Spielend soziale Inklusion fördern Lisa-Katharina Möhlen; Daniel Handle-Pfeiffer; Alexander Schmölz ...
MedienPädagogik,
02/2021, Letnik:
41
Journal Article
Recenzirano
Odprti dostop
Dieser Beitrag beleuchtet, wie spielerische Pädagogik Inklusion befördern kann. Dazu wurden Spieleworkshops in (ausser-)schulischen Kontexten durchgeführt. Diese wurden methodisch mit diversen ...qualitativen Erhebungsinstrumenten begleitet und mittels der Dokumentarischen Methode ausgewertet. Die Analyse der erhobenen Daten zeigt, wie sich die Spielenden mit sozialen Differenzlinien wie Be-hinderung und Gender während des Spielens und in post game-based activities auseinandersetzen. Ausgehend davon sollen inklusionsfördernde Potentiale in spielerischer Pädagogik identifiziert werden. Es werden drei inklusionsbezogene Kompetenzen als Analysemerkmal verwendet: Reflektierende Debatte, Kreatives Denken und Konfliktlösungsstrategien. Zentrale Ergebnisse sind, dass Spielende im Spielgeschehen mit sozialen Differenzen konfrontiert werden. Dahingehend wird in den post game-based activities die Reflexion über Handlungen und Interaktionen in Bezug auf soziale Unterschiede forciert.
Social norms are often put forward to explain resistance to gender equality and social inclusion (GESI), and women continue to be largely absent from decision-making positions in the energy sector ...worldwide. However, there is limited research on the institutional mechanisms of policy-making and implementation at different scales within a federal system.
Using Nepal as a case study, this paper explores why, despite commitments, progress toward GESI objectives in the energy sector has been slow. Based on a review of energy policies, and interviews at federal, provincial and local government spheres, this paper focuses on the institutional and policy processes at play within the energy sector and between the three spheres of the federal system (the national, provincial and local). It examines the extent to which these processes undermine the implementation of inclusion policy. Understanding the broader institutional processes helps to identify different types of bottlenecks compromising progress in GESI: those which are linked to deficient policy regimes which cannot be addressed solely through additional GESI-focused interventions, and those which can be characterized as resistant to GESI-related issues. The aim of this research is also to understand why Nepal's public energy institutions, despite a constitutional commitment to gender equality and non-discrimination based on caste, class, ethnicity and religion, seem so reluctant to mainstream GESI within its policies and practice. The paper concludes that GESI implementation in the energy sector suffers from limited human resources, a narrow conceptual framing and delays in policy development and implementation within different spheres of the federal system. Moreover, shortcomings related to GESI policy-making and implementation should be considered within the broader context of federalism. Therefore, to support GESI policy implementation, bureaucratic as well as local-level ownership of the concept and its relevance for sustainable development must be developed and strengthened.
•Progress toward GESI objectives in the energy sector has been slow.•Policy-wise, GESI is well recognized, but the challenge is more in implementation.•Policies are mostly developed in individual projects as donor conditions.•There is limited GESI appropriation by government departments.•GESI policy-making/implementation should be considered within the context of federalism in Nepal.
Studies have shown how generativity, the concern for establishing and guiding the next generation and safeguarding its wellbeing, functions as an intergenerational conduit, bridging the developmental ...stages of older individuals with those younger. Yet, applications of generativity, as a means to bridge generational gaps within rapid social change, remain underexplored in the intergenerational field. Using Singapore as a case study, and through focus group discussions with 103 older persons, this paper examines how older Singaporeans express their generative concern and internalize their generative capacities across different social settings and rapid socioeconomic transformation. Mismatch between older Singaporeans' generative concern and capacity contributes to ambivalence - mixed feelings about guiding younger generations - which emerges out of older Singaporeans' struggles with cultural change prompted by economic progress, as well as concerns about their place and value in a technologically advanced global city-state. The concept of generative ambivalence can add value to policy perspectives on intergenerational cohesion, as it considers people's attempts to forge commonalities and mutual reciprocity despite differences (e.g. gender, age, race, skills), as well as highlights intergenerational complexities beyond superficial binaries. Policies aimed at bringing generations together must be intentional in creating opportunity structures that go beyond categorical differences, where multiple generations can thrive interdependently.
The progressing urbanisation process and its visible effects are prompting local authorities to seek new solutions to contemporary development challenges, especially those identified in ...post-socialist cities, including in Poland. Nowadays, the smart city concept is becoming widely popular. This idea is grounded in the principles of sustainable development in all spheres of socio-economic life. However, in a comprehensive approach, it moves away from its strictly technological definition towards the social context and local conditions. Nowadays, there are more and more instruments supporting social and civic activity of the inhabitants of Polish cities. One extremely popular mechanism is the participatory budget. In order to trace its importance in the implementation of the smart city concept, an empirical analysis was undertaken in Bydgoszcz (a medium-sized city in Poland). According to the research, the participatory budget is asymmetrical, with infrastructure investments dominating. Support is needed for pro-social activities and those activating residents. Therefore, the diversification of projects in the budget, including setting aside a pool of funds for pro-social and cross-district projects, should be viewed in a positive light.
Earlier research has indicated that students displaying hyperactivity struggle with their social inclusion. To foster social inclusion, students’ attitudes as well as inter‐group contact have been ...identified as possible key factors. In this study, the social inclusion of students who display hyperactivity in general and classmates’ attitudes towards such peers have been investigated. Data of 314 students (aged 9–11) and estimated dynamic social network models for the co‐evolution of friendships and attitudes are relied on. Results reveal that students displaying hyperactivity are at risk of lower social inclusion. Results do not indicate that having friends or classmates who display hyperactivity is significantly associated with one's attitudes towards such peers in either causal direction.
Few studies have explored the influence of horizontal (i.e., among group) inequalities on terrorism, yet it seems plausible that these inequalities may be relevant. Employing data from the Global ...Terrorism Database and Ethnologue, this article examines the effect of ethnic economic inequality on domestic terrorism for 130 countries over the period 2001 to 2018. We present evidence that higher degrees of ethnic inequality lead to higher numbers of terrorist attacks as well as a higher number of people killed or injured. This positive association between ethnic inequality and terrorism is robust to alternative measures of ethnic inequality, omission of influential countries and regions, the inclusion and exclusion of controls, and alternative estimation strategies. In contrast, countries with high degree of political freedom and high governance quality tend to suffer less from terrorism. Promoting economic equality among ethnic groups, therefore, has the potential to reduce the risk of domestic terrorism. We propose that a critical step towards promoting this equality is to enhance social inclusion. The benefits of increasing social inclusion extend beyond simply reducing the incidence of terrorism and inter-racial violence; creating a socially inclusive society is a social justice imperative and the responsibility of policymakers, social institutions, civil society, and the private sector. It is also consistent with the notion of inclusive economic growth, as championed by organizations such as the OECD and the United Nations Development Program.
This paper revisits the notion of 'community' within the field of heritage, examining the varied ways in which tensions between different groups and their aspirations arise and are mediated. Our ...focus is a close examination of the conceptual disjunction that exists between a range of popular, political and academic attempts to define and negotiate memory, place, identity and cultural expression. To do so, the paper places emphasis on those expressions of community that have been taken up within dominant political and academic practice. Such expressions, we argue, are embedded with restrictive assumptions concerned with nostalgia, consensus and homogeneity, all of which help to facilitate the extent to which systemic issues tied up with social justice, recognition and subordinate status are ignored or go unidentified. This, inevitably, has serious and far-reaching consequences for community groups seeking to assert alternative understandings of heritage. Indeed, the net result has seen the virtual disappearance of dissonance and more nuanced ways of understanding heritage. Adopting an argument underpinned by Nancy Fraser's notion of a 'politics of recognition', this paper proposes a more critical practice of community engagement.
Although researchers have argued that long work hours have been shown to threaten individual health, lead to work-family conflict, and reduce job performance, the effect of overtime work on ...social-related outcomes has received little attention. Based on the framework of relative deprivation, we attempt to address this important issue by exploring whether, why, and when individuals' overtime work influences their social attitudes. By using the data of 400 Chinese employees from the China Labor-Force Dynamics Survey (CLD), we found that overtime work was associated with a low level of subjective social status and social inclusion. In addition, we found that the time type of overtime work (work overtime on weekdays or on weekends and holidays) has a moderating effect on the relationship between overtime work and social inclusion. That is, employees who work overtime on weekdays are unlikely to have a sense of social inclusion. Furthermore, the negative relationship between overtime work and subjective social status was stronger at a low level of fairness rather than a high level of fairness. In contrast, the negative relationship between overtime work and social inclusion was stronger at a high level of fairness rather than a low level of fairness. These findings highlight the critical role of overtime work in social life and also provide novel insights into social intervention aimed at the happiness and harmony of a society.
One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore ...is important to identify difficulties in a child's socio-emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self-concept from four different perspectives using the Perceptions of Inclusion Questionnaire (PIQ). In particular, we analyzed the degree of agreement between teacher, mother, and father ratings with students' self-reports. Moreover, we tested if students' gender and special educational needs (SEN) are predictors for possible bias in parent and teacher reports. Survey participants included 721 Austrian, Grade 4 students from 48 classes. In addition, data from 46 teachers, 466 mother reports, and 375 father reports were included. We assessed the consistency (i.e., agreement) between the different raters by means of multitrait-multimethod analyses, or more precisely, a correlated trait–correlated method minus one (CT-CM-1) model. Results of the CT-C(M-1) analyses indicated a rather strong rater bias (i.e., method effects) for all three dimensions of inclusion. However, the consistency for academic self-concept was higher than for emotional and social inclusion. Furthermore, gender and SEN status affected rater bias, particularly for teacher reports. Results suggested that it matters who reports students' emotional inclusion, social inclusion, and academic self-concept, which has methodological and practical implications.
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