inclusion

  • Social Representations of Inclusive School from the Point of View of Slovak Education Actors

    Author: Robert Sabo
    Institution: Slovakia
    Author: Denisa Šukolová
    Institution: Slovakia
    Author: Terézia Vaníková
    Institution: Slovakia
    Author: Katarína Vančíková
    Institution: Slovakia
    Year of publication: 2018
    Source: Show
    Pages: 248-257
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.20
    PDF: tner/201804/tner5420.pdf

    The aim of the study was to identify social representations of inclusive school from the point of view of Slovak education actors. Q-methodology (Stephenson, 1953) was used for the purpose of mapping. A set of 57 items was compiled, representatively representing associations with the meaning “inclusive school”. The items were sorted by 32 participants aged from 25 to 58. Five significant factors were identified, which represented various inclusive school representations linked to: 1) tradition of integration, 2) institutional processes of education quality assurance, 3) priority in declaration of pro-inclusive setting, 4) community co-existence, and 5) needs of a modern society. Preliminary interpretation of the representations from the viewpoint of participants’ additional characteristics is described in the discussion.

  • Integracja jako cel inkluzji. Pedagogiczne korzenie i aspekty spójności społecznej

    Author: Marcin Wlazło
    E-mail: wlazlo@usz.edu.pl
    Institution: Uniwersytet Szczeciński
    Year of publication: 2019
    Source: Show
    Pages: 45-57
    DOI Address: https://doi.org/10.15804/kie.2019.01.03
    PDF: kie/123/kie12303.pdf

    Inclusion is often understood as a deeper integration, what means that integration itself loses its basic sense of a voluntary and spontaneous interpersonal relationship based on the equality of rights and equalization of life (developmental) opportunities. Integration as a pedagogical concept originates from the idea of the universal education known since the times of Jan Amos Komensky, and nowadays it refers into the philosophical and social contexts of the idea of freedom and equality, constituting an important aspect of the social cohesion policy. Quite rarely, attention is paid to the fact that social (including educational) inclusion can – in defiance of noble assumptions and without conscious intention – aim at dominating the included minority group. The proposal to think about integration as the purpose of inclusion concerns both activities undertaken on educational grounds (especially for students with special educational needs) and more general social policy.

  • Inkluzywny potencjał globalnej edukacji obywatelskiej

    Author: Magdalena Kuleta-Hulboj
    E-mail: m.kuletahulboj@uw.edu.pl
    Institution: Uniwersytet Warszawski
    Year of publication: 2019
    Source: Show
    Pages: 77-90
    DOI Address: https://doi.org/10.15804/kie.2019.01.05
    PDF: kie/123/kie12305.pdf

    Wraz z ogłoszeniem przez ONZ „Agendy na rzecz zrównoważonego rozwoju 2030” globalna edukacja obywatelska stała się ważnym narzędziem realizacji Celów Zrównoważonego Rozwoju. Jednym z jej zadań jest w ujęciu UNESCO przygotowanie dzieci, młodzieży i dorosłych do budowy bardziej inkluzywnego świata. Krytycy podkreślają jednak, że wiele działań z zakresu globalnej edukacji obywatelskiej ma charakter pozornie inkluzywny. Problematyczny okazuje się konstrukt globalnego obywatela elitarny, imperialistyczny i paternalistyczny, a także ucieleśniający dyskurs neoliberalny.
    Celem artykułu jest analiza inkluzywnego potencjału globalnej edukacji obywatelskiej i wskazanie możliwych ścieżek poszerzenia go. Argumentuję, że aby uczynić globalną edukację obywatelską bardziej inkluzywną, warto przeformułować kategorię globalnego obywatelstwa. Odwołując się do prac R. Lister, V. Andreotti, A. Abdiego czy L. Shultz proponuję bardziej elastyczną, pluralistyczną formułę globalnego obywatelstwa, wrażliwego na różnicę, ale nie rezygnującego z uniwersalistycznych obietnic. Nakreślam także wybrane implikacje tej formuły dla globalnej edukacji obywatelskiej.

  • Connect2Learn - encounters with refugees in the context of education as a contribution to the development of intercultural competences

    Author: Martin Auferbauer
    Institution: University College of Teacher Education Styria
    Year of publication: 2019
    Source: Show
    Pages: 28-47
    DOI Address: https://doi.org/10.15804/IFforE2019.02
    PDF: iffe/12/iffe1202.pdf

    Since 2015, the University College of Teacher Education in Styria (Austria) has been contributing to the integration of people who had had to leave their countries as refugees. This way, pupils from vocational schools, students training to become teachers as well as teachers get an insight into the situation and challenges of refugees. The initiative Connect2Learn focuses on encounters and mutual learning. Cultural differences are perceived as an opportunity for reflection, learning and professional development. Through encounters and reflections, barriers and mutual fear of contact are to be dismantled. In this article, three activities of Connect2Learn are described as examples: encounters of (future) teachers and refugees in heterogeneous discussion groups in the sett ing of a World-Café, a three-week joint course for refugees and Austrian pupils at a vocational school and autonomous implementation of voluntary instruction to refugees in computer skills.

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