Journal articles on the topic 'Politiche inclusive'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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Dodaro, Maria. "Milan’s inclusive entrepreneurship policies: the risk of ‘differentiated inclusion’." Journal of Poverty and Social Justice 27, no. 2 (June 1, 2019): 295–310. http://dx.doi.org/10.1332/175982719x15538490796257.
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Using Milan’s entrepreneurship policies as a case-study, this paper explores the diversity that the broad policy category of ‘inclusive entrepreneurship’ may entail in terms of policy instruments and participants’ experiences. To this end, the study considers policymakers, practitioners and young adults receiving local support to establish their own businesses. It does so by drawing on qualitative interviews. It argues that inclusive entrepreneurship policies may entail a ‘differentiated inclusion’ that is produced by the simultaneous interaction between diversified policy instruments and a system of inequalities that affect individual capacities to strategise entrepreneurial risks and opportunities.
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GARCÍA CEDILLO, Ismael, Silvia Romero Contreras, Liliana Escalante Aguilar, and Vasthi Jocabed Flores Barrera. "Algunas propiedades psicométricas de las guías para evaluar prácticas inclusivas en el aula//Some psychometrics properties of guides to assess inclusive teaching practices in the classroom." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 2 (December 10, 2018): 8. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23150.
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RESUMENLa educación inclusiva busca garantizar la participación plena y el aprendizaje de todo el alumnado. Para su éxito, la educación inclusiva debe articular las prácticas culturales, políticas y educativas de los centros educativos y promover la participación de toda la comunidad escolar. Las prácticas inclusivas consisten en que los docentes tomen en cuenta en el aula a todos los alumnos para ofrecerles una educación de calidad. El presente trabajo reporta el diseño y estudios de confiabilidad y validez de los instrumentos llamados Guías de Evaluación de las Prácticas Inclusivas en el Aula (GEPIA), tanto la de Auto Reporte como la de Observación. El objetivo de estos instrumentos es identificar si las prácticas de los docentes involucran algunos de los criterios de la educación inclusiva durante la enseñanza, para contribuir a su mejora. Las dos guías fueron evaluadas durante las cuatro fases de su construcción por un total de 102 expertos y, una vez hechos los ajustes necesarios, fueron aplicadas de manera piloto a una muestra de 24 docentes. La investigación fue descriptiva, cuantitativa/cualitativa, transversal, no experimental. Los análisis correspondientes mostraron que las GEPIA cuentan con una alta confiabilidad (Observación α=0.834; Auto reporte α=0.847) y una apropiada validez aparente y de contenido. En conclusión, las distintas etapas de su elaboración y el estudio piloto mostraron que estos instrumentos son confiables y útiles para que el profesorado y los centros educativos identifiquen fortalezas y debilidades en la implementación de los criterios de la educación inclusiva en los salones de clases.ABSTRACTInclusive education seeks to ensure the full participation and learning of all students. In order to succeed, inclusive education must articulate cultural, political and teaching practices implemented in schools and promote the participation of the educational community as a whole. Inclusive teaching and learning practices take into consideration the characteristics of the whole group. This paper reports on the design, and reliability and validity studies of the Guía de Evaluación de las Prácticas Inclusivas en el Aula-GEPIA (Inclusive Teaching Practices Assessment Protocol) for its two classroom versions: Observation and Self-report. The purpose of these instruments is to identify the extent to which inclusive education criteria are present in teaching practices in order to contribute to their improvement. Both instruments were assessed, at different stages of the design process, by a total of 102 educational experts; once the necessary adjustments were made, the protocols were administered to a sample of 24 teachers. Results demonstrate high reliability of both instruments (Observation α = 0.834; Auto report α=0.847) and appropriate face and content validity. In conclusion, these instruments are a reliable and useful tools for teachers and schools to identify strengths and weaknesses in the implementation of inclusive education criteria for teaching and learning in the classroom.
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Peters, Michael A., and Tina A. C. Besley. "Social Exclusion/Inclusion: Foucault's analytics of exclusion, the political ecology of social inclusion and the legitimation of inclusive education." Open Review of Educational Research 1, no. 1 (January 2014): 99–115. http://dx.doi.org/10.1080/23265507.2014.972439.
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Picabea, Facundo. "Inclusive innovation and sustainable development in affordable habitat." Regions and Cohesion 9, no. 2 (June 1, 2019): 57–87. http://dx.doi.org/10.3167/reco.2019.090204.
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English abstract: In the last thirty years, Latin America has seen a significant growth in a set of approaches, schools of thought and social movements, which posit that is impossible to effect a transformation in the region without processes focused on inclusion and democracy. Recent analyses on some of these trends reveal the existence of linear and deterministic assumptions in the various models used to address the issue. From the analytical dimension to the regulatory, this work puts forward an inclusive and participatory development model. Unlike technological systems based on income maximization, private appropriation and benefit restriction, Social Technological Systems represent a systemic strategic vision: new development paths, new ways of thinking about problems and socio-technical solutions, and new ways of exercising democracy.Spanish abstract:En los últimos treinta años, América Latina ha visto crecer significativamente un conjunto de enfoques, corrientes y movimientos sociales que sostienen la imposibilidad de transformar la región si no es a través de procesos que valoricen la inclusión y la democracia. Recientes análisis sobre algunas de estas corrientes ponen en evidencia la continuidad de supuestos lineales y deterministas. De la dimensión analítica a la regulatoria, este trabajo propone un modelo de desarrollo inclusivo y participativo. Frente a los sistemas tecnológicos basados en la maximización de la renta, la apropiación privada y la restricción de los beneficios, los Sistemas Tecnológicos Sociales responden a una visión estratégica sistémica: nuevos senderos de desarrollo, nuevas formas de concebir problemas y soluciones socio-técnicas, nuevas formas de ejercer la democracia.French abstract:Durant les trente dernières années, l’Amérique latine a connu la croissance significative d’un ensemble d’approches, d’écoles de pensée et de mouvements sociaux qui revendiquent l’impossibilité d’une transformation dans la région sans processus inclusifs et démocratiques. Des analyses récentes de certaines de ces tendances révèlent l’existence de suppositions linéaires et déterministes dans les modèles utilisés. Partant d’une dimension analytique vers une perspective règlementaire, ce travail revendique un modèle de développement inclusif et participatif. A la différence des systèmes technologiques fondés sur la maximisation des revenus, l’appropriation privée et la restriction des bénéfices, les Systèmes Sociaux Technologiques représentent une vision systémique stratégique : des voies et des manières nouvelles pour penser les problèmes et les solutions sociotechniques et des formes novatrices d’exercice démocratique.
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Martinez Palacios, Jone. "Equality and diversity in democracy: how can we democratize inclusively?" Equality, Diversity and Inclusion: An International Journal 35, no. 5/6 (June 20, 2016): 350–63. http://dx.doi.org/10.1108/edi-04-2016-0030.
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Purpose The purpose of this paper is to propose a theoretical framework for democratize inclusively through participatory and deliberative apparatus. Design/methodology/approach The paper draws on literature from inclusion in deliberation, gender in participation and intersectionality to critically analyze the democratic deepening. By bringing into dialogue with one another “the norm of parity of participation” (Fraser, 2006), “communicative democracy” (Young, 1993) and the “matrix of domination” (Collins, 1990) a response to one of the questions that has been put to European and North American thought in democracy since the 1960s is proposed: how is it possible to democratize inclusively? Findings The reproduction of domination through apparatuses for the extension of democracy is both possible and probable. So, to democratize inclusively, it is necessary to bring the theories on vertical and horizontal inclusion into dialogue with each other. With the aim of establishing a dialogue between the two, it is necessary to export complex thought regarding oppression and inequality into the design of deliberative and participatory apparatuses. For that, consider that designing democratization processes based on the fact that the intersectional experience of oppression is not an exception but rather an everyday occurrence allows participatory procedures to be made more inclusive. Practical implications This paper proposes a tool designed with a focus on dialogue among the norm of parity of participation, communicative democracy and the matrix of oppression, based on 11 direct questions for the inclusive design of deliberative or participatory procedures. Facilitators, experts and social agents involved in deliberative or participatory processes will be able to use this question-based instrument in their work. Originality/value This paper has applied value because it offers a conceptual key to the design of and thought about participatory inclusive processes. The originality of this approach lies in its shift away from partial analyses of horizontal and vertical inclusion. It is of use both to facilitators of participatory processes and educators and researchers concerned with democratization. It offers an instrument for working on reflexivity with regard to inclusion in democratic extension, based on a series of key questions that can be used as a checklist. In comparison with other forms of considering inclusion in democracy, the proposal considered includes complex thought on oppression based on the critique of simple identity, as well as on an intersectional perspective.
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Carugati, Federica. "Tradeoffs of Inclusion: Development in Ancient Athens." Comparative Political Studies 53, no. 1 (May 6, 2019): 144–70. http://dx.doi.org/10.1177/0010414019843557.
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Inclusive institutions play an important role in development. But how do inclusive institutions emerge? Inclusion is always the product of a tradeoff. The existing literature focuses on the tradeoffs that yield an extension of the franchise, which requires costly power-sharing agreements. This article uses evidence from ancient Athens to show that meaningful forms of welfare-enhancing inclusion need not await the historically infrequent and high-stakes conditions that compel dominant elites to share power. In the 4th century BCE, the Athenians extended access to economic, social, and legal institutions to selected categories of non-citizens. They did not, however, extend the franchise. The Athenian tradeoff between political and other forms of inclusion was a response to the conflicting demands of social order and growth. While falling short of full political inclusion, the tradeoff was nonetheless conducive to political and economic development.
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Muñoz Urrutia, Catherine, Margot Borel, and Magaly Sepúlveda. "Inclusión Educativa de personas Asperger, una relación friccionada Trabajo de Co-construcción de discurso “Nada sobre nosotros sin nosotros”. / Educational Inclusion of Asperger people, one frictioned relationship Work Co-construction of discourse ..." Revista Liminales. Escritos sobre Psicología y Sociedad 3, no. 06 (November 1, 2014): 83–108. http://dx.doi.org/10.54255/lim.vol3.num06.254.
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Esta investigación significa la exclusión en su dimensión subjetivodiscursiva, concibe la inclusión como un proceso activo que implica re-pensarse en la sociedad y conceptúa la investigación como un proceso de generación de discurso, diluyendo el límite investigador-investigado. Se realizó con una agrupación asperger concebida como un espacio de generación discursivo. Se trabajó desde la co-construcción de discurso y empleó el grupo de discusión como herramienta de recogida de información, pues permitía la producción común de significados.Los aspis fueron excluidos discursivamente y agredidos en la interacción, mientras la escuela cumplió su función homogeneizadora. La sensación de inclusión se produjo cuando sus características particulares fueron valoradas. Se discutió una escuela inclusiva, con lógica de la pluralidad y ética del reconocimiento. Se conceptuó ésta desde el flujo de variados discursos particulares, en función de la emergencia de sujetos políticos, dentro de instituciones en que participa la sociedad civil.
This research means the exclusion in a subjective discursive-dimension, conceives the inclusion as an active process which involves re-think society and, conceptualizes the research as a process of generation of speech, diluting the limit between researcher and investigated. It was made with an Asperger group which is conceived as a discursive space generation. It was worked from the discourse co-construction and employed the discussion group as a tool for gathering information, since it allowed the production of common meanings.The Aspis were excluded discursively and assaulted in the interaction, while the school fulfilled its homogenizing role. The feeling of inclusion occurred when their particular characteristics were valued. An inclusive school was discussed, with logic of the plurality and ethical recognition. This was conceptualized from the flow of varied particular discourses, in function of the emergence of political subjects, within institutions that participates in the civil society.
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Muñoz Urrutia, Catherine, Margot Borel, and Magaly Sepúlveda. "Inclusión Educativa de personas Asperger, una relación friccionada Trabajo de Co-construcción de discurso “Nada sobre nosotros sin nosotros”. / Educational Inclusion of Asperger people, one frictioned relationship Work Co-construction of discourse ..." Revista Liminales. Escritos sobre Psicología y Sociedad 3, no. 06 (November 1, 2014): 83–108. http://dx.doi.org/10.54255/lim.vol3.num06.254.
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Esta investigación significa la exclusión en su dimensión subjetivodiscursiva, concibe la inclusión como un proceso activo que implica re-pensarse en la sociedad y conceptúa la investigación como un proceso de generación de discurso, diluyendo el límite investigador-investigado. Se realizó con una agrupación asperger concebida como un espacio de generación discursivo. Se trabajó desde la co-construcción de discurso y empleó el grupo de discusión como herramienta de recogida de información, pues permitía la producción común de significados.Los aspis fueron excluidos discursivamente y agredidos en la interacción, mientras la escuela cumplió su función homogeneizadora. La sensación de inclusión se produjo cuando sus características particulares fueron valoradas. Se discutió una escuela inclusiva, con lógica de la pluralidad y ética del reconocimiento. Se conceptuó ésta desde el flujo de variados discursos particulares, en función de la emergencia de sujetos políticos, dentro de instituciones en que participa la sociedad civil.
This research means the exclusion in a subjective discursive-dimension, conceives the inclusion as an active process which involves re-think society and, conceptualizes the research as a process of generation of speech, diluting the limit between researcher and investigated. It was made with an Asperger group which is conceived as a discursive space generation. It was worked from the discourse co-construction and employed the discussion group as a tool for gathering information, since it allowed the production of common meanings.The Aspis were excluded discursively and assaulted in the interaction, while the school fulfilled its homogenizing role. The feeling of inclusion occurred when their particular characteristics were valued. An inclusive school was discussed, with logic of the plurality and ethical recognition. This was conceptualized from the flow of varied particular discourses, in function of the emergence of political subjects, within institutions that participates in the civil society.
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Godoy, Daniela Bueno de Oliveira Américo de, and José Francisco Miguel Henriques Bairrão. "Vozes ameríndias na universidade pública inclusiva / Amerindian voices in inclusive public university." Cadernos CIMEAC 6, no. 2 (January 5, 2017): 15. http://dx.doi.org/10.18554/cimeac.v6i2.1923.
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A lei de cotas é um marco rumo à universidade pública inclusiva. Todavia, seu modelo pode não contemplar especificidades culturais. O objetivo deste trabalho é apresentar vozes indígenas sobre o assunto. Visa-se dar ouvidos às comunidades e lideranças indígenas no acompanhamento dessa política. Utilizou-se uma abordagem qualitativa, própria à etnopsicologia, que consistiu em explicitar comparações implícitas entre as culturas ameríndias e a ocidental. Analisaram-se as falas de palestrantes indígenas nas três edições do Encontro Nacional dos Estudantes Indígenas (ENEI). Os resultados mostram que acessar o ensino superior é uma estratégia política e que o território é o principal articulador conceitual. A universidade é vivida de modo peculiar, sem necessariamente corresponder aos moldes da formação ocidental. Os contrastes epistemológicos, pedagógicos e ontológicos por eles evidenciados sustentam propostas em direção à intercientificidade e à interculturalidade (CAPES).Palavras-chave: indígenas, políticas de ações afirmativas, ensino superior, etnopsicologia. ABSTRACT: The Quota Law is a milestone towards inclusive public university. However, this model may not contemplate cultural specificities. This paper aims to present Amerindian voices about this subject by listening to communities and indigenous leaders in monitoring this policy. We used a qualitative approach specific to Ethnopsychology methodology which consists of explicit implicit comparisons between the Amerindian cultures and Western cultures. The speeches of indigenous speakers in the three editions of the National Indigenous Students Meeting were analyzed. The results show that the access to higher education is a political strategy and that the territory is the main conceptual articulator. The university is experienced in a special way, without necessarily matching to the mold of Western education. The epistemological, pedagogical and ontological contrasts highlighted by them support proposals towards interscientism and interculturalism.Keywords: Indigenous people, affirmative action, higher education, ethnopsychology.
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Lamsal, Chakrapani. "Political Development in Nepal: A Perspective of Participation and Inclusion." Curriculum Development Journal, no. 42 (December 4, 2020): 65–77. http://dx.doi.org/10.3126/cdj.v0i42.33214.
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The political development in Nepal is analyzed from the angle of interpretive philosophy and the Inclusive approach. Nepal’s practice of inclusive democracy and federal governance is taken into consideration and diverse representation in the constitutional assembly and existing both the houses of parliament is historical achievement. My findings are that inclusive democracy is a suitable form of governance for Nepal where the population is heterogeneous in terms of caste and ethnicity. Delivery of equitable justice and inclusion of marginalized lower-income people is a major challenge for the success of the newly adopted political system. Political development shifts from the nation-state to state-nation, mono-culture to multicultural, unitary to federal, exclusionary to inclusive, absolutism to secularism, monarch to republican, parliamentary to inclusive democracy and parochial to the participatory system.
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Cabeza-García, Laura, Esther B. Del Brio, and Mery Luz Oscanoa-Victorio. "Female financial inclusion and its impacts on inclusive economic development." Women's Studies International Forum 77 (November 2019): 102300. http://dx.doi.org/10.1016/j.wsif.2019.102300.
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Kyryziuk, Serhii. "Methodological approaches and applied evaluations of inclusive rural development." Ekonomika APK 308, no. 6 (June 28, 2020): 113–21. http://dx.doi.org/10.32317/2221-1055.202006113.
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The purpose of the article is substantiation of the theoretical and methodological provisions of inclusive rural development and the development of guidelines for assessing social, economic and political changes in rural areas for compliance with the principles of inclusive development. Research methods. As a methodological base for the development of the problem under study, the provisions of the concept of inclusive growth and development, as well as rural development, were used. The research used methods: analysis and synthesis (in the study of the nature and main provisions of inclusive rural development), comparative analysis (in the analysis of methods for developing integrated indices and determining their advantages and disadvantages), statistical methods (for calculating the integral index of inclusive rural development). Research results. The research improves the theoretical and methodological principles of inclusive rural development and develops methodological approaches to its measurement. The proposed methodological approach is based on the measurement of inclusive rural development in two areas: the sectoral dimension, which includes the political, social and economic components of inclusion; a component dimension that assesses inclusion at the level of access, quality and distribution of goods and services. The existing methodological approaches to the development of integrated indices that can be used for measuring inclusive rural development are analyzed. Given the advantages and disadvantages of available methods, as well as the possibility of their application for the purposes of this study, the feasibility of using the method of weighted amounts for integrated assessment of inclusive rural development is justified. The normative approach was used as a method of standardization of indicators. It is established that the lag in the level of inclusive development in rural areas is -0.073 or -11.7% of national indicators. The variation of deviations in the components of sectoral inclusion is higher than in the component inclusion. In the sectoral dimension, the largest deviation of indices compared to national indicators is observed for social inclusion (-0.122 or -16.3%), and the smallest - for political (-0.04 or -6.8%). Variation of deviations from national indicators by types of inequality in access, quality and distribution of goods and services - by component inclusion, has a smaller range: -9.2… -13.2%. Scientific novelty. Theoretical provisions of inclusive rural development are developed and a methodological approach for its assessment is proposed based on the use of a two-dimensional matrix of indicators, which includes three sectoral dimensions (political, social and economic) and three component dimensions of inclusiveness (accessibility, quality and distribution of public goods and services). Practical significance. The developed methodological approach can be used to monitor the program documents implementation in the sustainable development sphere, the implementation of rural development policies and inclusive development. The flexibility of the methodological approach as for using different sets of indicators allows it to be implemented at the UTC level, which is planned to justify and test in the following publications. Tabl.: 3. Figs.: 1. Refs.: 13.
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Read, Timothy. "Towards a new model for inclusive education based on virtual social inclusion and mobile openness." World Journal on Educational Technology: Current Issues 12, no. 1 (January 31, 2020): 14–22. http://dx.doi.org/10.18844/wjet.v12i1.4507.
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The political and social instability in many parts of the world has led to large numbers of refugees forced to find a haven in Europe, and the social and political pressure is felt in these countries, as they see the situation worsening dramatically. In this article, an analysis of the geo-sociological assumptions within the conventional conception of social inclusion is undertaken and substituted by a new one based upon the knowledge-based, network-oriented nature of modern European society. This is referred to as Virtual Social Inclusion (VSI) and it aims primarily at two fundamental dimensions of human activity: education and employment. The article focuses on the nature and implications of VSI for inclusive education and its underlying principles, particularly mobility and openness. What VSI requires to turn from a theoretical framework into a practical reality and the foreseeable implications of its implementation are explored.
Keywords: Virtual social inclusion, social inclusion, MOOC, open education.
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Hammond, Andrew, Ruth Jeanes, Dawn Penney, and Deana Leahy. "“I Feel We are Inclusive Enough”: Examining Swimming Coaches’ Understandings of Inclusion and Disability." Sociology of Sport Journal 36, no. 4 (December 1, 2019): 311–21. http://dx.doi.org/10.1123/ssj.2018-0164.
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In this study, semi-structured interviews were conducted with eight Victorian swimming coaches to examine the discourses of disability1 and inclusion that they expressed in relation to their current coaching practices. Analysis specifically pursued links between neoliberalism, ableism, elitism, classification and inclusion in coaching, with the intention of exploring what discourse relations are possible, imaginable and practical within what have been referred to as neoliberal-ableist times. Findings reveal that coaches replicate and reproduce elitist, ableist assumptions about the body and sport. The discussion prompts a consideration of how rationalities and techniques of inclusion are limited under the prevailing political context.
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Mendes, Isa. "Inclusion and Political Representation in Peace Negotiations: The Case of the Colombian Victims’ Delegations." Journal of Politics in Latin America 11, no. 3 (December 2019): 272–97. http://dx.doi.org/10.1177/1866802x19889756.
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This article discusses the issue of inclusion in peace negotiations, in particular the Colombian peace process with the Fuerzas Armadas Revolucionárias de Colombia, with special emphasis to a perceived tension between “direct” and “indirect” inclusive initiatives. It argues that, as currently discussed by the Peace and Conflict literature, inclusion tends to be seen as neutral and benign, which leaves little room for critical discussions about the political contention behind peace negotiations deemed “inclusive.” It thus proposes to discuss inclusion through the theoretical lens of political representation and apply such reflections to the specific case of the Colombian victims’ delegations that travelled to Havana in 2014 in order to take part in the table’s discussions on the victims and transitional justice topic. Ultimately, I will argue there was simultaneous utilisation and rejection of the language of representation.
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Shrestha, Bishal. "Discourse on Social Exclusion and Inclusion in Nepal: A Review." Dristikon: A Multidisciplinary Journal 12, no. 1 (July 5, 2022): 45–53. http://dx.doi.org/10.3126/dristikon.v12i1.46124.
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The discourse of social exclusion and inclusion is debatable issue in contemporary Nepali society. The issue of social exclusion should be addressed by adopting the process of social inclusion in several sectors of Nepali society which helps to establish society with equality. The article Social Exclusion and Inclusion tries to address the issue raised in the discourse of social inclusion. Similarly, it tries to explore the issue of social exclusion and inclusion from new line. Article is based on the review of the several articles published addressing the issue of social exclusion and inclusion. In introduction, I have mentioned the context and origin of social exclusion and inclusion debate. Different views of various renowned scholars on Social Exclusion and Inclusion have been mentioned. In Nepalese context, political movement and academic effort of social exclusion and inclusion have been discussed. The achievement that excluded group got in the Constitution and other Acts from the political and other inclusion movement have been disclosed here. In Nepal, there are three types of notions/domains: Inclusive based on Caste Ethnicity, Economy Prosperity and Meritocracy. I critically support the Inclusive based on Caste Ethnicity Movement.
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Dattilo, John. "Creating a path to inclusion: Educating practitioners to provide inclusive leisure services." Loisir et Société / Society and Leisure 44, no. 2 (May 4, 2021): 182–97. http://dx.doi.org/10.1080/07053436.2021.1935413.
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Teschers, Christoph. "Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development." Teachers' Work 17, no. 1and2 (December 14, 2020): 73–87. http://dx.doi.org/10.24135/teacherswork.v17i1and2.299.
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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes educational settings such as schools and centres, but also government policies that use inclusive language and promote inclusion. It seems, however, that many centres and policies still operate under a mainstreaming/integration discourse mind-set. In educational philosophy and theory, the notion of inclusion and inclusive education has been discussed widely and many aspects relevant to inclusive practices have been discussed in depth. What seems in need of further attention are broader models and frameworks that capture the range of aspects involved and the complexity of inclusive education in theory and practice. One such model that focuses on five aspects of inclusive education will be introduced in this article and discussed how this model could support policy, curriculum and classroom decision making.
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Núñez Naranjo, Aracelly Fernanda, and Hilda María Gaona Soto. "Análisis de la política de inclusión educativa en la educación media en el Ecuador." Revista Científica Retos de la Ciencia 5, e (September 15, 2021): 103–11. http://dx.doi.org/10.53877/rc.5.e.20210915.9.
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This paper makes a review of the educational inclusion policy in secondary education institutions. The classification of the current regulations that the Ecuadorian State has to guarantee the right to quality inclusive education, as well as the pre and post pandemic educational policy, is made to compare the strengths and weaknesses of the inclusive curriculum in force in Ecuador. A systemic review of the literature was carried out using the descriptive method. The main results all show that educational inclusion is a citizen's right in which equal opportunities are for and all regardless of the social, economic, political and personal context promoted by the principles of equality. In this sense, the implementation of inclusion policies in education plays a fundamental role, since education has significant relevance in the construction of a just and equitable society. It is concluded that inclusion is a social action that demands the commitment and responsibility of governments, the educational community and the family for the development of a more just, inclusive and inclusive society.
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Núñez Naranjo, Aracelly Fernanda. "Análisis de la política de inclusión educativa en la educación media en el Ecuador." Revista Científica Retos de la Ciencia 5, e (September 15, 2021): 103–11. http://dx.doi.org/10.53877/rc.5.e.20210915.09.
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This paper makes a review of the educational inclusion policy in secondary education institutions. The classification of the current regulations that the Ecuadorian State has to guarantee the right to quality inclusive education, as well as the pre and post pandemic educational policy, is made to compare the strengths and weaknesses of the inclusive curriculum in force in Ecuador. A systemic review of the literature was carried out using the descriptive method. The main results all show that educational inclusion is a citizen's right in which equal opportunities are for and all regardless of the social, economic, political and personal context promoted by the principles of equality. In this sense, the implementation of inclusion policies in education plays a fundamental role, since education has significant relevance in the construction of a just and equitable society. It is concluded that inclusion is a social action that demands the commitment and responsibility of governments, the educational community and the family for the development of a more just, inclusive and inclusive society
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Davy, Laura. "Philosophical Inclusive Design: Intellectual Disability and the Limits of Individual Autonomy in Moral and Political Theory." Hypatia 30, no. 1 (2015): 132–48. http://dx.doi.org/10.1111/hypa.12119.
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Drawing on the built environment concept of “inclusive design” and its emphasis on creating accessible environments for all persons regardless of ability, I suggest that a central task for feminist disability theory is to redesign foundational philosophical concepts to present opportunities rather than barriers to inclusion for people with disability. Accounts of autonomy within liberal philosophy stress self‐determination and the dignity of all individual persons, but have excluded people with intellectual disability from moral and political theories by denying their capacity for individual autonomy, seen as a chief marker of moral personhood. This paper modifies and extends feminist theories of relational autonomy by arguing for the need to view autonomy as a feature of persons that is manifested only through relations of support, advocacy, and enablement. An “inclusively designed,” relational account negotiates the tensions encountered in attempts to apply autonomy to people with high support needs, and politicizes the concept as an advocacy tool for people with intellectual disability and their allies.
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Humberd, Beth K., Judith A. Clair, and Stephanie J. Creary. "In our own backyard: when a less inclusive community challenges organizational inclusion." Equality, Diversity and Inclusion: An International Journal 34, no. 5 (June 15, 2015): 395–421. http://dx.doi.org/10.1108/edi-11-2013-0105.
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Purpose – The purpose of this paper is to build insight into how the local community impacts an organization’s ability to develop an inclusive culture. The paper introduces the concept of inclusion disconnects as incongruent experiences of inclusion between an organization and its community. Then, using the case of teaching hospitals, the paper empirically demonstrates how individuals and organizations experience and deal with inclusion disconnects across the boundaries of organization and community. Design/methodology/approach – A multi-method qualitative study was conducted in hospitals located in the same city. Focus groups were conducted with 11 medical trainees from underrepresented backgrounds and semi-structured interviews were conducted with ten leaders involved with diversity efforts at two hospitals. Data analysis followed an iterative approach built from Miles and Huberman (1994). Findings – The findings demonstrate how boundary conflicts arise from disconnected experiences of organizational and community inclusiveness. Such disconnects create challenges for leaders in retaining and supporting minority individuals, and for trainees in feeling like they could build a life within, and outside of, their organizations. Based on findings from the data, the paper offers insights into how organizations can build their capacity to address these challenges by engaging in boundary work across organizational and community domains. Research limitations/implications – Future research should build upon this work by further examining how inclusion disconnects between communities and organizations impact individuals and organizations. Practical implications – The paper includes in-depth insight into how organizations can build their capacity to address such a deep-rooted challenge that comes from a less inclusive community. Originality/value – This paper contributes to an understanding of how forces from the community outside an organization can shape internal efforts toward fostering inclusion and individuals’ experiences of inclusion.
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Obasi, Nwele J., Ngene Amuche N., and Uduimoh Anthony A. "Domestic Resource Mobilization, Financial Access and Inclusion for Inclusive Growth in Nigerian." Journal of Advance Research in Business Management and Accounting (ISSN: 2456-3544) 2, no. 2 (February 29, 2016): 01–12. http://dx.doi.org/10.53555/nnbma.v2i2.113.
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This paper is a search light beamed to the investigation of the existing level of domestic resource mobilization, financial access and inclusion for inclusive growth in Nigeria, progressive policy development of government and implementation. Cohesive management of domestic resource mobilization, financial access and inclusion for inclusive growth are the driving force of all vibrant economy of the developed societies of the world, and a panacea to high level productivity of developing nations. Domestic resource mobilization, financial access and inclusion for inclusive growth are elements of political economy; it deals with both micro and macro-economics, with macroeconomics as the branch of economics concerned with the aggregate, or overall, economy. Macroeconomics deals with economics factors such as total national output and income, unemployment, balance of payments, and the rate of inflation, and is distinct from microeconomics, which is the study of the competition of the output such as the supply and demand for individual goals and services, the way they are traded in markets, and the pattern of their relative prices. At the basis of macroeconomics is an understanding of what constitutes national output, or national income, and the related concept of gross national product (GNP), with the GNP being the total value of goods and services provided in an economy during a given period of time, usually a year. This study is aimed at accessing the potentials available to Nigeria through efficient and effective mobilization of domestic resources, access to finance, and inclusion for inclusive growth. Objective of the study is to determine what needs to be done to thoroughly harness domestic resourcemobilization, financial access and inclusion for inclusive growth to galvanize the Nigerian economy. The research question is on the determination of whether domestic resource mobilization, financial access and inclusion help to galvanize inclusive growth. Methodology to be used is primary and secondary data concerning comparative development through domestic resource mobilization, financial access and inclusion for inclusive growth. Results of the finding in the research reveals that there are talents, skills,knowledge and creative skill-banks in Nigeria that are not harnessed because there is not enough support by governments to progressive policies to galvanize the advance lens of the talents, skills, knowledge and creative banks that exist in various corners where there are lots of human resource waste bins). Proffered as solution, is the need for Nigerian government to invest properly and effectively on development strata without discrimination or sentiments.
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Shemanov, A. Yu, and E. V. Samsonova. "Special Education as a Resource for the Inclusive Educational Process." Психологическая наука и образование 24, no. 6 (2019): 38–46. http://dx.doi.org/10.17759/pse.2019240604.
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The article discusses the issues that arise at various interpretations of the terms ‘inclusion’ and ‘inclusive education’ and in assessing the inclusive process from the point of view of the requirements of quality education, which leads to different consequences not only for the methodology of scientific research, but also for political decisions and educational practice.The analysis of scientific approaches and international regulatory documents shows that opposing inclusive education to special education in linear logic outside the context of the education system development results in the denial of the resourcefulness of special education for inclusion.The article explores the key principles underlying the idea of inclusion and the practice of inclusive education, and it is shown that these principles do not interfere with the application of approaches and methods of special education both in joint and, if necessary, separate education.The potential of inclusive education in reforming the entire educational system, including special education and the training of teachers and other specialists, is also considered.
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Rebernik, Nataša, Marek Szajczyk, Alfonso Bahillo, and Barbara Goličnik Marušić. "Measuring Disability Inclusion Performance in Cities Using Disability Inclusion Evaluation Tool (DIETool)." Sustainability 12, no. 4 (February 13, 2020): 1378. http://dx.doi.org/10.3390/su12041378.
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Cities are exposed to a growing complexity, diversity and rapid socio-technical developments. One of the greatest challenges is as of how to become fully inclusive to fit the needs of all their citizens, including those with disabilities. Inclusive city, both in theory and practice, still lacks attention. Even in the context of ambitious contemporary concepts, such as smart and sustainable city, the question remains: Do smart and sustainable cities consider inclusiveness of all their inhabitants? Among numerous evaluation systems that measure city’s smartness, sustainability or quality of life, those tackling inclusion are very rare. Specifically, disability inclusion is hardly covered. This may be one of the reasons why cities struggle with applying disability inclusion to practice in a holistic and integrative way. This paper proposes a Disability Inclusion Evaluation Tool (DIETool) and Disability Inclusion Performance Index (DIPI), designed to guide cities through a maze of accessibility and disability inclusion related requirements set within the political, legislative and standardization frameworks. The testing in two European cities shows that the tool is beneficial for providing diagnosis as to how disability friendly a city is, and as such offers an opportunity for designing informed corrective measures towards disability inclusive city design.
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Dr.Nagaraja.S, Dr Nagaraja S., and Dr Pallavi S. Kusugal. "Political Inclusion and Schedule Tribe Women: A Case Study in Karnataka." International Journal of Scientific Research 2, no. 10 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/oct2013/132.
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Datta, Anisha C., and David A. Siegel. "Inclusive and Non-Inclusive Networks." PS: Political Science & Politics 54, no. 3 (April 29, 2021): 507–9. http://dx.doi.org/10.1017/s104909652100007x.
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Jakšić, Miomir, and Milica Jakšić. "Inclusive Institutions for Sustainable Economic Development." Journal of Central Banking Theory and Practice 7, no. 1 (January 1, 2018): 5–16. http://dx.doi.org/10.2478/jcbtp-2018-0001.
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Abstract In recent two decades, due to contributions of political macroeconomics, the focus of macroeconomics turned away from a narrow perspective based on market and privatisation (market fundamentalism) towards a broader perspective based on institutions and values (institutionalism). Within the institutional paradigm, the emphasis nowadays is put on inclusive institutions. The main thesis of one of leading proponents of political macroeconomics, D. Acemoglu, is: “growth is much more likely under inclusive (economic and political) institutions than extractive institutions.” Good institutions are characterized by three attributes: 1) they establish and protect property rights; 2) they restrict social elites which strive to expropriate income and property of others members of society; 3) they provide equal chances for employment, social security and civil rights to all individuals. Good institutions contribute to political stability, successful macroeconomic policy, and enhance initiatives. The key role of institutions is to secure stability and continuity. Extractive institutions can negatively affect entrepreneurship and entire economic development in two ways: a) by increasing the opportunity cost, resulting in upward movement of the opportunity cost curve; and b) by affecting return to entrepreneurship resulting in leftward movement of the return to entrepreneurship curve. Apart from independence and accountability of institutions what is needed is sufficient level of inclusion. Inclusion should encompass three dimensions: personal, financial, and political. The introduction of principles of independence, accountability, and inclusion is essential for emergence and performance of all institutions.
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Mhella, Deogratius Joseph. "Tanzania’s National Financial Inclusion Framework and How It Facilitated Financial Inclusion: A Forgotten Political-Economic Story." International Journal of Financial Research 14, no. 1 (January 1, 2023): 53. http://dx.doi.org/10.5430/ijfr.v14n1p53.
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This article brings the National Financial Inclusion Framework (NFIF) into the political-economic literature and discussions lacking in political-economic debates. Financial inclusion has become a global political-economic agenda that tries to reverse the higher levels of financial exclusion globally. However, political-economic and development literature has done little to discuss the issues of financial inclusion and exclusion as we currently perceive them through a neoliberal lens and innovative financial activities. These activities may include inclusive digital financial services such as mobile money. This article tries to answer the following research question: ‘how does the NFIF support financial inclusion in Tanzania?’ This article explores the NFIF, its successes and issues in Tanzania. The content analysis of relevant official documents and the literature, on the one hand, and the in-depth unstructured interviews, on the other, have been used as the primary data collection methods. The findings indicate that the NFIF has been instrumental in facilitating the success of financial inclusion in Tanzania, despite its issues. From Tanzania’s study, the conclusion is that given a conducive and supporting environment, the NFIF has facilitated the success of financial inclusion in Tanzania.
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Wolfesberger, Philipp. "Coercive Inclusion in the Mexican War on Drugs: A Field Study of Human Rights and the State in Michoacán." Latin American Perspectives 44, no. 5 (June 28, 2017): 91–107. http://dx.doi.org/10.1177/0094582x17713753.
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Qualitative ethnographic study of the human rights violations committed in the course of the militarized combat against drug trafficking organizations in rural Michoacán unmasks state practices of coercive inclusion. The violation of human rights and the subsequent processing of human rights claims paradoxically bind the marginalized population to the formal state and foster its subordination. The practical configuration of the current arena of human rights is not the lever for a democratic, inclusive Mexico but a curtain that conceals the repressive practices that it makes possible. In the processing of human rights complaints, the legal rights of physical integrity and private property become moral rights with no effect of legal justice. Un estudio etnográfico cualitativo sobre las violaciones a los derechos humanos cometidas durante la lucha militarizada contra las organizaciones de tráfico de drogas en el Michoacán rural sirve para desenmascarar las prácticas de inclusión coercitiva del Estado. Las violaciones y el posterior procesamiento de las denuncias paradójicamente vinculan a la población marginada con el Estado oficial, fomentando su subordinación. La configuración práctica del actual contexto de los derechos humanos no funge como la palanca de un México democrático e inclusivo, sino como una cortina que oculta las prácticas represivas que el Estado hace posibles. En la tramitación de las denuncias sobre violación de derechos humanos, los derechos legales de la integridad física y la propiedad privada se convierten en derechos morales sin ningún efecto de justicia legal.
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Leišytė, Liudvika, Rosemary Deem, and Charikleia Tzanakou. "Inclusive Universities in a Globalized World." Social Inclusion 9, no. 3 (July 21, 2021): 1–5. http://dx.doi.org/10.17645/si.v9i3.4632.
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This thematic issue of Social Inclusion focuses on universities as inclusive organisations in a variety of different countries and higher education (HE) systems. It explores how these institutions aim, succeed or fail to become inclusive organisations, what policies and processes help achieve these goals and how academics and students can become agents of change through inclusive teaching and research cultures. The contributions in this thematic issue point to the multi‐level as well as multi‐faceted challenges and characteristics of inclusion in HE in general and in universities in particular, based on both student and academic points of view. They offer innovative conceptual ways of thinking as well as measuring inclusion. Further, they point out the importance of context in understanding the challenges of achieving equality and inclusion in universities through country‐specific as well as cross‐country comparisons of various aspects of diversity and inclusivity. We hope this thematic issue will inspire theoretical thinking, support practitioners and encourage policy‐making about more responsible ways of defining and fostering inclusive universities in a globalised world.
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Manolache, Viorella, and Henrieta Anisoara Serban. "Virtual Logos – An Inclusive(ly) Political Alternative." Procedia - Social and Behavioral Sciences 92 (October 2013): 506–11. http://dx.doi.org/10.1016/j.sbspro.2013.08.709.
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Mani, Rama. "Rebuilding an Inclusive Political Community After War." Security Dialogue 36, no. 4 (December 2005): 511–26. http://dx.doi.org/10.1177/0967010605060452.
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Porcu, Sebastiano. "Achille Ardigň e l'innovazione delle politiche socio-sanitarie negli anni '80 e '90." SALUTE E SOCIETÀ, no. 2 (September 2009): 159–63. http://dx.doi.org/10.3280/ses2009-su2010.
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- Sebastiano Porcu reconstructs some aspects of Achille Ardigň's activity, especially during the 80's and the early 90's, in his roles as advisor to the Consiglio Sanitario Nazionale and the Consiglio Nazionale dell'Economia e del Lavoro, to innovate health and social services and policies in Italy.Keywords: innovation, integration, differentiation, inclusion, old people, social-health district.Parole chiave: innovazione, integrazione, differenziazione, inclusione, anziani, distretto socio-sanitario
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Voelkel, Jan G., Dongning Ren, and Mark J. Brandt. "Inclusion reduces political prejudice." Journal of Experimental Social Psychology 95 (July 2021): 104149. http://dx.doi.org/10.1016/j.jesp.2021.104149.
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Dobusch, Laura. "How exclusive are inclusive organisations?" Equality, Diversity and Inclusion: An International Journal 33, no. 3 (March 11, 2014): 220–34. http://dx.doi.org/10.1108/edi-08-2012-0066.
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Purpose – The purpose of this paper is to anchor the buzzword “inclusive organisation” in a theory-based perspective by identifying meanings of inclusion and exclusion in various scientific discourses. Design/methodology/approach – The paper provides an overview about inclusion/exclusion and its different usage in four “western” scientific discourses. By analysing the role of organisations in each discourse, relevant aspects for specifying the concept of “inclusive organisations” are identified. Findings – The concept of “inclusive organisations” needs to be grounded in a wider industry context for determining adequate action strategies towards inclusiveness. More attention should be paid to the excluding effects of including measures and resulting changes in power relations. Research limitations/implications – The conceptual approach of the paper needs to be anchored in further empirical research on the measurability of inclusion/exclusion within organisations and on the implementation of organisational practices towards more inclusiveness. Originality/value – The value of the paper is its interdisciplinary approach to concepts of organisational inclusion and exclusion that are usually analysed separately. This fresh perspective paves the way for an original contribution to further develop the idea of “inclusive organisations”.
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Fujimoto, Yuka, and Mohammad Jasim Uddin. "Poor-inclusive workplace model: A Relational Perspective." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (June 24, 2020): 881–900. http://dx.doi.org/10.1108/edi-11-2019-0267.
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PurposeThe theory building of inclusive workplace is still in its early stages, particularly concerning the inclusion of the poor in the developing countries. Through the exploration of social entrepreneurial inclusion, this study extends the inclusive workplace theory by featuring the inclusive dynamism of organizations for the poor in developing countries.Design/methodology/approachA case study approach was selected, as the goal of this study is to build on the theory in an under-researched area. This qualitative study is described as theory elaboration as it expands upon theoretical links that have received little attention among workforce diversity scholars.FindingsWe have established a conceptual framework of social entrepreneurial inclusion, which encompasses the following normative themes: organizational perspective for promoting social equality, empowering relationships, a sense of inclusion, organizational access to valuable resources and empowered inclusion.Research limitations/implicationsAlthough we have taken an exploratory qualitative approach and made efforts to report our data neutrally, we acknowledge that the ethical and theoretical positions taken in analyzing the data may have influenced the outcome of this research and, therefore, our findings can never be truly objective. We also acknowledge that this study was conducted in developing countries, thus the poor inclusive workplace model is not generalizable for the poor in developed countries due to different institutional and ecological settings.Practical implicationsWe have illustrated the importance of business leaders leveraging the opportunities in the space between interdependency of individuals and organizations through doing well by doing good. Poor-inclusive workplaces need business leaders who can demonstrate the effective interpersonal skills to develop constructive and personalized relationships with the workers, the family and community members to encourage the idea that the poor be included in the workplace.Social implicationsThe findings from this study also infer how corporations may collaborate with SEs and humanitarian agencies for inclusive growth so they can simultaneously unleash economic value and social value to develop more effective poor-inclusive business models in both sectors. Social entrepreneurs (SEs) and humanistic agencies tend to have situated knowledge of the poor in terms of locally embedded needs and knowledge of the community that corporations do not have.Originality/valueThis paper promotes the integrative workplace models of inclusion where inclusion of poor is empowered through involvement of multiple parties inside and outside workplaces. The empowered inclusion outcomes are strengthened through organizational access to valuable resources at the institutional level.
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Joubert, Roelien, and Ingrid Harrington. "Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education." International Journal of Higher Education 9, no. 1 (December 23, 2019): 52. http://dx.doi.org/10.5430/ijhe.v9n1p52.
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Vygotsky (1993) first identified the theory of ‘Defectology’ to understand and describe children with special and additional needs, but essentially categorized them as ‘defective’ (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky’s theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined: whilst they both present similar methods of educating students with additional needs (Bartlett, Power & Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.
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Andriichuk, Natalia, and Svitlana Kukharyonok. "THE MAIN FACTORS IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE NORDIC COUNTRIES." Social work and social education, no. 1 (8) (May 27, 2022): 29–37. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262604.
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The article reveals the main factors in the development of inclusive education in the Nordic countries. It is noted that society's attitude towards children with special educational needs can be both motivating and creating serious barriers to the implementation of inclusive education. It is determined that in order to remove the problem of segregation and intensify inclusion, it is necessary not only to have the appropriate tools to work, but also the opportunity to improve their professional knowledge and skills. The authors note that the development of education in the Scandinavian countries is a continuous process of reform, which began at the end of World War II and continues to this day. Analyzing the factors of development of inclusive education in different countries of the world, the authors claim that they have common conceptual and semantic characteristics. Based on the analysis of scientific sources and various experiences of the leading factors in the development of inclusion in the education system, such factors for the Scandinavian countries are identified as socio-economic, socio-political, socio-cultural and organizational. It is emphasized that the multidimensional definition of inclusive education, which combines school culture, policies, implementation practices, tangible and intangible resources, creates the basis for the quality of inclusive education. It is noted that a special place in the general concept of inclusive education is given to human resources, its training and retraining. It is established that another element of the success of inclusion is the involvement of families in the educational process. It is concluded that the path taken by the Nordic countries in the implementation of inclusive education is worthy of attention and imitation.
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Lomofsky, Lilian, and Lena Green. "The impact of inclusion policy on school psychology practices in South Africa." Educational and Child Psychology 21, no. 4 (2004): 31–42. http://dx.doi.org/10.53841/bpsecp.2004.21.4.31.
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South African education is a special case because the shift to inclusion co-incided with, and was a consequence of, fundamental political changes. In the context of the development of an inclusive education policy in South Africa (as described by Lomofsky & Lazarus, 2001), the implications for educational psychologists are discussed in detail.