Social Justice and Inclusion of Children With Diverse Needs in Mainstream Schools

This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

Intersectional Analysis of the Social Determinants of Child Maltreatment in Zimbabwe

Child maltreatment in Zimbabwe is a pervasive and structural phenomenon that requires a grounded analysis to understand its drivers and impact. This chapter is focused on providing extensive literature review of work done focusing on child maltreatment in Zimbabwe. It provides an analysis of emerging patterns of child maltreatment in Zimbabwe, arguing that children are found within multiple and intersecting forms of discrimination. The social determinants outlined in this chapter are not mutually exclusive but rather reinforce each other. This makes the problem of child maltreatment complex and multifarious. Child maltreatment is variously described as any form (physical, emotional or symbolic) of abuse of a child or children. The paper discusses the intersection of various factors that cause child maltreatment including: Culture, gender norms, religion, poverty, age, social location, class, HIV status, orphanhood, disability, domestic violence, blended families, new media and child carers. Children are the most vulnerable group of people because of their position in society.

Child Resilience, Survival, and Development

This chapter draws on a study which was conducted over a period of one and half years on orphans in Zimbabwe. While this chapter discusses extensive issues around resilience, survival and development of children, the highlights on their wellness are critically engaged with as well. The aim is to provide empirical insights to current and emerging debates on experiences of orphans especially from a developing country's perspective and Zimbabwe in particular. Drawing on the Ubuntu theory and the Wellness theory, the chapter consists of two sections. In section one; the chapter shall conceptualise the notions of Child Resilience, Survival and Development and further explore Ubuntu and Wellness through a theoretical lens. In section two there will be an in-depth discussion on issues around resilience, survival and development of orphans and how these are impacting their wellness.

Words Were All We Had

Language and identity are inextricably intertwined. Over the years, countless Hispanic students have been categorized dichotomously in schools in ways that marginalize their language practices and restrict their evolving identities. American public schools often unjustly force Hispanic students to deny who they are, stripping them of the ability to retain their self-claimed identity and linguistic freedom. This common practice in American schools is nothing short of social injustice. Therefore, the overall purpose of this study was to illuminate and more deeply understand Hispanic youth's experiences in schools and to examine closely through analysis of classroom discourse and interaction the identities and ideologies that come into play in FLL-HLL mixed classrooms. The analysis presented in this chapter reveals critical information about how these diverse students see themselves, information that might otherwise be constrained by schooling practices (i.e. labeling and categorization), which marginalize rather than empower diverse students.

Interagency Collaboration to Improve School Outcomes for Students With Mental Health Challenges

Students with significant emotional-behavioral concerns and mental illness tend to experience poor educational and social outcomes. This chapter describes some of the challenges facing schools that are responsible for educating students with and at-risk for mental health challenges. Although some students encounter numerous risks, thereby increasing the chances of developing mental illness and failing school, there are also protective factors that can be identified and harnessed to counterbalance such risks and promote higher levels of resilience. By examining relationships among factors such as poverty, mental well-being, family engagement, resiliency, and school performance, a school-focused, community-based framework is suggested for responding to and overcoming these challenges. This chapter provides practical guidelines for schools, community agencies, and families to work together to support and engage young people who are at-risk for school failure due to emotional-behavioral concerns and mental health challenges.

Social Welfare Issues in Childhood

Children around the globe are confronted with numerous social welfare issues that adversely affect their wellbeing. These issues differ across countries and regions. This chapter explores childhood social welfare issues in Botswana, illuminating the ideological differences between traditional and more contemporary conceptualizations of childhood. Because children's issues are currently so complex, this chapter focuses primarily on HIV and AIDS-related orphanhood, alcohol and substance abuse, and traumatic events in the lives of the children. Problems in the lives of children in Botswana are identified, related opportunities are discussed, and recommendations made. The chapter demonstrates, among other things, that a number of commendable efforts (at practice, policy, and research levels) have been undertaken by stakeholders to address social welfare issues in childhood: however, a lot more still needs to be done to improve the quality of life among Botswana's most vulnerable children. Therefore, the chapter concludes by highlighting recommendations for research, practice, and policy.

Violence Against Children in Botswana

Violence against children is a profound violation of human rights that has far-reaching consequences for children's well-being. Experiences of violence can lead to lasting physical, mental, and emotional harm, regardless of whether a child is a direct victim or witness. Violence against children cuts across geographic boundaries, culture, race, class, religion, educational and socio-economic backgrounds. Yet, it is under- researched in the context of developing countries such as Botswana. Most research on interpersonal violence in developing countries has been conducted on women. This chapter analyses the complex and multifaceted issue of violence against children (VaC) in Botswana. It discusses the types and contexts of violence that children are exposed to; the effects of violence on children; the risk factors for VaC; and the existing approaches to addressing the issue. The chapter uses documents as source materials. It concludes by charting the way forward for research, practice, and policy.

The Socioeconomic Status Label Associated With Mathematics

The socioeconomic status of learners has implications for research and the provision of mathematics education. Literature has shown that learners from a disadvantaged socioeconomic background begin their education with a gap. Hence, a lot of research advocates for quality early childhood stimulation, aiming to close such gaps. The South African government-commissioned reviews which discovered that the challenges faced by ECD provision are inequities and poor quality education in some schools. Furthermore, mathematics assessment studies' results point to poor foundational knowledge of learners, especially those from low socioeconomic backgrounds. However, little is known about the level of numeracy knowledge possessed by these learners before they enter the reception class. Interviews with 26 reception class learners conducted at the beginning of the year revealed that they demonstrate numeracy knowledge and skills that are above the curriculum expectations which shows a challenge to the kind of educator these learners are exposed to as they do not have formal teacher training.

Deconstructing the Social Network

This chapter outlines the results of an original pilot which investigated young British people's usage and opinions of social networking. The underpinning literature outlines psychological and neurological evidence that suggests young people's personalities are both fledgling and fragile, and that consequently, the online environment may be an inappropriate environment in which to engage in social processes that input to identity development due to the persistence, visibility, and spreadability of information that users commit to their profiles. The data gathered largely supported this thesis and additionally indicated that there may be a gender difference in orientation to online activity in early adolescence.