scholarly journals Digital Inclusion as a Core Component of Social Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 132-137 ◽  
Author(s):  
Bianca Reisdorf ◽  
Colin Rhinesmith
Keyword(s):  
Social Inclusion ◽  
Large Body ◽  
Thematic Issue ◽  
Digital Inclusion ◽  
Core Component ◽  
Cultural Contexts ◽  
Left Behind ◽  
What Works ◽  
Different Types

There is a large body of research that has examined digital inequities, inequalities, and divides—i.e., those countries, communities, and individuals digitally left behind or disadvantaged. Whereas we know quite a lot about what is lacking and for whom, there is less focus on what works to alleviate these inequalities and divides in a variety of cultural contexts. This thematic issue brings together scholarship on digital inclusion initiatives and research from over 20 countries and in the context of numerous aspects, including different types of initiatives as well as different types of target audiences for these initiatives. Each article provides unique insights into what does and does not work in various communities, making recommendations on what could be done to improve the examined initiatives. We hope that the breadth and depth of articles presented here will be useful not just for academic audiences seeking to broaden their understanding of digital inclusion and ‘what can be done’ rather than focusing on ‘what is amiss,’ but also for policymakers and digital inclusion initiatives who are eager to expand and advance their digital inclusion work within their communities.

Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

Programming in Restrictive Housing: Considerations for Improving Outcome Evaluations

2018 ◽  
Vol 45 (8) ◽  
pp. 1174-1191 ◽  
Author(s):  
H. Daniel Butler ◽  
Starr Solomon ◽  
Ryan Spohn
Keyword(s):  
Treatment Effect ◽  
Successful Implementation ◽  
Inmate Misconduct ◽  
The Past ◽  
What Works ◽  
Different Types ◽  
Time Served ◽  
Using Data ◽  
Outcome Evaluations ◽  
Behavioral Programming

A number of studies have identified “what works” in regard to the successful implementation of correctional programming over the past several decades. Few studies, however, have examined the complexities associated with programming in restrictive housing. Using data from a Midwestern department of corrections, we examined whether the provision of programming in restrictive housing achieved desired outcomes (e.g., reductions in inmate misconduct). The findings revealed the amount of time served in restrictive housing and confinement in different types of restrictive housing may influence estimations of a treatment effect. As a growing number of states seek to reform the use of restrictive housing, the proper implementation of cognitive-behavioral programming may increase institutional security and safety.

scholarly journals Gypsy–Traveller communities in the United Kingdom and the Netherlands: socially and digitally excluded?

2018 ◽  
Vol 42 (5) ◽  
pp. 637-653
Author(s):  
Leanne Townsend ◽  
Koen Salemink ◽  
Claire Denise Wallace
Keyword(s):  
United Kingdom ◽  
The Netherlands ◽  
Digital Communications ◽  
Digital Inclusion ◽  
Left Behind ◽  
The United Kingdom ◽  
Mainstream Society ◽  
Using Data ◽  
Socially Excluded ◽  
The Impact

With the pervasiveness of digitisation communications, those that are left behind are seen as socially excluded. In both academic and policy discourses, it is assumed that digital inclusion as a route into mainstream society is a desirable solution to problems of multiple exclusion and has led to many studies of the digital inclusion/exclusion of ‘hard to reach’ groups. Yet, Gypsy–Travellers, among the most marginalised people in society, have received little attention. Using data from the Netherlands and the United Kingdom, we assess the impact of digital communications on Gypsy–Traveller communities. This article makes a contribution in the following ways: First, we address the theories of ‘fields of inclusion’ to show how exclusion and inclusion work together in different ways; Second, we explore how different policy frameworks in the Netherlands and the United Kingdom shape these possibilities; Third, we document the forms of inclusion that Gypsy–Travellers experience in terms of digital communications; Fourth, we look at how Gypsy–Travellers use digital communications to recreate their own cultures as well as selectively integrate with mainstream society.

scholarly journals Inclusive Universities in a Globalized World

2021 ◽  
Vol 9 (3) ◽  
pp. 1-5
Author(s):  
Liudvika Leišytė ◽  
Rosemary Deem ◽  
Charikleia Tzanakou
Keyword(s):  
Policy Making ◽  
Social Inclusion ◽  
Thematic Issue ◽  
Agents Of Change ◽  
Multi Level ◽  
Points Of View ◽  
Cross Country ◽  
Theoretical Thinking ◽  
Globalized World ◽  
Country Specific

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.

Digital inclusion

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Social Inclusion ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Digital Devices ◽  
Information And Communication ◽  
The Rich

J. C. R. Licklider, Vannevar Bush, Doug Engelbart, Ted Nelson, and Alan Kay optimistically and exuberantly imagined how computers could better the lives of people. Much of this has come to pass. The Internet supports learning by ‘students’ at all levels. Information on laws, procedures, diseases, and medical care may be found on the web. The Internet now provides the easiest, or in some cases the only, way to pay bills or order items such as books, groceries, and even clothing. It is a means of communication with family, friends, individuals one would like to meet, individuals with whom one could share insights, and potential employers. Music, films, and other means of entertainment stream to our digital devices. This implies that those for whom digital technology is not available are at a disadvantage. The gap between the technology-haves and the technology-have-nots became known in the 1990s as a digital divide. The concept is nuanced; we can speak of availability or scarcity of hardware, such as personal computers (PCs) and mobile phones; of infrastructure such as cellular networks; of communications bandwidth that enables a smooth media viewing experience; of expertise in using the technology; of commitment to its use; and of engagement in the process. Some only consume information; others contribute their ideas via methods such as blogging and tweeting. Yet a better way to describe digital technology widely accessible is the goal of social inclusion, to allow all individuals, regardless of socioeconomic status, location, race, gender, or ability or disability, to take advantage of the benefits of modern computing and telecommunications. To have terminology that is even more evocative, we shall use the more modern and descriptive term of digital inclusion. This has been defined by the International Telecommunications Union as ‘empowering people through information and communication technologies (ICTs)’. The term ‘people’ is meant here to imply all people throughout the world. This chapter will first examine the digital divide between the haves and the have-nots (often the rich and the poor) within several nations. Examples of the benefits of digital inclusion will be cited.

scholarly journals Researching Masculinity and Men’s Sexual Health in Bangladesh: Methodological Reflections

2021 ◽  
Vol 17 (4) ◽  
pp. 44-57
Author(s):  
Kamrul Hasan
Keyword(s):  
Sexual Health ◽  
Muslim Country ◽  
Methodological Issues ◽  
Cultural Contexts ◽  
Muslim Countries ◽  
What Works ◽  
Sex And Sexuality ◽  
A Site ◽  
Sensitive Issues ◽  
Men And Masculinities

Sex and sexuality are deemed “sensitive” issues in relatively conservative, predominantly Muslim countries. Men’s sex and sexualities research within such cultural contexts confronts certain challenges and raises important methodological issues. This paper reflects on some of the methodological issues and challenges encountered when carrying out a study in Bangladesh. It reports on a male researcher’s qualitative study of men’s sexual health and masculinity in Bangladesh, a predominantly Muslim country where sexuality is largely constituted as a taboo subject. The researcher faced challenges in gaining access and in discussing sex and sexuality issues in interview settings. Moreover, the interview context emerged as a site for expressing, negotiating, challenging men and masculinities. Drawing upon experiences in navigating the “field” in Bangladesh, some of the useful ways of researching “sensitive” issues such as sex, sexuality, and masculinity within these settings are suggested, highlighting what works when researching men’s sexual health and masculinity.

scholarly journals Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons

2012 ◽  
Vol 20 ◽  
Author(s):  
Anne Pike ◽  
Anne Adams
Keyword(s):  
Distance Learning ◽  
Social Inclusion ◽  
Ethnographic Study ◽  
Distance Learners ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Digital Inclusion ◽  
Use Of Technology ◽  
Prisoner Reintegration ◽  
Digital Exclusion

Previous research has highlighted the value of technology to enhance learning. However, digital inclusion research has argued that many issues such as skills, access, usability and choice impact on the effectiveness of technology to enhance learning. The findings in this paper add to the debate by highlighting the importance of value and context. In particular, the value that institutions and individuals place on the role of further and higher distance learning in a prison can affect technology-enhanced learning in that context. This research identified that despite good IT skills and improved technologies, prison learners’ access and use of technology is hampered by conflicting priorities amongst the multiple organisations controlling prisoner activities. This can lead to a prison in which menial work is valued far higher than learning. Technology-enhanced distance learning, perceived by many to be a lifeline in a desolate environment, is heavily restricted in such prisons. The situation is thought to be deteriorating as the number of organisations involved increases and the Government’s plans for ‘‘working’’ prisons gather pace.Keywords: social inclusion; digital inclusion; distance learning; higher education; prisoner reintegration(Published: 19 December 2012)Citation: Research in Learning Technology 2012, 20: 18620 - http://dx.doi.org/10.3402/rlt.v20i0.18620

scholarly journals The Citizen School: Inclusive policies and practices

2010 ◽  
Vol 18 ◽  
pp. 2 ◽  
Author(s):  
Jose Clovis de Azevedo ◽  
Carolina Contreiras Rodrigues ◽  
Sumaia Fuchs Curço
Keyword(s):  
Social Inclusion ◽  
Democratic Participation ◽  
Pedagogical Practice ◽  
Porto Alegre ◽  
Cultural Contexts ◽  
Inclusion Process ◽  
Brazilian Legislation ◽  
Educational Inclusion ◽  
The City ◽  
Ongoing Project

The experience of Porto Alegre Citizen school is discussed in this study, being analyzed how this democratic participation based project has produced advances in the educational inclusion issue. The Citizen School project is discussed in the context of conquests and advances within the Brazilian legislation. Education is discussed as a right, which analyses the contradictions of the inclusion process limited by the excludent socioeconomical system. The assumptions and the pedagogical practises which produce the schooling failure are examined by presenting a critical view towards the merit conception-based evaluation. It is discussed the need of rethinking school centering the concerns with inclusion and educators training intended to gather the “different ones” and allow dialogues with the cultural contexts. The ongoing project at the Citizen School is being analyzed as an updated pedagogical practice reference. The data examined is referred to the Municipal net and indicates a rise in enrollments, in the different modalities of attending, in evasion reduction, in failing and shows a drastic decrease of illiteracy in the city. It also testifies a continuance of an integrating, cooperative, solidary, participative and democratic pedagogical practice commited to social inclusion.

scholarly journals Complex Needs or Simplistic Approaches? Homelessness Services and People with Complex Needs in Edinburgh

2016 ◽  
Vol 4 (4) ◽  
pp. 28-38 ◽  
Author(s):  
Manuel Macias Balda
Keyword(s):  
Social Inclusion ◽  
Service Providers ◽  
Service Users ◽  
Complex Needs ◽  
What Works ◽  
Key Factor ◽  
Interpersonal Barriers ◽  
The City ◽  
Relational Difficulties

This research addresses how homelessness services from the statutory and voluntary sector are working for people with complex needs in the City of Edinburgh. Using a qualitative approach, it analyses the service providers’ perspectives on the concept, challenges and what works when dealing with this group of people. It also explores the opinions of a sample of service users, categorised as having complex needs, regarding the accommodation and support they are receiving. After analysing the data, it is argued that homelessness agencies do not have an appropriate cognitive nor institutional framework that facilitates an effective approach to work with people with complex needs. The lack of a sophisticated understanding that recognises the relational difficulties of individuals and the presence of structural, organisational, professional and interpersonal barriers hinder the development of positive long-term relationships which is considered as the key factor of change. For this reason, it is recommended to address a set of factors that go beyond simplistic and linear approaches and move towards complex responses in order to tackle homelessness from a broader perspective and, ultimately, achieve social inclusion.

scholarly journals Institutions of Inclusion and Exclusion

2020 ◽  
Vol 8 (1) ◽  
pp. 178-183
Author(s):  
J. Cok Vrooman ◽  
Marcel Coenders
Keyword(s):  
Social Inclusion ◽  
Thematic Issue ◽  
Shed Light

This thematic issue aims to shed light on the connections between institutions (and related forms of organisation) and social inclusion and exclusion. In this editorial we briefly introduce the concepts, summarise the various articles and provide some general conclusions.

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