scholarly journals Education as a mechanism of social inclusion - The role of education in reducing the risks of social exclusion -

2017 ◽  
Vol 6 (11) ◽  
Author(s):  
Dušanka Slijepčević
Keyword(s):  
Inclusive Education ◽  
Social Inclusion ◽  
Local Community ◽  
Family System ◽  
Human Needs ◽  
Community System ◽  
Social Welfare System ◽  
The Social ◽  
Inclusion Education

The author is addressing the social inclusion, as a prerequisite forthe optimal satisfaction of human needs (from biological to social),respectively the mechanisms by which individuals and social groupsare involved in the wider community, and that are giving them therights and the opportunities to achieve integration in one or moresocial systems (democratic - legal, labor - market, social welfare system,family system and the local community system). The dimensionof social inclusion (education, employment, health, etc.) to which theauthor’s analysis will be oriented is education, because the inclusionin the education system (either as a teacher or professor, either asa student) is to partake in the ‘sociopolitical context’. So it will bedrawn the attention to the link between the education with the economic(employment) and the socio-cultural (social inclusion) space,in order to emphasize the importance of including in the all threementioned areas, with aim of reducing the risk of social exclusionand its overcoming. Therefore, the inclusive education and lifelonglearning, as mechanisms of social inclusion and reducing the risks ofsocial exclusion, are the main assumptions that this work proceeds.

scholarly journals Role of the Social Economy to Increase Social Inclusion

2013 ◽  
Vol 92 ◽  
pp. 117-121 ◽  
Author(s):  
Sorin Cace ◽  
Simona Maria Stănescu
Keyword(s):  
Social Inclusion ◽  
Social Economy ◽  
The Social

scholarly journals School libraries, information gap and social inclusion in Papua New Guinea – Making it happen

2021 ◽  
Author(s):  
Marlene Filippi
Keyword(s):  
Learning Environment ◽  
Social Environment ◽  
Papua New Guinea ◽  
Social Inclusion ◽  
Local Community ◽  
New Guinea ◽  
School Libraries ◽  
Information Gap ◽  
The Social ◽  
Teaching Learning

School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community. It is more than a collection of books! It has the beginnings of a vibrant active resource for the whole community.

scholarly journals SEJARAH DESA TALAGA BESAR KECAMATAN TALAGA RAYA KABUPATEN BUTON TENGAH (1977-2017)

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Dade Prat Untarti
Keyword(s):  
Social Relations ◽  
Local Community ◽  
Regional Government ◽  
Historical Criticism ◽  
The People ◽  
The Social ◽  
Historical Methods ◽  
The Village ◽  
Selection Of

ABSTRAK: Permasalahan pokok dalam penelitian ini adalah: (1) Apa latar belakang terbentuknya Desa Talaga Besar Kecamatan Talaga Raya Kabupaten Buton Tengah? (2) Bagaimana berkembangan Desa Talaga Besar Kecamatan Talaga Raya Kabupaten Buton Tengah Tahun 1977-2017? Metode sejarah tersebut adalah: (a) Pemilihan topik (b) Heuristik (Pengumpulan Data) (c) Verifikasi (Kritik Sejarah) (d) Interpretasi (e) Historiografi (kritik sejarah). Hasil penelitian ini menunjukan bahwa: (1) Desa Talaga Besar awalnya hanya dijadikan tempat untuk berkebun atau bercocok tanam, misalnya menanam jagung dan ubi kayu sebagai makanan pokok masyarakat setempat dan pada umumnya masyarakat Buton. Karena seiring berjalannya waktu dan peradaban serta jumlah penduduk semakin bertambah banyak. Pemerintah daerah berinisiatif memekarkan desa Talaga Besar menjadi desa definitif. Faktor-faktor yang mendukung terbentuknya Desa Talaga Besar ini ialah: (a) Adanya peranan pemimpin yang selalu memberikan motivasi kepada warga untuk aktif dalam setiap kegiatan yang sifatnya membangun. (b) Faktor pendukung diantaranya faktor geografis (wilayah), faktor demografi (penduduk), dan faktor ekonomi. (2) Perkembangan Desa Talaga Besar dalam bidang ekonomi, sebagian besar masyarakat Talaga Besar menggantungkan hidupnya di bidang pertanian dan perdagangan yang telah dilakukan dan dikembangkan secara turun temurun. Di bidang sosial, hubungan sosial kemasyarakatan antara warga Desa Talaga Besar cukup harmonis. Di bidang pendidikan, perkembangan pendidikan di Desa Talaga Besar pada khususnya dan Kecamatan Talaga Raya pada umumnya mengalami perkembangan pendidikan yang boleh dikatakan sudah cukup baik dan infrastruktur lebih baik bila dibandingkan dengan keadaan sebelumnya. Kata Kunci: Sejarah, Desa, Talaga BesarABSTRACT: The main problems in this study are: (1) What is the background of the formation of Talaga Besar Village, Talaga Raya District, Buton Tengah Regency? (2) How did the development of Talaga Besar Village, Talaga Raya District, Buton Tengah Regecy Year 1977-2017? The historical methods are: (a) Selection of topics (b) Heuristics (Data Collection) (c) Verification (Historical Criticism) (d) Interpretation (e) Historiography (historical criticism). The results of this study indicate that: (1) Talaga Besar Village was originally only used as a place for gardening or farming, for example planting corn and cassava as a staple food for the local community and in general the Buton people. Because over time and civilization as well as the population increases. The regional government took the initiative to split the village of Talaga Besar into a definitive village. The factors that support the formation of the Talaga Besar Village are: (a) There is a role of leaders who always motivate citizens to be active in any constructive activity. (b) Supporting factors include geographical factors (region), demographic factors (population), and economic factors. (2) The development of Talaga Besar Village in the economic field, most of the Talaga Besar people depend their lives on agriculture and trade which have been carried out and developed for generations. In the social field, social relations between the people of Talaga Besar Village are quite harmonious. In the field of education, the development of education in the village of Talaga Besar in particular and the Talaga Raya sub-district in general experienced a development of education which was arguably quite good and the infrastructure was better when compared to the previous situation. Keywords: History, Village, Great Talaga

scholarly journals Social Engagement among Migrant Youth: Attitudes and Meanings

2014 ◽  
Vol 2 (2) ◽  
pp. 17-27 ◽  
Author(s):  
Liudmila Kirpitchenko ◽  
Fethi Mansouri
Keyword(s):  
Young People ◽  
Social Participation ◽  
Personal Growth ◽  
Social Engagement ◽  
Social Inclusion ◽  
Migrant Youth ◽  
The Social ◽  
Youth Attitudes ◽  
Arabic Speaking

This article explores migrant young people’s engagement, participation and involvement in socially meaningful activities, events and experiences. This type of social participation is approached in the social inclusion literature using the notions of social capital and active citizenship (Bourdieu, 1986; Coleman, 1988; Putnam, 1993; Putnam, 2000). A key objective, therefore, is to explore the attitudes, values and perceptions associated with social participation for young people. They include the meanings that social engagement has for migrant young people, along with drivers and inhibitions to active participation. The article focuses on both the motives for being actively engaged as well as perceived barriers to social engagement. It is based on a large study conducted among migrant young people of African, Arabic-speaking and Pacific Islander backgrounds in Melbourne and Brisbane, and presents both quantitative and qualitative (discursive) snapshots from the overall findings, based on interviews and focus groups. While many studies have centred on the management of migration and migrants, this article draws attention to the individuals’ active position in negotiating, interpreting and appropriating the conditions of social inclusion. Accounting for the multidimensional and multilayered nature of social inclusion, the paper highlights the heuristic role of social engagement in fostering the feelings of belonging and personal growth for migrant youth.

Who’s Teaching Whom? Disability and Deaf Studies Approaches to the Health Humanities

2019 ◽  
pp. 207-229 ◽  
Author(s):  
Rebecca Garden
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Determinants Of Health ◽  
Deaf Studies ◽  
Structural Determinants ◽  
Health Humanities ◽  
The Social ◽  
Basic Approaches

This chapter contributes to health humanities pedagogy by addressing the social and structural dimensions of health and healthcare through the theories and practices of disability studies. It begins by discussing the role of disability studies in health humanities approaches to social and structural determinants of health, as well as the sometimes vexed relationship between the two fields. It discusses shared commitments to the pedagogical use of narrative and provides a case study of inclusive education in practice. This chapter represents disability studies critiques of health humanities as welcome challenges to deepen its pedagogy and practices. It also maps out arguments for and some basic approaches to access in the classroom, describing pedagogy that is accountable to the claims of disability justice in practice as well as theory.

European Collaboration of Healthcare and Art with Focus on Social Inclusion and Wellbeing

2013 ◽  
Vol 3 (3) ◽  
pp. 31-39
Author(s):  
Anita Jensen
Keyword(s):  
Social Engagement ◽  
Social Inclusion ◽  
Social Role ◽  
Service Users ◽  
Health And Wellbeing ◽  
European Collaboration ◽  
Arts And Health ◽  
The Social ◽  
Tate Modern

This article examines the health benefits, for healthcare service users with various disabilities, of participating in a European collaborative art project. The first section describes the organisations involved and the background for the project. The findings – based on evaluations, testimonies and interviews – suggest that the project promoted wellbeing; stimulated a changed notion of social identity; and also contributed to social engagement and inclusion. The second section starts with considering the role of the Community Learning Programme at Tate Modern Gallery in delivering inclusive workshops, and evaluates it with respect to service users’ needs; this section concludes by questioning the social role of galleries and museums and explores how these could contribute significantly to the health and wellbeing of local communities by promoting arts and health programmes.

Reinterpreting social harm

2018 ◽  
pp. 13-32
Author(s):  
Anthony Lloyd
Keyword(s):  
Causal Power ◽  
Social Harm ◽  
Human Needs ◽  
The Social ◽  
Realist Interpretation ◽  
The Subject ◽  
Systemic Violence ◽  
Political Economic ◽  
Unintentional Action

This chapter states the case for a social harm perspective. Initially, the chapter outlines the emergence of social harm as an extension of criminological investigation through the suggestion that entirely legal processes and actions can engender harmful consequences. The strengths and limitations of harm perspectives are outlined before contemplating the question harm from what? This evidences Pemberton’s ‘human needs’, Yar’s ‘search for recognition’, and deviant leisure’s ‘ethical responsibility for the other’. Following this, an ultra-realist interpretation of society is proffered. Synthesising ultra-realism with social harm perspectives extends the social harm perspective by recognising the systemic violence of capitalism and neoliberalism, the negative motivation to harm, is complemented by the positive motivation to harm and the transcendental materialist subject. This emphasis on motivation delineates intentional and unintentional action and links the subject (micro) with organisational culture (meso) and political-economic ideology (macro). Finally, the crucial role of causative absence is outlined; negativity or absence has as much causal power as a positive or presence; both intentional and unintentional harms stem from problematic absences at a structural, cultural and interpersonal level.

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