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Emancipation as social equality

Subaltern politics in contemporary India

Indrajit Roy

remains of primary interest to him. Marx’s meditations on human emancipation provide a useful starting point to critically investigate subaltern claims to social equality in contemporary India. Analysts with social-democratic orientations tend to suggest

Open access

Leadership for education

Promoting inclusion and social innovation

Toyin Janet Aderemi, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H.

Leaving no one behind in education: A focus on children with disabilities

Abstract

Barriers to education exist at multiple levels for children with disabilities, especially in developing or middle-income countries: stigma and discrimination in families, communities and in schools; households living in poverty; lack of assistive devices; lack of teachers’ training and preparation; and inaccessible transportation. Inclusive education is a system that includes all learners, welcomes and supports them, irrespective of their identities and abilities. Inclusive education entails not only accessibility of the school but also teachers’ preparation, adapted curricula, and participation of the learner to achieve his or her potentials. Furthermore, inclusive education fosters inclusive societies and equity. Children with disabilities have the right to education. This article addresses inclusive education in school, communities, and policy contexts, contending that there is huge need for a multi-sectoral approach.

Resumen

Los obstáculos a la educación existen a múltiples niveles para los niños con discapacidad, especialmente en países en desarrollo o de ingresos medios: estigmatización y discriminación en familias, comunidades y escuelas; hogares en la pobreza; falta de dispositivos de ayuda, de formación y preparación de profesores; transporte inaccesible. La educación inclusiva involucra a todos los alumnos, los acoge y apoya, independientemente de sus identidades y capacidades. Implica no sólo la accesibilidad de la escuela, sino también la preparación de los profesores, la adaptación de los planes de estudio y la participación del alumno para que alcance su potencial. Además, fomenta las sociedades inclusivas y la equidad. Los niños con discapacidad tienen derecho a la educación. Este artículo aborda la educación inclusiva en la escuela, comunidades y contextos políticos, y sostiene que es muy necesario un enfoque multisectorial.

Résumé

Les obstacles à l'éducation existent à plusieurs niveaux pour les enfants handicapés, en particulier dans les pays en développement ou à revenu intermédiaire : stigmatisation et discrimination dans les familles, les communautés et les écoles ; ménages vivant dans la pauvreté ; manque d'appareils fonctionnels; manque de formation et de préparation des enseignants ; transports inaccessibles. L'éducation inclusive est un système qui inclut tous les apprenants, les accueille et les soutient, quelles que soient leurs identités et leurs capacités. L'éducation inclusive implique non seulement l'accessibilité de l'école, mais aussi la préparation des enseignants, des programmes adaptés et la participation de l'apprenant pour réaliser son potentiel. De plus, l'éducation inclusive favorise des sociétés inclusives et l'équité. Les enfants handicapés ont le droit à l'éducation. Cette contribution aborde l'éducation inclusive dans les écoles, les communautés et les contextes politiques, affirmant qu'il existe un besoin réel d'une approche multisectorielle.

Inclusive and community education for children with disabilities: Tools to combat discrimination and social inequality

Abstract

This scientific article addresses the issue of children with disabilities and their inclusion in formal and community education. For many years, children with disabilities have been excluded from educational systems on the grounds of their fragility, creating a spiral of discrimination and social inequality. This article is an attentive call to governments, public policy makers, social leaders, civil society organizations, and other strategic actors to generate models of inclusive education inside and outside the classroom, attached to international law, with a multisectoral and intercultural perspective of gender, community engagement, and generation of an education for life that promotes social cohesion, community participation, and successful and meaningful educational experiences for all children.

Resumen

Este artículo científica aborda el tema de los niños con discapacidad y su inclusión en la educación formal y comunitaria. Durante muchos años, los niños con discapacidad han sido excluidos de los sistemas educativos debido a su fragilidad, creando una espiral de discriminación y desigualdad social. Este artículo es un atento llamado a los gobiernos, a los responsables de las políticas públicas, a los líderes sociales, a las organizaciones de la sociedad civil y a otros actores estratégicos, para que generen modelos de educación inclusiva dentro y fuera de las aulas, comprometidos con el derecho internacional, con perspectiva de género, intercultural y multisectorial. Generar una educación para la vida que promueva la cohesión social, la participación comunitaria y las experiencias educativas exitosas y significativas para todos los niños.

Résumé

Cette note scientifique aborde la question des enfants handicapés et de leur inclusion dans l'éducation formelle et communautaire. Pendant de nombreuses années, les enfants handicapés ont été exclus des systèmes éducatifs en raison de leur fragilité, créant une spirale de discriminations et d'inégalités sociales. Cette note est un appel attentif aux gouvernements, décideurs publics, leaders sociaux, organisations de la société civile et autres acteurs stratégiques, à générer des modèles d'éducation inclusive à l'intérieur et à l'extérieur de la salle de classe, attachés au droit international, avec perspectives de genre, interculturelles et multisectorielles. Il s'agirait de générer une éducation pour la vie qui favorise la cohésion sociale, la participation communautaire et des expériences éducatives réussies et significatives pour tous les enfants.

Leadership, education, and global social impact

Abstract

Traditional development often focuses on the economic and social development of nations and their peoples, the implementation of international aid, and development assistance. Conversely, global engagement is focused on equity and rights, as we strive to uphold fairness and justice in our work and actions. Global engagement is about creating opportunities for one another. It is about inclusion. This article, proposes global social impact as “development 2.0.” It identifies global engagement and holistic thinking as the basis for establishing new approaches to development that start with the individual, before addressing the interconnectedness of people, organizations, sectors, and programmatic areas.

Resumen

El desarrollo tradicional suele centrarse en el desarrollo económico y social de las naciones y sus pueblos, la implementación de la ayuda exterior y la asistencia al desarrollo. Por el contrario, el compromiso global se centra en la equidad y los derechos, ya que nos esforzamos por defender la equidad y la justicia en nuestro trabajo y acciones. El compromiso global consiste en crear oportunidades para los demás. Se trata de la inclusión. Este artículo propone el impacto social global como “desarrollo 2.0.” Identifica el compromiso global y el pensamiento holístico como las bases para establecer nuevos enfoques del desarrollo que empiecen por el individuo, antes de abordar la interconexión de personas, organizaciones, sectores y áreas programáticas.

Résumé

Le développement traditionnel se concentre le plus souvent sur le développement économique et social des États et de leurs peuples, la mise en œuvre de l'aide étrangère et l'aide au développement. À l'inverse, l'engagement mondial est axé sur l'équité et les droits, alors que nous nous efforçons de faire respecter l'impartialité et la justice dans notre travail et nos actions. L'engagement mondial consiste à créer des opportunités les uns pour les autres. Il s'agit d'inclusion. Cet article propose l'impact social mondial comme “Développement 2.0”. Il identifie l'engagement mondial et la pensée holistique comme les bases pour établir de nouvelles approches du développement qui commencent par l'individu, avant d'aborder l'interdépendance des personnes, les organisations, les secteurs et les domaines programmatiques.

Pensamiento de diseño para la complejidad socioecosistémica

Abstract

The design-thinking approach, with a human-centered perspective, can be a useful tool for contributing to innovative solutions within the framework of global engagement for development and sustainability. From a reflective and critical standpoint, some challenges and opportunities are identified that enable a more comprehensive approach to socio-ecological problems. To prevent reductionist uses of design thinking, building a more robust body of knowledge—with theoretical, methodological, and philosophical underpinnings—is suggested. We also need to strengthen the capacities of sectors, such as civil society, to allow adapting innovation models and tools in diverse contexts and multiple scales. Innovation for sustainability and equity requires enhanced and broader collaborations, alliances, and synergies between actors and fields of knowledge.

Resumen

El enfoque de pensamiento de diseño, con una perspectiva centrada en las personas, puede ser una herramienta útil para contribuir a soluciones innovadoras en el marco del compromiso global para el desarrollo y la sustentabilidad. A partir de una lectura reflexiva y critica del enfoque, se identifican algunos retos y oportunidades que permitan un abordaje comprehensivo de las problemáticas sociecológicas. Se sugiere la necesidad de aportar a un cuerpo de conocimientos más robusto, con sustentos teórico-metodológicos y filosóficos que eviten aplicaciones reduccionistas del pensamiento de diseño. Asimismo, se requiere fortalecer las capacidades en sectores, como la sociedad civil, para adaptar los modelos y herramientas de innovación en contextos diversos y múltiples escalas. La innovación para la sustentabilidad y la equidad requiere de colaboraciones, alianzas y sinergias mejoradas y más amplias, entre actores y campos de conocimiento.

Résumé

L'approche du design thinking, avec une perspective centrée sur l'humain, peut être un instrument utile pour contribuer à des solutions innovantes dans le cadre de l'engagement mondial pour le développement et la durabilité. D'un point de vue réflexif et critique, certains défis et opportunités sont identifiés qui permettent une approche plus globale des problèmes socio-écologiques. Pour éviter les utilisations réductionnistes du design thinking, il est suggéré de construire un corpus de connaissances plus solide, avec des fondements théoriques, méthodologiques et philosophiques. Nous devons également renforcer les capacités des secteurs, tels que la société civile, pour permettre l'adaptation des modèles et des outils d'innovation dans divers contextes et à plusieurs échelles. L'innovation pour la durabilité et l'équité nécessite des collaborations, des alliances et des synergies renforcées et plus larges, entre les acteurs et les domaines de connaissance.

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Diversity, gender and widening participation in global higher education: a feminist perspective

Miriam David

This article is a critique of the expansion of higher education in global and national contexts. First I provide an analysis of the transformation of higher education as a form of 'academic capitalism' and how second-wave feminist critiques and pedagogies have become incorporated as have women, amongst other social groups, in increasingly diverse forms of post-compulsory education. Yet, the transformations in global higher education have not been in the direction of greater gender or social equity. Second, I provide evidence of the policies and practices of the U.K. government in widening participation to U.K. higher education, drawing on research, commissioned by the U.K. government, and conducted by the Teaching and Learning Research Programme. I provide detailed research evidence, from the seven projects, about the policies, practices and pedagogies within English higher education. I argue that, although neither gender nor social equality has been accomplished, there is evidence of practices that value and respect social diversity and inclusion of women's diverse perspectives and feminist pedagogies.

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Social Quality, Community Capacity, and Capability Poverty of Urban Residents in Shenzhen, China

Xu Yanhui and Gong Ziyu

X k represents factors that will influence capability poverty: gender, region, age, the square of age, logarithm of income, family income sufficiency factor, social acceptance factor, social equality factor, social trust factor, social identity

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The Importance of Public Policy for Regulating Post-Retirement Employment in Israel

Erez Cohen

for Social Equality found that 11 percent of men who retired from the workforce and 8 percent of the women expressed readiness to return to the workforce ( Tur-Sinai 2016 ). The Impact of Retirement on Retirees Many studies explored the

Open access

Stiletto Socialism

Social Class, Dressing Up, and Women's Self-Positioning in Socialist Slovenia

Polona Sitar

The public discourse presented in the Slovenian newspaper Sodobno gospodinjstvo [Modern household] in the 1950s advised women to use newly gained time for participating in public life to achieve full social equality with men. 52 However, the

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This Was the One for Me

AfD Women's Origin Stories

Christina Xydias

and political scientists now consistently locate the AfD on the far right, where scholars argue that political parties are often constitutively opposed to the idea of social equality (see Barbara Donovan, this issue). This opposition takes form in two

Open access

Sharedness as Belonging

Hospitality, Inclusion, and Equality among the Layene of Senegal

Emily Jenan Riley

. In other words, reframing teraanga as a religious practice and a duty to others allows for a dialectic between acts of social leveling and repetitive discourse in the construction of a community based on social equality. Drawing on my ethnographic

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Book Reviews

Paul Jankowski, Clifford Rosenberg, and Rebecca Pulju

role in generating social equality” existed across the political spectrum (209). The bursting of the housing bubble in 2007–2008 would strain this narrative. Despite coming trouble, by the end of the twentieth century, the notion that credit was a right

Free access

Guest Editors’ Introduction

Football and Society in Israel—a Story of Interdependence

Tamar Rapoport and Amir Ben Porat

to the Jewish majority than demanding it in other contexts. However, their attempt to utilize their success in football as a tool to fulfill their wishes and demands for social equality has failed. Tamar Rapoport and Efrat Noy advocate the use auto