Academic literature on the topic 'Politiche inclusive'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Politiche inclusive.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Politiche inclusive"
1
Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 30–48. http://dx.doi.org/10.36253/form-12645.
Full textAbstract:
What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations.
Autovalutazione e automiglioramento come sviluppo inclusivo della scuola
Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un’istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l’educazione inclusiva secondo l’approccio dei Disability Studies; l’autonomia e la leadership per l’inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall’Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.
2
Ferrantino, Concetta, Maria Tiso, and Iolanda Sara Iannotta. "A cultural challenge: renewing the mental space for an inclusive school." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 358–66. http://dx.doi.org/10.36253/form-12633.
Full textAbstract:
This paper proposes a critical reflection about the need of transforming school into an inclusive environment, to promote personal enhancement and to enrich the collegial, social and cultural dimension. A short theoretical excursus, aimed at defining an open and autopoietic school system (Maturana & Valera, 1985), preempts a description of the different tools used to design and evaluate an inclusive school. The purpose is to consider the impact that these instruments could have in terms of policies, practices and inclusive cultures (Booth & Ainscow, 2002). The authors believe that inclusion is not a set of policies and practices, but a mental space, able to establish a culture shared by the different stakeholders of the school community.
Una sfida culturale: rinnovare lo spazio mentale per una scuola inclusiva.
Il contributo propone una riflessione critica di carattere espositivo rispetto all’urgenza di trasformare la scuola in un ambiente inclusivo, al fine di promuovere la valorizzazione personale e arricchire la dimensione collegiale, sociale e culturale. Dopo un breve excursus teorico, finalizzato alla definizione di un sistema formativo aperto e autopoietico (Maturana & Valera, 1985), sono presentati i diversi strumenti utili alla progettazione e valutazione di una scuola inclusiva. Scopo della riflessione è considerare l’impatto che questi strumenti sono in grado di determinare in termini di politiche, prassi e culture inclusive (Booth & Ainscow, 2002). Il presupposto alla base della riflessione degli autori è considerare l’inclusione non soltanto un insieme di politiche e pratiche, ma soprattutto uno spazio mentale, in grado di determinare una cultura diffusa e condivisa dai diversi stakeholder della comunità scolastica.
3
Luisi, Daniela. "Dinamiche inclusive e costruzione dell'agency nelle politiche pubbliche partecipate." ARCHIVIO DI STUDI URBANI E REGIONALI, no. 115 (February 2016): 137–57. http://dx.doi.org/10.3280/asur2016-115007.
Full text
4
Taddei, Arianna. "Inclusive Education in Emergencies: sfide e prospettive." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (December 2021): 81–95. http://dx.doi.org/10.3280/erp2-special-2021oa12954.
Full textAbstract:
Lo scenario internazionale restituisce una situazione allarmante sulle condizioni dell'infanzia nei contesti di emergenza umanitaria, determinati da catastrofi naturali, guerre e pandemie. Per molti anni le dimensioni di emergenza, educazione ed inclusione apparivano inconciliabili, fino a quando le politiche di cooperazione internazionale hanno iniziato ad adottare un approccio che si avvale dell'educazione e dell'inclusione come strumenti e dimensioni irrinunciabili nei contesti di crisi per la tutela dei diritti dell'infanzia. Le difficoltà presenti in questo tipo di intervento sono numerose ed eterogenee aprendo la riflessione pedagogica a domande fondamentali sul significato di un intervento educativo durante una crisi umanitaria, sulla possibilità di individuare gli assi pedagogici da adottare sulla base del contesto sociale culturale e politico ed infine, sull'importanza di garantire un approccio inclusivo. La riflessione si snoda attraverso l'analisi dell'approccio didattico inclusivo "Diamond Kite Project" (DkiteP) all'interno della Striscia di Gaza, avvalendosi delle testimonianze di tre attori chiave intervenuti a vario titolo nel processo di ideazione, formazione e implementazione dello strumento in ambito scolastico. L'analisi in merito al DkiteP ha messo in evidenza alcune questioni rilevanti connesse alla cornice teorica sull'Education in Emergencies (EiE): prima fra tutte, la sfida dell'inclusione scolastica nei contesti di emergenza si conferma tanto complessa quanto necessaria.
5
Savino, Michelangelo. "Introduzione. Aspetti controversi della fragilità territoriale." ECONOMIA E SOCIETÀ REGIONALE, no. 3 (February 2021): 11–28. http://dx.doi.org/10.3280/es2020-003001.
Full textAbstract:
Porre l'accento sulla fragilità ha rappresentato, nel corso degli ultimi anni, la decisione di spo-stare lo sguardo verso realtà del territorio che si sono ritrovate ai margini dello sviluppo e per molti versi neglette alle strategie di intervento e di investimento. La crisi finanziaria globale prima e la pandemia dopo, però, mettono in discussione le precedenti distinzioni territoriali e lasciano intravedere insorgenti forme di "fragilità" anche nei territori convenzionalmente con-siderati "robusti". Il concetto di "fragilità" permette di cogliere - con una specifica attenzione - i processi in cor-so, per quanto non aiuti a comprendere immediatamente però come agire e dove agire. Tuttavia, è l'occasione per il futuro di formulare politiche innovative, inclusive e soprattutto alter-native alle strategie, spesso inefficaci, del passato.
6
Galdieri, Michela, and Michele Domenico Todino. "Promote Assistive and AAC technologies during Covid-19." Form@re - Open Journal per la formazione in rete 21, no. 3 (December 31, 2021): 215–29. http://dx.doi.org/10.36253/form-10189.
Full textAbstract:
The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic. Moreover, the use of telecommunication technologies augment efforts to find a new way to organize educational spaces when it is not possible to share physical space and virtual spaces must be used. Starting from the role of assistive technologies in European policies, this work presents a case study about the inclusive perspective of corporeality and action in teaching-learning process and described an experience done in a third grade class of a primary school in Rome where a teacher used an eye communicator with GRID3 software and tools of Augmentative Alternative Communication with a student with complex communication needs, main goal of this activity was to create an inclusive and sharing path for each scholar done in distance education.
Promuovere le tecnologie assistive e la CAA al tempo del Covid-19.
L’emergenza sanitaria da Covid-19 ha sollecitato un ripensamento dei sistemi educativi e formativi quali dimensioni aperte e flessibili in cui formarsi, spazi nei quali i canali di comunicazione a distanza hanno reso possibile processi di socializzazione e scambi relazionali virtuali ma non per questo meno autentici, luoghi della didattica in cui favorire gli apprendimenti mediante l’uso di tecnologie che hanno consentito di raggiungere risultati anche in assenza di condivisione di uno spazio fisico. Il lavoro presenta una riflessione sul ruolo delle tecnologie assistive nelle politiche europee, sul potenziale inclusivo della corporeità e dell’azione nei percorsi di insegnamento-apprendimento e propone la descrizione di un’esperienza svoltasi nella classe terza di una scuola primaria romana dove, in presenza di un’alunna con gravi difficoltà comunicative, la didattica ha previsto l’uso del comunicatore oculare con software GRID3 coniugato alle pratiche e agli strumenti propri della Comunicazione Aumentativa Alternativa, con l’obiettivo di creare un percorso inclusivo e partecipativo per ciascun alunno, seppure a distanza.
7
Salone, Carlo, and Francesco Arfò. "Città e grandi eventi: il programma Matera Capitale Europea della Cultura 2019 nella percezione dei residenti." RIVISTA GEOGRAFICA ITALIANA, no. 3 (September 2020): 5–29. http://dx.doi.org/10.3280/rgi2020-003001.
Full textAbstract:
L'adozione di politiche di sviluppo urbano focalizzate sulla cultura, sia dal lato dell'offerta (realizzazione di infrastrutture e sostegno alle industrie culturali e creative) sia da quello della domanda (campagne di promozione turistica, programmazione di eventi) e prassi corrente nel capitalismo cognitivo. Intorno al nesso tra cultura e sviluppo economico si e coagulato un vasto dibattito scientifico che fa da sfondo e giustificazione per l'adozione di politiche pubbliche conseguenti, in particolare, ma non solo, alla scala urbana. In realta, la produzione e il consumo di cultura sono pero spesso associati a fenomeni tra loro molto diversi e non di rado conflittuali. Secondo alcuni autori (Bridge, 2006; Kaasa e Vadi, 2010; Scott, 2000), lo sviluppo del settore culturale contribuisce soprattutto alla crescita economica e al vantaggio competitivo urbano, attraverso la generazione di nuova conoscenza per l'innovazione e la creativita ma, anche, effetti positivi su altre attivita economiche correlate. Altri ne enfatizzano le potenzialita inclusive, adatte alla costruzione dei diritti di cittadinanza e alla promozione di una societa piu giusta e coesa (Stern e Seifert, 2007), altri ancora assumono una posizione intermedia, attribuendo alla cultura sia un vantaggio competitivo che un beneficio per l'inclusione sociale, senza pero riuscire a chiarire appieno il rapporto tra queste due dimensioni dello sviluppo (Sacco e Segre, 2009). In questo articolo si inquadra e analizza il caso di Matera 2019 all'interno del progetto di Capitale Europea della Cultura ed alla luce delle teorie legate allo sviluppo urbano trainato dalla cultura. L'analisi del caso di Matera 2019 si pone l'obiettivo di misurare gli impatti attualmente osservabili nella citta sotto il profilo socio-spaziale e di indagare le modalita con cui i cittadini materani hanno interagito con l'evento, attraverso un'analisi della loro opinione circa il percorso svolto e le possibilita future della citta.
8
García Montes, Paula Andrea, Jaime Nieto Caballero, and César Arbeláez Rodríguez. "English teachers’ attitudes toward inclusive education: a literature review." Avances en Educación y Humanidades 1, no. 1 (December 20, 2016): 61. http://dx.doi.org/10.21897/25394185.804.
Full textAbstract:
Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers’ attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers’ attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers’ positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers’ attitudes
9
Pires, Gabriela Gonçalves, Venceslau José Da Silva Filho, and Kennya De Lima Almeida. "Inclusão Escolar: Análise do Processo de Inclusão na Escola Doutor Severino Alves de Sá, Instituição de Ensino Público no Município de Salgueiro-PE / School Inclusion: Analysis of the Inclusion Process at the Doctor Severino Alves de Sá School, Public Education Institution in the Municipality of Salgueiro-PE." ID on line. Revista de psicologia 15, no. 58 (December 30, 2021): 292–303. http://dx.doi.org/10.14295/idonline.v15i58.3330.
Full textAbstract:
Resumo: O presente artigo tem como principal objetivo abordar o processo de inclusão na Escola Doutor Severino Alves de Sá, uma instituição pública de ensino que tem como proposta um ensino inclusivo próprio para atender aos alunos com deficiências que têm seus direitos garantidos por Lei. Sendo que um dos objetivos específicos deste trabalho é fazer uma análise sobre a historicidade do ensino inclusivo, o aspecto inclusivo no contexto educacional, a formação docente na perspectiva escolar e os benefícios da inclusão escolar para os alunos. Já a justificativa vem ao encontro da temática ser bastante quente e sempre está em discussão no meio educacional. O estudo visa ainda uma explanação bibliográfica sobre o tema apontando, inclusão escolar para pessoas com deficiências. Vale salientar que por muito tempo as pessoas com deficiências foram mantidas segregadas e praticamente privadas de convívio social. Apenas a partir do século XX, quando teve início sua desinstitucionalização e sua educação escolar é que se verificou uma melhor aceitação do deficiente. A problemática presente no artigo vem ao encontro de como se dá a prática do ensino inclusivo mediante teórica descrita no PPP. A metodologia utilizada consiste na revisão bibliográfica sobre o tema e no estudo do Projeto Político Pedagógico (PPP) da referida instituição de ensino. O principal resultado encontrado é que a escola embora tenha como proposta o ensino inclusivo, é perceptível que esse objetivo ainda está em implementação na instituição. Palavras-chave: Inclusão; Deficiência; Escola; Família; Sociedade. Abstract: The main aim of this article is to address the inclusion process at Escola Doutor Severino Alves de Sá, a public educational institution that proposes an inclusive education to serve students with disabilities who have their rights guaranteed by law. One of the specific objectives of this work is to carry out an analysis of the historicity of inclusive education, the inclusive aspect in the educational context, teacher education from a school perspective and the benefits of school inclusion for students. The justification, on the other hand, is in line with the fact that the theme is quite hot and is always under discussion in the educational environment. The study also aims to provide a bibliographical explanation on the topic, pointing to school inclusion for people with disabilities. It is worth noting that for a long time people with disabilities were kept segregated and practically deprived of social interaction. It was only from the 20th century onwards, when its deinstitutionalization and school education began, that there was a better acceptance of the disabled. The issue present in the article is in line with how the practice of inclusive education takes place through the theoretical described in the PPP. The methodology used consists of a literature review on the topic and the study of the Pedagogical Political Project (PPP) of the aforementioned educational institution. The main result found is that the school, although its proposal is inclusive education, it is noticeable that this objective is still being implemented in the institution.Keywords: Inclusion, Disability, School, Family, Society.
10
Muhtar. "PERBANKAN DAN PENINGKATAN LITERASI SERTA INKLUSI KEUANGAN." MANAJEMEN DEWANTARA 7, no. 1 (August 10, 2022): 1–5. http://dx.doi.org/10.26460/md.v7i1.12943.
Full textAbstract:
Financial inclusion is widely regarded as a key towards reducing inequality. Providing a better access to finance helps to reduce poverty by granting more equal opportunity to grow. Therefore, to promote a more inclusive economic growth, G20 countries establish principles for innovative financial inclusion to share and promote together the development of inclusive finance. This study reviews previous both empirical and theoritical literatures to provide more evidences how the current body of literature has examined financial inclusion. Based on the previous literature, financial inclusion is determined not only by the lower cost but also distance to service, legal protection and political stability. Hence, providing wider range of services, a better legal protection and political stability is necessery particularly to promote more inclusive economic growth which is associated to financial inclusion.
Keywords: Banking, Financial inclusion, Literate
Dissertations / Theses on the topic "Politiche inclusive"
1
GUERRA, SILVIA FRANCESCA. ""I processi partecipati nelle politiche di gestione integrata delle risorse idriche. Vizi e virtù nei Contratti di Fiumi italiani."." Doctoral thesis, Politecnico di Torino, 2013. http://hdl.handle.net/11583/2507653.
Full textAbstract:
La Direttiva del Parlamento europeo e del Consiglio n.20 del 23 ottobre 2000, Water Framework Directive (WFD), istituisce un quadro per l’azione comunitaria per la gestione integrata della risorsa idrica e indica come unità territoriale di riferimento il bacino idrografico.
Le politiche dell’acqua, avviate a scala di bacino idrografico, hanno obiettivi “olistici”, tra cui: sostenere l’ecosistema, garantire l’approvvigionamento di acqua ad agricoltori, industriali e acquedotti, proteggere dalle inondazioni, produrre energia idroelettrica, trattare le acque reflue, assicurare la protezione della qualità delle acque e il mantenimento del deflusso minimo vitale, ripristinare l’assetto naturale del fiume (Blonquist, 2003; Downs e altri, 1991; Affeltranger, Lasserre, 2003). Queste finalità spesso sono in conflitto (per esempio, deviare e stoccare l’acqua di superficie in appositi impianti può aiutare ad affrontare la siccità, ma potrebbe non garantire il deflusso minimo vitale, fondamentale per la sopravvivenza dell’ecosistema) ma è possibile trovare compromessi che permettano la salvaguardia dell’ambiente acquifero e soddisfare le necessità antropiche. Condizione fondamentale è che vi sia, da parte dei soggetti coinvolti, la consapevolezza che gli scopi preposti possono essere complementari (Blonquist p.7; Moss,2003, p.4 ).
A tal fine, il Contratto di Fiume, CdF, può contribuire all’attuazione della Direttiva 2000/60. Si tratta infatti di uno strumento di programmazione negoziata (Bobbio, Saroglia, 2008), nato in Francia all’inizio degli anni ‘80, che prevede il coinvolgimento degli stakeholder, pubblici e privati, per l’elaborazione e l’attuazione di politiche di riqualificazione e valorizzazione dell’ambito fluviale e perifluviale. Un accordo che permette di “adottare un sistema di regole in cui i criteri di utilità pubblica, rendimento economico, valore sociale, sostenibilità ambientale, intervengono in modo paritario nella ricerca di soluzioni efficaci per la riqualificazione di un bacino fluviale” (definizione adottata al secondo World Water Forum svoltosi a L’Aia nel 2000). Il Contratto è uno strumento per l’attuazione di politiche idriche integrate, il cui elemento cardine è il processo partecipato, che attraverso modalità tipiche della democrazia deliberativa, definisce le azioni da compiere, i soggetti responsabili, i tempi e i finanziamenti necessari per la realizzazione di tali azioni.
Obbiettivo di questo lavoro è capire se i processi partecipati, PP, avviati all’interno dei CdF, siano strumenti adeguati per l’attuazione della WFD. L’analisi di questi processi è stata elaborata a partire dalle categorie di vizi e virtù individuate da Pellizzoni (2005) ed ulteriormente articolate da chi scrive.
Il lavoro di ricerca è articolato in due parti.
La prima parte, “Normativa di rifermento e elementi teorici”, fornisce il quadro generale entro cui collocare i Contratti di Fiume, ed è suddivisa in tre capitoli. Il primo, “Processi partecipati nelle politiche di gestione della risorsa idrica: il quadro normativo”, introduce la WFD - soffermandosi sugli aspetti riguardanti il coinvolgimento dei portatori d’interesse per la sua attuazione - e il Testo Unico ambientale, la legge italiana che recepisce la Direttiva 2000/60. Questo capitolo, oltre a specificare il complesso quadro normativo di riferimento per i Contratti di Fiume, mira sia a mettere in evidenza le incongruenze presenti tra la normativa europea e quella italiana, che rendono questa materia complessa e di non facile attuazione, sia a sottolineare l’importanza, per il legislatore, della diffusione delle informazioni, della consultazione e della partecipazione attiva degli stakeholder per l’attuazione delle politiche di gestione integrata della risorsa idrica
Il capitolo 2, “I Contratti di Fiume per la gestione partecipata delle risorse idriche”, presenta i CdF italiani, strumenti che realizzano processi partecipati per la definizione di politiche idriche integrate. Dal 2004, in Italia, sono stati avviati una quarantina di CdF i quali, nonostante l’impegno profuso dalle istituzioni coinvolte, si presentano come esperimenti di un approccio olistico e partecipato, piuttosto che pratiche strutturate per una reale azione di governance verticale e orizzontale. La mancanza di una chiara regolamentazione infatti non aiuta la definizione e l’attuazione di questi processi.
Infine, il terzo capitolo, “Processi partecipati per l’elaborazione delle politiche pubbliche”, presenta gli elementi distintivi dei processi partecipati, espressione della democrazia deliberativa e strutturati secondo regole condivise, esplicandone i vizi e le virtù, a partire dalle definizioni date da Pellizzoni (2005) ed ulteriormente articolate, al fine di chiarire le categorie in base alle quali sono analizzati i Contratti di Fiume nei paragrafi successivi.
La seconda parte è incentrata sull’esame dei casi studio scelti. Il capitolo 4, “Metodologia di analisi dei casi studio”, illustra il metodo scelto per l’analisi dei due casi studio - il Contratto di Fiume del Sangone e il Contratto di Fiume del Panaro - che adotta, come strumento di indagine, oltre ai documenti ufficiali, interviste semi-strutturate sottoposte ad alcuni attori chiave dei due CDF. Questa scelta è dettata dal fatto che questo approccio permette di indagare giudizi, valori e opinioni - elementi che dai documenti ufficiali raramente traspaiono - relativi ai processi oggetto di studio.
I capitoli 5 e 6, rispettivamente “Il Contratto del Torrente Sangone: un processo partecipato fortemente top down, Il Contratto di Fiume del Torrente Panaro: un piccolo territorio per un grande progetto”, analizzano i due CdF scelti come casi studio e sono articolati in modo analogo:
- ricostruzione di un quadro delle reti e dei rapporti esistenti tra i soggetti del territorio e delle politiche di riqualificazione presenti nel bacino, al fine di comprendere le dinamiche che hanno portato all’avvio del Contratto;
- presentazione della struttura del CdF (organizzazione, fasi, attori coinvolti) degli obiettivi e del Piano di azione;
- analisi del processo, a partire dalla interviste semi-strutturate, per individuare la presenza o l’assenza dei vizi e delle virtù presentate nel capitolo 3.
Dalle considerazioni finali del lavoro di ricerca emerge che i processi partecipati dei Contratti di Fiume sono realtà piuttosto articolate, che presentano numerosi limiti - difficilmente superabili in quanto elementi intrinseci alla struttura dei processi stessi - ma giudicati, nel complesso, in modo positivo dalla maggior parte dei partecipanti, in quanto occasioni per definire e attuare politiche condivise, per quanto fortemente influenzate dalle posizioni degli enti amministrativi.
Sono processi che contribuiscono all’attuazione della Direttiva 2000/60 in termini di azioni di sensibilizzazione (e alcune azioni concrete) rispetto alle problematiche legate all’inquinamento dei corsi d’acqua, alla necessità di avviare un uso sostenibile della risorsa e alle potenzialità, anche in termini di risvolti economici, che la riqualificazione ambientale presenta. Si tratta però di un percorso alle prime battute che necessita di maggiore regolamentazione e attenzione da parte del potere politico e amministrativo.
2
Fagliari, Solange Santana dos Santos. "A educação especial na perspectiva da educação inclusiva: ajustes e tensões entre a política federal e a municipal." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28092012-135842/.
Full textAbstract:
A perspectiva da construção de uma educação inclusiva em nossa realidade brasileira acentuou-se a partir dos anos 90, em um contexto desencadeado por reformas significativas que envolveram a educação básica e, mais especificamente, o ensino fundamental, com vistas a responder ao desafio de promover uma educação para todos. Com a democratização do acesso, em meio a essa diversidade de alunos que necessita ser incluída nos sistemas de ensino, encontra-se o público-alvo da educação especial. Se desde o final da década de 1980 o locus prioritário de atendimento desse público tem sido, preferencialmente, a classe comum, identifica-se, a partir de 2008, uma série de diretrizes e documentos legais que anunciam e induzem que a classe comum seja o seu espaço de matrícula. O documento Política Nacional de Educação Especial na perspectiva de educação inclusiva, publicado em 2008, preconiza o acesso, a participação e a aprendizagem dos alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação nas escolas regulares, e foi reiterado em legislação posterior, regulamentadora do financiamento do atendimento educacional especializado. Diante do exposto, essa pesquisa investigou como o município de São Bernardo do Campo, em São Paulo, ajustou sua política local no período de 2009 a 2011 às diretrizes preconizadas pela Política Nacional de Educação Especial na perspectiva da educação inclusiva, bem como aos demais documentos orientadores emanados do governo federal. Em 2009, o município passou a ser administrado por um prefeito pertencente ao mesmo partido do governo federal; além disso, destaca-se o fato de o município possuir, desde a década de 1950, uma trajetória no atendimento ao público-alvo da educação especial. Com o intuito de alcançar os propósitos deste estudo, optou-se por uma pesquisa qualitativa, por meio da análise de legislação, de documentos produzidos pela Secretaria de Educação e Seção de Educação Especial e de entrevistas com a equipe de orientação técnica e gestora municipal da Seção de Educação Especial. A análise dos dados considerou os documentos orientadores e legais do governo federal e o referencial teórico concernente a políticas públicas, educação especial e educação inclusiva. A partir de 2009, o município definiu que a política de atendimento ao público-alvo da educação especial seria implementada de acordo com as diretrizes e normas oriundas do governo federal. Identificou-se uma reversão significativa dos serviços que operavam em uma perspectiva substitutiva, embora ajustes não preconizados no âmbito federal tenham sido operacionalizados no plano local. O ponto de tensão entre a política federal e a local ocorreu em relação à educação de surdos, pois, além de ser ofertado o atendimento educacional especializado em uma perspectiva complementar da educação infantil à educação de jovens e adultos, manteve-se a escola especial que atua em uma perspectiva substitutiva. Concluímos que a implementação dessa decisão, ajustar a política local às diretrizes federais, demonstrou ser tarefa bastante complexa, sobretudo em um município com trajetória e histórico de investimento público em serviços educacionais especializados; até o término desta pesquisa, ainda não havia sido possível implantar totalmente o modelo preconizado pelo governo federal no plano local.The perspective of building an inclusive education in the Brazilian reality has emphasized from the 90s, in a context triggered by significant reforms involving basic education and, more specifically, the elementary education, in order to answer to the challenge of promoting education for all. With the democratization of the access, in midst of this diversity of students that needs to be included in education systems, we can find the target people of special education. If since the end of the 80s, the priority locus of public service, has been preferentially, the common class, from 2008 were identified a series of guidelines and legal documents that announce and induce that the common class is the enrollment space. The National Policy on Special Education document from the inclusive education perspective, published in 2008, recommend the access, participation and learning of students with disabilities, pervasive developmental disorders and high abilities/giftedness in regular schools, and reiterated in subsequent legislation, regulatory of the financing for educational specialized services. Given the above, this study investigated how the town of São Bernardo do Campo, Sao Paulo, has adapted the local policy from 2009 to 2011 to the guidelines recommended by the National Policy of Special Education from the inclusive education perspective and other documents originated from the federal govern. From 2009, the town was administrated by a mayor belonging to the same party as the federal government, and stands still, the fact that the town has since the 50s, a career of assistance to the target people of the special education. In order to achieve the purposes of this study, we chose a qualitative research, through the legislation analysis and documents produced by the Education Department and Special Education Section, as well as interviews with the technical orientation team and the municipal manager of the Special Education Section. The data analysis considered the legal and policy documents of the federal government and the theoretical references related to the public policy, special education and inclusive education. From 2009, the town defined that the policy of assistance to the target people of special education will be implemented in accordance with the guidelines and regulations originated from the federal government. A significant reversal of the services that operated in a replacement perspective was identified, although, adjustments not recommended by the federal government has been implemented at the local level. The tension point between the local and federal policy is related to deaf education, because, besides being implemented the specialized educational services in a complementary perspective of the infant education in comparison with young and adults education, has remained a special school that works in a replacement perspective. We conclude that the implementation of this decision, to adjust the local policy to the federal guidelines, demonstrated to be a very complex task, especially in a town with a career and a history of public investment in specialized educational services and until the end of this study, the model recommended by the federal government has not been possible to be fully implemented at the local level yet.
3
Moss, Julianne, and j. moss@unimelb edu au. "Inclusive schooling : contexts, texts and politics." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.
Full textAbstract:
The title Inclusive schooling: contexts, texts and politics, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The Inclusion of Students with Disabilities policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period.
The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of university teaching as a research site. The teacher/researcher as the visible maker of the research use metaphors of fibre and textile practice, techniques of textual juxtaposition and her positioned subjectivity as a female academic to tell a 'big story'. The researcher develops a 'double method' as a possible model for Inclusive research practice and educational policy analysis.
Using a critical ethnographic method, derived from the work of Carspecken (1996), 'data stories'
(Lather & Smithies 1997, p.34) are produced from the narratives of five key informants a parent, two teachers, a policy-maker and the researcher. Assembled as the data of the thesis the multi-voiced texts provide an account of the sociocultural, professional and systemic context of Inclusive schooling over a three-year period. In the analysis these data are interpreted from a feminist poststructural standpoint.
A deconstructuive reading of the data stories interprets the discourse of inclusive schooling emphasising the dominant foundation of the special education knowledge tradition. The idea of author function (after Foucault 1975, 1984b and Grundy and Hatton 1995) is used to interpret the 'texts' of the key Informants as discursive constructions. The researcher theorises inclusive schooling as an entangled, multiple and contradictory discourse, embedded in the social, cultural and material contexts, rather than a singular unitary Idea of the progress within the special education knowledge tradition.
The study contributes a fine-grained analysis of the constructed knowledge of inclusive schooling in one locality. The thesis advocates continuing engagement with questions of epistemology and social transformation in inclusive schooling, rather than persisting with technical rationality and the status quo. The researcher takes the position that the opportunities to theorise inclusive schooling lie within the multiple and disparate constructed texts of the micro world of everyday practice and the macro understanding of understandings of contemporary social justice. The poststructuralist writing/reading questions traditionalist theorising in the special education field. Central to the negotiations of power and truth inclusive schooling research and practice is a communicative theory that transforms populist conceptions of inclusion.
4
RUSSO, TULLIA. "Omotransfobia: Determinanti, impatto e politiche." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2020. http://hdl.handle.net/11380/1245183.
Full textAbstract:
Numerosi studi dimostrano il grave impatto che la discriminazione omotranfobica ha sulle persone LGBT+, nell’educazione terziaria, nello sport e negli ambienti lavorativi (D’Augelli, Pilkington, Hershberger, 2002; Almeida et al., 2009; Di Giacomo et al., 2018; Taylor et al., 2013). Questa tesi è composta da tre saggi che trattano la discriminazione delle minoranze sessuali e le politiche in inclusione in tre diversi ambienti. Il Capitolo 1 introduce i tre saggi e descrive i principali risultati.
Il primo saggio analizza un ambiente sportivo non-agonistico e popolare. Il suo scopo è duplice: esso analizza le determinanti della percezione della discriminazione omotransfobica e esplora, nell'analisi dei fattori dell’omotransfobia, la rilevanza della Contact Theory di Allport. Dalla nostra analisi empirica rileviamo che, tra le determinanti della percezione della discriminazione omo-transfobica, vi sono gli orientamenti sessuali bisex e omosex e un elevato livello di educazione. Inoltre troviamo evidenza del fatto che, tra i fattori connessi agli atteggiamenti omotransfobici, vi sono l’eterosessualità e il sesso biologico maschile. In riferimento alla Contact Theory, i nostri risultati mostrano che il contatto con le persone LGBT+ riduce la probabilità di essere discriminanti e che essere coinvolti in progetti che sottendono alle "condizioni di Allport" riduca la probabilità di avere comportamenti omotranfobici.
Il secondo paper esplora l’omotransfobia e le politiche di inclusione rivolte alla popolazione LGBT+ nell’educazione terziaria. Questo studio fornisce il primo indice europeo di inclusione universitaria LGBT+, creato attraverso la logica fuzzy (Zadeh, 1965, 1988). Questo lavoro ha un duplice intento: da un lato quello di consentire alle università di auto-valutare il loro grado di inclusione LGBT+ attraverso le diverse dimensioni di cui si compone l’indice; dall’altro quello di applicare l'indice alle 58 università pubbliche italiane, che hanno tutte preso parte alla survey permettendoci di misurare il loro livello di inclusione. Grazie al supporto di sei associazione studentesche LGBT+ (o alleate), di quattro esperti e della Conferenza Nazionale degli Organismi di Parità delle Università, abbiamo potuto valutare l’efficacia di diverse pratiche di inclusione tenendone conto nella definizione del ranking.
Il terzo saggio esamina la discriminazione per orientamento sessuale (o per altre caratteristiche) negli ambienti lavorativi, analizzando il database European Working Conditions Survey (EWCS) del 2015. Abbiamo esaminato la relazione tra i predittori della discriminazione, lo stress, la soddisfazione lavorativa e alcune variabili di moderazione come la posizione socio economica e l’età, mostrando che i dipendenti discriminati a livello intersezionale (per più di una caratteristica) riportano una minore soddisfazione lavorativa e maggiore livello di stress rispetto alla controparte. Abbiamo, infine, realizzato un modello di mediazione per rilevare ed esporre il meccanismo alla base della relazione tra un modello organizzativo inclusivo (la nostra variabile indipendente) e la soddisfazione lavorativa dei dipendenti o il loro livello di stress (le variabili dipendenti), attraverso l’inclusione della variabile di percezione della discriminazione per orientamento sessuale o per altre caratteristiche (variabile di mediazione). L’intento è quello di chiarire la natura della relazione tra le variabili dipendenti e le variabili indipendenti.
Ognuno dei tre saggi esplora, inoltre, le migliori pratiche di inclusione rilevate nei tre ambienti analizzati e suggerisce interventi e politiche di inclusione volte a migliorare il livello di inclusione degli ambienti sportivi, educativi e lavorativi.Several studies demonstrate the serious impact of homotransphobic discrimination on LGBT+ people, in tertiary education, in sports and in workplace (D’Augelli, Pilkington, Hershberger, 2002; Almeida et al., 2009; Di Giacomo et al., 2018; Taylor et al., 2013). This thesis consists of three essays on topics in sexual minorities discrimination and inclusion policies, in three different environments. Chapter 1 introduce the three essays and describes their main results. The first essay analyses a non-agonistic popular sports environment. It’s aim is twofold: firstly, it analyses the determinants of homotransphobic perceived discrimination; secondly, it explores, within the analysis of homotransphobia factors, the relevance of Allport's Contact Theory. From the empirical analysis we found that, among the determinants of homotransphobic perceived discrimination, there are individuals’ homosexual and bisexual orientation and a high level of education. Moreover, this study’s results reveal that among the factors related to homotransphobic behaviours and attitudes there are heterosexual orientation and male biological sex. Related to Contact Theory, our outcomes show that contacts with LGBT people typically reduce the probability of being homotransphobic and that being involved in projects aimed to put in contact LGBT with non-LGBT people reduces prejudice and discriminant attitudes. The second essay explores homotransphobia and policies inclusion in tertiary education. This study provides the first european index of LGBT+ inclusion for Universities, created using fuzzy logic techniques (Zadeh, 1965, 1988), that has a twofold aim: allow tertiary education institutions to assess their degree of gender inclusiveness with a shortcut assessment of the dimensions in LGBT+ inclusion that needs to be improved for reaching the aim of LGBT+ inclusion in tertiary education; Implement the proposed system to Italian universities that have promptly taken part to the survey thus making us in the condition to be able to show their achievements. With the support of six LGBT+ or ally students’ union, of four experts and of the National Conference of Equality Organs, we were able to evaluate the efficacy of the different practices in place and taking into account other. The third essay examines sexual orientation (and others) discrimination in workplaces, analysing European Working Condition Survey Data collected in 2015. We examine the relationship between discrimination’s predictors, stress, job satisfaction and moderating variables such as socio-economic position and age, showing that employees intersectionally discriminated are found to have more stress and less job satisfaction compared to their counterpart. Finally we realize a Mediation Model to detect and expound the mechanism underlies the relationship between an inclusive organizational model (the indipendent variable) and the employees' job satisfaction or their level of stress (the dependent variables), via the inclusion of sexual orientation (and others) discrimination variable (mediating variable) with the aim of clarifing the nature of the relationship between the independent and dependent variables. Each essay also explores LGBT+ inclusion best practices and suggests policy implications aimed to improve the inclusiveness of sports environments, workplaces and universities.
5
CATALDI, LAURA. "Democrazia deliberativa e politiche partecipative : i processi inclusivi in Piemonte e Lombardia." Doctoral thesis, Università degli Studi di Milano, 2008. http://hdl.handle.net/2434/58963.
Full text
6
Carregosa, Rita de Cássia. "Desafios para uma prática inclusiva na educação superior: um estudo de caso na Universidade de Brasília." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18672.
Full textAbstract:
Submitted by Cássia Psi (cassia_psi@hotmail.com) on 2016-02-26T18:33:23Z
No. of bitstreams: 1
Dissertação de Mestrado - Cássia Carregosa.pdf: 3662865 bytes, checksum: caab29c88781fc7d03a60eb9f7d65ece (MD5)Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-03-02T13:54:59Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado - Cássia Carregosa.pdf: 3662865 bytes, checksum: caab29c88781fc7d03a60eb9f7d65ece (MD5)
Made available in DSpace on 2016-03-02T13:54:59Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado - Cássia Carregosa.pdf: 3662865 bytes, checksum: caab29c88781fc7d03a60eb9f7d65ece (MD5)
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A denominada educação inclusiva é um tema atual, que tem despertado o interesse social, político e acadêmico. Nos últimos anos há uma propagação de políticas e mesmo trabalhos tendo como base o discurso inclusivo, mas, ainda que se fale sobre esse tema, pouco ainda se entende sobre a questão da ‘inclusão’ de pessoas com deficiência na educação superior, mais efetivamente sobre pessoas com deficiência sensorial. Nesta linha, esta dissertação teve como objetivo compreender desafios que se apresentam na educação superior, na perspectiva docente, para a ocorrência de uma prática denominada inclusiva. De maneira específica, procurou discorrer historicamente sobre o processo de exclusão social e educacional da pessoa com deficiência; analisar compreensivamente as políticas direcionadas à inclusão da pessoa com deficiência na educação, e sua reverberação na educação superior; investigar como tem se efetivado e que desafios se apresentam para uma prática considerada inclusiva na educação superior. Para isso, esse trabalho teve como base uma pesquisa empírica, ocorrida na Universidade de Brasília – UnB, de cunho qualitativo, descritiva e explicativa, utilizando a abordagem de estudo de caso. A amostra foi composta por nove docentes da UnB, mas para melhor entendimento da temática, também participaram da pesquisa seis servidores desta universidade, totalizando quinze sujeitos de pesquisa, além de ter sido feita a observação in loco. O estudo oportunizou chegar a inferências e questionamentos a respeito de aspectos essenciais para a prática de uma educação chamada inclusiva: o conceito de inclusão e a conscientização institucional acadêmica sobre esse processo; as políticas nacionais e internacionais, que despertaram para a necessidade de mudanças, mas que ainda não são efetivamente executadas; as dificuldades e desafios para o docente com respeito à formação, a falta de suporte institucional e as barreiras atitudinais; a questão estrutural; a necessidade do aparato tecnológico; bem como, as ações que têm sido concretizadas, para uma prática considerada inclusiva, e que possa favorecer a garantia de direitos incontestes da pessoa com deficiência sensorial na sua formação acadêmica. A essência discursiva teve como viés a cultura inclusiva e a universalização dos acessos, numa perspectiva de direitos iguais que favoreça a ação docente e a plena formação da pessoa com deficiência.
ABSTRACT The inclusive education is a current theme, that has aroused a social, political and academic interest. In the last years there’s a prorogation of politics and even works having as a base the inclusive discourse, despite of this subject is mentioned, very little is understood about the inclusion of disabled people in the college education, more specifically on sensory disability. In this line, this dissertation has as main goal to comprehend challenges that are presented in college education, in the perspective professors, for the occurrence of a practice called inclusive. In a specific manner, it aimed to talk historically about the process of educational and social exclusion of a person with special needs; to analyze comprehensively the politics that focus on inclusion of a person with special needs in the education, and its reverberation in the university education; to investigate how it has become efficient and the challenges have been presented for a practice that is considered inclusive in the university education. For this, this work has as a base an empiric research that took place in the University of Brasília – UnB. The research was qualitative, explanatory and descriptive nature, using a study of case approach. The sample was composed by nine professors from UnB, and for a better comprehension six public workers from this institution took part as well, totaling fifteen research individuals, beyond “in loco” observation has been made. The study provided to reach inferences and questions about the essential aspects for a practice of an education called inclusive: the concept of inclusion and the academic institutional consciousness about this process; national and international politics that have aroused for a necessity of change, however they are not effectively applied yet; the teaching difficulties and the challenges related to the formation; the lack of institutional support and attitudinal barriers; the structural issue; the need of technology resources; the actions that have been done; to favor an inclusive practice; the incontestable guarantees of disabled people to university degree. The discursive essence had as a bias the inclusive culture and the universalization of the accesses, in a perspective of equal rights that favors the teaching actions and the total formation of a disabled person.
7
Beratan, Gregg D. "Institutional ableism and the politics of inclusive education : an ethnographic study of an inclusive high school." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020009/.
Full textAbstract:
This thesis explores some of the ways inequalities are maintained and legitimated within the context of reforms that are focused on them. In particular, it looks at the continued marginalization of disabled students in U.S. public Schools. Central to this is the development of the concept of institutional ableism, the idea that there are discriminatory structures and practices and uninterrogated beliefs embedded within society that subvert even the most well intentioned policies. This thesis is an attempt to examine this oppression on both the macro and micro-political levels. Chapter three looks at how institutional ablism works at a policy level. Using a detailed deconstruction of the Individuals with Disabilities Education Improvement act 2004 (IDEA), the first chapter examines the ways in which institutional ableism subverts the stated intentions of IDEA to maintain disabled peoples marginalised status within the education system. The chapter further deconstructs IDEA, focusing on its attempts to address the disproportionate representation of minority students in special education. The Final three chapters look at the micro-politics of school level reforms. Based on a year long ethnography in an inclusive school in the western United States. Chapter four focuses on the relationship between teachers and disabled students examining the mechanisms used to maintain inequalities when traditional ableism has been made inaccessible. Chapter five focuses on peer relationships. It was found that in filling a gatekeepers role nondisabled students utilise the governance of friendship to preserve and regulate the hierarchical relationship between disabled and nondisabled students. Chapter six using case studies of several students looks at the school's disabled students' experience of the school, their teachers and their peers. It is clear from these cases that even with the extensive efforts to dictate and control the positioning within the school, disabled students are still able to create spaces for resistance.
8
Board, Susan. "Ecological relations : towards an inclusive politics of the earth /." London : Routledge, 2002. http://catalogue.bnf.fr/ark:/12148/cb38807700g.
Full text
9
Machado, Rosangela 1967. "Ressignificar a educação especial no ensino basico : politicas, paradigmas e praticas." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252668.
Full textAbstract:
Orientador: Maria Teresa Egler MantoanDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-06T15:27:29Z (GMT). No. of bitstreams: 1 Machado_Rosangela_M.pdf: 11701748 bytes, checksum: ab2f78551981e7759c634d9749ba086e (MD5) Previous issue date: 2006
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação
10
Asante, Emmanuel Pumpuni. "Pathway(s) to inclusive development in Ghana : oil, subnational-national power relations and ideas." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/pathways-to-inclusive-development-in-ghana-oil-subnationalnational-power-relations-and-ideas(dc296301-5268-4427-88ed-535163ac5929).html.
Full textAbstract:
The discovery of commercial quantities of oil and gas resources in the Gulf of Guinea and parts of East Africa has once again raised expectations that sustained development will emerge in one of the world’s poorest regions. At the same time there is great concern that Africa’s new resource-rich countries will succumb to the so-called resource curse phenomenon because of their generally weak governance institutions. In response to this challenge, the international community has intensified its efforts to promote good governance mechanisms in such countries, focused on transparency and accountability, and informed by a dominant institutionalist literature which argues that the differences in resource governance outcomes can be explained by the differences in institutional design and performance. A recent turn to politics in both the development and resource curse literature has begun to move the research agenda beyond the primacy of institutions to look at the politics that underpin the emergence and performance of institutions. This is particularly evidenced in the emerging literature on political settlements that emphasise the distribution of power amongst social groups in society and how these power relations shape institutions and in turn development outcomes. This new political lens is helping to deepen analysis of how and why resource-rich countries prevent or succumb to the resource curse and provides an opportunity to interrogate the inclusive development prospects of Africa’s new oil-rich countries. In this thesis, I apply and extend the political settlement approaches by incorporating ideational and spatial dynamics, to analyse the prospect of inclusive development outcomes in Ghana where oil and gas resources were discovered in 2007. Focusing on the power relations between and amongst national elites and elites in the oil producing Western Region, I interrogate the ways in which the spatial dynamics of Ghana’s prevailing competitive clientelist political settlement is shaping the governance of the oil sector, and the implications it has for inclusive development. I find that at the onset of a resource boom, the dynamics of local politics, and the dominant incentives and ideas generated by the political settlement has strongly shaped the content and enforcement of Ghana’s foundation institutions to manage the oil sector, in ways that reinforces the pre-oil settlement around the governance of natural resources and undermines the long-term prospects for inclusive development. At the same time, the oil boom has also been accompanied by the increased use of formal institutions and suggests that Ghana may be moving away from personalised to more programmatic forms of clientelism.
Books on the topic "Politiche inclusive"
1
Modinomics: Inclusive economics, inclusive governance. Haryana, India: Skoch Media, 2014.
Find full text
2
Stephen, Richer, and Weir Lorna 1952-, eds. Beyond political correctness: Toward the inclusive university. Toronto: University of Toronto Press, 1995.
Find full text
3
Adeyemo, Peter Olawuyi. Citizen participation in governance and inclusive prosperity for Nigeria. Ibadan, Nigeria: Centre for Sustainable Development, University of Ibadan, 2018.
Find full text
4
Restructuring state: Inclusive Nepal in the 21st century. Kathmandu: Friends for Peace, 2009.
Find full text
5
Mendoza, Ronald U. Building inclusive democracies in ASEAN. Mandaluyong City, Philippines: Published and exclusively distributed by Anvil Publishing, Inc., 2016.
Find full text
6
Citizen participation in decision making: Towards inclusive development in Kenya. Nairobi, Kenya: Twaweza Communications Limited, 2013.
Find full text
7
Kean, Thomas H. The politics of inclusion. New York: Free Press, 1988.
Find full text
8
author, Mahmud Simeen, and BRAC Institute of Governance and Development, eds. Gendered politics of inclusive development. Dhaka: BRAC Institute of Governance and Development, BRAC University, 2014.
Find full text
9
Michelle, Thompson-Fawcett, and Freeman Claire, eds. Living together: Towards inclusive communities. Dunedin, New Zealand: Otago University Press, 2006.
Find full text
10
Spaced out: Policy, difference, and the challenge of inclusive education. Dordrecht: Kluwer Academic Publishers, 2003.
Find full textBook chapters on the topic "Politiche inclusive"
1
Giugni, Marco, Jasmine Lorenzini, Manlio Cinalli, Christian Lahusen, and Simone Baglioni. "Political inclusion." In Young People and Long-Term Unemployment, 98–120. First Edition. | New York : Routledge, 2020. | Series: Youth, young adulthood and society: Routledge, 2020. http://dx.doi.org/10.4324/9781003120421-6.
Full text
2
Lucarelli, Andrea. "Place branding as political research." In Inclusive Place Branding, 158–71. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315620350-12.
Full text
3
Pullen, Alison, and Sheena J. Vachhani. "Examining the Politics of Gendered Difference in Feminine Leadership: The Absence of ‘Female Masculinity’." In Inclusive Leadership, 125–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60666-8_6.
Full text
4
Acemoğlu, Daron, and James A. Robinson. "Paths to Inclusive Political Institutions." In Economic History of Warfare and State Formation, 3–50. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1605-9_1.
Full text
5
Kulkarni, Lalitagauri, and Vasant Chintaman Joshi. "Inclusive Banking: A Political Economy Approach." In Inclusive Banking In India, 99–117. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6797-5_5.
Full text
6
Tenthani, Kizito, and Blessings Chinsinga. "Political parties, political settlement and development." In Political Transition and Inclusive Development in Malawi, 35–56. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315683898-3.
Full text
7
Whitehead, Stephen, and Pat O’Connor. "The Politics of Belonging." In Creating a Totally Inclusive University, 77–91. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003277651-9.
Full text
8
Drakich, Janice, Marilyn Taylor, and Jennifer Bankier. "Academic Freedom Is the Inclusive University." In Beyond Political Correctness, edited by Stephen Richer and Lorna Weir, 118–35. Toronto: University of Toronto Press, 1995. http://dx.doi.org/10.3138/9781487574710-007.
Full text
9
Rogers, Chrissie. "Mothering and Disability: The Social, Cultural and Political Spheres." In Parenting and Inclusive Education, 21–40. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592124_2.
Full text
10
Teichman, Judith A. "Inclusive Development: Debates and Issues." In The Politics of Inclusive Development, 1–26. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137550866_1.
Full textConference papers on the topic "Politiche inclusive"
1
Canfora, Fabrizio. "Il centro direzionale di Napoli: verso una città-territorio?" In International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.7985.
Full textAbstract:
Negli ultimi anni l’ascolto e l’osservazione della società, come via d’accesso alla pratica delle
politiche di pianificazione ed alla sperimentazione di nuovi orientamenti progettuali, ha assunto
progressivamente un ruolo più incisivo.
In tal senso la letteratura sociologica ha fornito spunti interessanti di riflessione per la
problematizzazione di nozioni come quelle di bisogno, identità e azione locale, centrali nelle
pratiche e nelle teorie della pianificazione.
Una risposta al bisogno di radicamento territoriale si osserva nella pianificazione urbanistica
degli ultimi anni in molte città europee, tra cui Napoli. Infatti, le politiche urbanistiche della città
solo di recente provano a travalicare gli strumenti urbanistici tradizionali di tipo vincolistico.
Il contributo si propone di evidenziare i risultati di una ricerca, quale caso studio, condotta a
Napoli in merito ad un intervento di progettazione urbana di notevole rilevanza sulla
riorganizzazione della città e più nello specifico, nella porzione di quartiere in cui è stato
realizzato: si tratta del Centro direzionale.
L’obiettivo di questo contributo è quello di analizzare le fasi del processo di pianificazione. Sono
state approfondite due macrodimensioni di analisi. La prima di matrice “organizzativa” in cui si
analizza quanto il processo pianificatorio sia risultato “inclusivo” rispetto ai diversi stakeholders;
la seconda di matrice “relazionale”, in cui si considera l’identità e il senso di appartenenza con il
territorio delle diverse popolazioni che vivono il Centro. È stato valorizzato il capitale “bio-socioambientale”? In recent years, listening and observation of society has gradually assumed a greater role, to
define new urban policies and planning modeling. In this sense, sociological literature provided
causes for reflection, problematizing concepts as need, identity or local action; central key
concepts in the practices and theories of urban planning.
Lately, in many European cities (Naples included), urban planning provided a response to the
need of territorial identity. Recently the urban policies overcome the traditional planning tools.
This paper presents the results of a case study about the planning and restyling of a
contemporary neapolitan “business district” called Centro direzionale.
The aim of the paper is to described the urban planning process. I have considered two macrodimension
of analysis. The first one is organizational: it examines how the project is inclusive for stakeholders. The second one is relational: it considers the territorial identity and the sense of
community of the different populations livening on District.
Has the "bio-socio-environmental capital” been improved?
2
Blečić, Ivan, Arnaldo Cecchini, Maurizio Minchilli, and Valentina Talu. "Progettare la cittá di prossimitá per promuovere le "capacitá urbane" degli abitanti svantaggiati." In International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.8001.
Full textAbstract:
La promozione della qualità della vita urbana passa necessariamente attraverso la costruzione
di una città inclusiva, una città effettivamente "usabile" da tutti i suoi abitanti. Anche e
soprattutto da chi, a causa di una qualche condizione (permanente o temporanea), si discosta
dall'immagine dell'abitante-tipo adulto, maschio, sano, istruito, ricco e automunito e non é quindi
"capace" (o non lo è pienamente) di accedere ai luoghi, ai servizi, alle opportunità e alle
informazioni della città che sono progettate, organizzate e governate precisamente in funzione
delle esigenze e dei desideri di questo abitante-tipo.
Rilevanti sono in tal senso i progetti e le politiche che si concentrano soprattutto sulle periferie
con l'intento di promuovere la qualità della vita urbana quotidiana degli abitanti . Accanto ai
grandi (e costosi) interventi di riqualificazione, particolarmente utili sono le trasformazioni a
scala di quartiere, le "micro" trasformazioni, perché sono in grado di migliorare concretamente
l'usabilità di quella che può essere definita "città quotidiana e di prossimità", la città, cioè, che gli
abitanti conoscono, "usano" (o "userebbero" se fosse effettivamente accessibile e usabile) e di
cui possono prendersi cura.
L'articolo cerca di mostrare perché è efficace e pertinente un approccio legato ad una
dimensione "micro" degli interventi, anche attraverso il racconto di alcune esperienze sul campo
condotte da Tamalacà, un gruppo di ricerca e azione del Dipartimento di Architettura Design e
Urbanistica (DADU) dell'Università di Sassari. Upgrading the quality of urban life necessarily goes hand in hand with building up an inclusive
city, a city actually “usable” by all its inhabitants.
The kind of project that is important from this point of view will focus on the most marginal areas
of the city. Alongside the large, costly urban redevelopment interventions, transformations on a
neighbourhood scale and "micro" dimension are particularly useful.
This article attempts to show why an approach involving intervention linked with a “micro”
dimension is effective and pertinent, and also describes a significant experiment carried out by
the action research group TaMaLaCà of the Department of Architecture Design and Planning -
Architecture at Alghero (University of Sassari) in the town of Sassari.
3
Nadila, Syarfina Mayha, and Henny Warsilah. "Inclusive Development in Health Sector : A Case in Surakarta City." In Third International Conference on Social and Political Sciences (ICSPS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsps-17.2018.26.
Full text
4
Aleandri, Gabriella, and Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.
Full textAbstract:
Art, artistic expression and arts-therapy can be an opportunity to the pedagogy need to develop effective, innovative and avant-garde visions and strategies on issues considered crucial for cohesion and inclusion, in particular regarding migration issue. Dance-movement-therapy is central to this project which is configured as art-based research in the educational / intercultural field. It is a political-pedagogical project starting within the school context to open up to the territory. The research question therefore aims to verify whether art-therapy can create inclusive and intercultural environments, integrate with autobiographical methods through embodied narratives and stimulate self-awareness and lifelong learning. Main aims are: analyzing ways of inclusion, making significant and transformative changes to growth processes, modifying prejudices and stereotypes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a mixed method preserving its qualitative nature, following the phenomenological and hermeneutic approach and, at the same time, using a questionnaire (Pettigrew, Meertens, 1995), which characterized the quantitative part. Among the main results, the discovery of feeling directed towards new perspectives from which to look at the world, more aware and proactive, emerged. Results have strengthened the choice of adopting a such innovative integrated educational strategy for inclusion and lifelong learning.
5
Ivanov, Christo. "THE CHALLENGES OF ACHIEVING SMART, SUSTAINABLE AND INCLUSIVE GROWTH IN BULGARIA." In Fifth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2019. http://dx.doi.org/10.31410/limen.s.p.2019.135.
Full text
6
Novayani, Mami Eva, Pawito, and Ign Agung Satyawan. "New Media and Political Communication Challenges for Difable in Realizing Inclusive Election in 2024." In The Annual International Conference on Social Sciences and Humanities (AICOSH) “Life After Pandemic: Perspectives, Changes, and Challenges”. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010805000003348.
Full text
7
Cortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.
Full textAbstract:
"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
8
Hsueh, Stacy. "Politics of Inclusion and Lessons of Access from Disabled Artists." In Proceedings of Polititcs of the machines - Rogue Research 2021. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/pom2021.6.
Full text
9
Rossi, Emilio, Massimo Di Nicolantonio, Alessio D'Onofrio, and Raffaella Massacesi. "'3D-Printed Inclusive Modular System for Underprivileged Communities." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001586.
Full textAbstract:
The term ‘underprivileged communities’ describes groups of people experiencing some form of restrictions, such as economic, social, and political, which later lead to producing extensive forms of social exclusion. Although this phenomenon is mainly visible in crisis scenarios (i.e.: refugee camps), or emerging countries (i.e.: slums), some relevant examples can also be found in western countries. Accordingly, horizontal interdisciplinary socio-economic factors may produce remarkable disabling conditions affecting communities and producing non-inclusive situations for present and future generations.Unprivileged communities require intensive design interventions, from services to products, from housing to logistics, from shared goods to networked systems. Therefore, the design research community can start using unprivileged communities as a testing ground to experiment sustainable-based and inclusive-oriented design strategies to improve the quality of life of people living at the margin of society, as well as providing original solutions to improve the economic, social, and environmental qualities of such living ecosystems.Among the possible interventions, we explored the concept of ‘Inclusive 3D Printing’ by applying recent theories developed within Sustainable 3D Printing studies. Thus, an inclusive 3D-printed modular system for unprivileged communities is presented and discussed as the result of a rigorous research process connecting the main data found within the socio-economic literature with promising design trajectories and experimentations allowed using this new manufacturing technology. The design results presented in the paper provide evidence and validity on the use of sustainable 3D printing to design smart solutions, alongside initial reflections on the design opportunities to make a change, beyond mainstream markets.Discussions and considerations are provided to reinforce the need to work holistically and through interdisciplinary design approaches to opening new research avenues for the design community.
10
UKRAINTSEVA, Irina. "THE EXPERIENCE OF IMPLEMENTATION OF PRACTICES OF INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION (ON THE EXAMPLE OF THE REPUBLIC OF BURYATIA)." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-222-224.
Full textReports on the topic "Politiche inclusive"
1
Lucas, Brian. Lessons Learned about Political Inclusion of Refugees. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.114.
Full textAbstract:
Most refugees and other migrants have limited opportunities to participate in politics to inform and influence the policies that affect them daily; they have limited voting rights and generally lack effective alternative forms of representation such as consultative bodies (Solano & Huddleston, 2020a, p. 33). Political participation is ‘absent (or almost absent) from integration strategies’ in Eastern European countries, while refugees and other migrants in Western Europe do enjoy significant local voting rights, stronger consultative bodies, more funding for immigrant organisations and greater support from mainstream organisations (Solano & Huddleston, 2020a, p. 33).This rapid review seeks to find out what lessons have been learned about political inclusion of refugees, particularly in European countries.In general, there appears to be limited evidence about the effectiveness of attempts to support the political participation of migrants/refugees. ‘The engagement of refugees and asylum-seekers in the political activities of their host countries is highly understudied’ (Jacobi, 2021, p. 3) and ‘the effects that integration policies have on immigrants’ representation remains an under-explored field’ (Petrarca, 2015, p. 9). The evidence that is available often comes from sources that cover the entire population or ethnic minorities without specifically targeting refugees or migrants, are biased towards samples of immigrants who are long-established in the host country and may not be representative of immigrant populations, or focus only on voting behaviour and neglect other forms of political participation (Bilodeau, 2016, pp. 30–31). Statistical data on refugees and integration policy areas and indicators is often weak or absent (Hopkins, 2013, pp. 9, 28–32, 60). Data may not distinguish clearly among refugees and other types of migrants by immigration status, origin country, or length of stay in the host country; may not allow correlating data collected during different time periods with policies in place during those periods and preceding periods; and may fail to collect a range of relevant migrant-specific social and demographic characteristics (Bilgili et al., 2015, pp. 22–23; Hopkins, 2013, p. 28).
2
McGregor, Lisa, Sarah Frazer, and Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.
Full textAbstract:
Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
3
Haider, Huma. Political Settlements: The Case of Moldova. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.065.
Full textAbstract:
The new elite in post-1991 independent Moldova gradually captured state institutions, while internal drivers of reforms have generally been weak. Civil society has had limited effectiveness; and the media is largely dominated by political and business circles (BTI, 2022). The Moldovan diaspora has emerged in recent years, however, as a powerful driver of reform. In addition, new political parties and politicians have in recent years focused on common social and economic problems, rather than exploiting identity and geopolitical cleavages. These two developments played a crucial role in the transformative changes in the presidential and parliamentary elections in 2020 and 2021, respectively.1 The new Moldovan leadership has experienced many challenges, however, in achieving justice and anti-corruption reforms—the primary components of their electoral platform—due to the persistence of rent-seeking and corruption in the justice sector (Minzarari, 2022). This rapid review examines literature—primarily academic and non-governmental organisation (NGO)-based—in relation to the political settlement of Moldova. It provides an overview of the political settlement framework and the political history of Moldova. It then draws on the literature to explore aspects of the social foundation and the power configuration in Moldova; and implications for governance and inclusive development. The report concludes with recommendations for government, domestic reformers, Moldovan society, and donors for improving inclusive governance and development in Moldova, identified throughout the literature. This report does not cover political settlement in relation to Transnistria.
4
Lind, Jeremy. Politics and Governance of Social Assistance in Crises From the Bottom Up. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.004.
Full textAbstract:
This paper reviews existing perspectives on the politics and governance of social assistance in crises from the bottom up – from sub-national regions (or states/provinces) down to districts, sub-districts, towns, and villages. It begins by examining recent literature on the politics of social protection, which is mostly based on assessment of political dynamics and relationships in settings that are peaceful and only minimally affected (or unaffected) by conflict-related violence. Key insights from political economy analysis of humanitarian assistance, alongside the ‘political marketplace’ – a more recent concept used to understand governance in fragile and conflict-affected settings (FCAS) – are introduced to deepen understanding of politics specifically in situations where statehood is both limited and negotiated. The second part of the paper reviews various insights into sub-national and local governance, focusing on the role of non-state actors in provisioning and distribution at the edges of state power, delivery configurations in these settings, and the rationalities of local governance and ‘real implementation’. Understanding the arrangements and dynamics of governance sub-nationally and locally is essential for designing and planning the provision of social assistance in ways that are more likely to be politically and socially acceptable while also being inclusive and delivering value for money. The conclusion draws together these various perspectives on politics and governance from the bottom up to consider the implications and questions for further research on social assistance in crises.
5
Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.025.
Full textAbstract:
The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
6
Nazneen, Sohela, and Maria Fernanda Silva Olivares. Strengthening Women’s Inclusion in Social Accountability Initiatives. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.002.
Full textAbstract:
In the last 20 years, social accountability initiatives have facilitated the inclusion and participation of marginalised groups in governance processes. This Policy Briefing focuses on how and what factors prove effective in strengthening women’s voice in processes holding public service providers accountable. We argue that initiatives must: (a) build technical and other forms of capacity amongst women; (b) change formal rules on women’s inclusion; (c) apply political economy analysis to unpack power dynamics, identify actors in favour of gender equality, and build a network in support of women; and (d) make long-term funding commitments for sustainable change in gender-biased norms.
7
Abed, Dana, Rihab Sawaya, and Nadim Tabbal. Analyzing Voter Turnout in Lebanon: Political Change in Times of Crisis. Oxfam, April 2022. http://dx.doi.org/10.21201/2022.8823.
Full textAbstract:
In May 2022, Lebanon is hosting its first parliamentary elections since the popular uprising of October 2019, when massive protests took place to denounce the current ruling elites. This research looks at voter turnout and behavior on the eve of the elections and examines the will for political change. It argues that in the current Lebanese context, there needs to be further political awareness-raising, and campaigns should be more inclusive of women and the queer community. Independent campaigns should focus on developing strong governing capacities that voters can trust, and create further space for civic and political engagement on the local and national levels.
8
Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.
Full textAbstract:
This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
9
Kydd, Jonathan. Evidence and gaps in evidence on the principle political economy constraints and opportunities to successful investment in inclusive agribusiness in Asia. Evidence on Demand, March 2016. http://dx.doi.org/10.12774/eod_hd.january2016.kyddjg.
Full text
10
Haider, Huma. Addressing Political Exclusion of Ethnic Minorities, IDP’s, and Refugees in the Eastern Neighbourhood. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.055.
Full textAbstract:
The quality of political inclusion of ethnic minorities1 in the Eastern Neighbourhood remains a significant challenge, despite institutions in place to promote the rights of national minorities and various programming designed to foster inclusion. This rapid review surveys donor, academic and NGO literature in this field. Literature on addressing the political exclusion of ethnic minorities is limited, with discussion of donor interventions even more sparse. The report thus draws on government initiatives; and on recommendations based on the country situation and international experience, which are not necessarily based on specific programming. There was greater information on Georgia and Moldova, than on Armenia (reflected in the sub-section country titles). In addition, there is limited discussion of programming to address the political exclusion of internally displaced persons (IDPs) and refugees in the region. As such the report relies in part on general research and guidance on IDPs and refugees from a global perspective, including discussion of a few examples of initiatives outside of the Eastern Neighbourhood.