Search

Working in schools as learning communities (ECA) is an effective way to make visible the articulating axes of critical interculturality and inclusion proposed in the latest Mexican Education Reform of 2022. This chapter presents an experience in a teacher training college in the south of Mexico that has begun to work as ECAs and which, despite its incipient efforts, shows how it is possible to problematise the relations of inclusion/exclusion through the collaborative learning of the students and the active listening of the teacher. [ABSTRACT FROM AUTHOR]

The present article is the result of a qualitative bibliographic review aimed at understanding the concepts of inclusion and exclusion through teaching practices in the classroom that create inequalities. The procedure involved an analytical reading of publications on the subject, using the main theoretical framework from the works of Patto (2000, 2015), Freitas (2002), Faria (2008), and Saviani (2017). After conducting this study, the importance of discussing the need to break away from exclusionary practices in the school context was highlighted, in order to mitigate damage to students' learning, as well as to overcome the process of alienation and persist in the fight for a quality democratic public school. [ABSTRACT FROM AUTHOR]

Little research addresses the schooling experiences of non-binary students; no prior work explores their experiences in cyber schools. Using unique data from a US multi-state cyber charter school, we compare the factors parents of non-binary students and parents of other students stated as reasons for leaving their prior schools to attend a cyber charter school in fall 2019 (before the COVID-19 pandemic). Despite a small sample size, we found statistically significant differences, with parents of non-binary students two to three times more likely to indicate mental health, safety, and bullying related concerns as motivating their choice of cyber schooling. There were no significant differences regarding physical health, and few involving academic concerns. We also note implications, and directions for future research. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Filosofía (0185-3481) is the property of Universidad Iberoamericana Cuidad de Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although social networks have been examined in teams, an understanding of the consequences of team social network ties on employees' attitudes beyond team boundaries is hard to come by. Integrating insights from social networks and gestalt field theory, we examine interactive effects of centrality and density of inclusion and exclusion ties in teams on the relationship between employees' community embeddedness—connectedness with the broader social context—and turnover intentions. In a multi-source field study of 215 employees in 34 teams, we demonstrate that inclusion and exclusion centrality and team exclusion density weaken the effect of community embeddedness on turnover intention. [ABSTRACT FROM AUTHOR]

This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting "internationalisation-at-home". We argue that how international students are positioned within specific school contexts impacts their sense of inclusion in everyday social and pedagogical relations and informs their relationships with domestic students, whether viewed as a stranger or potentially as a friend raising questions as to who is responsible for intercultural relations. [ABSTRACT FROM AUTHOR]

This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind. [ABSTRACT FROM AUTHOR]

Recent discussions in science, politics and society offer starting points for rethinking the approach to the wicked problem of educational inequality. In our paper, we want to do this by reviewing research, policy and practice in primary education in the Netherlands. Our reflections are first focused on the state of the art in research and the complex educational system from a theoretical perspective (section 2); next we focus on examples of how educational inequality and segregation in policy and practice are addressed in the Netherlands (section 3). Finally, we discuss the new methodological approaches that should be complemented with a new philosophical perspective on segregation and inequality in public policy (section 4). We develop new perspectives using the Netherlands as a specific case study, expecting our perspectives have a more general meaning and might also be useful in the fight against educational inequality and segregation elsewhere. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our article reveals a significant positive correlation between heightened parental involvement and improved academic outcomes among Roma children. Active participation of parents in their children's educational journey emerges as a crucial factor in fostering a supportive learning environment. Moreover, culturally sensitive educational interventions, designed to resonate with the unique cultural context of the Roma community, are identified as catalysts for enhanced educational engagement and achievement. The findings underscore the potential of collaborative efforts between educators, parents, and community leaders in shaping educational experiences that align with the cultural identity of Roma children. By tailoring interventions to be culturally sensitive, educational programs become more inclusive and effective in addressing the specific needs of the Roma community. [ABSTRACT FROM AUTHOR]

Copyright of Recherches Feministes is the property of Groupe de Recherche et d'Echange Multidisciplinaires Feministes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Espaço Jurídico: Journal of Law is the property of Espaco Juridico: Journal of Law and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study focuses on Russian-Israeli women journalists who resettled in Israel during the mass wave of immigrations from the Former Soviet Union in the 1990s. More specifically, it examines their experience of intersecting exclusion due to gender, ethnicity, and immigrant status. Based on narrative interviews with 18 Russian-Israeli women journalists, the study conceptualizes how their complex subjectivities emerge in their journalistic work. The findings demonstrate that their work experience is constructed by their positioned identity as it relates to their generation of immigration – the first, second, and 1.5 generations. The conclusions suggest that each generation of women journalists experienced, adopted, and developed distinct mechanisms of inclusion and exclusion deriving from their social visibility. This finding may refine how we understand the challenges and contributions of diversity in journalism and newsrooms. [ABSTRACT FROM AUTHOR]

Many stakeholders are involved in knowledge production regarding rare diseases. However, disputes and contentions can arise in this field. In this article, I analyze how professionals and afflicted people mobilized the category of "rare diseases" within a hospital center in Italy. By exploring the micropolitics performed there, I observe how practitioners produced inclusion in the Italian health care system or exclusion from it. I then show how users of the health care service challenged such practices, through their own interpretations of "rare diseases," while even the refusal to participate in patients' organizations emerged sometimes as a form of resistance. [ABSTRACT FROM AUTHOR]

Enduring Contingency: Remarks on the Precariousness of Liberal Democratic Law Van der Walt, in my reading, suggests that enduring contingency, in the twofold sense of an enduring state of contingency and of contingency as what needs to be endured, justifies the central role of the majority/minority principle in liberal democratic law. Does this endorsement of the principle go far enough in addressing the radical challenge of contingency? What about those cases in which a group refuses to understand itself as a disaffected minority in conflict with a majority, hence as part of a unity, even if only the unity of a legal order? At issue is a group that demands exclusion from a polity rather than demanding its recognition and inclusion as a minority entitled to be treated as equal to, even if different from, the majority. I suggest that, in the end, Van der Walt justification of the majority/minority principle espouses an agonistic defence of political and legal unity. [ABSTRACT FROM AUTHOR]

This article examines the inversion of majority/minority at Xiamen University Malaysia (XMUM), the offshore campus of a mainland Chinese public university and the catalyst development of a satellite township in Sepang, Selangor, Malaysia. Using the framing of the de/reterritorialised urban higher education enclave, it examines how, within the campus gates, the interests, needs and priorities of the 'migrant majority' (mainland Chinese users) take precedence over other user groups that have, in turn, become the 'minorities'. Given the Malaysian state's longstanding defensive stance towards 'Chinese' education, the existence of XMUM is unprecedented. This article shows how this de/reterritorialised international branch campus has been made possible by the broader Sino-Malaysian geopolitical and urban capitalist relations. The inversion of majority/minority on campus challenges and complicates Malaysia's state-sanctioned multi-ethnic co-existence, which prioritises the Muslim Malay majority over other groups. Nevertheless, students' views complicate the neat categorisations of majority/minority and inclusion/exclusion. Such perspectives highlight the need to examine the de/reterritorialised branch campus as a space in-the-making. [ABSTRACT FROM AUTHOR]

Over the last two decades the Hong Kong government has made considerable investments to develop the city into a regional education hub, with 'diversification' as a key aim. The vision is, however, delinked from the tens of thousands of young children residing in Shenzhen who commute to Hong Kong for school daily. These children embody differences that are considered undesired and their social exclusion has been widely reported. Taking a spatial perspective, this paper deepens our understanding of the in/exclusion processes impacting these children. Drawing on our policy analysis, interviews, observations in physical spaces and digital media, this paper analyses the role that intermediary spaces play in (re)producing differences and social relationships. Specifically, we examine the power geometries of the children's school journey and school-related digital space, which are arenas where social differences are played out and in/exclusion is practiced and negotiated. We analyse the network of state and non-state actors at work in these intermediary spaces, showing the complex ways in which separation and integration, exclusion and inclusion intersect and constitute each other mutually. Our paper also gives some first insights into the impact of COVID-19 on the school children within this education mobility field. [ABSTRACT FROM AUTHOR]

The world-wide discourse about the social and lingual inclusion is actual in Latvia as well. The discussions can be observed in different contexts, first of all, in social media. The best evidence for the perceived discourse is the dictionaries, where a codification of different varieties, especially, of the lingual standard takes place. The Latvian lexicography has to currently deal with a situation, where state-funded long-time projects of traditional defining dictionaries have been terminated. The work is delegated to different institutions and prioritises online format. The technology-based "Tēzaurs" along with its electronic dictionary and the text corpus is one of the most used platforms regarding the modern Latvian language. A pilot study to the socially sensitive word gejs (engl. gay) shows the results of its presentation by "Tēzaurs". The discovered shortcomings are indicative for the necessity of a deeper implication of linguistic insigts and usage of the lexicographic know-how in the online dictionary portals to achiev better results (e. g., inclusion instead of exclusion). [ABSTRACT FROM AUTHOR]

This study examines the use of online humour in a subversive local community Facebook group set up in 2017 by disgruntled members banned from a similar group “in opposition to [the original group’s] arbitrarily-applied rules, [its] enforced happiness, and [its] suppression of any post that isn't about giving away lemons or asking to borrow small appliances”. The dissatisfaction with the guidelines and the administration of the original Facebook group provides rich material for humorous posts in the new group, many with varying degrees of aggression directed at the founder and certain members of the “Dark Side”, as the original group is frequently referred to. This article will demonstrate how the use of humour in this new rival Facebook group is used for the purposes of inclusion and exclusion, and how it contributes to a sense of belonging in this online community of practice (Lave & Wenger 1991) created by a small group of self-declared dissidents. It will be shown how the humour shapes the identity of the group through the members’ shared ideologies and beliefs (Tanskanen 2018), and how the humorous messages intended to denigrate and belittle the “Dark Side” reinforce unity among the group members, since the feeling of superiority over those being ridiculed coexists with a feeling of belonging (Billig 2005). Fifteen single comments or multi-post threads were chosen for analysis. These appeared during the first twenty months of this rival group’s existence, and included primarily affiliative and/or aggressive humour (Meyer 2015) directed at the original group. The analysis was carried out using elements of computer-mediated discourse analysis (Herring 2004), and an insider participant-observer online ethnographic approach. The examples chosen illustrate how the humour is used to unite the members of this subversive group by dividing them from the original one, to create the joking culture (Fine and de Soucey 2005) of the new group, and in so doing, creates and sustains the members’ shared identity as irreverent breakaway troublemakers.

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How do European Muslims navigate death and burial in countries where they face systematic barriers to political inclusion? The authors of this article investigate the complex negotiations surrounding end-of-life decisions for Muslim communities in France and Germany. Drawing on multisited ethnographic research among Algerian and Turkish diasporas in Marseilles and Berlin, they illustrate how burial decisions reflect divergent ideas about citizenship, belonging, and identity. While some Muslims are interred in local cemeteries, many more are repatriated out of Europe to be laid in ancestral soils in countries of origin. Through interviews with Muslim death-care workers and community members the authors analyze the significance and symbolic value that such posthumous journeys carry in postmigratory settings. They argue that the Muslim corpse embodies a range of overlapping desires, experiences, and expectations connected to histories of migration, settlement, and return, as well as attitudes toward death and beliefs about the afterlife. Consequently, the corpse offers a compelling window into the transnational afterlives of migration and empire. [ABSTRACT FROM AUTHOR]

This study examines the use of online humour in a subversive local community Facebook group set up in 2017 by disgruntled members banned from a similar group "in opposition to [the original group's] arbitrarily-applied rules, [its] enforced happiness, and [its] suppression of any post that isn't about giving away lemons or asking to borrow small appliances". The dissatisfaction with the guidelines and the administration of the original Facebook group provides rich material for humorous posts in the new group, many with varying degrees of aggression directed at the founder and certain members of the "Dark Side", as the original group is frequently referred to. This article will demonstrate how the use of humour in this new rival Facebook group is used for the purposes of inclusion and exclusion, and how it contributes to a sense of belonging in this online community of practice (Lave & Wenger 1991) created by a small group of selfdeclared dissidents. It will be shown how the humour shapes the identity of the group through the members' shared ideologies and beliefs (Tanskanen 2018), and how the humorous messages intended to denigrate and belittle the "Dark Side" reinforce unity among the group members, since the feeling of superiority over those being ridiculed coexists with a feeling of belonging (Billig 2005). Fifteen single comments or multi-post threads were chosen for analysis. These appeared during the first twenty months of this rival group's existence, and included primarily affiliative and/or aggressive humour (Meyer 2015) directed at the original group. The analysis was carried out using elements of computer-mediated discourse analysis (Herring 2004), and an insider participant-observer online ethnographic approach. The examples chosen illustrate how the humour is used to unite the members of this subversive group by dividing them from the original one, to create the joking culture (Fine and de Soucey 2005) of the new group, and in so doing, creates and sustains the members' shared identity as irreverent breakaway troublemakers. [ABSTRACT FROM AUTHOR]

I reflect on the intellectualism of Ziauddin Sardar in three fields. First, in his science of Islam, Zia reasons the need for critical enquiry from within. Global Islam is open, fluid, and dynamic, but it is missing in much of the world of Islam today. Second, how we view the Other is how we wish to project the Self—and vice-versa. Until the Self neutralizes itself, the Other is unknowable. Individualism is at the axis of Othering. Finally, where change is the only constant, the mind must be prepared to think beyond axioms and norms reliant on the past. [ABSTRACT FROM AUTHOR]

The condition of social isolation due to the Covid-19 pandemic makes most of us aware of the value of sociality – which we now lack. But society is not only sociality, and in the current emergency we perceive it as global interconnectedness that makes the crisis spread from one geographical area to another and between different fields of society. The common response to a global emergency is a call for coordination – the idea that we should “tighten up.” In sociology, this reference to unity and coordination is discussed as integration. The paper argues, referring to systems theory, that the problem of our functionally differentiated society is not lack of integration, but rather an excess of integration. When there are difficulties in one area of society, all others are forced to make serious adjustments. In dealing with threats that come from the environment, the opportunities for rationality in society lie in the maintenance and exploitation of differences, not in their elimination. This hypotheses is discussed dealing with integration on three levels: 1) the consequences of the emergency on the relationships between different fields (or functional subsystems) of society: systemic integration; 2) the effects of the pandemic on the conditions of inclusion and exclusion of individuals in society: social integration; 3) the spread of the emergency in all regions of the world and the consequences for globalization: geographical integration.

Copyright of Revista MAD is the property of Revista MAD and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Explores queer migration to site of less official acceptance of LGBT+ people. • Highlights under-researched queer expatriate geographies. • Brings attention to a subset of LGBT+ urban geographies in the Gulf region. • Illuminates gay performative geographies where 'gayborhoods' are impossible. • Offers ethnography of privileged yet stigmatized transnational gay men. This article investigates the intersection of expatriate experiences, queer men's lives, and nocturnal geographies within the transnational Middle Eastern setting of Dubai, United Arab Emirates (UAE). Although narrowly focused on cisgender men who self-identify as "Western" and "gay," the study addresses a lack of research about LGBT+ presence among expatriates globally, and poor coverage of queer residents in Gulf cities generally. Using ethnography and in-depth interviews among this segment of men who have come to Dubai to work in relatively privileged professional roles for at least two years, we illuminate the shifting, performative geographies of queer belonging in which these men engage to distinguish spaces that can be embodied in different moments with degrees of comfort and caution. Despite their imperiled position in an officially homophobic territory, these men use their various privileges (economic, social, cultural, and sometimes phenotypic) to counter peril in performing transnational identities that reaffirm their own senses of self (as gay), forge new collectivities (as Western), and distinguish themselves from others deemed suspect (potentially anyone "non-Western"). Findings point to the uneasy dynamics of inclusion/exclusion in this kind of unfixed gay nightlife geography, and the need to study queer expatriates in other world settings, as well as queer lives in Gulf cities more broadly, from a further intersectional perspective: beyond nocturnal geographies, and encompassing the range of queer denizens, not just this relatively privileged subset. [ABSTRACT FROM AUTHOR]

Niklas Luhmann's late concept of inclusion/exclusion in world society compensates for the lack of a systems theory of social differentiation, but ultimately remains incomplete. Moreover, it is remarkable that Luhmann apparently never linked the inclusion/exclusion concept to his late theory of the education system. The following considerations seek this missing link, assuming that both functional and social differentiation constitute a double-sided form of societal structuring generated by the polycontextural operation of social closure mechanisms. The term 'educational closure' refers to the autopoietic form of inclusion/exclusion processed by an education system internally coupling operational and social closure. The article argues that organised education worldwide operates as an observing system autopoietically generating categorical differences, as well as inequalities between persons. While grouping, sorting, and tracking pupils, the education system seeks to maintain the recursion of educational communication, but also generates unequal social differentiation as a far-reaching side effect. Finally, reconstructing Weber's theory of social closure as an earlier inclusion/exclusion concept may provide a theoretical basis for further empirical research into the social consequences of educational inclusion/exclusion in a world society. [ABSTRACT FROM AUTHOR]

Las tendencias de complejidad e indeterminación crecientes características a la globalización y agudizadas por las políticas económicas neoliberales, producen cambios en las dinámicas económicas del mercado mundial y efectos que trastocan los marcos institucionales jurídico-políticos de los estados. Desde dicho horizonte analizo: cómo estas transformaciones radicalizan las interrogantes sobre las posibilidades de inclusión o exclusión de los agentes sociales, la densidad de los efectos fragmentadores en la formación de identidades colectivas, y pondero las oportunidades o las restricciones de intervención política relevante, o si existe margen para la resistencia.

Abstract Objective There is a well-documented link between child maltreatment and poor health across the lifespan. This provides a strong case for ongoing research with youth involved in the child welfare system to reduce negative outcomes and support resilience while being inclusive of youth voices. However, detailed inquiries about maltreatment history and health consequences may cause re-experiencing of events and psychological distress for study participants. Data that accounts for different contexts, such as severity of maltreatment history and current trauma symptomatology, have been limited in considering the question of potential harms to youth who participate in research—especially longitudinal studies. Methods This study compared self-reported impact of research participation against maltreatment history and current post-traumatic stress symptomatology among a randomly selected group of adolescents (

This paper examines the principles of cultural heritage conservation in pre-colonial, colonial, and post-colonial Nigeria. It uncovers how cultural heritage is used and cared for in pre-colonial time based on its 'utilitarian values' and the ways colonialism isolated and appropriated cultural heritage from utilitarian communities to create museums/secluded sites for exclusive national narrative. The article interrogates how local worldviews and the intricate relationship of people and environment play around heritage and identity, and how the discourses include or exclude indigenous/local people in the national heritage-making processes. It goes further to show that post-colonial Nigeria has continued with the heritage binaries (e.g. local and national, past and present) created by colonialism, which reflects some approaches that obscure more complex underlying cultural continuities in villages/local communities. The paper argues more generally for a review of national heritage conservation policies and practices to accommodate side-lined local heritage knowledge systems in Africa. [ABSTRACT FROM AUTHOR]

The paper analyses the theoretical peculiarities and parallelisms of two themes in Luhmannian theory: (i) inclusion/exclusion and (ii) scandalous indignation by violation of human rights. It does so by (a) a loose approach of a “metaphorology”; more specifically the use of light and visual metaphors, alongside the limitations of such use; (b) and by elements of a legal sociology of scandal that checks some of the Luhmannian’s affirmations on the theme. There is an overwhelming and peculiar presence of a quasi-literary rhetoric of visibility/invisibility, impressionistic revelation (evidence: “vedere”, to see) of direct accessible “truths” and “light/shadow imagetics” in Luhmanns’ texts on both of these themes. This is transferred to the secondary literature working with systems theory. The paper presents one possible internal exegetic explanation for such aporetic formulations as stemming from a dual conception of the basal problem “integration/differentiation”. It results in the aporetic formulation of “two dark sides” of functional differentiation and consequently in two corresponding types of Luhmannian inspired legal sociology. Being firstly conceptualized for another context of discussion and presentation, the paper also addresses the same “light metaphoric” for the “Brazilian case” and the aporetic formulations of its sociology and its use by Luhmann himself. It further relates the theme with the “scandalous example” of Brazil and its (problematic and partial!) use for constructing comparisons in legal sociology, being a “Sonderweg” and “contrasting comparison case” (e.g. “Brazilianization of the West”). The paper presents, incidentally, some arguments for a further development of a legal sociology of the form “scandal”.

This study explores how social inclusion and exclusion manifest as a dynamic continuum in the everyday lived realities of irregular migrants. Based on narratives of Iraqi Kurdish asylum seekers, who were eventually deported from Finland, the analysis depicts the ways in which societal structures, personal negotiations as well as relationships and social networks interplay in lives characterized by multiple locations, transitions and positions. Establishing and maintaining social contacts, belonging to various networks and being able to decide and act are primary factors that help us understand how the narrators relate to the continuum. The participants construct narratives illustrating several viewpoints or positions regarding participation, agency and dependency on outside actors and networks.