scholarly journals Two Linguas Francas? Social Inclusion through English and Esperanto

2021 ◽  
Vol 9 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Federico Gobbo ◽  
László Marácz

New forms of mobility presuppose a technological factor that frames it as ‘topological proximity,’ regardless of the nature of the mobile agent (human being, robot ware, animal, virus, digital object). The appeal of the so-called linguas francas is especially evident in human beings showing high propensity to move, i.e., motility. They are usually associated with transnational communication in multilingual settings, linguistic justice, and globalization. Paradoxically, such global languages foster mobility, but, at the same time, they may hinder social inclusion in the hosting society, especially for people in mobility. The article compares English as a lingua franca and Esperanto in the European context, putting together the linguistic hierarchy of transnational communication (Gobbo, 2015) and the notion of linguistic unease, used to assess sociolinguistic justice (Iannàccaro, Gobbo, & Dell’Aquila, 2018). The analysis shows that the sense of belonging of their respective speakers influences social inclusion in different ways. More in general, the article frames the linguistic dimension of social inclusion in terms of linguistic ease, proposing a scale suitable for the analysis of European contexts.

2020 ◽  
pp. 126-153
Author(s):  
Gracia Liu-Farrer

This chapter explores how cultural backgrounds, migration experiences, socioeconomic circumstances, and social relationships as well as master narratives of nationhood and concepts of personhood affect immigrants' conception of home and belonging, perceived relationships with Japan, and future mobility intentions. While Japan has become home to some, others either attach their belonging to their homeland or gravitate toward a more localized and deplaced narrative of belonging. Intimate relationships, degrees of acculturation, metacultural narratives, and racial and ethnic characteristics affect immigrants' emotional geography, especially their ability to foster a sense of belonging in Japan. These mechanisms are obviously not mutually exclusive. Rather, they sometimes overlap, and other times are mutually causal. For example, the degree of acculturation has a lot to do with how much immigrants can begin to have meaningful social relationships with Japanese society. Race may also shape patterns of social inclusion. These conditions shape not only where one feels one belongs but also whether a sense of belonging can be fostered.


2018 ◽  
pp. 39-47
Author(s):  
Dorota Probucka

The article consists of two parts. In the first one, I discuss the idea of ecological solidarity, which is interpreted by me as solidarity sensu largo resulting from the sense of belonging to a community of living and suffering beings. In the second part of the article I answer the question: what connects animal rights with the rights of human beings? In my opinion, if the European civilisation did not develop a category of solidarity, there would be no concept of human rights, and without the category of eco-solidarity there would be no concept of animal rights.


2021 ◽  
Author(s):  
Jasmine Homer

This research study explores the natural hair textures of six Black/mixed-race women as a symbol of activism in the Greater Toronto Area (GTA), where natural Black hair continues to be discriminated against in public and private spheres. While all six women experienced racism in the GTA, intergenerational knowledge from family played a larger role in shaping their negative perceptions of their own hair, and how members of the dominant group may perceive their hair. Their experiences were assessed alongside their opinions on Canada’s well-known Multiculturalism Act (1982, c.24) which seeks to preserve and enhance multiculturalism. While all six women believe that cultural celebrations (e.g. Caribana, Taste of the Danforth, etc.) are a demonstration of The Act in play, they all find that The Act is ineffective in bridging the gap between ideology and practice, and therefore does not facilitate social inclusion between members of the dominant group and racialized ‘Others’. Key Words: Racism in Toronto; Natural Hair; Activism; Multiculturalism Act; Social Inclusion


2015 ◽  
Vol 5 (4) ◽  
pp. 353-367
Author(s):  
Chris R. Glass ◽  
Elizabeth Kociolek ◽  
Rachawan Wongtrirat ◽  
R. Jason Lynch ◽  
Summer Cong

This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating–or inhibiting–international students’ academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups – academic preparedness (low, high) and financial resources (low, high). Overall, international students’ interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.


2018 ◽  
Vol 11 (1) ◽  
pp. 128 ◽  
Author(s):  
Tiziano Cattaneo ◽  
Emanuele Giorgi ◽  
Minqing Ni

This paper presents project-based research focusing on regeneration for sustainable tourism in a rural village in China, namely Dongjingyu Village, Yuyang Township, Ji County. The research by design approach was applied, introducing to the Chinese context the concept of landscape services, with a particular focus on tradition and the evolution of historical landscape element (HLE) categories and types, whose value is determined by a qualifying relationship between human beings and the environment. The aim was to regenerate and transform the village for uses that are suitable to contemporary ways of coexistence between villagers and the growing tourism industry. Although there are partial limitations to the application of participatory methodologies in the Chinese context, the authors opted for a methodological approach based on research by design in order to foster dialogue and create awareness for both government authorities and citizens regarding potential design solutions, which were determined based on landscape patterns and not only land use. Two outcomes were achieved: (1) the research working package might lead to experimental actions, including changes to land-use models, administration capabilities and considerations of feasibility; and (2) the entire work package can be applied to and implemented in other rural villages in China. Moving beyond environmental scenarios, the outcomes provide evidence that participation and social inclusion might have a deeper and more positive impact on rural village regeneration.


2021 ◽  
Vol 20 (3) ◽  
Author(s):  
Carolien Rieffe ◽  
Salima Kamp ◽  
Justine Pentinga ◽  
Mia Becker ◽  
Lisa van Klaveren ◽  
...  

Since the introduction of the Appropriate Education Act, attempts have been made to include pupils with special needs in mainstream secondary education, including pupils with autism. Statistics show that this was only partially successful. This may be partly explained by the fact that the main focus of the involved professionals (school principals, teachers) to date seems to have been mainly on the educational needs of these pupils and less on students’ sense of belonging, i.e. going to school with the feeling to be part of something, a group or community. The central question in this qualitative research is to what extent young people with autism within mainstream education experience this sense of belonging and what is needed for this. This has been investigated by means of literature research and focus groups with (former) students with autism. The first preliminary results show that students with autism indicate that they have little contact with their fellow students, which is complicated by a too busy environment (too many students, too few seats, too many stimuli). All this leads to overstimulation, fatigue, and can cause so much stress that it takes very little to completely skip school that day. In short, the most important recommendation is to create more calm and less crowded environments in schools. We conclude that social inclusion of pupils with autism in mainstream schools is essential for the success of the Appropriate Education Act but it does not come naturally: it requires active policies from schools. The project described in this article is part of a larger project in which we try to develop concrete recommendations for this purpose.


2002 ◽  
Vol 12 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Barbara Newborn

Life-threatening illness throws many survivors into chaos, dramatically altering and affecting their lives. They are physically and mentally forced out of their daily living routine to figure out other ways of doing things. Everything around them is falling apart. They feel cut off—physically and mentally isolated—without having any sense of belonging. The situation, however, does not have to remain tragic. Disability and illness can teach us about ourselves. The methods of Yoga provide opportunities for this transformation. Yoga teaches survivors how to live through a physical and emotional crisis. It offers a practical method for working with their bodies and their minds. In this journey a new consciousness can develop and then tragedy can transform itself. This process will eventually lead survivors from a confusing state to a clear understanding of all elements of their lives. Persons of disability will then see themselves as whole and healthy human beings. Here is how, as a stroke survivor, Yoga transformed me.


2021 ◽  
Vol 13 (9) ◽  
pp. 5202
Author(s):  
Adriana Perez-Encinas ◽  
Yolanda Bueno ◽  
Begoña Santos ◽  
Camila Nieto-Mejia

Social exclusion related to the unemployment of vulnerable population groups constitutes a crucial limitation to achieving a sustainable world. In particular, young and senior populations have specific characteristics that put them at risk of exclusion from the labor market. This circumstance has motivated an attempt to foster cooperation between these age groups to enable them to develop entrepreneurial initiatives that will contribute to close this social vulnerability gap. We approach this topic by focusing on intergenerational entrepreneurship, understood as entrepreneuring projects jointly undertaken by seniors and young adults. The objective of this study was to identify the differences and complementarities between senior and young entrepreneurs with a view to enabling them to develop viable intergenerational entrepreneurial projects, with special emphasis in the motivational push, pull, and blocking factors that affect them. This kind of entrepreneurial initiative fosters knowledge transfer and experience between age groups, promotes job creation and social inclusion, improves a sense of belonging, and, thus, contributes to the construction of a stronger society serving as an engine for sustainable development. Therefore, intergenerational entrepreneurship can be considered a form of social innovation. A mixed-methods approach was utilized in this study, using quantitative data from a questionnaire as a starting point for the characterization and identification of senior and young entrepreneurial profiles, and qualitative data from focus groups, which enabled us to identify complementarities among generations. The results show that there are significant differences between youths and seniors in terms of the motivations and factors that push, pull, or block the decision to form an intergenerational entrepreneurial partnership. These differences can be interpreted as complementarities that can boost intergenerational cooperation to promote social inclusion.


2021 ◽  
Vol 39 Specjalny ◽  
pp. 5-36
Author(s):  
Michał Masłowski

Even in today’s “postmodern” world, Norwid cannot be reduced to a single formula. He is rather a “constellation,” requiring that readers join the “continual discussion” on issues specific to a given era. His focus is on humanity, which he regards from a dualist perspective that necessitates pursuing a synthesis of matter and spirit under the sign of ethical universalism. Norwid refers to the “cupola of ‘a monologue-that-keeps-parabolizing-itself’” andregards culture as the parable of the world. His original aesthetics of “whiteness” refers, as it were, to the biblical “gentle gust of wind,” which announces God’s presence and indicates the rejection of the Romantic veneration for volcanoes, which he contrasts with the importance of work. This kind of philosophy, developed by Brzozowski, Tischner and John Paul II, has led to the self-limiting revolution of Solidarity in the years 1980-81, and ultimately to the de-legitimization and fall of communism; finally, after the bloody myth of the French Revolution reigned for two hundred years, this philosophy altered the paradigm of historical changes around the world. Norwid elaborated on the industrial-era Romanticism and opposed martyrological messianism, developing the original idea of a “messianism of work,”linking it with a vision of human Church, which “burns through the Globe with conscience.”He would contrast the global church with the parochial “church-turned-living-room.”Human beings count more than institutions, he argued, just like goodness prevails over formal sacraments. With the ultimate goal defined as the resurrection of the world, art becomes a church of work. Norwid embraced an anthropocentric perspective, in which human beings are called upon “to un-make” [od-poczynać] the mistakes of the past, and thus to begin afresh at a whole new level. With his language and style Norwid was constructing a new social stratum: intelligentsia (Łapiński), understanding it as the nation’s copula, i.e. the unifying force of conscienceand the collective consciousness. It would form an interpersonal, horizontal transcendence spanning the length and breadth of societies. The opposite of nation and its culture is “empire” – the root of subjugation – which particularly enslaved Central and Eastern Europe. Of special importance is the clash between Asian civilization and the “Roman” one, i.e. Christianity or Western Europe. However, the poet opposes Slavs to both the Westerners and the Easterners, emphasizing the processualand not the essentialistcharacter of national cultures. The question whether Norwid’s work is fundamentally dialogic or monologic in character continues to divide scholars. However, Norwid is in a way a Master or teacherwho embodies the Other and incarnates Wisdom in his Voice and Gesture. The nature of Wisdom is anthropocentric because man is a priest, although “involuntary / And immature,” which abolishes the distinction between the sacred and the profane. Through his ethical universalism Norwid provides a solution to the Enlightenment crisis of universal reason. Emancipation of the individual should not entail abandoning a sense of belonging, which is something that Norwid’s modernism shares with that of Central Europeans (Ch. Delsol). Understood as the expression of collective desires, cultures shape responsibility and a sense of belonging, at the same time constituting an answer to the crisis of narcissistic individualism characteristic for our times.


Author(s):  
Marian Koren

School libraries have an excellent position to contribute to the development of skills of children, young people and teachers and educational staff to access sources for information and learning. Even if resources are limited, an active school librarian is an indispensable link between different parts of the whole school community. Therefore they need to work on their own literacy development. Applying human rights of children in the educational context of today means to respect their right to information, to have access to materials, to education, to values as human beings, as stated in the UN Convention on the Rights of the Child (1989). Rights of equal access to literacy services and social inclusion must also be applied in hybrid library environments. New tools in school library services developed in the Netherlands, include digital school library services, a reading and information literacy curriculum and promoting programmes. They help (young) people to participate in society and take responsibility for their own (learning) lives. IASL could partner with other international organisations and institutions, which work for equal rights and basic skills and services for children and young people.


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