an article by Susan Crawford Sullivan (Department of Sociology and Anthropology, College of the Holy Cross, USA) published in Social Inclusion Volume 7 Issue 2 (2019)
Abstract
There is increased interest in faith-based social service provision in recent years, both in the United States and across Europe.
While faith-based organizations provide welcome and needed services, there are several potential problems of social inclusion which involve gender, including decreased availability of social services when faith-based organizations are expected to compensate for cuts in government spending, potential for religious discrimination in employment, and potential for religious discrimination against recipients.
Full text (PDF 4pp)
Showing posts with label inclusion. Show all posts
Showing posts with label inclusion. Show all posts
Monday, 22 July 2019
Tuesday, 18 June 2019
“Superdiversity”: a new paradigm for inclusion in a transnational world
an article by Banu Ozkazanc-Pan (University of Massachusetts, Boston, USA; Brown University, Providence, Rhode Island, USA) published in Equality, Diversity and Inclusion: An International Journal Volume 38 Issue 4 (2019)
Abstract
Purpose
Transnational migration has become a defining feature of many societies across the globe. This paper focuses on contributions to diversity theorizing and research available from “superdiversity”, an analytic framework derived from transnational migration studies. “Superdiversity” speaks to the novel social transformations taking place globally and provides new opportunities, albeit with critique, for conceptualizing and studying people, difference and inclusion. The purpose of this paper is to provide innovative ways to rethink hallmark concepts of diversity scholarship by offering new insights about the role of nation-states, the concept of difference and inclusion in the midst of mobility.
Design/methodology/approach
The paper relies upon transnational migration studies as an emergent field of inquiry about societal level changes brought upon by the ongoing movement of people. The social, cultural and political transformations growing out of transnational migration are used to theorize new directions for diversity research in the context of management and organization studies. By relying on “superdiversity” and its mobility-based ontology, epistemology and methodology, the paper proposes new ways to think about and carry out research on difference and inclusion.
Findings
Deploying the analytic framework of “superdiversity,” the paper offers “belonging” as the new conversation on inclusion and proposes mobile methods as a means to study mobile subjects/objects. In addition, it discusses how the ongoing transformative societal changes by way of transnational migration impact the ways in which the author theorizes and carry out diversity research. Questions and concerns around ethics, (in)equality and representation are considered vital to future research in/around diversity.
Originality/value
Extensive changes in societies emerging out of ongoing encounters between/among different kinds of people have taken shape by way of transnational migration. As a result, emergent and novel notions of difference have been forged in a transnational manner across social fields. By examining these transformations, the paper provides new directions and challenges for diversity scholarship in the context of rising societal tensions and rhetoric around difference and “belonging” in nation-states. It also provides alternative considerations for understanding and theorizing inclusion in diversity research.
Abstract
Purpose
Transnational migration has become a defining feature of many societies across the globe. This paper focuses on contributions to diversity theorizing and research available from “superdiversity”, an analytic framework derived from transnational migration studies. “Superdiversity” speaks to the novel social transformations taking place globally and provides new opportunities, albeit with critique, for conceptualizing and studying people, difference and inclusion. The purpose of this paper is to provide innovative ways to rethink hallmark concepts of diversity scholarship by offering new insights about the role of nation-states, the concept of difference and inclusion in the midst of mobility.
Design/methodology/approach
The paper relies upon transnational migration studies as an emergent field of inquiry about societal level changes brought upon by the ongoing movement of people. The social, cultural and political transformations growing out of transnational migration are used to theorize new directions for diversity research in the context of management and organization studies. By relying on “superdiversity” and its mobility-based ontology, epistemology and methodology, the paper proposes new ways to think about and carry out research on difference and inclusion.
Findings
Deploying the analytic framework of “superdiversity,” the paper offers “belonging” as the new conversation on inclusion and proposes mobile methods as a means to study mobile subjects/objects. In addition, it discusses how the ongoing transformative societal changes by way of transnational migration impact the ways in which the author theorizes and carry out diversity research. Questions and concerns around ethics, (in)equality and representation are considered vital to future research in/around diversity.
Originality/value
Extensive changes in societies emerging out of ongoing encounters between/among different kinds of people have taken shape by way of transnational migration. As a result, emergent and novel notions of difference have been forged in a transnational manner across social fields. By examining these transformations, the paper provides new directions and challenges for diversity scholarship in the context of rising societal tensions and rhetoric around difference and “belonging” in nation-states. It also provides alternative considerations for understanding and theorizing inclusion in diversity research.
Wednesday, 29 May 2019
The mental health peer worker as informant: performing authenticity and the paradoxes of passing
an article by Jijian Voronka (University of Windsor, ON, Canada) published in Disability & Society Volume 34 Issue 4 (2019)
Abstract
The inclusion imperative in community care means that disabled people are now increasingly being employed as peer workers in the service systems that manage them.
This article offers a timely inquiry into the role of the peer worker in mental health and homeless service sectors.
Drawing on a four-year ethnography and in-depth qualitative interviews with fellow peer workers, I explore the paradoxical nature of new expectations for peer ‘authenticity,’ and the ways in which peer workers learn to manage the requirement to perform identity in our work roles.
This analysis thus denaturalizes peer identity, and works to develop possibilities for doing disability identity-based work differently.
Abstract
The inclusion imperative in community care means that disabled people are now increasingly being employed as peer workers in the service systems that manage them.
This article offers a timely inquiry into the role of the peer worker in mental health and homeless service sectors.
Drawing on a four-year ethnography and in-depth qualitative interviews with fellow peer workers, I explore the paradoxical nature of new expectations for peer ‘authenticity,’ and the ways in which peer workers learn to manage the requirement to perform identity in our work roles.
This analysis thus denaturalizes peer identity, and works to develop possibilities for doing disability identity-based work differently.
Wednesday, 9 January 2019
At risk of exclusion? Degrees of ICT access and literacy among senior citizens
an article by Tobias Olsson (Lund University,, Sweden), Ulli Samuelsson (Jönköping University, Sweden) and Dino Viscovi (Linnæus University, Växjö, Sweden) published in Information, Communication & Society Volume 22 Issue 1 (2019)
Abstract
Drawing on data derived from a nationwide postal survey (n = 1264) with a simple random sample of Swedes between ages 65 and 85 (response rate: 63%), the article analyses the general patterns of:
The analysis reveals a positive correlation between levels of material (e.g., income), discursive (e.g., English skills) and social (e.g., social networks) resources and access to ICT. With greater resources, the average number of devices increases. The analysis also reveals a positive correlation between discursive and social resources and ICT-literacy. Gender has no bearing on access to devices, but might have some effect on ICT-literacy.
The correlation between age, access and literacy is negative. With increasing age, both access and literacy decreases. In this respect, the study reveals a generational effect. However, since all three resources tend to decrease over the life cycle, the results are also discussed in terms of an age effect.
These data and our analyses are contextualized by a critical discussion that reflects on the implications of these general patterns: What do they mean for senior citizens’ abilities to be included and participate in a continuously digitalizing society?
Abstract
Drawing on data derived from a nationwide postal survey (n = 1264) with a simple random sample of Swedes between ages 65 and 85 (response rate: 63%), the article analyses the general patterns of:
- degrees of information and communication (ICT) access and
- ICT-literacy among Swedish senior citizens.
The analysis reveals a positive correlation between levels of material (e.g., income), discursive (e.g., English skills) and social (e.g., social networks) resources and access to ICT. With greater resources, the average number of devices increases. The analysis also reveals a positive correlation between discursive and social resources and ICT-literacy. Gender has no bearing on access to devices, but might have some effect on ICT-literacy.
The correlation between age, access and literacy is negative. With increasing age, both access and literacy decreases. In this respect, the study reveals a generational effect. However, since all three resources tend to decrease over the life cycle, the results are also discussed in terms of an age effect.
These data and our analyses are contextualized by a critical discussion that reflects on the implications of these general patterns: What do they mean for senior citizens’ abilities to be included and participate in a continuously digitalizing society?
Thursday, 10 May 2018
‘I shouldn’t be living there because I am a sponger’: negotiating everyday geographies by people with learning disabilities
an article by Andrew Power and Ruth Bartlett (University of Southampton, UK) published in Disability & Society Volume 33 Issue 4 (2018)
Abstract
Learning disability policy has for some time been framed by the goal of inclusion which purports to enable people with learning disabilities to lead a ‘life like any other’ person.
This article examines the extent to which this is the case in England, by tracing the lived experiences of people with learning disabilities within their communities.
The article draws on two interlinked qualitative studies involving interviews that examined their local place-based experiences of inclusion and exclusion. The findings reveal ‘moments of inclusion’ and opportunities for social encounter from peer support, but these were situated amidst wider experiences of exclusion and harassment.
Abstract
Learning disability policy has for some time been framed by the goal of inclusion which purports to enable people with learning disabilities to lead a ‘life like any other’ person.
This article examines the extent to which this is the case in England, by tracing the lived experiences of people with learning disabilities within their communities.
The article draws on two interlinked qualitative studies involving interviews that examined their local place-based experiences of inclusion and exclusion. The findings reveal ‘moments of inclusion’ and opportunities for social encounter from peer support, but these were situated amidst wider experiences of exclusion and harassment.
Saturday, 24 March 2018
A new way to measure growth and development
a column by Richard Samans for VOX: CEPR’s Policy Portal
Recent political developments in many countries suggest that most of their citizens lack confidence in the assumption of the standard growth model that everyone in a society benefits from GDP growth. This column proposes a multidimensional 'Inclusive Development Index', based on a dashboard of indicators in growth and development, inclusion, and intergenerational equity and sustainability. GDP per capita growth is weakly correlated with performance in many of the new index’s indicators, including those pertaining to employment, income and wealth inequality, and carbon intensity.
Continue reading
Recent political developments in many countries suggest that most of their citizens lack confidence in the assumption of the standard growth model that everyone in a society benefits from GDP growth. This column proposes a multidimensional 'Inclusive Development Index', based on a dashboard of indicators in growth and development, inclusion, and intergenerational equity and sustainability. GDP per capita growth is weakly correlated with performance in many of the new index’s indicators, including those pertaining to employment, income and wealth inequality, and carbon intensity.
Continue reading
Sunday, 29 October 2017
Differences in access to information and communication technologies: Voices of British Muslim teenage girls at Islamic faith schools
Glenn Hardaker and Atika Qazi (Universiti Brunei Darussalam, Gadong, Brunei), Aishah Sabki, (Beyond Labels Ltd, Huddersfield, UK) and Javed Iqbal, (Independent Researcher, London, UK) published in The International Journal of Information and Learning Technology Volume 34 Issue 4 (2017)
Abstract
Purpose
Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The purpose of this paper is to contribute to this field of research by situating the discussion in the context of British Muslims and extending current research into ICT differences beyond gender and ethnicity.
Design/methodology/approach
This paper explores the ICT differences in access and use by British Muslim teenage girls at Islamic faith schools, and ICTs’ perceived influence on learning. The qualitative research was undertaken by conducting 45 semi-structured interviews with British Muslim teenage girls in Islamic faith schools.
Findings
The study provides tentative findings that Islamic faith schools are not only framed by the wider diverse Muslim community, but also by the supplementary schooling of madrasahs. The findings suggest that the home use of ICTs was reinforced rather than compensated for by the Islamic faith schools. This seemed to inhibit many pupils’ access to online educational resources. The authors found that didactic instruction was prevalent and this provided tentative insights into the types of digital inequity experienced by many pupils.
Originality/value
The research into ICT differences in the UK adopted the premise that the unity in Muslim identity increasingly transcends ethnicity and gender in the Muslim community.
Abstract
Purpose
Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The purpose of this paper is to contribute to this field of research by situating the discussion in the context of British Muslims and extending current research into ICT differences beyond gender and ethnicity.
Design/methodology/approach
This paper explores the ICT differences in access and use by British Muslim teenage girls at Islamic faith schools, and ICTs’ perceived influence on learning. The qualitative research was undertaken by conducting 45 semi-structured interviews with British Muslim teenage girls in Islamic faith schools.
Findings
The study provides tentative findings that Islamic faith schools are not only framed by the wider diverse Muslim community, but also by the supplementary schooling of madrasahs. The findings suggest that the home use of ICTs was reinforced rather than compensated for by the Islamic faith schools. This seemed to inhibit many pupils’ access to online educational resources. The authors found that didactic instruction was prevalent and this provided tentative insights into the types of digital inequity experienced by many pupils.
Originality/value
The research into ICT differences in the UK adopted the premise that the unity in Muslim identity increasingly transcends ethnicity and gender in the Muslim community.
Thursday, 5 January 2017
The quality of equality: thinking differently about gender inclusion in organizations
an article by Maria Adamson (Middlesex University Business School, London, UK), Elisabeth K. Kelan (Cranfield School of Management, UK), Patricia Lewis (Kent Business School, Canterbury, UK), Nick Rumens (University of Portsmouth, UK) and Martyna Slíwa (University of Essex, Essex, UK) published in Human Resource Management International Digest Volume 24 Issue 7 (2016)
Abstract
Purpose
This paper aims to suggest a shift in thinking about how to improve gender inclusion in organizations, as well as offering a number of practical action points.
Design/methodology/approach
This paper takes a perspective based on the authors’ own ongoing research, as well as synthesis of existing insights into gender inclusion in organizations.
Findings
To retain top talent and improve organizational climate, the authors need to re-think how the authors measure the success of organizational inclusion policies. Specifically, the paper suggests moving from numbers and targets to looking at the quality of gender inclusion in the workplace. The paper explains why this shift in thinking is important and how to approach it in practice.
Practical implications
The paper provides strategic insights into and practical thinking about ways in which progressive organizations can continue to improve gender equality.
Originality/value
The paper makes a provocative call for a change of perspective on gender inclusion in organizations based on cutting-edge research and puts forward action points in an accessible format.
Abstract
Purpose
This paper aims to suggest a shift in thinking about how to improve gender inclusion in organizations, as well as offering a number of practical action points.
Design/methodology/approach
This paper takes a perspective based on the authors’ own ongoing research, as well as synthesis of existing insights into gender inclusion in organizations.
Findings
To retain top talent and improve organizational climate, the authors need to re-think how the authors measure the success of organizational inclusion policies. Specifically, the paper suggests moving from numbers and targets to looking at the quality of gender inclusion in the workplace. The paper explains why this shift in thinking is important and how to approach it in practice.
Practical implications
The paper provides strategic insights into and practical thinking about ways in which progressive organizations can continue to improve gender equality.
Originality/value
The paper makes a provocative call for a change of perspective on gender inclusion in organizations based on cutting-edge research and puts forward action points in an accessible format.
Monday, 10 August 2015
A qualitative evaluation of non-educational barriers to the élite professions
a report for the Social Mobility and Child Poverty Commission by Dr Louise Ashley (Royal Holloway University of London), Professor Jo Duberley (University of Birmingham), Professor Hilary Sommerlad (University of Birmingham) and Professor Dora Scholarios (University of Strathclyde) published in June 2015
No abstract is provided.
Overview (first section, footnotes not included)
This report sets out the findings from a qualitative study, focusing on two main areas. The first (Study A) examines the barriers to entry for people from less privileged socioeconomic backgrounds to elite law and accountancy firms, with a particular focus on London. The second (Study B) examines the barriers to entry for people from similar backgrounds to elite financial service firms (including accountancy) located in Scotland.
The study finds that despite their efforts to improve social inclusion over the past ten to fifteen years, these elite firms continue to be heavily dominated at entry level by people from more privileged socioeconomic backgrounds. This can be attributed primarily to a tendency to recruit the majority of new entrants from a narrow group of elite universities, where students are more likely to have attended selective or feepaying schools, and/or come from relatively affluent backgrounds. In addition, elite firms define ‘talent’ according to a number of factors such as drive, resilience, strong communication skills and above all confidence and ‘polish’, which participants in the research acknowledged can be mapped on to middle-class status and socialisation.
Against this backdrop, the key purpose of the study is to explore what more can be done to open access to elite professions. More generally, the study responds to evidence that the dominance of people from more privileged socioeconomic backgrounds within elite professions has become more pronounced over the past thirty years. For example, research from the Cabinet Office shows that recent generations of lawyers and accountants are more likely to come from families with significantly above-average incomes. There is also some evidence that where diverse individuals gain access to the elite professions, their subsequent career progression is affected by social background, though the extent and cause of this challenge has been under-researched to date. As we shall demonstrate, these issues seem particularly acute in the UK’s largest and most prestigious law, accountancy and financial service firms, on which this study is focused.
A key focus of the current study is on talent. Whilst talent is sometimes presented by firms as though it is an unproblematic concept, it is in fact highly ambiguous. Previous research suggests that this ambiguity is a key factor encouraging firms to rely on proxy measures of potential associated with middle-class status, thus accentuating rather than reducing, non-educational barriers to entry and, possibly, career progression. In order to explore this issue, we look here at how talent is identified and defined at entry level by organisations within the elite professions.
In addition, we also address three specific gaps in current knowledge of graduate hiring processes and practices and career progression.
No abstract is provided.
Overview (first section, footnotes not included)
This report sets out the findings from a qualitative study, focusing on two main areas. The first (Study A) examines the barriers to entry for people from less privileged socioeconomic backgrounds to elite law and accountancy firms, with a particular focus on London. The second (Study B) examines the barriers to entry for people from similar backgrounds to elite financial service firms (including accountancy) located in Scotland.
The study finds that despite their efforts to improve social inclusion over the past ten to fifteen years, these elite firms continue to be heavily dominated at entry level by people from more privileged socioeconomic backgrounds. This can be attributed primarily to a tendency to recruit the majority of new entrants from a narrow group of elite universities, where students are more likely to have attended selective or feepaying schools, and/or come from relatively affluent backgrounds. In addition, elite firms define ‘talent’ according to a number of factors such as drive, resilience, strong communication skills and above all confidence and ‘polish’, which participants in the research acknowledged can be mapped on to middle-class status and socialisation.
Against this backdrop, the key purpose of the study is to explore what more can be done to open access to elite professions. More generally, the study responds to evidence that the dominance of people from more privileged socioeconomic backgrounds within elite professions has become more pronounced over the past thirty years. For example, research from the Cabinet Office shows that recent generations of lawyers and accountants are more likely to come from families with significantly above-average incomes. There is also some evidence that where diverse individuals gain access to the elite professions, their subsequent career progression is affected by social background, though the extent and cause of this challenge has been under-researched to date. As we shall demonstrate, these issues seem particularly acute in the UK’s largest and most prestigious law, accountancy and financial service firms, on which this study is focused.
A key focus of the current study is on talent. Whilst talent is sometimes presented by firms as though it is an unproblematic concept, it is in fact highly ambiguous. Previous research suggests that this ambiguity is a key factor encouraging firms to rely on proxy measures of potential associated with middle-class status, thus accentuating rather than reducing, non-educational barriers to entry and, possibly, career progression. In order to explore this issue, we look here at how talent is identified and defined at entry level by organisations within the elite professions.
In addition, we also address three specific gaps in current knowledge of graduate hiring processes and practices and career progression.
- First, we address a lack of transparency about the precise mechanics of the recruitment and selection process, and subsequent promotion decisions. In particular, we ask what non-educational barriers to entry and progression do elite organisations construct? Who are these barriers constructed by? And at what points in the hiring process do these barriers come into play?
- Second, we examine the organisational dynamics behind a lack of diversity on the basis of social background, including factors in support of change, and in favour of the status quo. As part of this, we explore the role played by the business and moral cases for change, and discuss current best practice with respect to social inclusion initiatives.
- Third, we ask what role clients of leading firms may play in building a better case for change? Whilst elite organisations regularly claim that client expectations of their professional advisors are a barrier to diversity, there has been no independent study of the client perspective on social background to date. This is important because in other diversity strands, including gender, the client voice has arguably been important in driving forward at least some progressive change.
Tuesday, 14 July 2015
Supporting the UK’s Workless – An International Comparative Perspective
an article by Mike Danson (Heriot-Watt University, Edinburgh, UK), Ailsa McKay (Glasgow Caledonian University, UK) and Willie Sullivan (Common Weal, Biggar, UK) published in Social Policy & Administration Volume 49 Issue 2 (March 2015)
Abstract
Within and between nations, spatial inequalities in relation to health, labour markets and employment shape the barriers faced by those trapped on disability benefits, and thus create challenges for public policy.
To provide context for such analyses and policy discussions, this article presents evidence on levels of poverty, welfare support and inequality across Europe. It compares and contrasts especially the position and support for those out of or at the margins of the labour market under different welfare states to reveal the significant differences between the UK on the one hand and the Nordic and Benelux countries on the other hand.
Applying insights from theories and practices of endogenous growth, universalism and inclusion, it is demonstrated that lessons are to be learnt from the better economic and social performances of the more inclusive and coherent nations of northern Europe. In particular, it is argued that the very high levels of poverty and inequality inherent in the neo-liberal policies of the UK cannot generate the conditions for simultaneously reducing public sector deficits and stimulating demand so that worklessness and exclusion inevitably will continue.
The article concludes that an alternative social democratic paradigm is required based on solidarity, equity and fiscal responsibility to address this self-defeating feedback.
Abstract
Within and between nations, spatial inequalities in relation to health, labour markets and employment shape the barriers faced by those trapped on disability benefits, and thus create challenges for public policy.
To provide context for such analyses and policy discussions, this article presents evidence on levels of poverty, welfare support and inequality across Europe. It compares and contrasts especially the position and support for those out of or at the margins of the labour market under different welfare states to reveal the significant differences between the UK on the one hand and the Nordic and Benelux countries on the other hand.
Applying insights from theories and practices of endogenous growth, universalism and inclusion, it is demonstrated that lessons are to be learnt from the better economic and social performances of the more inclusive and coherent nations of northern Europe. In particular, it is argued that the very high levels of poverty and inequality inherent in the neo-liberal policies of the UK cannot generate the conditions for simultaneously reducing public sector deficits and stimulating demand so that worklessness and exclusion inevitably will continue.
The article concludes that an alternative social democratic paradigm is required based on solidarity, equity and fiscal responsibility to address this self-defeating feedback.
Monday, 20 October 2014
The Closeness of Fit: Towards an ecomap for the inclusion of pupils with ASD in mainstream schools
an article by Mahmoud Mohamed Emam (College of Education, Sultan Qaboos University, Muscat, Oman) published in International Education Studies Volume 7 Number 3 (2014)
Abstract
The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for tensions to arise between them and the different systems of the school ecology.
We examine the inclusion of these pupils from a developmental-systems perspective as articulated by the bio-ecological and the transactional models. Using data from a qualitative research project which explored the effect of autism-related difficulties in social and emotional understanding on the inclusion of 17 pupils with ASD the study describes the working dynamic of the arising tensions at the micro-system level.
The study outlines an ecopmap of the nested structures at the micro-, meso-, exo-, macro- and chrono-systems which may facilitate or impede the children’s inclusion.
Full text (PDF)
Abstract
The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for tensions to arise between them and the different systems of the school ecology.
We examine the inclusion of these pupils from a developmental-systems perspective as articulated by the bio-ecological and the transactional models. Using data from a qualitative research project which explored the effect of autism-related difficulties in social and emotional understanding on the inclusion of 17 pupils with ASD the study describes the working dynamic of the arising tensions at the micro-system level.
The study outlines an ecopmap of the nested structures at the micro-, meso-, exo-, macro- and chrono-systems which may facilitate or impede the children’s inclusion.
Full text (PDF)
Monday, 13 May 2013
Discourses of inclusion and exclusion: Religious students in UK higher education
an article by Jacqueline Stevenson (Leeds Metropolitan University, UK) published in Journal Widening Participation and Lifelong Learning Volume 14 Number 3 (Winter 2012-13)
Abstract
Despite a decade of research into ‘inclusion’, religious students have been largely ignored within the widening participation and diversity literature. Researching religion and higher education (HE) in the UK, unlike within the US context, is seen as potentially risky territory.
Where religion is discussed it is largely in relation to a discourse that problematises and demonises religion around ideas of religious fundamentalism – in particular within the Muslim community – or as formal and technical responses to equality legislation.
Consequently, unlike considerations of class, race or gender, the widening participation literature has mostly ignored or racialised religious affiliation, and religion remains, for the most part, unrecognised within institutional policy making.
Drawing on research with Christian, Sikh, Muslim and Jewish students, this paper highlights the ways in which such a tacit avoidance of the subject of religion on the ‘secular’ campus, punctuated only by the discourse of fundamentalism, results in the silencing and marginalisation of many religious students.
Abstract
Despite a decade of research into ‘inclusion’, religious students have been largely ignored within the widening participation and diversity literature. Researching religion and higher education (HE) in the UK, unlike within the US context, is seen as potentially risky territory.
Where religion is discussed it is largely in relation to a discourse that problematises and demonises religion around ideas of religious fundamentalism – in particular within the Muslim community – or as formal and technical responses to equality legislation.
Consequently, unlike considerations of class, race or gender, the widening participation literature has mostly ignored or racialised religious affiliation, and religion remains, for the most part, unrecognised within institutional policy making.
Drawing on research with Christian, Sikh, Muslim and Jewish students, this paper highlights the ways in which such a tacit avoidance of the subject of religion on the ‘secular’ campus, punctuated only by the discourse of fundamentalism, results in the silencing and marginalisation of many religious students.
Thursday, 14 February 2013
Educational policies in a long-run perspective
an article by Michela Braga and Daniele Checchi (University of Milan) and Elena Meschi (University Ca' Foscari, Venice) published in Economic Policy Volume 28 Issue 73 (January 2013)
Summary
In this paper we study the effects of educational reforms on school attainment.
We construct a dataset of relevant reforms that occurred at the national level over the last century, and match individual information from 24 European countries to the most likely set-up faced when individual educational choices were undertaken.
Our identification strategy relies on temporal and geographical variations in the institutional arrangements, controlling for time/country fixed effects, as well as for country specific time trend. By characterising each group of reforms for their impact on mean years of education, educational inequality and intergenerational persistence, we show an ideal policy menu which has been available to policy-makers.
We distinguish between groups of policies that are either ‘inclusive’ or ‘selective’, depending on their diminishing or augmenting impact on inequality and persistence.
Finally, we correlate these reform measures to political coalitions prevailing in parliament, finding support for the idea that left-wing parties support reforms that are inclusive, while right-wing parties prefer selective ones.
This paper is part of a larger research project on ‘Growing Inequalities’ Impacts (GINI)' financed by the European Commission under the 7th Framework Programme (contract no. 244592).
This paper was presented at the 55th Panel Meeting of Economic Policy in Copenhagen.
Summary
In this paper we study the effects of educational reforms on school attainment.
We construct a dataset of relevant reforms that occurred at the national level over the last century, and match individual information from 24 European countries to the most likely set-up faced when individual educational choices were undertaken.
Our identification strategy relies on temporal and geographical variations in the institutional arrangements, controlling for time/country fixed effects, as well as for country specific time trend. By characterising each group of reforms for their impact on mean years of education, educational inequality and intergenerational persistence, we show an ideal policy menu which has been available to policy-makers.
We distinguish between groups of policies that are either ‘inclusive’ or ‘selective’, depending on their diminishing or augmenting impact on inequality and persistence.
Finally, we correlate these reform measures to political coalitions prevailing in parliament, finding support for the idea that left-wing parties support reforms that are inclusive, while right-wing parties prefer selective ones.
This paper is part of a larger research project on ‘Growing Inequalities’ Impacts (GINI)' financed by the European Commission under the 7th Framework Programme (contract no. 244592).
This paper was presented at the 55th Panel Meeting of Economic Policy in Copenhagen.
Thursday, 24 January 2013
Active inclusion of young people with disabilities or health problems
a background paper by Donal McAnaney, Richard Wynne, Edwin DeVos, Femke Reijenga, Claude Delfosse and Jan Spooren published by Eurofound (ref: ef1226)
Summary
Young people with disabilities or health problems face particular difficulties in accessing employment. Active inclusion policy is seen as the most appropriate policy instrument for combating the exclusion of these young people from the labour market.
This study examines the implementation of active inclusion policy at national level in 11 EU Member States. The study reviews policy in these countries and compiles information from 44 case studies of good practice among diverse and innovative service providers.
The study concludes that policy and practice need to focus more keenly on these young people, to learn from available evidence, and to take a more joined-up approach to service delivery.
Executive summary (PDF 2pp)
Full report (PDF 132pp)
Summary
Young people with disabilities or health problems face particular difficulties in accessing employment. Active inclusion policy is seen as the most appropriate policy instrument for combating the exclusion of these young people from the labour market.
This study examines the implementation of active inclusion policy at national level in 11 EU Member States. The study reviews policy in these countries and compiles information from 44 case studies of good practice among diverse and innovative service providers.
The study concludes that policy and practice need to focus more keenly on these young people, to learn from available evidence, and to take a more joined-up approach to service delivery.
Executive summary (PDF 2pp)
Full report (PDF 132pp)
Monday, 19 November 2012
Reframing basic education to deliver education for all: flexible provision and enabling frameworks
an article by Ros Morpeth and Charlotte Creed (National Extension College, The Michael Young Centre, Cambridge, UK) published in Open Learning: The Journal of Open, Distance and e-Learning Volume 27 Issue 3 (November 2012)
Abstract
Inclusion has traditionally been conceptualised as integrating children into the formal schooling system. Recent research conducted in South Asia, however, adds to evidence that the huge number of children out of school and the diversity of their needs can only be met by a diversity of provision, formal and non-formal; that because many state education systems cannot meet the demands in quantity and quality, governments must continue to reform, improve and expand the public system, but also consider reconceptualising their role away from being the exclusive provider and towards encouraging a more diversified and equitable educational system.
This paper sets out six challenges for reaching marginalised children through such change, highlighting the political commitment needed to embed into national education policy framework a rights-based approach, with quality assurance and greater links between the formal and non-formal.
It provides examples of non-formal providers, using open learning principles, which offer models of how a more flexible and equitable system could be delivered for marginalised children, with progression routes and accreditation equivalent to or the same as the formal system.
Abstract
Inclusion has traditionally been conceptualised as integrating children into the formal schooling system. Recent research conducted in South Asia, however, adds to evidence that the huge number of children out of school and the diversity of their needs can only be met by a diversity of provision, formal and non-formal; that because many state education systems cannot meet the demands in quantity and quality, governments must continue to reform, improve and expand the public system, but also consider reconceptualising their role away from being the exclusive provider and towards encouraging a more diversified and equitable educational system.
This paper sets out six challenges for reaching marginalised children through such change, highlighting the political commitment needed to embed into national education policy framework a rights-based approach, with quality assurance and greater links between the formal and non-formal.
It provides examples of non-formal providers, using open learning principles, which offer models of how a more flexible and equitable system could be delivered for marginalised children, with progression routes and accreditation equivalent to or the same as the formal system.
Tuesday, 6 November 2012
‘The odd couple’: an FE educator’s perspective of the management of behaviour of ‘special needs’ learners in the Lifelong Learning Sector
an article by Lydia Spenceley (Co-ordinator for Teacher Education Programmes, Grantham College, UK) published in Research in Post-Compulsory Education
Volume 17 Issue 3 (September 2012)
Abstract
The term ‘Special Needs’ is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more ‘traditional’ interpretation of the term.
Although the sector apparently operates inclusively, welcoming learners with special needs, there are differences in the management of the behaviour and relationships of students, which are arguably generated by the varying definitions applied to the type and level of the challenges they face.
This paper explores these differences by examining them from the philosophical standpoints of Bourdieu and Foucault.
Tuesday, 31 July 2012
A Critical Perspective of Contemporary Unemployment Policy and Practices
an article by David L. Blustein, Mary Beth Medvide and Carol M. Wan (Boston College, MA, USA) published in Journal of Career Development Volume 39 Number 4 (August 2012)
Abstract
This article explores the challenges of unemployment via the lens of critical psychology.
The conventional discourse on unemployment is critiqued, revealing ways in which conventional policies and practices serve to further marginalize the lives of the unemployed and impede the development of ethical, effective, and empathic individual interventions and structural changes.
In the practice realm, the importance of inclusion of mental health treatments in work-based interventions is highlighted based on the prevalence of psychological problems as a direct outcome of unemployment. New directions in research and public policy emerging from a critical analysis of existing are also outlined.
Abstract
This article explores the challenges of unemployment via the lens of critical psychology.
The conventional discourse on unemployment is critiqued, revealing ways in which conventional policies and practices serve to further marginalize the lives of the unemployed and impede the development of ethical, effective, and empathic individual interventions and structural changes.
In the practice realm, the importance of inclusion of mental health treatments in work-based interventions is highlighted based on the prevalence of psychological problems as a direct outcome of unemployment. New directions in research and public policy emerging from a critical analysis of existing are also outlined.
Monday, 26 March 2012
Equity and Quality in Education: Supporting Disadvantaged Students and Schools
a report published by OECD in February 2012
Summary
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education.
Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
Further details, and links to print and E-book formats, are here
Print: £36 ISBN: 9-789-26413-084-5
PDF: £25 ISBN: 9-789-26413-085-2
Summary
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education.
Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
Further details, and links to print and E-book formats, are here
Print: £36 ISBN: 9-789-26413-084-5
PDF: £25 ISBN: 9-789-26413-085-2
Tuesday, 3 January 2012
Lifelong Learning, Equality and Social Cohesion
an article by Andy Green published in European Journal of Education Volume 46 Number 2 (June 2011)
Abstract
This article compares the evidence from the 2009 PISA survey on the distribution of skills amongst 15-year-olds in different regions and country groups and explores how education systems in these regions contribute to different levels of inequality. In the second part, it presents evidence from surveys on adult skills and attitudes on how skills inequality affects social attitudes and social cohesion.
Hazel’s comment:
Access to this article, as with all those published under the Wiley Online Library banner, is through your institutional subscription, if there is one, or Wiley's Pay-Per-View service. This is the equivalent of Cambridge Journals Rent-an-article in that you purchase 24-hour access in order to read an article.
This article is here Pay-Per-View but note that no price is given.
Abstract
This article compares the evidence from the 2009 PISA survey on the distribution of skills amongst 15-year-olds in different regions and country groups and explores how education systems in these regions contribute to different levels of inequality. In the second part, it presents evidence from surveys on adult skills and attitudes on how skills inequality affects social attitudes and social cohesion.
Hazel’s comment:
Access to this article, as with all those published under the Wiley Online Library banner, is through your institutional subscription, if there is one, or Wiley's Pay-Per-View service. This is the equivalent of Cambridge Journals Rent-an-article in that you purchase 24-hour access in order to read an article.
This article is here Pay-Per-View but note that no price is given.
Tuesday, 8 November 2011
Time to end the bias towards inclusive education?
by Katherine Runswick-Cole (Manchester Metropolitan University) published in British Journal of Special Education Volume 38 Issue 3 (September 2011)
Abstract
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re-narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’.
However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick-Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo-liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education.
Full article (HTML) here
Abstract
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re-narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’.
However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick-Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo-liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education.
Full article (HTML) here
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