scholarly journals Inclusive Education for Transhumance Groups in Himalayas: Educational Policy Challenge for Nepal

2013 ◽  
Vol 2 ◽  
pp. 26-29
Author(s):  
Shrestha Basnet ◽  
Mahesh Banskota
Keyword(s):  
Economic Growth ◽  
Human Rights ◽  
Social Justice ◽  
Social Development ◽  
Educational Policy ◽  
Inclusive Education ◽  
Social Transformation ◽  
Educational Development ◽  
Policy Documents ◽  
Policy Challenge

Nepal’s education policy documents lack a focus as they try to incorporate several issues like modernization and economic growth, to social transformation, social justice, inclusion, equality, social development, human rights etc. This lack of focus has been aggravated by the pathological approach by the international actors through ‘multiple diagnoses’ and ‘multiple prescriptions’. This paper discusses major challenges the educational development stakeholders face in this multiethnic and geographically diverse country where the issue of the inclusion is prominent. DOI: http://dx.doi.org/10.3126/jer.v2i0.7619 Journal of Education and Research Vol. 2, 2010 p.26-29

Democracy and Economic Growth: the role of the I.L.O.

1970 ◽  
Vol 8 (2) ◽  
pp. 293-296
Author(s):  
C. Wilfred Jenks
Keyword(s):  
Economic Growth ◽  
Human Rights ◽  
Social Justice ◽  
Free Trade ◽  
Civil Liberties ◽  
Political Stability ◽  
Fundamental Question ◽  
Free Enterprise ◽  
Trade Unionism

Throughout the developing world today the accent is upon economic growth. No reasonable man can question this emphasis while inequalities among nations, and inequalities within nations, remain so glaring. Inevitable and healthy as this may be, it raises one fundamental question, Growth for what? Growth for growth's sake? Growth for those astute enough to profit from it? Or growth as an essential concomitant of political stability and social justice for the whole community? There are other searching questions. Is democracy compatible with economic growth? Are human rights and civil liberties, free enterprise and free trade unionism, compatible with growth? Where they conflict, which comes first? or what reasonable compromise can be made?

scholarly journals The “Equity Waltz” in Canada: Whiteness and the informal realities of racism in education

2008 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul R. Carr
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Educational Policy ◽  
Policy Process ◽  
Holistic Education ◽  
Neoliberal Reforms ◽  
Marginalized Groups ◽  
Racism In Education ◽  
Comprehensive Plans ◽  
Systemic Barriers

Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness. The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.

scholarly journals Doing it right: A rule of law critique of privatization methodology in Nigeria

2019 ◽  
Vol 10 (1) ◽  
pp. 1-31
Author(s):  
Sam Amadi
Keyword(s):  
Economic Growth ◽  
Human Rights ◽  
Social Justice ◽  
Economic Reform ◽  
Rule Of Law ◽  
State Policy ◽  
Reform Policy ◽  
The Rule Of Law ◽  
Strategic Goals ◽  
Substantive Justice

This article undertakes a rule of law critique of privatization as economic reform policy in Nigeria. The rule of law approach interrogates not just the policy rationales of the programme but also its methodology. The article distinguishes between a formal and substantive justice conception of rule of law and argues that the substantive justice conception of rule of law and its policy imperatives, sourced from the Fundamental Objectives and Directive Principles of State Policy in Chapter 2 of the 1999 Constitution, provides a veritable framework to realize the strategic goals of privatization in Nigeria.Keywords: Privatization, rule of law, justice, efficiency, economic growth, equality, fundamental human rights, social justice.

Inclusion and Interdependence: Students with Special Needs in the Regular Classroom

2006 ◽  
Vol 10 (1) ◽  
pp. 43-59 ◽  
Author(s):  
David W. Anderson
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Christian Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Insight Into

MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theology of interdependence which communicates that disabled and able-bodied persons can learn from one another.

scholarly journals Transformative research: personal and societal

2017 ◽  
Vol 4 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Donna M. Mertens
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Transformation ◽  
Critical Analysis ◽  
Personal Transformation ◽  
Transformative Research ◽  
Societal Transformation ◽  
Societal Level ◽  
Discrimination And Oppression ◽  
Self Examination

Abstract Transformative researchers have the potential to contribute to both personal and societal transformation. In this article, I argue that the two are intertwined and that personal transformation is a necessary component of research that is designed to support change at the societal level in the form of furthering human rights and social justice. I describe a transformative framework that examines assumptions related to ethics, the nature of reality, epistemology, and methodology that can guide researchers who choose to address both the personal and societal levels of transformation. Ethically, researchers need to examine who they are and who they are in relation to the community in which they are working. This process goes beyond self-examination to a critical analysis of the cultural blinders that might obscure our ability to contribute to positive impacts. I put forth the hypothesis that if we design our research so that it explicitly addresses issues of discrimination and oppression that the probability of personal and social transformation increases.

Inclusive and Special Education in Africa

2020 ◽  
Author(s):  
Mirna Nel
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Policies ◽  
African Countries ◽  
Persons With Disabilities ◽  
Special Needs Education ◽  
African Context

Africa is associated with Ubuntu values such as inclusiveness and treating others with fairness and human dignity. Such values align with human rights and social justice principles and are also integral to a social approach to inclusive education. However, there are several contextual and interconnected dynamics—environmental, cultural, and systemic—which impact on education systems and must be acknowledged when considering inclusive and special education. Several global developments have been endorsed and ratified by most African countries, such as the Education for All campaign, the Salamanca Statement and Framework for Action on Special Needs Education, the Millennium Development Goals, Sustainable Development Goal (SDG) 4, the Education 2030 Incheon Declaration and Framework for Action for the implementation of the SDG 4 framework, and the Convention on the Rights of Persons with Disabilities. Furthermore, due to an African renaissance in the building of human capital since the 19th century, education policies and practices are also transforming to address the specific needs of the African context. Human rights and social justice are sanctioned as basic principles of education by the majority of African countries. Great strides have consequently been made in the development of education policies to address the inclusive education drive. However, the emphasis in these education policies seems to be on integrating students with special needs or disabilities into public education, mainly by placing them in separate units or classes attached to mainstream schools, or in special schools. It is therefore essential that, within the Ubuntu approach of everyone belonging to a greater community, both local communities and wider society make a commitment wherein interactive political, cultural, social, environmental, and systemic dynamics influencing learning, as well as causing learning breakdown, are acknowledged and addressed. A focus on the individual child as a problem to be remediated and segregated from mainstream society and education should therefore be rejected. Consequently, The education community (including governments, education departments, local education offices, schools, teachers, parents, and learners) must regularly come together to reflect and develop in-depth understanding of the philosophy, theory, terminology, and practice of inclusive education within the African context, which should then reflect in specific developed policies and consequent practices.

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