Empowered inclusion: theorizing global justice for children and youth

ABSTRACT

This paper argues that contemporary child and youth experiences of globalization call for retheorizing global justice around a new concept of empowered inclusion. The first part of the paper examines three case studies in globalization – child labour movements, child and youth migration, and young people’s organization around climate change – and shows how, in each case, young people, through their struggles against injustice, are simultaneously disempowered and empowered by their deep global interdependency. The second part proposes new theoretical advances in global justice that better respond to child and youth experiences through a childist concept of the empowered inclusion of both children and other marginalized groups. And the third part advances some preliminary suggestions about how a more child-responsive conception of global power and justice might be operationalized in practice across global policies, institutions, and culture.     

Towards economic empowerment: segregation versus inclusion in the Kenyan context

Given the well-documented links between poverty and disability in the majority world, and the mandate given to address this issue by international agreements, such as the recent United Nations Convention on the Rights of Persons with Disabilities, this paper examines the issue of how best to promote economic empowerment in the Kenyan context. The paper presents findings from recent field research, based on a series of 10 case studies, conducted in Kenya during June and July 2010. The main aim of the study was to compare the effectiveness of segregated and inclusive strategies. The paper concludes that, while inclusive strategies have a number of advantages over segregated strategies, and have achieved considerable success, segregated strategies may still have an important role to play.     

The critical space between: Access, inclusion and standards in information technologies

By examining the Canadian standards system, and especially the work of the Canadian Standards Association (CSA) related to accessibility, this article explores the question: can legislation and/or standards ensure access and inclusion for people with disabilities in the area of information technologies? And if so, what type is required? It argues that the standards system in Canada privileges the voices of industry while creating a discourse of public accountability and corporate social responsibility. This paradox leads to an undervaluing of the need for addressing issues of accessibility and inclusion in information technologies. By proactively seeking out innovators in the disability community and bringing them to the table, the CSA could open up the standards development discussions and find creative solutions to accessibility barriers. The principles of balanced representation and consensus decision-making open the possibility for discussions around standards that can effectively address access and inclusion of people with disabilities in the development and use of information technologies, but only if the systemic barriers to both individual and organizational participation are recognized and addressed.     

Belonging to the library: humanising the space for social work education

Abstract

This article describes the running of four Living Libraries on a UK postgraduate social work course. A Living Library is a metaphoric remodelling of a conventional library where people, as authors of their experiences, provide specialist knowledge based on authorial areas of expertise. In the Living Libraries discussed here, ‘Living Books’ carried stories of social work—their narratives were of lived experiences as people using social care services; as carers in personal relationships with others who use social care services; or, as social work practitioners. The focus of this article is on those Living Libraries involving the participation of the first two of these groups. Drawing on social psychology, phenomenology and human geography, we propose that a Living Library can act as a connective space within social work education by engendering a discursive forum where all participants—people with experiences of services, students, practitioners and social work educators—are given both the freedom and obligation to talk openly about their differential experiences, fears and hopes for social work. Through this process, opportunities are created to consider how improvements that meet all stakeholders’ interests may be achieved.     

Uneasy passages between neoliberalism and feminism: Social inclusion and financialization in Israel's empowerment microfinance

This article focuses on feminist non‐governmental organizations advocating for economic empowerment of women (EEW) through microfinance, using Israel as a case study. Through fieldwork, interviews and documents, we investigate the institutional practices, cultural discourses and struggles that EEWs develop in order to expose the particular ways in which feminist organizations interact with the world of finance and state institutions. Our analysis points to the complex power dynamics of mediation, suggesting that there are ‘uneasy passages' between neoliberalism and feminism, ones that help re‐signify the meaning of financial discourses while re‐politicizing women's social and economic exclusions. Simultaneously, however, this relation induces a series of compromises, whereby EEWs adopt neoliberal modes of governance. Rejecting the notion that contemporary feminism has simply been co‐opted by neoliberalism or the perception of EEW microfinance as a mere expansion of neoliberal rationalities, we reveal new sites and ways in which feminism both colludes and collides with neoliberalism.     

Discourse of segregation and inclusion: a discourse analysis of a Russian newspaper for teachers

In Russia, children with disabilities have limited access to inclusive education. This article presents the findings of a discourse analysis of 32 newspaper articles focused on the education of children with disabilities, all of which appeared in a Russian newspaper for teachers. We identified two discursive patterns about the education of children with disabilities: preserving a special approach and removing barriers. These patterns highlighted the tensions that exist between the long-standing medical approach to special education and the emergent, inclusive initiatives. Our findings emphasize the need to create space for the perspectives of people with disabilities to be heard, while also serving to shape the future direction of the educational systems within Russia.     

Community participation and inclusion: people with disabilities defining their place

Disability‐related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre‐eminent indicator of inclusion. Twenty‐eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclusion are quiet in potentially oppressive ways about the ways mainstream settings can be experienced by people with disabilities and quiet too about the alternative, less well sanctioned communities to which people with disabilities have always belonged. Participants identified five key attributes of place as important qualitative antecedents to a sense of community belonging. The potential of these attributes and other self‐authored approaches to inclusion are explored as ways that people with disabilities can support the policy objective of effecting a transformation from disabling to inclusive communities.     

Precarious social inclusion: chronic homelessness and impaired decision-making capacity

This paper presents findings from an online survey of practitioners working in the homelessness sector in Australia, that explored practitioner perspectives of policy and service delivery to people with impaired decision-making capacity who experience chronic homelessness. This paper identifies from the research that unrealistic, inflexible and conditional policy, program and service responses from both the public and community sectors restrict positive outcomes for people with impaired decision-making capacity who are chronically homeless. These are significantly affected by sectoral silos whereby service types could not coordinate to facilitate adequate support. Supportive practices constructed of unconditional, flexible and wrap around support are needed along with “no exclusion” eligibility criteria for access to services. New approaches are needed in developing policy and delivering human services to people with impaired decision-making capacity that redress chronic homelessness, and enhance the prosperity of social inclusion for this vulnerable group of people.     

Looking for artifacts and agency: A basic approach to diversity for preservice and inservice teachers

This paper provides a starting point for preservice and inservice multicultural education teachers to consider five concepts and assumptions from what is generally known as sociocultural theory, derived from the work of Vygotsky, Luria, and Leont'ev (John-Steiner & Mahn, 1996; Luria, 1979). These concepts and assumptions about learning and development, and the links to multicultural education, are expressed by a focus on concrete and abstract artifacts and how these mediate activities. We believe this focus can inform inservice and preservice teachers' present and future practice in diverse settings by providing them with a framework for understanding the psychological tools associated with cultural artifacts embedded in learning and development. Vygotskian perspectives on mediated activity (Wertsch et al., 1993) and the links to other sociocultural concepts and assumptions are followed by a review of three studies (Duke, 2000; Kamberelis & Bovino, 1999; Neuman & Celano, 2001) that are related to Vygotskian perspectives and have implications for multicultural issues and literacy. The implications for multicultural issues and literacy revolve around access and engagement with various types of text (e.g. informational text) and how this in turn affects equity. Finally, a classroom activity to make these Vygotskian concepts and assumptions more accessible and applicable to instruction is presented.     

Disabled students: identity,inclusion and work-based placements

Research about disabled identity reflects diverse perspectives on the merits and challenges associated with such an identity. This paper explores the impact of disabled identity on the inclusion of disabled students in higher education and employment contexts. It considers their experiences of inclusion in a university setting and its associated work-based placements and discusses the extent to which students had to negotiate a range of experiences of disabled identity. The paper suggests that many disabled students, especially those with behaviour-related impairment labels, are subject to continued exclusion in university and, more particularly, work settings, and this contributes to an employment disadvantage compared with their peers. To this end, the paper highlights the importance of enhancing inclusion for disabled students, especially in employment settings, through a focus on reducing destructive identities.     

Initial teacher education for inclusion: a review of the literature

This article presents a review of the literature on initial teacher education for inclusion published from 2000 to 2014. The analysis uncovers a number of aspects of concern to academics, researchers, teacher educators, and policy-makers. Making informed decisions about the design of initial teacher education courses and units of study for inclusion depends upon addressing some fundamental issues (i.e. the legacy of special education, and the challenges faced in different regions) and making a balanced and informed assessment of the value of content-infused, single-unit, and school placement/experience approaches. The article discusses the implications of this literature review’s findings for future research.     

Designing for social inclusion of immigrant women: the case of TeaTime

We present our design of a digital service supporting social inclusion among immigrant women in an ethnically and socially diverse neighbourhood of a small Finnish town. The aim is to explore experiences and perceptions as well as potential barriers and challenges for using the web-based service. The case study is framed as design research having a strong user-centred design approach. We describe the design process and present the results of a mixed-method evaluation. The results are scrutinized from the perspectives of experience design. The analysis reveals a potential to facilitate social inclusion through the fulfilment of needs related to relatedness, autonomy, competence, pleasure and stimulations as well as popularity. However, some challenges in the interface design and communication of the security and purpose of the site were identified in the study. Significant differences were also found between immigrant women and local people regarding the need for this digital service.     

Bullying and ethnic diversity: investigating their relation in the school setting

This particular study investigated school bullying in relation to ethnic diversity in Cyprus. The research involved 469, 8–14 years old pupils of Cypriot origin and 83 pupils of non-Cypriot origin. Two different questionnaires, one for Cypriot and one for non-Cypriot students, were used and data was analyzed using the SPSS statistical package. The findings showed that ethnic diversity seems to be a factor that can precipitate school bullying and victimization in Cypriot primary and secondary schools, that non-Cypriot students feel more victimized than their Cypriot classmates and that they prefer to share their experiences relating to bullying with someone outside of the school. Additionally, the study revealed that verbal and psychological bullying were the most common kinds of bullying that Cypriot and non-Cypriot students faced, and that both groups limit their knowledge of each other to ‘songs, language, food and games’. The study also showed that the teacher’s role in facing and preventing bullying related to ethno-cultural diversity is critical. Finally, citizenship education and the use of mediation techniques are proposed as a means to foster non- Cypriot students’ social inclusion and, thus, prevent their victimization.     

Balancing citizenship and interculturalism: a comparison of two European contexts of inclusion

The premise of this article is that unbalanced versions of inclusion politics are usually at work in European contexts. Some inclusion patterns may be more relevant for certain aspects or levels of the education system or various models may be applied to specific ethnic groups. A necessary balancing approach is discussed in this article, drawing on examples from Italy and Romania. In this article, I will engage with the profile of the inclusion politics of education in two European contexts, at different levels and regarding various arenas: nationally relevant policy documents issued by the Ministries of Education in both countries, consolidated configurations of school practices and specific provisions, the profile of the inclusion message as presented in some school textbooks and teachers’ guides. I will argue that at national policy level, both countries are difference recognition oriented, although for different rationales and following different patterns. At a lower level, a plurality of unbalanced and differently focused versions of inclusion politics inside national contexts, frequently as one-dimensional provisions, may be noticed. Yet, a more ‘balanced’ policy may still not be sufficient in itself. It may be, in fact, a matter of specific solutions as correcting the status quo in particular contexts and of multidimensional as substantial multicultural education to be taken on seriously in practice.     

The space between us: feminist values and humanitarian power dynamics in research with refugees

ABSTRACT

International humanitarian and development agencies striving to promote gender equality and women’s empowerment sometimes neglect to recognise the power hierarchies present in their own engagement with communities. Drawing on research on Syrian refugees and humanitarian workers in Jordan, this article explores the research and monitoring and evaluation practices of international humanitarian agencies. It suggests that the emphasis on generating evidence has resulted in more transactional and less relational engagement with refugees. This paper asks how feminist values can inform research with refugees, and explores how these values may provide less-extractive ways of engaging with displaced populations.     

Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature

The shift from segregated facilities to community settings did not automatically lead to social inclusion for people with an intellectual disability (ID). Policies are increasingly decentralized but little is known about the factors that are important to realize social inclusion in the neighbourhood. This literature study identifies five domains barriers and facilitators for social inclusion in the neighbourhood: individual characteristics, informal network, professional care, neighbourhood characteristics, and government policies. The findings suggest that social inclusion in the neighbourhood is a dynamic process that shows a series of complex interactions between environmental factors and personal characteristics to provide opportunities for people with an ID. It is recommended to include the perspectives of people with an ID and other neighbourhood residents in future research on social inclusion. Specific attention is needed for the role of neighbourhood social capital in achieving social inclusion in the neighbourhood.     

Social representations of inclusion and stratification: ethnographic research within two Israeli elementary schools

Based on ‘Social representations theory’, this ethnographic research examines the processes by which two Israeli elementary schools represented some children, but not others, as ‘weak’ students and in need of remedial teaching. This approach differs from most current research regarding children with disabilities, which mainly deals with the opposite process of how to include, as equal school partners, those who have already been represented as in need of some kind of special education. Our findings show that school life is founded on a representational dichotomy: while inclusion is the declared school ideology, daily discourse and school activity mainly serve stratification. This dichotomy is tolerated partly because the meaning of this activity is incorporated within school routine and ignored and partly because it is represented as a response to a supposedly self‐evident reality of the unequal intellectual potential of students.     

Generating recognition,acceptance and social inclusion in marginalised youth populations: the potential of sports-based interventions

In recent years sport-based interventions have been implemented as a mechanism via which to target marginalised youth in relation to the development of social inclusion. Much of the political rhetoric surrounding social inclusion programmes highlights engagement with education, employment, or training, as key metrics. This has led some scholars to observe that conceptualising social inclusion in this way can act to further marginalise young people who fail to engage with these metrics. In contrast, this paper seeks to employ an alternative understanding of social inclusion, which uses the concepts of recognition and acceptance, to infer how participation in sports-based programmes may enable marginalised youth to meet mainstream societal expectations and aid with social assimilation. Drawing upon findings from two small-scale studies of sport-based interventions located in three UK cities, this paper places participant accounts at the centre of the analysis to explore broader notions of pro-social development in relation to recognition and interpersonal acceptance. The paper concludes by suggesting that within contexts in which young people are able to generate strong interpersonal relationships with key personnel (such as coaches), and which are built upon trust, recognition and developing self-worth, there is clear potential for sport-based programmes to incubate social assimilation.     

“It’s not just talk”: ideas,discourse, and the prospects for transformational change in a homogenous nation-state

ABSTRACT

Despite decades of large-scale immigration, systemic and institutionalized racism and ethnonationalism remain very strong in South Korea. One reason is obvious: South Korea is the quintessential homogeneous nation-state. Many observers, in fact, believe that it is one of the few societies in the world that is naturally homogenous. For this and other reasons, the prospect that South Korea can or will transform from homogenous nation-state to multicultural society is generally given very short shrift. I argue, however, that small but extremely significant steps toward a multicultural society have already been made and that the key reason is due to the introduction of ‘multiculturalism’ as an idea and discourse in Korean society. While a focus on ideas/discourse is hardly new, this paper contends that it has been seriously underappreciated, particularly in analyses of South Korea, as a cause of institutional stability on the one hand, and of institutional change and transformation, on the other hand.     

A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability

There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined.