variations related to diverse cultural contexts and collective writing. Results show, however, more similarities than differences across languages, demonstrated by an overall pattern of economic framing of the term, and an overreliance on English language sources. Our findings support some scholars’ arguments about the inherent ambiguity of the idea of globalization, and highlight broader questions of linguistic, technological, and cultural hegemony.

Blogs have become a communicative alternative for Cuban civil society in recent years. Cuban communities, inside and outside the island, are characterized by substantial ideological differences and economic gaps that highlight the challenges for consensus building and collective action in the country’s politics. Information and communication technologies (ICTs), however, are gradually facilitating the creation of spaces outside the control of the state for the exchange of ideas about the present and future of the nation. Through content analysis and qualitative interpretation, we undertake a case study of the most renowned Cuban blog, ‘Generación Y’, to evaluate users’ participation, the content they generate for the site, and the nature of debates taking place within it. Our findings show that while this blog opens an unprecedented opportunity for Cubans to engage in relatively unrestricted political dialogue, its users tend to favour expressive participation and antagonistic exchanges over the rational deliberations associated with traditional conceptualizations of the notion of the public sphere.