Comparative Inclusion: What Spanish Higher Education Teachers Assert

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising education as ‘the science of difference’ (Nóvoa, 2018). Despite cementation discursive, regulatory, normative governance, new higher regime (Zapp & Ramirez, 2019) revealing growing isomorphism in global political educational discourse academics, some idiosyncratic characteristics can be detected result policy implemented each context. The aim article is to compare beliefs attitudes professors seven Spanish universities regarding diversity, well level inclusion education, by means an exploratory, descriptive, survey. A total 977 educators participated purposive sampling. Descriptive techniques, contrasting differences comparing proportions allowed us detect that, although there are no major between teachers’ attitudes, minor ones still worth highlighting. Some these commitment incorporate diversity methodologies teaching resources, their attempt meet needs diverse people, or way they perceived personal institutional diversity. In conclusion, it necessary take stance on supports need stop reflect richness provide, position constantly distancing ourselves (Kim, 2020) today’s university system.