Equity and cultural diversity at school. Regulations and actions of the autonomous communities in Spain

Since the end of XX century, migratory experience boosted reflections regarding the auspicious regulatory framework in order to attend cultural diversity. This article aim is to revise equity concept within regulations and educational administration activities of Spanish autonomous communities (regions). To do so, we carried out a revision of the regulations, plans and activities the 17 regions and the two autonomic cities of Ceuta and Melilla have been implemented since 2000. Although the theoretical centrality has shifted from compensatory polices to inclusivity, going through integration, our results show that the fundamental concepts are still equity and equal opportunities, especially the second, as equity is being mixed up with educational compensatory policies. Inclusion is being developed as a too general concept and hereby blurred.