scholarly journals A DIVERSIDADE NAS POLÍTICAS EDUCACIONAIS NO BRASIL

2017 ◽  
Vol 23 ◽  
pp. 27
Author(s):  
Paulo Gomes Lima
Keyword(s):  
Social Justice ◽  
Educational Policies ◽  
The Political ◽  
Exploratory Research ◽  
Social Diversity ◽  
Education Policies ◽  
Universal Education ◽  
The World ◽  
Diversity In Education

O conceito e significado de diversidade nas políticas educacionais no Brasil e no mundo não deve deixar de considerar o contexto no qual tal tema é problematizado. O objetivo desse artigo, por meio de uma pesquisa exploratória, orientada por revisão bibliográfica e documental é discutir, não apenas a dimensão do conceito sobre diversidade existente nas políticas educacionais no Brasil, mas a recorrência da ampliação e alcance do mesmo nalgumas estratégias voltadas à sua efetivação como direito e respeito às singularidades. Nesse sentido, organizamos o presente trabalho em três seções: a) Diversidade nas políticas educacionais: do conceito aos seus significados; b) Diversidade nas políticas educacionais: do alcançado aos seus limites e c) Diversidade nas políticas educacionais: algumas pontuações e recorrências. Concluímos que as políticas educacionais universalizantes e para a diversidade solicitam a formação política do homem, objeto que não pode e não deve ser reduzida ao ideário particularizado de justiça social.Palavras-chave: Diversidade. Políticas educacionais. Justiça social. DIVERSITY IN EDUCATIONAL POLICIES IN BRAZILAbstract: The concept and meaning of diversity in education policies in Brazil and in the world must not fail to consider the context in which such a theme is problematized. The objective of this article, through an exploratory research guided by a bibliographical and documentary review, is to discuss, not only the dimension of the concept of diversity in educational policies in Brazil, but also the recurrence of its extension and scope in some strategies aimed at its Effectiveness as a right and respect for singularities. In this sense, we organize the present work in three sections: a) Diversity in educational policies: from concept to its meanings; B) Diversity in educational policies: from reaching their limits and c) Diversity in educational policies: some scores and recurrences. We conclude that universal education policies and diversity demand the political formation of man, an object that cannot and should not be reduced to the particularized ideology of social justice.Keywords: Diversity. Educational policies. Social justice. DIVERSIDAD EN POLÍTICAS EDUCATIVAS EN BRASILResumen: El concepto y el significado de la diversidad en las políticas educativas en Brasil y en el mundo no puede dejar de considerar el contexto en el que se problematiza ese tema. El objetivo de este artículo, a través de una investigación exploratoria guiada por una revisión bibliográfica y documental, es discutir no sólo la dimensión del concepto de diversidad en las políticas educativas en Brasil, sino también la repetición de su extensión y alcance en algunas estrategias dirigidas En su Efectividad como derecho y respeto por las singularidades. En este sentido, organizamos el presente trabajo en tres secciones: a) Diversidad en las políticas educativas: del concepto a sus significados; B) Diversidad en las políticas educativas: de alcanzar sus límites yc) Diversidad en las políticas educativas: algunas puntuaciones y recurrencias. Concluimos que las políticas educativas universales y la diversidad exigen la formación política del hombre, un objeto que no puede ni debe reducirse a la ideología particularizada de la justicia social.Palabras-clave: Diversidad. Políticas educativas. Justicia social.

scholarly journals A DIVERSIDADE NAS POLÍTICAS EDUCACIONAIS NO BRASIL

2017 ◽  
Vol 23 ◽  
pp. 27
Author(s):  
Paulo Gomes Lima
Keyword(s):  
Social Justice ◽  
Educational Policies ◽  
Exploratory Research ◽  
Political Awareness ◽  
The World ◽  
Document Review

O conceito e significado de diversidade nas políticas educacionais no Brasil e no mundo não deve deixar de considerar o contexto no qual tal tema é problematizado. O objetivo desse artigo, por meio de uma pesquisa exploratória, orientada por revisão bibliográfica e documental é discutir, não apenas a dimensão do conceito sobre diversidade existente nas políticas educacionais no Brasil, mas a recorrência da ampliação e alcance do mesmo nalgumas estratégias voltadas à sua efetivação como direito e respeito às singularidades. Nesse sentido, organizamos o presente trabalho em três seções: a) Diversidade nas políticas educacionais: do conceito aos seus significados; b) Diversidade nas políticas educacionais: do alcançado aos seus limites e c) Diversidade nas políticas educacionais: algumas pontuações e recorrências. Concluímos que as políticas educacionais universalizantes e para a diversidade solicitam a formação política do homem, objeto que não pode e não deve ser reduzida ao ideário particularizado de justiça social.Palavras-chave: Diversidade. Políticas educacionais. Justiça social.DIVERSITY IN EDUCATIONAL POLICIES IN BRAZILAbstract: The concept and meaning of diversity in educational policies in Brazil and the world must not fail to consider the context in which such a theme is problematized. The objective of this article, through exploratory  research guided by bibliographical and document review, is not only to discuss the dimension of diversity in educational  policies in Brazil, but also the recurrence of its extension and scope in strategies aimed at its  Effectiveness as a right and respect of singularities. In this sense, we organize this research into three sections: a) Diversity in educational policies: from concept to meanings; B) Diversity in educational policies: from reaching their limits and c) Diversity in educational policies: scores and recurrences. We conclude that universal educational policies and diversity demand political awareness of man, an object that cannot and should not be reduced to the particularized ideology of social justice. Keywords: Diversity. Educational policies. Social justice. LA DIVERSIDAD EN LAS POLÍTICAS EDUCACIONALES EN BRASILResumen: El concepto y el significado de diversidad en las políticas educacionales en Brasil y en el mundo no pueden dejar de considerar el contexto en el que se problematiza ese tema. El objetivo de este artículo, a través de una investigación exploratoria, guiada por una revisión bibliográfica y documental, es discutir no sólo la dimensión del concepto de diversidad existente en las políticas educacionales en Brasil, sino también la repetición de su extensión y alcance en algunas estrategias dirigidas a su efectividad como derecho y respeto por las singularidades. En este sentido, organizamos el presente trabajo en tres secciones: a) Diversidad en las políticas educacionales: del concepto a sus significados; b) Diversidad en las políticas educacionales: del conquistado a sus límites y c) Diversidad en las políticas educacionales: algunas puntuaciones y recurrencias. Concluimos que las políticas educacionales universales y para la diversidad exigen la formación política del hombre, objeto que no puede ni debe reducirse a la ideología particularizada de la justicia social.Palabras clave: Diversidad. Políticas educacionales. Justicia social.

The Global Adoption of PB

2021 ◽  
pp. 21-50
Author(s):  
Brian Wampler ◽  
Stephanie McNulty ◽  
Michael Touchton
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Community Mobilization ◽  
Social Accountability ◽  
The Political ◽  
Adoption Decision ◽  
The World ◽  
Global Patterns ◽  
National Governments

This chapter develops a framework to explain how and why governments adopt and adapt PB as it spreads around the world. The chapter identifies three waves of adoption: 1989 through the mid-1990s; mid-1990s through mid-2000s; and mid-2000s through 2020. Within each wave, the authors identify where PB is adopted and who is driving adoption. They identify and explain key transformations in the areas of scale/place of adoption, decision-making rules, and social justice considerations during each wave. This chapter also provides a typology to help categorize the global patterns of change that we see across the PB landscape. The chapter identifies six types of PB programs, including: Empowered Democracy and Redistribution; Deepening Democracy through Community Mobilization; Mandated by National Governments; Digital Participation; Social Accountability and Development; Efficient Governance. The typology links PB’s core principles and the political motivations of the main actors promoting adoption. The typology then also captures the differences across the cases and helps the reader better understand the diversity of PB programs and outcomes.

scholarly journals The Political Theory of Universal Basic Income

2019 ◽  
Vol 22 (1) ◽  
pp. 481-501 ◽  
Author(s):  
Juliana Uhuru Bidadanure
Keyword(s):  
Social Justice ◽  
Political Theory ◽  
The Political ◽  
Basic Income ◽  
Economic Insecurity ◽  
Policy Proposal ◽  
The World ◽  
High Level ◽  
Cash Grant

Universal basic income (UBI) is a radical policy proposal of a monthly cash grant given to all members of a community without means test, regardless of personal desert, with no strings attached, and, under most proposals, at a sufficiently high level to enable a life free from economic insecurity. Once a utopian proposal, the policy is now widely discussed and piloted throughout the world. Among the various objections to the proposal, one concerns its moral adequacy: Isn't it fundamentally unjust to give cash to all indiscriminately rather than to those who need it and deserve it? This article reviews the variety of strategies deployed by political theorists to posit that the proposal is in fact justified, or even required, by social justice. The review focuses mainly on the contemporary normative debate on UBI—roughly dating back to Philippe Van Parijs's influential work in the 1990s—and is centered on the ideals of freedom and equality.

scholarly journals National Educational Policies of Pakistan with reference to Social Justice: A Critical Analysis

2020 ◽  
Vol V (III) ◽  
pp. 166-174
Author(s):  
Abdul Karim Suhag ◽  
Najmonnisa Khan
Keyword(s):  
Social Justice ◽  
Critical Analysis ◽  
Compulsory Education ◽  
Academic Disciplines ◽  
Educational Policies ◽  
Education Policies ◽  
Global Context ◽  
School Programs ◽  
Review Study

Education in society is the only way to excel in a global context, so education should be updated and relevant to the needs of society. Social justice requires ongoing struggle and cannot be separated from the educational policies, theories & practices of professionals, schools, academic disciplines, and governmental. This review study was done to critically analyze the educational policies of Pakistan from 1947 to 2021 that emphasis was laid on free and compulsory education, but we failed to achieve it yet because the sincerity of the goal did not produce results. One of the major purposes of education policies is to ensure social justice in a society. Political unstable circumstances were the main reasons due to educational policies failing. Since independent educational policies were made, they were not fully implemented and failed to achieve objectives & school programs were not completely enforced.

scholarly journals Memory’s Method

2018 ◽  
Vol 2 (1) ◽  
pp. 21-31
Author(s):  
Magdala Desgranges
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Collective Memory ◽  
Critical Analysis ◽  
Edwidge Danticat ◽  
The Political ◽  
Political Function ◽  
Holistic Understanding ◽  
The World

Storytelling has the power to transform and transplant an audience into a higher form of consciousness, presenting nuanced views and correcting inaccurate portrayals of people, places, and phenomena the world over. Analyzing how memory is used in the works of Maryse Condé (Tales from the Heart) and Edwidge Danticat (Breath, Eyes, Memory), the intent of this paper is twofold: first, to articulate the role of temporality, transnationalism, and traces of collective memory in form and content of their works, and second, to highlight the political function embedded in both texts, writing beyond self and opening a parentheses to challenge “one-sided historicity.” I argue that a contextual and holistic understanding of what I call the three Ts (temporality, transnationalism, and traces of memory) as interconnected and not separate elements, are essential in the processes of Condé and Danticat, and the presence of Antillean identity they depict. As a result, an act of social justice is forged through literary critical analysis to represent and re-inscribe Caribbean cultural identity onto the global map.

scholarly journals Acknowledging Strength in Plurality: The World Social Forum 2016 Through the Prism of Assemblage Thinking

2018 ◽  
Vol 12 (1) ◽  
pp. 56-74
Author(s):  
Carminda Mac Lorin ◽  
Nikolas Schall
Keyword(s):  
Social Justice ◽  
Power Relations ◽  
The Political ◽  
Urban Landscapes ◽  
World Social Forum ◽  
Migration Policies ◽  
The World

In this article, we contribute to debates regarding the nature and role of the World Social Forum (WSF) in the post-2010 period by employing the prism of assemblage thinking. By using the WSF 2016 held in Montreal, Canada as a case study, we outline the political potential of the assemblage approach, which allows activists and researchers of social justice and contemporary contentious spaces to address some of the intrinsic paradoxes in such mobilizations. The observation of some paradigmatic moments from the WSF 2016 offers a glimpse into the heterogeneity that shapes it. We address elements as diverse as actors' intentionalities, migration policies, urban landscapes, power relations, contents, and absences, arguing that assemblage thinking opens up innovative possibilities for analyzing multidimensional phenomena such as the WSF.

A Bad Moon A-Rising

2020 ◽  
pp. 194084472093781
Author(s):  
Christopher N. Poulos
Keyword(s):  
Social Justice ◽  
The Political ◽  
The World ◽  
Politics Of Resistance ◽  
Political Right

The time for silence has long since passed. It is time to raise our voices in outrage at the racism, the brutality, the ignorance, the hatred, the oppression, and the cowardice of the political right in this country and around the world. As autoethnographers, we are uniquely positioned to raise our voices and to reach broader audiences inside and outside the academy. We can raise up a “discourse committed to a politics of resistance, a politics of possibility, a politics that dares to dream of social justice, to dream of equity, peace and a world without violence”.

scholarly journals Imigração e refúgio nos debates e políticas educativas globais: Uma aproximação aos discursos sobre as mobilidades e seus sujeitos

2021 ◽  
Vol 29 ◽  
pp. 75
Author(s):  
Giovanna Modé Magalhães ◽  
Flavia Schilling
Keyword(s):  
Public Schools ◽  
Global Education ◽  
Research Policy ◽  
Educational Policies ◽  
Educational Systems ◽  
Education Policies ◽  
Policy And Practice ◽  
Global Migration ◽  
The World ◽  
Methodological Strategy

Considering the increased presence of immigrants and refugees in schools, particularly public schools, educational systems emerge as a field of research, policy and practice to understand the different discourses regarding contemporary mobilities. In this piece of work, our concern was to understand on which extension global education policies and debates, even being incipient on this matter, interact, reinforce or contradict the different practices, representations and sayings that make mobilities and their subjects an object of regulation and knowledge. We seek to observe the mobilized discourses, in order to fundamentally understand how they are articulated to the paradigm of global migration “as a problem” to overcome, instead of a constitutive characteristic of the world. As methodological strategy, we analyzed a recent set of documents guiding educational policies that deals with migration and asylum, written by different United Nations agencies. From this set, we highlight two central aspects for reflection: in a broader way the treatment given to individual and collective subjects of mobilities, and as a second axis we focused on the way the “figure of the victim” is built and reinforced, as well as its implications, tensions and ambiguities.

scholarly journals Poverty, bioethics and research

2007 ◽  
Vol 15 (spe) ◽  
pp. 843-849 ◽  
Author(s):  
Cléa Regina de Oliveira Ribeiro ◽  
Elma Lourdes Campos Pavone Zoboli
Keyword(s):  
Social Justice ◽  
Latin America ◽  
Biomedical Research ◽  
Personal Autonomy ◽  
The Political ◽  
Ethical Guidelines ◽  
Economic Adjustment ◽  
Unfair Treatment ◽  
The World ◽  
Rich Countries

The article presents a reflection on conception of poverty as a condition or circumstance that restricts personal autonomy and increases vulnerability. Focusing on bioethical arguments, the authors discuss two perspectives: (i) economic, that relates poverty to incapacity to work and (ii) ethical-philosophical, which relates poverty to inequality and injustice. The first perspective corresponds to the World Bank's view according to its recommendations to the political and economic adjustment in Latin America. The second one is based on concepts of fairness and equality as components of social justice. The subjects' autonomy and vulnerability have been under question in an international movement that requests revision of ethical guidelines for the biomedical research. The bioethical arguments presented in this article enhance a discussion on unfair treatment to subjects enlisted in protocols sponsored by rich countries and hosted by poor nations.

scholarly journals Book Review: Globalizing Education Policy

2021 ◽  
Vol 45 (1) ◽  
pp. 333-339
Keyword(s):  
Education Policy ◽  
Knowledge Sharing ◽  
Technological Development ◽  
Social Practices ◽  
Educational Policies ◽  
Education Policies ◽  
The World ◽  
Philosophy Of Knowledge ◽  
Globalization Of Education

The explosion of knowledge and the technological development that the world is witnessing in recent times, which has cast a shadow over many aspects of life, globalization has emerged as a philosophy of knowledge sharing, and an explanation of many phenomena, changes, and social practices, on top of which is education. In this context, the book "Globalizing Education Policy" by Fazal Rizvi and Bob Lingard comes to provides a wider understanding of the globalization of educational policies. What distinguishes this book is the framework that has been widely used among educational policymakers for analyzing and understanding educational policies related to globalization. After taking permission from the authors, the researcher summarized the book chapters, then follow that with a translated version of the framework in Arabic, to enrich the Arabic content related to the globalization of education policies.

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