Literatura académica sobre el tema "Politiche inclusive"
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Artículos de revistas sobre el tema "Politiche inclusive"
Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development". Form@re - Open Journal per la formazione in rete 22, n.º 1 (30 de abril de 2022): 30–48. http://dx.doi.org/10.36253/form-12645.
Texto completoFerrantino, Concetta, Maria Tiso y Iolanda Sara Iannotta. "A cultural challenge: renewing the mental space for an inclusive school". Form@re - Open Journal per la formazione in rete 22, n.º 1 (30 de abril de 2022): 358–66. http://dx.doi.org/10.36253/form-12633.
Texto completoLuisi, Daniela. "Dinamiche inclusive e costruzione dell'agency nelle politiche pubbliche partecipate". ARCHIVIO DI STUDI URBANI E REGIONALI, n.º 115 (febrero de 2016): 137–57. http://dx.doi.org/10.3280/asur2016-115007.
Texto completoTaddei, Arianna. "Inclusive Education in Emergencies: sfide e prospettive". EDUCATIONAL REFLECTIVE PRACTICES, n.º 2 (diciembre de 2021): 81–95. http://dx.doi.org/10.3280/erp2-special-2021oa12954.
Texto completoSavino, Michelangelo. "Introduzione. Aspetti controversi della fragilità territoriale". ECONOMIA E SOCIETÀ REGIONALE, n.º 3 (febrero de 2021): 11–28. http://dx.doi.org/10.3280/es2020-003001.
Texto completoGaldieri, Michela y Michele Domenico Todino. "Promote Assistive and AAC technologies during Covid-19". Form@re - Open Journal per la formazione in rete 21, n.º 3 (31 de diciembre de 2021): 215–29. http://dx.doi.org/10.36253/form-10189.
Texto completoSalone, Carlo y Francesco Arfò. "Città e grandi eventi: il programma Matera Capitale Europea della Cultura 2019 nella percezione dei residenti". RIVISTA GEOGRAFICA ITALIANA, n.º 3 (septiembre de 2020): 5–29. http://dx.doi.org/10.3280/rgi2020-003001.
Texto completoGarcía Montes, Paula Andrea, Jaime Nieto Caballero y César Arbeláez Rodríguez. "English teachers’ attitudes toward inclusive education: a literature review". Avances en Educación y Humanidades 1, n.º 1 (20 de diciembre de 2016): 61. http://dx.doi.org/10.21897/25394185.804.
Texto completoPires, Gabriela Gonçalves, Venceslau José Da Silva Filho y 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, n.º 58 (30 de diciembre de 2021): 292–303. http://dx.doi.org/10.14295/idonline.v15i58.3330.
Texto completoMuhtar. "PERBANKAN DAN PENINGKATAN LITERASI SERTA INKLUSI KEUANGAN". MANAJEMEN DEWANTARA 7, n.º 1 (10 de agosto de 2022): 1–5. http://dx.doi.org/10.26460/md.v7i1.12943.
Texto completoTesis sobre el tema "Politiche inclusive"
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.
Texto completoFagliari, 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/.
Texto completoThe 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.
Moss, Julianne y 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.
Texto completoRUSSO, TULLIA. "Omotransfobia: Determinanti, impatto e politiche". Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2020. http://hdl.handle.net/11380/1245183.
Texto completoSeveral 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.
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.
Texto completoCarregosa, 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.
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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.
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/.
Texto completoBoard, Susan. "Ecological relations : towards an inclusive politics of the earth /". London : Routledge, 2002. http://catalogue.bnf.fr/ark:/12148/cb38807700g.
Texto completoMachado, Rosangela 1967. "Ressignificar a educação especial no ensino basico : politicas, paradigmas e praticas". [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252668.
Texto completoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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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.
Texto completoLibros sobre el tema "Politiche inclusive"
Modinomics: Inclusive economics, inclusive governance. Haryana, India: Skoch Media, 2014.
Buscar texto completoStephen, Richer y Weir Lorna 1952-, eds. Beyond political correctness: Toward the inclusive university. Toronto: University of Toronto Press, 1995.
Buscar texto completoAdeyemo, Peter Olawuyi. Citizen participation in governance and inclusive prosperity for Nigeria. Ibadan, Nigeria: Centre for Sustainable Development, University of Ibadan, 2018.
Buscar texto completoRestructuring state: Inclusive Nepal in the 21st century. Kathmandu: Friends for Peace, 2009.
Buscar texto completoMendoza, Ronald U. Building inclusive democracies in ASEAN. Mandaluyong City, Philippines: Published and exclusively distributed by Anvil Publishing, Inc., 2016.
Buscar texto completoCitizen participation in decision making: Towards inclusive development in Kenya. Nairobi, Kenya: Twaweza Communications Limited, 2013.
Buscar texto completoKean, Thomas H. The politics of inclusion. New York: Free Press, 1988.
Buscar texto completoauthor, Mahmud Simeen y BRAC Institute of Governance and Development, eds. Gendered politics of inclusive development. Dhaka: BRAC Institute of Governance and Development, BRAC University, 2014.
Buscar texto completoMichelle, Thompson-Fawcett y Freeman Claire, eds. Living together: Towards inclusive communities. Dunedin, New Zealand: Otago University Press, 2006.
Buscar texto completoSpaced out: Policy, difference, and the challenge of inclusive education. Dordrecht: Kluwer Academic Publishers, 2003.
Buscar texto completoCapítulos de libros sobre el tema "Politiche inclusive"
Giugni, Marco, Jasmine Lorenzini, Manlio Cinalli, Christian Lahusen y Simone Baglioni. "Political inclusion". En 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.
Texto completoLucarelli, Andrea. "Place branding as political research". En Inclusive Place Branding, 158–71. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315620350-12.
Texto completoPullen, Alison y Sheena J. Vachhani. "Examining the Politics of Gendered Difference in Feminine Leadership: The Absence of ‘Female Masculinity’". En Inclusive Leadership, 125–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60666-8_6.
Texto completoAcemoğlu, Daron y James A. Robinson. "Paths to Inclusive Political Institutions". En 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.
Texto completoKulkarni, Lalitagauri y Vasant Chintaman Joshi. "Inclusive Banking: A Political Economy Approach". En Inclusive Banking In India, 99–117. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6797-5_5.
Texto completoTenthani, Kizito y Blessings Chinsinga. "Political parties, political settlement and development". En Political Transition and Inclusive Development in Malawi, 35–56. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315683898-3.
Texto completoWhitehead, Stephen y Pat O’Connor. "The Politics of Belonging". En Creating a Totally Inclusive University, 77–91. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003277651-9.
Texto completoDrakich, Janice, Marilyn Taylor y Jennifer Bankier. "Academic Freedom Is the Inclusive University". En Beyond Political Correctness, editado por Stephen Richer y Lorna Weir, 118–35. Toronto: University of Toronto Press, 1995. http://dx.doi.org/10.3138/9781487574710-007.
Texto completoRogers, Chrissie. "Mothering and Disability: The Social, Cultural and Political Spheres". En Parenting and Inclusive Education, 21–40. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592124_2.
Texto completoTeichman, Judith A. "Inclusive Development: Debates and Issues". En The Politics of Inclusive Development, 1–26. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137550866_1.
Texto completoActas de conferencias sobre el tema "Politiche inclusive"
Canfora, Fabrizio. "Il centro direzionale di Napoli: verso una città-territorio?" En International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.7985.
Texto completoBlečić, Ivan, Arnaldo Cecchini, Maurizio Minchilli y Valentina Talu. "Progettare la cittá di prossimitá per promuovere le "capacitá urbane" degli abitanti svantaggiati". En International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.8001.
Texto completoNadila, Syarfina Mayha y Henny Warsilah. "Inclusive Development in Health Sector : A Case in Surakarta City". En 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.
Texto completoAleandri, Gabriella y Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.
Texto completoIvanov, Christo. "THE CHALLENGES OF ACHIEVING SMART, SUSTAINABLE AND INCLUSIVE GROWTH IN BULGARIA". En 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.
Texto completoNovayani, Mami Eva, Pawito y Ign Agung Satyawan. "New Media and Political Communication Challenges for Difable in Realizing Inclusive Election in 2024". En 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.
Texto completoCortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.
Texto completoHsueh, Stacy. "Politics of Inclusion and Lessons of Access from Disabled Artists". En Proceedings of Polititcs of the machines - Rogue Research 2021. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/pom2021.6.
Texto completoRossi, Emilio, Massimo Di Nicolantonio, Alessio D'Onofrio y Raffaella Massacesi. "'3D-Printed Inclusive Modular System for Underprivileged Communities". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001586.
Texto completoUKRAINTSEVA, Irina. "THE EXPERIENCE OF IMPLEMENTATION OF PRACTICES OF INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION (ON THE EXAMPLE OF THE REPUBLIC OF BURYATIA)". En 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.
Texto completoInformes sobre el tema "Politiche inclusive"
Lucas, Brian. Lessons Learned about Political Inclusion of Refugees. Institute of Development Studies, mayo de 2022. http://dx.doi.org/10.19088/k4d.2022.114.
Texto completoMcGregor, Lisa, Sarah Frazer y Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, abril de 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.
Texto completoHaider, Huma. Political Settlements: The Case of Moldova. Institute of Development Studies, mayo de 2022. http://dx.doi.org/10.19088/k4d.2022.065.
Texto completoLind, Jeremy. Politics and Governance of Social Assistance in Crises From the Bottom Up. Institute of Development Studies (IDS), febrero de 2022. http://dx.doi.org/10.19088/basic.2022.004.
Texto completoTull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), febrero de 2021. http://dx.doi.org/10.19088/k4d.2021.025.
Texto completoNazneen, Sohela y Maria Fernanda Silva Olivares. Strengthening Women’s Inclusion in Social Accountability Initiatives. Institute of Development Studies (IDS), febrero de 2021. http://dx.doi.org/10.19088/ids.2021.002.
Texto completoAbed, Dana, Rihab Sawaya y Nadim Tabbal. Analyzing Voter Turnout in Lebanon: Political Change in Times of Crisis. Oxfam, abril de 2022. http://dx.doi.org/10.21201/2022.8823.
Texto completoTerrón-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, julio de 2022. http://dx.doi.org/10.46661/rio.20220727_1.
Texto completoKydd, 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, marzo de 2016. http://dx.doi.org/10.12774/eod_hd.january2016.kyddjg.
Texto completoHaider, Huma. Addressing Political Exclusion of Ethnic Minorities, IDP’s, and Refugees in the Eastern Neighbourhood. Institute of Development Studies, marzo de 2022. http://dx.doi.org/10.19088/k4d.2022.055.
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