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    Wyświetlanie 1-9 z 9
    Tytuł:
    Soft power of language in social inclusion and exclusion and the unintended research outcomes
    Autorzy:
    Odrowaz-Coates, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/513815.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    language
    soft power
    gender
    soft system methodology
    social inclusion
    Opis:
    The paper refers to a small fraction of raw data obtained during 50 interviews carried out in Lisbon and in Warsaw in 2017-2018. Through the preliminary interpretative analysis with the use of MAXQDA 2018, a connection between English language and soft power (Nye 2004) was established. 'Soft power' is a political concept, re-introduced in this paper through the novel interpretation of the research data, whilst looking at the English language from a sociopolitical, critical pedagogy perspective, in order to investigate its implications for social inclusion and exclusion. Moreover, unexpected matrixes of language, gender and power were discovered, embodying Boudon's concept of unintended consequences of social action (1993). The study was conducted with the use of soft system methodology (SSM) and the notion of 'soft' in social sciences was explored. It also introduced SSM to the analysis of social aspects of the English language in public spaces in Poland and Portugal. Moreover, the results of the study confirmed that there is a connection between English language acquisition and the socio-economic positioning of workers in these locations. The study should be treated as singular and with no intention of building a universal theory, but aims to look into language from an original perspective and to share the most interesting quotes from the research participants, to reveal people's own voices and their own words (appropriately coded to maintain anonymity) and to establish direct contact between the interviewees and their audience.
    Źródło:
    Language, Discourse & Society; 2018, 6, 2; 15-30
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Purple Hibiscus and theme of moderation as a metaphor in the evolution of contemporary Nigerian fiction
    Autorzy:
    Izuu, Nwankwọ E,
    Powiązania:
    https://bibliotekanauki.pl/articles/890467.pdf
    Data publikacji:
    2019-01-23
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    Art
    Nigeria
    diversity
    social inclusion
    Opis:
    Society and Art have variegated correlative relations in that the artist is, first and foremost, a member of a particular society. As such, his/her creative works are in the main influenced by the events of his/her immediate society or those of the societies that border the artist’s. Consequently, the Nigerian society has undergone different developmental stages, and in each era the fiction of the period reflects the dominant incidences of the period used in the work, no doubt, from the artist’s perception. Thus, throughout the development of the Nigerian society and the accompanying metamorphoses of its fiction, moderation has assumed metaphorical dimensions due to the fact that at every point two divergent views/forces are at “war” (and by decipherable African thought of obtaining peace through compromise) only a middle course can ensure peaceful co-existence. Hence, amidst the gargantuan religious strife in the contemporary Nigerian society Chimamanda Ngozi Adichie seems to have a solution with the suggestion of moderation in her debut narrative, Purple Hibiscus. This paper therefore, uses this novel of Adichie’s as a paradigm for the study of the exalted level to which artists have advanced moderation as a metaphor for the advancement of every society. The myriad vexing religious issues of the Nigerian society Adichie so aptly captures in Purple Hibiscus therefore, receive a treatment that one considers a model which is relevant for any developing society desirous of unity in diversity. null
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(2); 112-121
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Japanese historical challenge of social inclusion: from the digitally restored household survey data on receiving social security in 1952
    Autorzy:
    Shinichi, Aizawa,
    Yutaka, Koyama,
    Powiązania:
    https://bibliotekanauki.pl/articles/890399.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    digital records
    technological innovation
    Japan
    social security
    social politics
    Opis:
    This paper explores the historical challenge of social inclusion relying on the example of the Japanese social security system. The current public assistance system in Japan is grounded on the Public Assistance Act of 1951, which was originally constituted in 1946 and already declared equal treatment of all citizens. We will focus on a hidden aspect in this introductory period of the public assistance system, the actual situations of people who depend on it. We have digitally restored a survey data for households receiving public assistance. This data was collected in a Japanese prefecture in 1952. The results of this survey indicate that differences in poverty by gender are remarkable. For male householders, the total number of events that caused the onset of public assistance, principally injured or diseases, in 1950 or 1951 was more than that of 1944 or 1945. On the other hand, for female householders, the events of 1944 or 1945 were related to the Second World War, principally the death of male breadwinners, which induced poverty. Moreover, we broke down recipients by gender, age, and household types and revealed, in particular, two facts. First, many widows were receiving public assistance, but not all had lost their spouses in the war. Second, the largest age cluster of recipients was composed of children in the compulsory education age group. The increasing inclusion of the ‘standard’ type of household indicates the success of the Public Assistance Act’s universalism. This digitally restored sample has much potential to provide detailed descriptions of life courses and information on the jobs of household members.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 74-84
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-advocacy as a form of volunteerism of people with disability
    Autorzy:
    Iwona, Nowakowska,
    Powiązania:
    https://bibliotekanauki.pl/articles/889171.pdf
    Data publikacji:
    2020-06-02
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    disability
    self-advocacy
    social inclusion
    social participation
    volunteering
    Opis:
    Self-advocacy is both a competence necessary for independent adult life and a form of activity of people with disability in terms of exercising their rights to self-determine. It is also a form of social inclusion and participation, often having a character of volunteer engagement of people with disability in work for their minority group. Although the access of people with disability to the sphere of supporting other people is still limited, self-advocacy seems to be a promising form of changing that. In this article self-advocacy and volunteering are discussed in the context of models of disability. The ways how self-advocacy brings to life the functions of volunteerism which concern the creation of self and benefits for the society in general are described. Conclusions are derived with regard to the meaning of self-advocacy and volunteerism in supporting the social participation of people with disability.
    Źródło:
    Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 48(2); 69-82
    1734-5537
    Pojawia się w:
    Człowiek - Niepełnosprawność - Społeczeństwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ROLA ZASOBÓW WEWNĘTRZNYCH I ZEWNĘTRZNYCH W MODELU RELACYJNEJ INKLUZJI SPOŁECZNEJ
    THE ROLE OF INTERNAL AND EXTERNAL RESOURCES IN A RELATIONAL MODEL OF SOCIAL INCLUSION
    Autorzy:
    Fidelus, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/550066.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    inkluzja
    ekskluzja
    zasoby wewnętrzne
    zasoby zewnętrzne
    relacyjny
    wsparcie społeczne
    inclusion
    exclusion
    internal resources
    external resources
    relational
    social support
    Opis:
    W niniejszym artykule odniesiono się do jednego z wielu ważnych zagadnień, jakim może być problem wykluczenia społecznego. Zastanawiając się nad rozwiązaniami pozwalającymi na minimalizowanie zagrożeń generujących wykluczenie społeczne, a jednocześnie poszukując czynników i sposobów ułatwiających proces włączenia społecznego, podjęto próbę opracowania modelu relacyjnej inkluzji społecznej. Należy wyraźnie zaznaczyć, że omawiane kwestie nie dotyczą wyłącznie osób z niepełnosprawnością, a nawet dużym błędem byłoby utożsamianie niepełnosprawności z wykluczeniem społecznym. Jest to zbyt daleko idące, stereotypowe uproszczenie. Bezsprzecznie należy obalać fałszywe wyobrażenia, które niestety ciągle są obecne w świadomości społecznej. Rozważania w obszarze ekskluzji i inkluzji odniesiono do szerokiej grupy osób wykluczonych, do której niestety mogą również należeć osoby z niepełnosprawnością.
    In this article, the reference was made to social exclusion as one of the many important issues relevant to people with disabilities. Reflecting on solutions which would allow to minimize the risks that generate social exclusion, while searching for the factors and ways to help strengthen the social inclusion process, an attempt was made to develop a relational model of social inclusion. It should be clearly stressed that these issues do not relate exclusively to individuals with disabilities. What is more, it would be an aberration to equate disability and social exclusion. It is a too far-reaching, stereotypical simplification. Unquestionably, such false concepts unfortunately are still present and should be refuted. In the discussion on the issue of exclusion and inclusion the reference has been made to a broad group of the excluded, to which unfortunately people with disabilities may also be counted in.
    Źródło:
    Forum Pedagogiczne; 2016, 1; 57-70
    2083-6325
    Pojawia się w:
    Forum Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ROLA TECHNOLOGII WSPOMAGAJĄCYCH W FUNKCJONOWANIU SPOŁECZNYM UCZNIÓW Z NIEPEŁNOSPRAWNOŚCIĄ WZROKU W KONTEKŚCIE EDUKACJI WŁĄCZAJĄCEJ
    ROLE of assistive technology ON the SOCIAL FUNCTIONING OF STUDENTS WITH VISUAL IMPAIRMENTS in the context of inclusiVE EDUCATION
    Autorzy:
    Wiazowski, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/550151.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    niepełnosprawni
    interakcja
    komunikacja
    integracja
    społeczeństwo
    edukacja
    people with disabilities
    interaction
    communication
    inclusion
    society
    education
    Opis:
    Technologie wspomagające w edukacji dzieci i młodzieży z niepełnosprawnością wzroku stają się coraz powszechniejsze. Pomimo ograniczonych danych na temat ich efektywności, w literaturze można znaleźć informacje, że pozytywnie oddziałują na dostęp do informacji. Odpowiednio dobrane i zaimplementowane rozwiązania mają jednak szersze znaczenie, wykraczające poza dostęp do materiałów edukacyjnych. Mogą one wzbogacić integrację społeczną, umożliwiając wszystkim zainteresowanym interakcję w formalnych i nieformalnych sytuacjach komunikacyjnych.
    Assistive technology has been present in the educational setting of children with visual impairments for years. Although there is still shortage of solid data that proves its validity, literature informs about the increased access to information among children with disabilities. The effective selection and implementation of assistive solutions has a broader meaning apart from giving access to learning aids. It can also support social inclusion by offering tools that allow for unimpaired interactions in a variety of formal and informal communication situations.
    Źródło:
    Forum Pedagogiczne; 2016, 1; 101-114
    2083-6325
    Pojawia się w:
    Forum Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A relational concept of inclusion. Critical perspectives
    Autorzy:
    Caroline, Schmitt,
    Powiązania:
    https://bibliotekanauki.pl/articles/892988.pdf
    Data publikacji:
    2019-07-29
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    inclusion
    relational inclusion
    integration
    separation
    social work
    special needs education
    participation
    agency
    vulnerability
    Opis:
    The adoption of the Convention on the Rights of Persons with Disabilities (CRPD) underlines the status of inclusion as a human right. In this context, inclusion means being involved in society, and people being acknowledged whatever their abilities and needs. The article gives an insight into the international debate on inclusion, and the discussion and state of implementation in Germany. It advocates a relational concept of inclusion making use of an “agency-vulnerability nexus”. Just like the human rights understanding of inclusion, relational theories of agency and vulnerability examine the processes in social environments which enable or hinder agency. They focus on professional practice, the organisational structures of social services, political conditions and social discourse (for example on disability or refugeeism) and how they are relevant to subjective scopes of action. A perspective of this kind has inherent potential with regard to social criticism, and this is indispensable for a debate which understands inclusion as a task to be tackled by society as a whole.
    Źródło:
    Papers of Social Pedagogy; 2019, 11(1); 60-76
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social Pedagogical Reflections in a Danish Version – Challenging an Individual Perspective in the Modern World
    Autorzy:
    Britta, Nørgaard,
    Powiązania:
    https://bibliotekanauki.pl/articles/893059.pdf
    Data publikacji:
    2018-02-27
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    social pedagogy
    inclusion
    recognition
    ethics
    community
    Opis:
    particularly over the last 40 years. In my way of understanding social pedagogy I draw on multiple sources of inspiration. Theoretically, I am inspired by German social philosophy and German pedagogical traditions. In this article I want to show how some of these inspirations could be transformed into practice in a way that both the community and the individual benefit. Drawing upon three different conceptual models of social pedagogy, I will discuss that the pedagogical approach in combination with a social and philosophical approach have a broader ethical and human potential than former models. Social pedagogical work is based on many different values related to attitudes among professionals, related to community and community building, and related to relations and social interaction. This calls for reflections on the relation between the individual and the group, on concepts of the ‘other’, on education and professionalism.
    Źródło:
    Papers of Social Pedagogy; 2018, 8(1); 35-50
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Is full inclusion always the answer?
    Autorzy:
    Gabrielle, Wilcox,
    Powiązania:
    https://bibliotekanauki.pl/articles/889132.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    inclusive education
    social/emotional/behavioral functioning
    parents of children with Special Educational Needs (SEN)
    effective provision of inclusive education
    support for all students
    Opis:
    In this article the author presents inclusive education as a policy, which in recent decades has often been viewed as a moral imperative. She presents this issue in a dichotomous choice: either full inclusion or special education. This chapter joins other voices in arguing for a more nuanced approach to inclusive practice. One that demands better quality research on which to base decisions and puts student needs and goals above blanket policies that are applied indiscriminately. The author oncludes future research also needs to remediate current limitations of research of the efficacy and effectiveness of inclusive education including: limited comparison or control groups, weak research designs, no measures of treatment fidelity, lack of clarity in the outcome measures (academic, behavioral, adaptive, etc.), limited attention to what the benefits and detriments of inclusion are, variable impact across populations, and to implement more randomized control trials.
    Źródło:
    Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 47(1); 5-15
    1734-5537
    Pojawia się w:
    Człowiek - Niepełnosprawność - Społeczeństwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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