scholarly journals Knowledge of Disability Rights and the Social Encounters of Students with Disabilities in a Tertiary Institution in South Africa

2014 ◽  
Vol 38 (2) ◽  
pp. 145-150
Author(s):  
A.K. Tugli ◽  
L. I. Zungu ◽  
E. K. Klu ◽  
D. Ramathuba
Keyword(s):  
South Africa ◽  
Students With Disabilities ◽  
Disability Rights ◽  
Tertiary Institution ◽  
The Social ◽  
Social Encounters

Disability as a Social Justice Imperative

2020 ◽  
pp. 210-226
Author(s):  
Adam Moore
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Disability Rights ◽  
Preparation Programs ◽  
Social Construct ◽  
Individuals With Disabilities ◽  
The Social ◽  
Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

Examining the business education curricula in South Africa

2019 ◽  
Vol 61 (7/8) ◽  
pp. 940-962 ◽  
Author(s):  
Zayd Waghid
Keyword(s):  
South Africa ◽  
Secondary Education ◽  
Social Entrepreneurship ◽  
Business Education ◽  
Teaching Practice ◽  
Tertiary Institution ◽  
Content Type ◽  
The Social ◽  
Teachers Perspectives ◽  
Online Group

Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

Disability as a Social Justice Imperative

2022 ◽  
pp. 13-29
Author(s):  
Adam Moore
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Disability Rights ◽  
Preparation Programs ◽  
Social Construct ◽  
Individuals With Disabilities ◽  
The Social ◽  
Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

Social Design for Services Framework

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Research Group ◽  
Design Research ◽  
Service Design ◽  
Social Design ◽  
Practical Action ◽  
The Social ◽  
The World

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.

Resilience and Support Networks for University Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
María Leonila García Cedeño ◽  
Anicia Katherine Tarazona Meza ◽  
Robert Gonzalo Cedeño Mejía
Keyword(s):  
Social Networks ◽  
University Students ◽  
Students With Disabilities ◽  
Pearson Correlation ◽  
Support Networks ◽  
Pearson Correlation Coefficient ◽  
Structured Interviews ◽  
Disabled Students ◽  
The Social ◽  
Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

The Anthropological Lens

2020 ◽  
Author(s):  
Christopher Morton
Keyword(s):  
Twentieth Century ◽  
Natural Sciences ◽  
Social Accountability ◽  
Political Organization ◽  
Local People ◽  
South Sudanese ◽  
The Social ◽  
Social Encounters ◽  
Anthropological Literature ◽  
Insight Into

Sir Edward Evan Evans-Pritchard (1902-1973) is widely considered the most influential British anthropologist of the twentieth century, known to generations of students for his seminal works on South Sudanese ethnography Witchcraft, Oracles and Magic Among the Azande (OUP 1937) and The Nuer (OUP 1940). In these works, now classics in the anthropological literature, Evans-Pritchard broke new ground on questions of rationality, social accountability, kinship, social and political organization, and religion, as well as influentially moving the discipline in Britain away from the natural sciences and towards history. Yet despite much discussion about his theoretical contributions to anthropology, no study has yet explored his fieldwork in detail in order to get a better understanding of its historical contexts, local circumstances or the social encounters out of which it emerged. This book then is just such an exploration, of Evans-Pritchard the fieldworker through the lens of his fieldwork photography. Through an engagement with his photographic archive, and by thinking with it alongside his written ethnographies and other unpublished evidence, the book offers a new insight into the way in which Evans-Pritchard’s theoretical contributions to the discipline were shaped by his fieldwork and the numerous local people in Africa with whom he collaborated. By writing history through field photographs we move back towards the fieldwork experiences, exploring the vivid traces, lived realities and local presences at the heart of the social encounter that formed the basis of Evans-Pritchard’s anthropology.

Social Evolution, Hamilton’s Rule, and Inclusive Fitness

2018 ◽  
Author(s):  
Samir Okasha
Keyword(s):  
Social Behaviour ◽  
Social Evolution ◽  
Inclusive Fitness ◽  
Popular Approach ◽  
Hamilton’S Rule ◽  
Inclusive Fitness Theory ◽  
The Social ◽  
Social Encounters ◽  
The Individual ◽  
Hamilton's Rule

Inclusive fitness theory, originally due to W. D. Hamilton, is a popular approach to the study of social evolution, but shrouded in controversy. The theory contains two distinct aspects: Hamilton’s rule (rB > C); and the idea that individuals will behave as if trying to maximize their inclusive fitness in social encounters. These two aspects of the theory are logically separable but often run together. A generalized version of Hamilton’s rule can be formulated that is always true, though whether it is causally meaningful is debatable. However, the individual maximization claim only holds true if the payoffs from the social encounter are additive. The notion that inclusive fitness is the ‘goal’ of individuals’ social behaviour is less robust than some of its advocates acknowledge.

scholarly journals Boundaries of solidarity: a meta-ethnography of mask use during past epidemics to inform SARS-CoV-2 suppression

2021 ◽  
Vol 6 (1) ◽  
pp. e004068
Author(s):  
Po Man Tsang ◽  
Audrey Prost
Keyword(s):  
South Africa ◽  
Risk Perception ◽  
Healthcare Access ◽  
Individual Responsibility ◽  
Trust In Government ◽  
Political Leaders ◽  
Collective Levels ◽  
The Social ◽  
Social Meanings ◽  
The Usa

BackgroundMany countries aiming to suppress SARS-CoV-2 recommend the use of face masks by the general public. The social meanings attached to masks may influence their use, but remain underinvestigated.MethodsWe systematically searched eight databases for studies containing qualitative data on public mask use during past epidemics, and used meta-ethnography to explore their social meanings. We compared key concepts within and across studies, then jointly wrote a critical synthesis.ResultsWe found nine studies from China (n=5), Japan (n=1), Mexico (n=1), South Africa (n=1) and the USA (n=1). All studies describing routine mask use during epidemics were from East Asia. Participants identified masks as symbols of solidarity, civic responsibility and an allegiance to science. This effect was amplified by heightened risk perception (eg, during SARS in 2003), and by seeing masks on political leaders and in outdoor public spaces. Masks also acted as containment devices to manage threats to identity at personal and collective levels. In China and Japan, public and corporate campaigns framed routine mask use as individual responsibility for disease prevention in return for state- or corporate-sponsored healthcare access. In most studies, mask use waned as risk perception fell. In contexts where masks were mostly worn by patients with specific diseases (eg, for patients with tuberculosis in South Africa), or when trust in government was low (eg, during H1N1 in Mexico), participants described masks as stigmatising, uncomfortable or oppressive.ConclusionFace masks can take on positive social meanings linked to solidarity and altruism during epidemics. Unfortunately, these positive meanings can fail to take hold when risk perception falls, rules are seen as complex or unfair, and trust in government is low. At such times, ensuring continued use is likely to require additional efforts to promote locally appropriate positive social meanings, simplifying rules for use and ensuring fair enforcement.

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