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Having a strong attachment to Europe might be crucial in understanding support for policies affecting ethnic minorities and migrants arriving in Europe. However, research examining this link is limited. In 4 out of 5 studies (N = 1,469), including correlational and experimental data, we found that greater European attachment was associated with support for restrictive policies such as border closures or increased security. These relationships were consistently explained by higher perceptions of realistic threat. European attachment did not show a significant association with support for inclusive policies such as those promoting the integration of cultural diversity or granting rights to minorities, in 4 out of 5 studies. However, meta-analytical integration of the data revealed a significant averaged indirect relationship: European attachment was associated with less support for inclusive policies via increased realistic threat. We discuss these findings while considering the sociopolitical context and the practical implications for Europe's commitment to human rights. [ABSTRACT FROM AUTHOR]

The study delved into the interplay between gender stereotypes and beliefs about ageing among the elderly population in Lagos State, Nigeria. As the global population ages, understanding the unique challenges and perspectives of older individuals is crucial for fostering a more inclusive and equitable society. The research employed a qualitative research approach to provide a comprehensive analysis. The primary objective was to examine how gender stereotypes and traditional beliefs shape the experiences and perceptions of ageing among older men and women in Lagos State. The data was collected through the qualitative research technique of In-depth Interview (IDI). The findings revealed a multifaceted landscape of gender stereotypes that significantly impact the ageing process. Across both genders, pervasive stereotypes of masculinity and femininity are evident in cultural narratives and societal expectations. Men are expected to embody strength and independence, while women are often associated with caregiving roles. These stereotypes, carried over from their younger years, affect the autonomy and well-being of older individuals, especially women. In Lagos State, respect for the elderly is deeply ingrained in the cultural fabric, with both men and women enjoying a revered status in their later years. However, the findings reveal that older women, due to prevailing gender stereotypes, often face more pronounced ageism, including diminished social status and limited decision-making power. The study also highlighted the adaptive strategies employed by older persons to navigate the complexities of gender stereotypes and cultural beliefs about ageing. This study contributes to the global discourse on ageing, gender, and culture, while also providing valuable insights for designing interventions that promote gender equity and healthy ageing for all.

The inclusion of students with autism spectrum disorder (ASD) is a complex issue for schools. This study investigates the impact of the inclusivity of Slovenian primary schools on the inclusion of their students with ASD. We postulated that each pedagogical dimension of inclusion (i.e., academic, social, and emotional inclusion) of students with ASD would demonstrate a positive correlation with each dimension of inclusiveness of primary schools (i.e., inclusive culture, policy, and practice). Forty regular Slovenian elementary schools participated in the research. The Perceptions of Inclusion Questionnaire was completed by 200 respondents (40 students with ASD, 40 parents, 120 teachers), and the Index for inclusion by 240 respondents (40 parents, 200 school professionals). The analysis revealed one significant correlation, a weak positive correlation between inclusive practice and academic inclusion. Multiple regression analyses also identified one conditionally substantial pair. When we excluded the inclusive culture and policy and only considered the control of demographic variables, the results showed that the increase in inclusive practices corresponds to the increase in academic inclusion. The absence of correlations between the dimensions of school inclusivity and the pedagogical dimensions of including students with ASD can be attributed to the lack of systemic solutions for accommodating a diverse student population and the failure to conduct a thorough analysis of the inclusion and implementation of whole-school approaches. However, the Slovenian adaptation of the Index for Inclusion, a promising tool, offers hope in addressing these challenges. [ABSTRACT FROM AUTHOR]

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed to promote the acceptance and recognition of all learners with disabilities. The study employed a qualitative research approach and phenomenological design. In-depth interviews were used to generate the data, which were further transcribed and analyzed thematically. Ten teachers from five different mainstream schools were purposively selected to participate in the study. The findings revealed that South African teachers have adequate theoretical knowledge regarding inclusive education policies, with limited self-efficacy to apply such knowledge in inclusive teaching and learning environments. The study suggests the re-enforcement of the application of inclusive education policies through collaboration between special schools as resource centers, inclusive full-service schools, and mainstream educational institutions. The study argues that there should be continuous professional development for teachers in the field of inclusive education. The study's findings will serve as a springboard for future research surrounding the same topic and to conscientize educational practitioners on the need to accommodate learners with learning disabilities in mainstream educational institutions. [ABSTRACT FROM AUTHOR]

The study delved into the interplay between gender stereotypes and beliefs about ageing among the elderly population in Lagos State, Nigeria. As the global population ages, understanding the unique challenges and perspectives of older individuals is crucial for fostering a more inclusive and equitable society. The research employed a qualitative research approach to provide a comprehensive analysis. The primary objective was to examine how gender stereotypes and traditional beliefs shape the experiences and perceptions of ageing among older men and women in Lagos State. The data was collected through the qualitative research technique of In-depth Interview (IDI). The findings revealed a multifaceted landscape of gender stereotypes that significantly impact the ageing process. Across both genders, pervasive stereotypes of masculinity and femininity are evident in cultural narratives and societal expectations. Men are expected to embody strength and independence, while women are often associated with caregiving roles. These stereotypes, carried over from their younger years, affect the autonomy and well-being of older individuals, especially women. In Lagos State, respect for the elderly is deeply ingrained in the cultural fabric, with both men and women enjoying a revered status in their later years. However, the findings reveal that older women, due to prevailing gender stereotypes, often face more pronounced ageism, including diminished social status and limited decision-making power. The study also highlighted the adaptive strategies employed by older persons to navigate the complexities of gender stereotypes and cultural beliefs about ageing. This study contributes to the global discourse on ageing, gender, and culture, while also providing valuable insights for designing interventions that promote gender equity and healthy ageing for all. [ABSTRACT FROM AUTHOR]

The urgency of this research lies in the need to understand the trends, contributions, and dynamics of women's political participation globally. This article aims to map studies that focus on women's political participation. Research methods include bibliometric analysis with data sources from the Scopus database. The study's findings reflect significant growth in women's political participation research, especially in recent years, with distribution varying by country and research theme. The research findings also show that although there are themes that have received attention, there are still areas that need to be explored further, such as intersectionality, gender equality, gender, and the impact of social media that provide insight into the complexity of women's political participation issues. This study recommends the need for increased research and local understanding of the factors influencing women's political participation in Indonesia to strengthen women's role in politics by learning from other countries that have successfully implemented inclusive policies. In addition, by involving various parties, including the government, research institutions, and civil society, Indonesia can create an environment that supports, empowers, and encourages women's political participation optimally. The implications of these findings not only help shape academic discourse, but also lay the foundation for concrete efforts to achieve gender equality and women's empowerment in the wider political sphere.

This study is an empirical investigation of special and inclusive education provision in Bahrain's public schools by considering four schools as case studies. The initiative of inclusive education in Bahrain's public schools was introduced in 2005 by the Ministry of Education (MoE). However, since its inception, there has been no quality review or diagnostic assessment of the effectiveness of the inclusion program and that of the provision, practice, and resources available to support students with special education needs (SEN) and/or disabilities. Thus, this study evaluates the effectiveness, efficiency, and quality of special education programs and services in Bahrain to determine whether the MoE is meeting the needs of students with SEN and/or disabilities, including their right to a free and appropriate public education. It is observed that the implementation of this initiative was challenging for the case study schools. The results of this study suggest that internal and external barriers to inclusive education at various levels include the overall cultures, policies, and practice towards the development of inclusive education in Bahrain's public schools. This study provides a foundational base pertaining to this subject with respect to the Bahraini context. [ABSTRACT FROM AUTHOR]

The inclusion of students with autism spectrum disorder (ASD) is a complex issue for schools. This study investigates the impact of the inclusivity of Slovenian primary schools on the inclusion of their students with ASD. We postulated that each pedagogical dimension of inclusion (i.e., academic, social, and emotional inclusion) of students with ASD would demonstrate a positive correlation with each dimension of inclusiveness of primary schools (i.e., inclusive culture, policy, and practice). Forty regular Slovenian elementary schools participated in the research. The Perceptions of Inclusion Questionnaire was completed by 200 respondents (40 students with ASD, 40 parents, 120 teachers), and the Index for inclusion by 240 respondents (40 parents, 200 school professionals). The analysis revealed one significant correlation, a weak positive correlation between inclusive practice and academic inclusion. Multiple regression analyses also identified one conditionally substantial pair. When we excluded the inclusive culture and policy and only considered the control of demographic variables, the results showed that the increase in inclusive practices corresponds to the increase in academic inclusion. The absence of correlations between the dimensions of school inclusivity and the pedagogical dimensions of including students with ASD can be attributed to the lack of systemic solutions for accommodating a diverse student population and the failure to conduct a thorough analysis of the inclusion and implementation of whole-school approaches. However, the Slovenian adaptation of the Index for Inclusion, a promising tool, offers hope in addressing these challenges.

Despite the progress made in recent years, achieving gender equality in academia is still a major challenge. In general, studies have revealed that women progress more slowly up the academic ladder, that they tend not to attain essential leadership roles, and that they earn less than men in comparable posts. Using the framework of gender as a social structure in order to capture the interplay between the cultural and the structural dimensions at the micro, meso and macro levels, this essay aims to introduce a debate on how gender inequalities are produced, reproduced and combatted in academic organisations located in different countries (Spain, Italy, Germany, Czech Republic, and USA), and with different experiences of external policy levers and internal networks and alliances that lead to different combinations of fixing numbers, knowledge or institutions from a gender equity perspective.

Copyright of Scientific Annals of the 'Al. I. Cuza' University, Iasi. Sociology & Social Work / Analele Stiintifice ale Universitatii 'Al. I. Cuza' Iasi Sociologie si Asistenta Sociala is the property of Alexandru Ioan Cuza University 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 Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 article addresses key issues related to diverse cases of migration to complex multilingual environments within Europe. Data came from three case studies carried out within the scope of the MIME project: (ex-)Yugoslavian refugees to South Tyrol (Italy); Portuguese work migrants to Andorra; and international managers in Vasa (Finland). Data were elicited using qualitative methods (biographical narrative interviews and focus groups) and thematically analysed to identify emic causes of 'linguistic unease', the speakers' perception that their linguistic repertoire is inadequate for communicating with others and the consequent fear that their linguistic performance will be met with judgemental and negative attitudes. Our results show that in all situations, irrespective of the diverse conditions that exist prior to migration or in the destination country, the complex linguistic environment of the recipient society is puzzling for mobile people. In all cases, numerous migrants target the language that they perceive to be easier and most accessible to them, but this also exposes them to some level of linguistic unease. Crucially, migrants' learning choices rub salt in the wounds of old conflicts that have roots in the historical dynamics of multilingualism of the recipient societies. We argue that raising sociolinguistic awareness about this is crucial to mitigate unease and discrimination in the most vulnerable sections of the migrant population. [ABSTRACT FROM AUTHOR]

This article introduces a transdisciplinary framework for healing organizational trauma resulting from oppression and discrimination. Grounded in universal spiritual truths and ethical principles, the heart-centered approach addresses root causes, emphasizing a holistic transformation of values, behaviors, and cultural parameters. Cooper critiques existing strategies, advocates for a paradigm shift in organizational development, and challenges traditional theories in industrial/organizational psychology. It explores sources and consequences of organizational trauma, including racialized collective trauma, urging a fundamental shift in culture. A three-pronged strategy for radical transformation is proposed, encompassing a heart-centered orientation, comprehensive diversity initiatives, and external influence. The transdisciplinary framework serves as a roadmap for fostering a healing environment and promoting well-being for all organizational stakeholders. The importance of a transdisciplinary approach is emphasized, recognizing the diverse nature of individuals and the need to integrate spiritual and ethical dimensions in the workplace. The article underscores the interconnectedness of mind, body, and spirit, arguing that a deeper understanding of individuals as spiritual beings is essential for effective organizational healing. The author critiques existing theories in industrial/organizational psychology and organizational behavior for their limited incorporation of heart-centered and spiritual principles. [ABSTRACT FROM AUTHOR]

The article, "Unmasking the Invisible Chains: Exploring the Nexus of Organizational Trauma and Systemic Oppression for Sustainable Transformation," intricately investigates the symbiotic relationship between organizational trauma and systemic oppression within workplace environments, with a particular emphasis on racialized trauma. Utilizing social constructionism and Black feminist theories as a conceptual framework, Lindsay delves into the complex interplay where systemic oppression perpetuates organizational trauma and vice versa. The article sheds light on detrimental systemic consequences, including heightened stress and disrupted workplace relationships, underscoring the impediments to the professional growth of marginalized individuals due to discriminatory practices. Proposing a trauma-informed approach within the organizational development (OD) framework, it advocates for dismantling systemic oppression by addressing its impact through systematic transformation by way of inclusive policies and equitable practices. Rooted in psychological perspectives, the article provides succinct recommendations, drawing from literature and case studies, to mitigate the negative effects of organizational trauma and foster sustainable transformation. Ultimately, this paper advocates for a comprehensive understanding of the intricate connection between systemic oppression and organizational trauma, highlighting the urgency of addressing these organizational dynamics for the creation of antioppressive and thriving workplaces. [ABSTRACT FROM AUTHOR]

Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students' identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers' perceptions of students' cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students' cultural diversity. A set of solutions is given for the development of inclusion processes. [ABSTRACT FROM AUTHOR]

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed to promote the acceptance and recognition of all learners with disabilities. The study employed a qualitative research approach and phenomenological design. In-depth interviews were used to generate the data, which were further transcribed and analyzed thematically. Ten teachers from five different mainstream schools were purposively selected to participate in the study. The findings revealed that South African teachers have adequate theoretical knowledge regarding inclusive education policies, with limited self-efficacy to apply such knowledge in inclusive teaching and learning environments. The study suggests the re-enforcement of the application of inclusive education policies through collaboration between special schools as resource centers, inclusive full-service schools, and mainstream educational institutions. The study argues that there should be continuous professional development for teachers in the field of inclusive education. The study’s findings will serve as a springboard for future research surrounding the same topic and to conscientize educational practitioners on the need to accommodate learners with learning disabilities in mainstream educational institutions.

BackgroundMost of the disability-related scholarly literature focuses on high-income countries, whereas there is a lack of data concerning challenges (barriers and obstacles) and opportunities (participatory research and community engagement) in the Global South. Moreover, many frameworks for interventions for people with disabilities (PWDs) have been designed for resource-rich contexts, and little is known about their translatability to low- and middle-income countries (LMICs).ObjectiveThe main objective of this study was to design and pilot an interventional approach based on an innovative framework aimed at improving the livelihood of PWDs in LMICs.MethodologyThe present mixed-method study was conducted in Bamenda, North-West Region of Cameroon, through an intervention of household visits by community health workers using innovation and best practices informed by a systematic literature review and embedded into an evidence toolkit called the eBASE Family-Centered Evidence Toolkit for Disabilities (EFCETD), adapted from the WHO matrix and consisting of 43 questions across five categories (health, education, social wellbeing, empowerment, and livelihood). Out of 56 PWDs identified, 30 were randomly sampled, with an attrition of four participants. Three datasets (baseline, qualitative, and quantitative) were collected. The Washington Group tool, exploring the type of disability, gender, how long one has had the disability, their facility situation coupled with their coping strategies, and the context of livelihood, was used to design the questionnaire for baseline data collection. Qualitative data were collected through key informant interviews and focus group discussions analyzed with MAXQDA, while quantitative data were collected through the EFCETD and analyzed by means of descriptive statistics.ResultsIn total, 69.2% of PWDs were female individuals. Many PWDs were aged 10–20 years (57% of the sample size). Physical/motor disability was the most common type of disability recorded (84.6%). The mean percentile for education increased from 29.9% during the first visit to 70.2% during the last visit, while the mean percentile for health increased from 65.4 to 78.7% and the mean percentile for social wellbeing moved from 73.1 to 84.9%. The livelihood and empowerment standards increased from 16.3 to 37.2% and from 27.7 to 65.8%, respectively. Overall, the temporal trend was statistically significant (F = 35.11, p

Citizen participation mechanisms have become very important in recent decades. This change is due to multiple factors, but the inclusion of citizens in decision-making seeks, among other things, to regain legitimacy and trust from society. In this research, we focus our attention on the case of participatory budgeting in Mexico. In particular, we present some reflections that are derived from the study of the Pedregal de Domingo neighborhood in Mexico City. We propose that it is important to promote incentives for citizen participation. [ABSTRACT FROM AUTHOR]

Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

The purpose of the study was to compare the predisposition toward inclusive self-ascription in teachers of the initial level educational institutions of the initial level of the Province of Tambopata. Teachers, assistants, and directors of educational institutions in the urban and rural areas of the Province of Tambopata were considered part of the population. For the collection of information, the Inclusion Index was used, an instrument with adequate psychometric properties composed of 44 items. It was concluded that, in the Province of Tambopata, the predisposition towards inclusive self-ascription was significantly the same in teachers from urban and rural educational institutions at the initial level. This would imply that the teachers who work, both in the urban and rural geographical areas, would have a similar perception regarding the opportunities and weaknesses that exist in relation to culture, practice, and inclusive policies. [ABSTRACT FROM AUTHOR]

The provision of shelter to individuals experiencing homelessness creates a 24/7 community of co-living in which the common denominator uniting members is lack of housing. Women of all ethnic, racial, religious, cultural backgrounds, as well as members of 2SLGBTQ+ communities, find themselves co-living in the shared and often challenging transitional space. As services have shifted to “open the door” to provide more inclusive access to services, little attention has been paid to the experiences of diverse communities within co-living spaces. Questioning the assumption that shared loss inherently binds a community of homelessness service users to a common identity, this research asks: what discourses of heterogeneity of service users emerge in descriptions from women experiencing homelessness of their trajectories through transitional housing services to stable housing? Interviews were conducted with 33 service users in a women’s transitional housing service between 2016-2018 in Montreal, Canada. Data collected over two waves of semi-structured interviews focused on service usage, homelessness histories, transitional programs experiences, and well-being, featuring 33 and 12 interviews, respectively. Qualitative thematic analysis revealed several instances of participants reflecting on the challenges and benefits of engaging with the heterogeneity of individuals in the space: reflections centered on the unsuitability of services, mental health and substance use, gender identity, as well as a sense of solidarity. In addition to an unexplored complexity associated with inclusive transitional housing user experiences, this analysis underlines a desperate need for refined perspectives on inclusive service policies.

Objectives: Inclusive health policies and health promotion to ensure strong primary healthcare systems are main tenets of health reforms in developing countries, such as Turkey. Nevertheless, there has been a lack of interest regarding the assessment of equity in health services utilization under public health reform and promotion of primary care. This study aims to analyze equity by measuring deviations from proportionality in the relationship between the utilization of health services and income using indices and curve approaches. A cross-sectional national Turkey Health Survey used the years 2008, 2010, 2012, and 2014. Gini and Kakwani indices and concentration curves were estimated, and the degree of regressivity was analyzed to understand the sources of equity in health services utilization. Health services utilization for inpatient and outpatient services and family medicine and general practitioner services were regressive between the years 2008 and 2014. The most regressive pattern was observed in the year 2014 regarding medicine usage (Kakwani index = –0.1808904). Differences in the utilization of health services have increased, hurting the poorest during the health reform in Turkey. Policies focused on health promotion to strengthen the primary health system and continuous monitoring of health services utilization by vulnerable groups are essential for ensuring a fairer health service usage in developing countries. [ABSTRACT FROM AUTHOR]

This article highlights the importance of teacher training for the attention of students with diverse characteristics and faculties in order to collaborate in the formation of a more just society. Emphasis is placed on students with special educational needs from the lens of inclusive education as a process, participatory practice, collective attention, modification of cultures and social projection. Some of the existing barriers to inclusive education and existing proposals to overcome them from the formation of inclusive cultures, policies and practices are reviewed. Recommendations for inclusive education at a higher level are derived from the latter. [ABSTRACT FROM AUTHOR]

Copyright of Orientación y Sociedad is the property of Universidad Nacional de La Plata 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.)

Policy is ever-changing and evolving to address the needs of the population it serves. The conversation surrounding emergency preparedness often excludes vulnerable populations such as people with disabilities. Therefore, policies and regulations must address existing gaps with inclusive emergency communications. As the Federal Communications Commission (FCC) re-examines and modifies regulations for the Emergency Alert System (EAS) and the Wireless Emergency Alert (WEA), it is invaluable to evaluate whether these regulatory policies have accomplished their intended effect to become more accessible and inclusive. Thus, this paper explores the impact of WEA 2.0 regulations implemented in December of 2019 on the accessibility of WEA message content and provides a comparative analysis on the accessibility of these messages before the regulation and after. [ABSTRACT FROM AUTHOR]

The issue of limiting motorized traffic can sometimes generate unexpected problems. For example, the city centre of Strasbourg is crossed by a major motorway, which is constantly congested and polluted. This source of irritation is now at the heart of debates on urban planning. The public authorities wish to transform the route into a boulevard as well as to develop surrounding areas. Currently, the numerous vacant spaces around the transport infrastructure are used by various associations, whose right of residency is relatively unsettled. An increasing number of small illegal settlements can also be found here as well as in adjacent neighbourhoods. While the city council is implementing inclusive policies towards migrants, how can these issues be translated locally into urban planning tools? Strasbourg is an important transit point for migrants between France and Germany. Further, due to its border location, the city has always been an important hub for the exchange of ideas; in particular, new concepts of urban planning find fertile ground here. In order to transform the motorway, the public authorities intend to implement the German urban development tool known as the International Building Exhibition (German: Internationale Bauausstellung or IBA). In the following, we examine the IBAs of Hamburg and Berlin in order to try to identify good practices which could inspire French town planners and elected officials. This study is conducted through the prism of Henri Lefebvre’s book The Right to the City (1968).

This paper presents the result of an empirical study on mapping three Italian cities from the point of view of migrants during the first period of their stay. It aims at exploring an emerging issue in the contemporary government of a city that is increasingly inhabited by transitory populations: the relationship of its new inhabitants to the urban landscape. Drawing upon a method introduced by Kevin Lynch, 150 maps of the ‘landfall city’ came to life; in the first part the research method and its first application in Milan are presented; in the second part other two surveys, in Rovereto and Bologna, are introduced within the project “Migrants Mapping Europe”, aimed at incrementally building an European map of the present that brings to surface the meaning and forms of the transitory living conditions in the territories of contemporaneity

Inclusive education is widely acknowledged as useful in promoting the involvement of all students. One core objective for the implementation of inclusive education is to promote acceptance and peaceful co-existence between students with disabilities and typically developing peers in classrooms. Since 2006, the federal government of the United Arab Emirates (UAE) has developed policies aimed at achieving inclusive education at all academic levels. However, the link between typically developing students’ perceived knowledge of inclusive education and their attitudes towards their peers with disabilities is understudied in the UAE context, especially at the university level; hence, this study aspired to assess those views. A revised Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale was adapted and completed by 233 university students. The data were subjected to a t-test, an analysis of variance (ANOVA), and linear regression. The findings showed feelings of negativity towards peers with disabilities. Interestingly, those who indicated they were unaware of inclusive policies held more positive perceptions of their peers with disabilities than those who stated otherwise. The study’s limitations, recommendations for future research, and implications for policymaking and practices are also discussed.

This article presents a narrative review about the situation of lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) youths in Portuguese schools. The Portuguese context and social climate towards LGBTQ people were presented and a review of existing legislation, policies and interventions focusing on LGBTQ youth was conducted. Results from social science research with this population were examined and complemented with data from a recent survey. Pervasiveness of prejudice and discrimination and the concurrent need to manage the visibility of LGBTQ identities both in school context and in the family were confirmed. Support from school is not always guaranteed, and evidence of anti-bullying policies that explicitly mention sexual orientation and gender identity is still scarce. Some implications for future practice and research are drawn. [ABSTRACT FROM AUTHOR]

This research investigates how school professionals, as institutional actors, influence school climates experienced by lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth. Although research links institutional characteristics to outcomes for LGBTQ youth, scholars do not yet fully understand the mechanisms. We address this gap through a mesolevel analysis of staff perspectives on schools' responsibilities to LGBTQ students. Using data from 96 semistructured interviews with high school staff during the 2016–2017 school year, we found that participants used three main cues to assess visibility of the school's LGBTQ population: (a) student self-advocacy; (b) students' enactment of LGBTQ stereotypes; and (c) same-sex relationships. Reliance on these cues led staff to underestimate the LGBTQ population and employ narrative frames to rationalize the status quo: small LGBTQ population did not merit allocating resources; all students were treated equally; LGBTQ-inclusive policies further marginalized LGBTQ students; and student issues were addressed through individualized interventions. Our research shows how staff's biases collide with institutional inertia to influence school climate, one crucial facet of the ecological contexts of LGBTQ youth. We conclude with discussion of implications and recommendations. Public Policy Relevance Statement: Lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) youth who experience hostile and anti-LGBTQ school climates exhibit more severe behavioral health difficulties compared to those LGBTQ youth who go to schools with more inclusive environments. This study examines how school climates that do not affirm LGBTQ students are constituted at the mesolevel and proposes changes to school policies around school professional education to promote LGBTQ-inclusive schools. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the accompanying policies of confinement or lockdown have been amply demonstrated and are possibly reinforcing economic, social and gender inequalities. Because of the nature of the measures that governments took in response to the health crisis, migrants—including the millions of labour migrants in Indian cities—have been placed in a particularly vulnerable situation. This essay provides a comparative and historical perspective of the conditions of migrant workers, arguing that the disadvantages migrants face are entrenched in economic and social structures, unearthed in this pandemic, and that alongside immediate social protection measures, policies need to address the deep-rooted barriers that keep migrants vulnerable. [ABSTRACT FROM AUTHOR]

The possibility for educational institutions of all levels to seek to consolidate inclusion mechanisms is the ideal of equity in education. For this reason, the present work opted for the non-experimental descriptive design, aimed at comparative analysis of the perception of the inclusion process in two basic level educational institutions in two districts of North Lima. The sample was made up of 120 teachers from the primary education level, to which the adapted questionnaire of indicators of Inclusion - Bristol (2019) was applied, made up of three dimensions: Creating inclusive cultures, with 13 items, Carrying out inclusive policies, with 11 items and Developing inclusive practices with 16 items; which was validated by expert judgment. The results indicated that there were significant differences in the level of perception of the inclusion process between the teachers of both locations, as well as variations in the perception of the dimensions proposed. It was concluded that the existence of differences in the perception of inclusion of the teachers of the two districts has been due to the positions of the teachers regarding the institutional policy and their perception of the inclusion process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid 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.)

The purpose of this study is to examine the attitudes of teachers, pupils, and parents about inclusive cultures, policies, and practices using the Index for Inclusion. The study included seven out of twenty-one schools that implement inclusion using the Index. The sample consists of 385 respondents in three categories: 132 teachers, 138 pupils, and 115 parents. The study used three instruments (for the three categories of respondents) based on the Index for Inclusion, taking into account three dimensions: i) creating inclusive cultures, ii) producing inclusive policies, and iii) evolving inclusive practices. Data were analyzed according to the descriptive statistical analysis. Research has shown that the Index for Inclusion is an appropriate approach and a valuable tool to support inclusion. The results have purported a common understanding among the sample representatives (teachers, pupils, and parents) about the existence of positive attitudes regarding an inclusive culture. However, the results have shown that the successful implementation of inclusive practices remains in the margins. [ABSTRACT FROM AUTHOR]

The issue of limiting motorized traffic can sometimes generate unexpected problems. For example, the city centre of Strasbourg is crossed by a major motorway, which is constantly congested and polluted. This source of irritation is now at the heart of debates on urban planning. The public authorities wish to transform the route into a boulevard as well as to develop surrounding areas. Currently, the numerous vacant spaces around the transport infrastructure are used by various associations, whose right of residency is relatively unsettled. An increasing number of small illegal settlements can also be found here as well as in adjacent neighbourhoods. While the city council is implementing inclusive policies towards migrants, how can these issues be translated locally into urban planning tools? Strasbourg is an important transit point for migrants between France and Germany. Further, due to its border location, the city has always been an important hub for the exchange of ideas; in particular, new concepts of urban planning find fertile ground here. In order to transform the motorway, the public authorities intend to implement the German urban development tool known as the International Building Exhibition (German: Internationale Bauausstellung or IBA). In the following, we examine the IBAs of Hamburg and Berlin in order to try to identify good practices which could inspire French town planners and elected officials. This study is conducted through the prism of Henri Lefebvre's book The Right to the City (1968). [ABSTRACT FROM AUTHOR]

The article deals with the construction in Europe of equality of men and women. It's a new material equality that is driven from the UN, the Council of Europe and the European Union. Discusses the parallel road that has guided European integration and the recognition of the material equality through global and cross-cutting public policies. Discusses the institutional work and permanent dialogue between all the institutions of the world and Europe.

Background: Most of the disability-related scholarly literature focuses on high-income countries, whereas there is a lack of data concerning challenges (barriers and obstacles) and opportunities (participatory research and community engagement) in the Global South. Moreover, many frameworks for interventions for people with disabilities (PWDs) have been designed for resource-rich contexts, and little is known about their translatability to low- and middle-income countries (LMICs)., Objective: The main objective of this study was to design and pilot an interventional approach based on an innovative framework aimed at improving the livelihood of PWDs in LMICs., Methodology: The present mixed-method study was conducted in Bamenda, North-West Region of Cameroon, through an intervention of household visits by community health workers using innovation and best practices informed by a systematic literature review and embedded into an evidence toolkit called the eBASE Family-Centered Evidence Toolkit for Disabilities (EFCETD), adapted from the WHO matrix and consisting of 43 questions across five categories (health, education, social wellbeing, empowerment, and livelihood). Out of 56 PWDs identified, 30 were randomly sampled, with an attrition of four participants. Three datasets (baseline, qualitative, and quantitative) were collected. The Washington Group tool, exploring the type of disability, gender, how long one has had the disability, their facility situation coupled with their coping strategies, and the context of livelihood, was used to design the questionnaire for baseline data collection. Qualitative data were collected through key informant interviews and focus group discussions analyzed with MAXQDA, while quantitative data were collected through the EFCETD and analyzed by means of descriptive statistics., Results: In total, 69.2% of PWDs were female individuals. Many PWDs were aged 10-20 years (57% of the sample size). Physical/motor disability was the most common type of disability recorded (84.6%). The mean percentile for education increased from 29.9% during the first visit to 70.2% during the last visit, while the mean percentile for health increased from 65.4 to 78.7% and the mean percentile for social wellbeing moved from 73.1 to 84.9%. The livelihood and empowerment standards increased from 16.3 to 37.2% and from 27.7 to 65.8%, respectively. Overall, the temporal trend was statistically significant ( F  = 35.11, p  < 0.0001). The adjusted score increased from the baseline value of 45.02 ± 2.38 to 61.07 ± 2.25, 65.24 ± 2.67, and 68.46 ± 2.78, at 4, 8, and 12 months, respectively. Compared to the baseline, all timepoints were significantly different, indicating a significant impact of the intervention, which became stable after 4 months and was preserved until 12 months., Conclusion: PWDs faced many endeavors for sustainability and challenges resulting from a lack of inclusive policies and practices, leading to their exclusion from education, employment, and healthcare. Using implementation science approaches could bridge the gap and make policies and practices more effective., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Yuh, Ndum Okwen, Miong, Bragazzi, Kong, Movahedi Nia, Kinlabel and Patrick Mbah.)

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