El artículo presenta avances de una investigación realizada en San Carlos de Bariloche por un equipo de profesoras y estudiantes del IFDC Bariloche: "Condiciones que favorecen y obstaculizan la inclusión educativa de jóvenes y adultos/as con discapacidad intelectual en educación primaria, secundaria y técnico-profesional en San Carlos de Bariloche". Se comparten aportes jurídico-normativos, dimensiones del marco teórico, y avances a partir del análisis de entrevistas iniciales a equipos directivos, docentes, y a un estudiante con DI. Finalmente, se exponen facilitadores (...) y barreras para la inclusión educativa y social, y aportes para la discusión acerca de la temática. (shrink)

RESUMEN: Durante mucho tiempo las investigaciones sociológicas se centraron en el término exclusión. Existe, sin embargo, un abuso del término designando como tales, situaciones que en realidad responden a la vulnerabilidad creada por la degradación de las relaciones de trabajo, por la precarización o la marginación. Éstas son propiamente situaciones bajo amenaza de exclusión pero no son exclusión propiamente dicha, pueden desembocar en ella pero dependen de otra lógica. La lógica de la exclusión procede por discriminaciones oficiales, la marginación se (...) produce por procesos de desestabilización. En este trabajo se realizará un análisis comparado entre dos perspectivas tan disímiles como las subyacentes en las políticas de inclusión aplicadas en Argentina y Leonardo Polo pues de la confrontación fructífera emergerán las condiciones de posibilidad para una auténtica inclusión social en las organizaciones. SUMMARY: From longtime ago, sociological researches focused on the Word exclusion abusing on it. The fact is that many situations considered as exclusion really are the effect of vulnerability due to degrade of job´s relationships, or due to marginal and precarious situations. Those are situations under danger of exclusion but they are not properly exclusion, those could to end in exclusion but those depend on a different logic which runs by official discriminations. Marginality is consequence of process of unbalances. This article intend to analyzes two different perspectives, that from political plans from Argentinian government and that from Leonardo Polo because it is possible to confront in a positive way and then, many possibilities for authentic social inclusion in organizations will emerge. (shrink)

Los porqué y para qué una sociedad debe dedicar esfuerzos a la investigación y a la innovación están cambiando, incorporando como perspectiva central que los sectores más postergados sean sus destinatarios directos y tengan voz en su orientación. Luego de argumentar esta afirmación, el trabajo analiza algunos abordajes en torno a las articulaciones entre conocimiento, innovación e inclusión social, mostrando sus diferencias y, en ocasiones, divergencias. Ciertos enfoques teóricos que colaboran a entender mejor estas articulaciones son analizados, así (...) como una experiencia específica de política de investigación en la Universidad de la República, Uruguay, que busca potenciarlas. (shrink)

Este artículo analiza el fenómeno migratorio intrarregional abordando dinámicas de inclusión social informal al interior del sistema laboral. A partir del análisis de 32 relatos de vida a inmigrantes peruanos que han ascendido laboralmente en Chile, se propone que la baja ubicación de peruanos en el sistema de estratificación social chileno, condiciona su grado de dependencia a una inclusión informal al sistema laboral. Sin embargo, como efecto de la regularización de su estatus migratorio, del mayor conocimiento (...) del campo laboral y de la formalización de su capital social, es posible el despliegue de reacciones agenciales en función de una trayectoria ascendente en el mercado del trabajo. (shrink)

This paper wishes to problematize the foundations of production governance and offer an analytical perspective on the interrelation between agents’ preferences, strategic choice, and the public sphere . The value is in the idea of preferences being social in nature and in the application both to the internal stakeholders of the organisation and its impacts on people outside. Using the concept of ‘strategic failure’ we suggest that social preferences reflected in deliberative social praxis can reduce false beliefs (...) and increase individual wellbeing. From this approach, the paper offers a taxonomy of production organisations, based on social preferences about two variables: the governance form other strategic decisions that characterize the management of a company at a more operational level, once its fundamental legal form has been chosen. Each dimension is then categorised alongside two basic preferences: towards inclusion or exclusion of ‘publics’ that have no substantial access to decision power about these variables. Our framework explains governance heterogeneity by contrasting exclusive and inclusive social preferences in cooperatives, social enterprises, as well as traditional corporations. A discussion of the evolution of social preferences and organizational forms is addressed through examples and regional experiences. (shrink)

Inclusive businesses that combine profit making with social impact are claimed to hold the potential for poverty alleviation while also creating new entrepreneurial and innovation opportunities. Current research, however, offers little insight on the processes through which for-profit business organizations introduce social innovations that can profitably create social impact. To understand how social innovations emerge and become sustained in business organizations, we studied a telecom firm in Kenya that successfully extended financial services across the country through (...) a number of mobile banking innovations. Our qualitative analysis revealed the strong role of being embedded in local networks and structures for initiating and implementing social innovations. Strong embeddedness enhanced the pragmatic and ethical imperative for internalizing social issues, but also provided access to diverse resources for implementing and legitimizing social innovations. However, hybridization processes that emphasized social issues introduced organizational tensions by increasing goal diversity and requiring adapting organizational processes and structures. The case shows how developing a mission-driven identity enabled the sustenance of social innovations by providing a meta-narrative that bridged goal diversities and rationalized organizational change. (shrink)

By inclusion and exclusion here we mean the phenomena of inclusion of a certain category of persons into a certain community as “insiders” and, accordingly, exclusion as transformation of “insiders” into “outsiders” and even into “enemies”. The institutional nature of these processes means that they are not one-time and situational phenomena, but deep shifts with long-term consequences, entailing changes in the rules of interaction and attitudes of their participants. In the course of their development, different societies have experienced inclusion and (...) exclusion according to the criteria of gender, age, religion, ethnicity, class social origin, level and nature of education, professional affiliation, etc. The article formulates causal conditions and factors contributing to inclusion and exclusion on the basis of general theoretical principles and historical generalizations. (shrink)

This study addresses the growing interest in the social impact assessment of corporate social responsibility (CSR) initiatives. Using the benefit (value) transfer approach, this study seeks to demonstrate how the social return on investment (SROI) of a CSR inclusion initiative promoting disability sport participation can be assessed. Literature on CSR inclusion initiatives, social impact measurement, disability sport participation and disability interventions/organizations was reviewed and compared. This helped identify the stakeholders and social outcomes to include, and (...) the assumptions for the financial proxies and beneficiary percentages. Based on data provided by the Rugby Football League in England, an application to Inclusion Rugby League— a CSR inclusion initiative promoting disability sport participation—was then conducted. The SROI of Inclusion Rugby League is 3.39:1—a social return of £3.39 for £1 invested. Our research quantifies the positive social impact of a CSR inclusion initiative in monetary terms, providing insights for assessing SROI. This study informs future research on the social impact assessment of CSR initiatives, offering valuable guidance for organizations and their managers in making a case for further investments in CSR. Moreover, it encourages potential funders to engage in CSR initiatives. (shrink)

The author examines, in the context of Litwin and Stringer''s (1968) operationalization, the influence of social inclusion (organizational warmth and organizational identity) as a marketing ethics correlate. The results indicate that both organizational warmth and organizational identity underlie marketing professionals'' ethical behavior. Furthermore, the influence pattern for each variable is consistent witha priori hypothesis.

Social inclusion/exclusion involves just/unjust social relations and social structures enabling or constraining opportunities for participation and health. In this paper, social inclusion/exclusion is explored as a dialectic. Three discourses – discourses on recognition, capabilities, and equality and citizenship – are identified within Canadian literature. Each discourse highlights a different view of the injustices leading to social exclusion and the conditions supporting inclusion and social justice. An Integrated Framework for Social Justice that incorporates the (...) three discourses is developed and used to critique the dominant focus on distributive justice within foundational Canadian nursing documents. We propose a broader conceptualization of social (in)justice that includes both relational and structural dimensions. Opportunities for multilevel interventions to promote social justice are identified. This framework is congruent with nursing's moral imperative to promote health equity and with the multiple roles played by nurses to promote social justice in everyday practice. (shrink)

This article introduces and discusses the philosophy of inclusion as a fundamental condition of social transformation mediated by inclusive education. Inclusion in opposition to exclusion or marginalization certainly provokes fresh thinking about our ways of being and of relating to one another. Inclusive principles highlight the social dimensions of learning and living together that reciprocally define the future of a pluralistic society. With social transformation as the end in view, education is hereby described as a process that (...) is linked to the evolving realities of society. The evolution of the education system follows the changing situations of society. Consequently, schools are challenged to institutionalize inclusion as a wise education philosophy and policy. (shrink)

In view of the fact that culture-inclusive psychology has been eluded or relatively ignored by mainstream psychology, the movement of indigenous psychology is destined to develop a new model of man that incorporates both causal psychology and intentional psychology as suggested by Vygotsky . Following the principle of cultural psychology: “one mind, many mentalities” , the Mandala Model of Self and Face and Favor Model were constructed to represent the universal mechanisms of self and social interaction that can be (...) applied to any culture; both models can be used as conceptual frameworks for analyzing mentalities of people in any given culture. Taking research works from Foundations of Chinese Psychology: Confucian Social Relation as exemplars , this article illustrates how to construct culture-inclusive theories of Confucianism by multiple philosophical paradigms. The mechanism of culture-inclusive theory can be applied to explain qualitative research findings on lifeworld events of people in a particular society. It can also be utilized to predict results of quantitative research conducted to verify theoretical propositions in the scientific microworld by empirical methods. (shrink)

There are two conceptions of ‘inclusion’ in play in this debate. 1. The traditional conception in sport: How does sport provide inclusion/exclusion? Through eligibility criteria. 2. The social justice conception: trans people must be included in all social endeavours/institutions, one of these being sport. In the latter ‘inclusion’ facilitates affirmation and validation of their gender identity. The question is: should sport take on this ‘social justice’ task?

Social inclusion can refer to the ability of individuals and groups to participate in social activities and the extent to which they feel included and recognized as valuable and able to make contributions. I explore the social inclusion of children in K-12 education (ages 4 - 18), and argue it is vital for the development and exercise of attitudes and capacities such as hope and local autonomy. Since schools are tasked with developing children's skills and knowledge, the (...) extent to which they succeed will play a large role in limiting or enabling children's social inclusion both when they become adults and as children. Children's relationships are an important aspect of their school experiences, as they affect not only whether they feel connected to others but also what they deem to be the grounds of their inclusion. Schools can also equip children with the skills and experiences required for social interactions with others in better and worse ways, fostering children's attitudes towards themselves, others, and the world and affecting whether they think they have the resources to have an impact on their environment and society and can achieve both personal and shared goals. (shrink)

PurposeDigital and social inclusion are becoming more talked about as approaches to what has been discussed as the digital divide. But what is digital or social inclusion? The purpose of this paper is to explore the notion of social exclusion as a variety of, sometimes conflicting, social programmes which embody ideas of what society should be. Becoming more aware of this variety of approach can give insights into programmes addressing the digital divide and the political, cultural (...) and social aspects of policies of social inclusion.Design/methodology/approachThe paper analyses the notion of social inclusion as a variety of social policies to address social exclusion and develop the nation state. It uses an example of a telecentre in Jordan's knowledge station programme to illustrate and extend this analysis.FindingsThe analysis and discussion of the KS initiative shows how different notions of social and digital inclusion are important features of strengthening the Jordanian state and are useful in analysing the relative success of this programme.Originality/valueThe paper argues that analyses of digital divides and digital exclusion could be strengthened by a closer understanding of policies of social inclusion. In this way it is possible to move from technological connection as a measure of a digital divide to a more thorough understanding using social inclusion policy which illuminates social, political and cultural aspects of technological change. (shrink)

Towards an Inclusive Democracy, it is argued, offers a powerful new interpretation of the history and destructive dynamics of the market and provides an inspiring new vision of the future in place of both neo-liberalism and existing forms of socialism. It is shown how this work synthesizes and develops Karl Polanyi’s characterization of the relationship between society and the market and Cornelius Castoriadis’ philosophy of autonomy. A central component of Fotopoulos’ argument is that social democracy can provide no answer (...) to neo-liberalism, so the only viable alternative to neo-liberalism is the form of inclusive democracy he elaborates. Reviewing Castoriadis’ concept of autonomy, it is argued that while Fotopoulos is certainly correct given the present deformed nature of social democracy, there is no reason to exclude social democracy as such from what Fotopoulos calls the tradition of autonomy. It is suggested that if the working class movement could free itself from the capitalist imaginary and return to its quest for autonomy, a synthesis of a radically reformed social democracy and inclusive democracy could greatly improve the prospects of each to successfully challenge not only neo-liberalism, but also the emerging liberal fascism of USA, Britain and Australia. (shrink)

The embedding and promotion of social change is faced with aparadoxical challenge. In order to mainstream an approach to socialchange such as responsible research and innovation and makeit into a practical reality rather than an abstract ideal, we need tohave conceptual clarity and empirical evidence. But, in order to beable to gather empirical evidence, we have to presuppose that theapproach already exists in practice. This paper proposes a social labmethodology that is suited to deal with this circularity. Themethodology (...) combines the defining features of social labs emergingfrom the literature such as agility and real-world focus withestablished theories and approaches such as action research andexperiential learning. Thereby it enables the parallel investigationand propagation of RRI. The framework thus constructed provides atheoretical embedding of sociallabs and overcomes some of theknown limitations of the constitutive approaches. (shrink)

The dominant idea in debates on social inclusion of people with intellectual disabilities is that social inclusion requires recognition of their ‘sameness’. As a result, most care providers try to enable people with intellectual disabilities to live and participate in ‘normal’ society, ‘in the community’. In this paper, we draw on (Pols, Medicine Health Care and Philosophy 18:81–90, 2015) empirical ethics of care approach to give an in-depth picture of places that have a radically different take on what (...) social inclusion for people with intellectual disabilities looks like: places known as ‘sheltered living institutions’. We argue these places can be seen as ‘communities of difference’ catered to the specific needs and capacities of the residents. We then contend that these communities raise questions about what a good life for people with intellectual disabilities looks like and where and how it ought to be realised; questions not posed very often, as they get muzzled by the dominant rhetoric of normalisation and the emphasis on sameness. (shrink)

Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course (...) integrates four different approaches to justice: theoretical, social scientific, narratological, and experiential. The discussion of the experiential dimension of the course references practical pedagogical strategies for making social justice and inequality real for our students. Understanding the realities of social inequality and its roots can foster a better understanding of the social forces and structures that perpetuate inequality. Furthermore, this approach can plant the intellectual and empathic seeds to challenge in-group bias and hopefully germinate into fruitful interaction with diverse others. Finally, this rich, interdisciplinary encounter with social inequality and justice can prepare students to work for just social structures that will lead to a more inclusive world. (shrink)

Barrierefreiheit is a key term in the German inclusion movement, in education and more generally. Sometimes translated as ‘accessibility’, it refers not just to absence of barriers but to freedom from barriers, which in turn indicates a significant social and ethical component. It signals an active, conscious intervention by agents, a consequence of agentic commitment towards crossing borders and overcoming boundaries. In this regard, this article seeks to provide an epistemological analysis and illustration of what ‘inclusive’, ‘barrier-free’ education means, (...) by examining three ideas within social epistemology: epistemological access, epistemic paternalism and epistemic justice. In so doing, it articulates a position that might be called ‘context-sensitive realism’, which cautions against not only constructivist theoretical leanings but also the anti-individualism that characterises a substantial portion of the inclusive education literature. (shrink)

:Advocates of social equality need to develop an account of the society they favor. I have argued elsewhere that social equality should be conceived negatively: in terms of opposition to asymmetric and alienating relations such as hierarchy, domination and social exclusion, rather than in terms of a positive model of equality. This essay looks in detail at social exclusion, or rather “differential social inclusion,” and especially at the mechanisms that create exclusion and bind excluded groups (...) together, and the consequent effects these mechanisms have on the reinforcement of inequality of opportunity and failure of social solidarity. Possible policies, such as improved social mobility, assertive self-affirmation, validation of subcultures, integration, and the creation of a large public sector are considered as possible responses to differential social inclusion in order to move closer to the idea of a society of equals. (shrink)

The aim of the study was to illustrate the impact of teachers’ implementation of differentiation and individualization on students’ perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males and 569 females ]. Around 10% of the sample had special educational needs. Students’ perceived inclusion levels and academic self-concept were examined with the Arabic version of the Perceptions of Inclusion Questionnaire. Students’ ratings of inclusive practices in their (...) classroom were examined using the Arabic version of the Inclusive Teaching Practices Scale. SEN students expressed lower perceived social inclusion, emotional inclusion, and academic self-concept in comparison with non-SEN students. Moreover, high levels of inclusive teaching practices strongly predicted students’ perceived emotional inclusion, social inclusion, and academic self-concept. The results of the study supported the importance of school-level inclusive teaching practices and their relation to students’ school experiences. It also highlighted the need for schools and teachers to work towards improved school-level inclusion experiences for SEN students. (shrink)

China set the goal of expanding early childhood education in 2018, by encouraging the development of public interest kindergartens to provide high-quality, low-cost preschool services to the general public. This is in response to the challenges of accessibility, affordability, and accountability besetting China’s current ECE system. However, the transition toward PIK has been slow due to various complex problems, including the lackluster willingness of ECE providers to become PIK. To better understand the challenges leading to low participation, this study explores (...) the external pressures affecting ECE providers and evaluates the external factors that influence their level of social responsibility. A stratified-random sampling questionnaire survey solicited responses from 832 ECE personnel representing 261 kindergartens from across China. Our findings suggest that institutional pressure has a positive effect on social responsibility and inclusive participation. We also found that institution visibility positively regulates the relationship between institutional pressure and social responsibility. At the same time, the level of environmental perception positively governs the relationship between social responsibility and participation willingness. Kindergartens should have certain social values, including assuming certain behaviors and participating in social activities in the spirit of social service and ensure multiple subjects’ synergetic governance. (shrink)

In this short essay the A. intends to analyze the scientific coordinates of social theater as a pedagogical-didactic device in an inclusive perspective for the development of the intellectual welfare of communities in the 21st century. The reference model is that of Inclusive Education, which represents, as Unesco has specified several times, a true guideline in the field of education, education and training; it develops through the guiding principles of equality, social justice, freedom, the right to citizenship, the (...) right to education and social equity, without any discrimination based on race, gender, language, or different cultures. This is possible through inclusive theater workshops at school. (shrink)

The Sustainable Development Goal of the United Nations related to reduced inequalities calls for greater economic inclusion of the poor. Yet, how business leaders grant economic opportunities and development to the poor is significantly under-researched. Extending burgeoning responsible leadership theory that promotes paradox-savvy leadership for building inclusive ventures through various actors, this study introduces new concepts of inclusive leadership that foster the economic inclusion of the poor from Amartya Sen’s capability approach perspective. By studying how leaders include the poor in (...) social businesses, we provide a fresh perspective of inclusive leadership as a personalized empowering cycle of economic–social–economic inclusion to close the gaps between the rich and poor in business and society. This perspective provides new territories of diversity and inclusion research for reduced inequality. (shrink)

A. Klimczuk, Book review: A. Rimmerman, "Social Inclusion of People with Disabilities: National and International Perspectives", New York: Cambridge University Press, 2013, "Human Rights Review" Vol. 16, Iss. 4 2015, pp. 397-399.

National, European, and international institutions should implement social policies to help the persons with disabilities. Strategic sectors include education, training, and work, with the equal protection of the laws. In addition, this essay is focused on another crucial “sector" that is part of the primary law, which include tourism along with public transportation and non-discrimination. In conclusion, legislators, and public institutions, as well as transport companies must comply the principles of accessibility, equality, and social justice for the (...) class='Hi'>social inclusion of persons with disabilities. (shrink)

Accepting Cole's the premise that, “cultural-inclusive psychology has been … an elusive goal” but one worth striving to attain, I first set out to identify my domain of interest and competence as an intellectual. Deciding it to be social interaction between individuals, I then searched out theoretical approaches to this domain that encompassed as many approaches to this trans-historical concern that have emerged from cultural traditions bequeathing us their legacies. Doing this search comprehensively required me to move outside my (...) Judeo-Christian, Greco-Roman, Renaissance heritage and its international diffusion via the European Empires since the 1500's, embodied most recently the American dominance of intellectual discourse since the Second World War. In my case, this journey has taken me in to Chinese culture and psychology where I have worked towards integrating the Chinese worldview and its psychological measures into the discipline of social psychology. Striving for a more inclusive culture-view, I am now using multi-cultural data bases to transcend this two-cultural focus and incorporate wider measures of cultural variation into our theorizing and empirical validation of universal models for social interaction. This paper describes my current procedures for such culture-mapping. (shrink)

This study was aimed at appraising the overall situation of social inclusion in the three southern border provinces of Thailand as well as comparing the results with the national level. The results of the analyses revealed significant difference between the social inclusion situation in the southern border provinces and the overall situation of the whole country in terms of last election voting rate; discrimination experienced because of social status, physical handicap, age, sexual harassment, gender, nationality, among others. (...) Priority is given to Thai students over immigrant students in college admission, and there is less chance of an immigrant becoming CEO of a Thai company. Opinions on the inequality between men and women are surveyed, such as who would be better political leaders, who could study at the university level, and who make better business executives. It also refers to the experience of difficulty in using public transport, and experience in using social care facilities for their household members. (shrink)

The United Nations (UN) 2030 Agenda for Sustainable Development has considerable potential for achieving a more sustainable future. However, the concrete realisation of Sustainable Development Goals (SDGs) is impeded by how they are implemented by a diverse set of competent agents. This conceptual paper draws on social impact theory to investigate how businesses can utilise the SDG framework to achieve positive social outcomes. We identify two pathways that can guide businesses to improve their SDGs interventions, which entail considering (...) the _interconnections_ between the goals that are directly or indirectly affected by the initiative at stake and the _inclusiveness_ of the actors affected by the SDGs. Building on the literature on hybrid organising (to frame interconnectedness) and the literature on multi-stakeholder partnerships and deliberative governance (to frame inclusiveness), we discuss a set of organisational mechanisms and transformations that can help businesses ensure that their SDGs interventions are more socially impactful. By doing so, this paper extends the literature on the role of companies for sustainable development and provides some practical implications. (shrink)

Britain's Royal Society of Arts has recently produced a report on the conditions of future successful business in Britain, entitled Tomorrow's Company, in which the idea of the “inclusive company” is seen to be central to such success. How, and to what extent, does business ethics figure in this prospect for the future? The author is Vice‐Chairman of the Institute of Management and former Chair of its Professional Practice Committee.

The aim of this article is to investigate the impact neoliberalism has in shaping the discourse of the European Union’s policy of Lifelong Learning. The literature review initially presents the theoretical framework of neoliberalism as the dominant ideological and economic paradigm of our time. Thereafter, it takes a view on how neoliberalism perceives the four objectives of the European Union’s Lifelong Learning policy, namely employability/adaptability, personal fulfillment, social inclusion, and active citizenship. Through the analysis of European Commission’s policy documents (...) on Lifelong Learning, this article explores whether these objectives, with focus on social inclusion and active citizenship, can be realized within the ideological, political, and economic framework set by the neoliberal paradigm. The data underwent Qualitative Analysis using the methods of Critical Discourse Analysis and Qualitative Content Analysis as well as Quantitative Analysis of textual data. The results indicate that only employability and adaptability seem to be compatible with the neoliberal rhetoric since the flexible and adaptable employee better serves the needs of the markets. The role neoliberalism holds for the individual is that of the consumer, product user, and voter. Therefore, the non-economic objectives of Lifelong Learning cannot be equally developed as they constitute the complete antithesis of neoliberalism’s basic principles. (shrink)

AI is increasingly becoming based upon Internet-dependent systems to handle the massive amounts of data it requires to function effectively regardless of the availability of stable Internet connectivity in every affected community. As such, sustainable development (SD) for rural and mountain communities will require more than just equitable access to broadband Internet connection. It must also include a thorough means whereby to ensure that affected communities gain the education and tools necessary to engage inclusively with new technological advances, whether they (...) be focused on machine learning algorithms or community infrastructure, as they will be increasingly dependent upon the automational capabilities of AI. In this essay, an exploration will be conducted into the means whereby student-engaged learning (SEL) can effectively be utilized to provide targeted, inclusive education to rural and mountain communities regarding the implications of AI for SD. (shrink)

Zack addresses current upheavals with a new conception of the relationship between citizens and government. Analyzing current states of race, class, gender, and other measures of social wellbeing, Zack promotes a new social compact wherein citizens as a whole make long-term resolutions outside of government institutions to ensure stability.

This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers-Putnam, Bourdieu and Coleman-and explores how these might help to understand the changing contexts and pursue opportunities for growth.

Este artículo presenta una reflexión sobre dos componentes de la Educación Inclusiva apoyada en la investigación a nivel internacional. En primer lugar, su condición sincrónica, aquí especificada como comunitaria, por la que la actividad de los centros educativos no se entiende como aislada, sino en complicidad con la comunidad en que se ubican. Se describen tanto las estrategias que favorecen la inclusión dentro del aula, de acuerdo con el currículo general, como la necesidad de establecer una red de apoyos (...) con los recursos disponibles en la comunidad. Se pone un énfasis especial en las situaciones de gran diversidad entre los niveles de aprendizaje del alumnado, argumentando que una visión progresiva del aprendizaje permite todos compartan contenidos y actividades, aunque varíen los objeticos. En segundo lugar, reflexionamos sobre la condición diacrónica de la inclusión, aquí especificada como longitudinal, por la que todo proceso inclusivo debe tender a la inclusión social, contemplando las diferentes etapas vitales. Se concluye detectando el incremento de barreras para la inclusión a medida que se avanza en dichas etapas, la necesidad que desde las primeras se tenga en cuenta esta perspectiva longitudinal y que se coordinen las políticas educativas y sociales para conseguir una plena inclusión. (shrink)

Comienzo este artículo con unos interrogantes que ayuden a situarse personalmente en este tema, y a entrar en diálogo con lo que aquí vamos a decir, porque la inclusión tiene que ver con los valores y las actualidades de cada persona: ¿La inclusión es un reto para mí? ¿Qué experiencias de inclusión vivo y hago vivir? ¿Qué experiencias de exclusión vivo y hago vivir?

The book offers a critique of the assumption that empiricism is the only foundation for research. Integralism provides a balanced approach to reaching moral values that can be shared by all cultures through the inclusion of empiricism, the rational and the supersensory/super-rational forms of reality into research and theory.