scholarly journals Innledning: Religiøst medborgerskap

2020 ◽  
pp. 7-27
Author(s):  
Inger Marie Lid ◽  
Anna Rebecca Solevåg

The introductory chapter gives an introduction to various aspects of religious citizenship. Drawing on an understanding of citizenship based on human rights, we present the UN documents and conventions that promote rights for persons with disabilities. We also present the most basic models of disability theorized within Disability Studies. Turning to the religious aspects of citizenship, we discuss important contributions from disability theology such as diversity as a gift given by God in creation, and images of God as a vulnerable, even disabled God through Christ’s incarnation. The World Council of Churches has contributed to a rights-based theological understanding of disability through the documents A Church of All and for All and The Gift of Being. These documents are introduced. The chapter also discusses diaconal perspectives on disability. We argue that the former diaconal practice of segregation, and the distinction between ‘able-bodied’ helper and disabled recipients of diakonia is gradually being replaced. Instead we see the emergence of a disability diakonia where vulnerability is reconfigured as something that affects all of humanity, and where communities of mutual support and generosity become the norm. Finally we discuss the ethical aspects of religious citizenship, arguing that the various professions involved in securing religious citizenship for all (e.g. health workers, social workers, ministers, deacons and religious educators), need to reflect on their professional praxis in order to have a human rights based approach that secures equality.

10.1596/26039 ◽  
2017 ◽  
Author(s):  
María Eugenia Dávalos ◽  
Bethany Brown ◽  
Alaka Holla ◽  
Tu Chi Nguyen ◽  
William Seitz ◽  
...  

SOEPRA ◽  
2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Zainal Abidin ◽  
Y. Trihoni Nalesti Dewi ◽  
Tuntas Dhanardhono

Author(s):  
Jane Kotzmann

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.


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