Texte remanié de: Doctoral dissertation--Political science and sociology--Galway--National university of Ireland. / Bibliogr. p. 269-295.

Texte remanié de: Thèse de doctorat--Sciences politiques--Institut d'études politiques--Paris, 2001. / En appendice, liste des entretiens réalisés. Notes bibliogr.

This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school. Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools.

No description available.

No description available.

Governments have done little to address poverty and homelessness despite awareness of the increasing number of people affected by these issues. Neoliberalizing processes and resulting federal and provincial social policy changes since the 1980s have driven the decimation of Canada’s welfare state and contributed to expanding inequalities that systematically privilege a wealthy few at the expense of the balance of Canadians, particularly those living in poverty. Collective resistances may be the best available and most powerful tool people in poverty, including those who experience homelessness, possess to challenge government policy directions and outcomes that marginalize their voices, needs, and wants. The literature on collective action of people in poverty and who experience homelessness is sparse. Scholarship incorporating the voices of people who experience homelessness and participate in collective action is meager within this small body of literature. The role agency plays in individual behaviors and how such choices may be shaped by social conditions, is relatively unexamined. An activist ethnography, with structural violence as described by Paul Farmer as the critical frame, was used to explore the role various types of agency played in collective actions of people with experiences of homelessness or experience housing insecurity in the Capital Region of British Columbia. Primary questions guiding the research were “What were participants’ experiences of collective change efforts? How may these efforts be understood within a structural violence framework? To answer these questions I chronicle and critically examine the challenges and successes of “The Committee”, a group of housed and unhoused activists as one example of collective actors that ‘push back’ against processes and practices that produce and reproduce homelessness. Findings suggest that structurally violent processes generate embodied outcomes, lived experiences that constrain agency, often working to exclude people with experience of homelessness from collective resistances. Participation of people who are actively homeless or with experiences of homelessness in collective resistances requires attending to basic material needs and daily life issues in ways that allow meaningful participation in organizing work as a precursor to collective action. Allies can reproduce structures of violence and contribute to dismantling those same structures. Relationships between people with experience of homelessness and allies may work to mitigate unequal power relations, allowing some people with experiences of homelessness opportunities for participation in collective resistances not otherwise available to them. Implications for grassroots organizing and inclusion of people with experience of homelessness in collective resistances are included. / Graduate

Towards the end of the twentieth century academic debates in social policy have increasingly focused on social exclusion. Housing, especially housing tenure, has become of central concern to policymakers, planners and academics alike when contemplating mechanisms for the alleviation of social exclusion at the local level. In particular, the development of multi-tenure housing estates have been seen as strategy for tackling the detachment of local neighbourhoods from the mainstream by the current Labour Administration and its advisors (see Urban Task Force Report, 1999).The research, using both quantitative and qualitative methods, undertaken in this thesis predates the current enthusiasm for such developments and attempts to trace the evolution of the multi-tenure housing estate in the British housing system. It highlights both the potential possibilities and limitations of multi-tenure estates, and housing tenure, as a tool for aiding social inclusion. It finds that these estates marginally influence the social networks and behaviour of its residents, but fail to significantly alter the stigma attached to social housing. Therefore, indicating that the geographical proximity of different tenures does not necessarily lead to integration. It cautions against the belief that these estates will 'solve' the problem of social exclusion, but rather should be seen as one of many measures at the Government's disposal.

Orientador: Maria Encarnação Beltrão Sposito / Resumo: Esta pesquisa tem por objetivo investigar os residentes em bairros próximos ao Prudenshopping e ao Shopping Center Americanas na cidade de Presidente Prudente, observando se têm ou não acesso a esses espaços, pois entendemos que o não acesso e/ou afastamento geram processos de segregação socioespacial e reforçam os de exclusão que foram analisados pelo não possibilidade da realização do consumo de bens e serviços em equipamentos dessa natureza. Busca-se, ainda, delinear os deslocamentos dessas pessoas para as demais áreas de comércio e serviços da cidade, uma vez que esses equipamentos propiciaram novas centralidades intraurbanas e mudaram a reestruturação interna da cidade de Presidente Prudente. Pretendeu-se, assim, avaliar se a multiplicação de áreas de concentração de atividades comerciais e de serviços tem provocado práticas socioespaciais que expressam as diferenças socioespaciais no interior das cidades médias. / Abstract: The research has for objective to investigate the residents who belong to Shopping Center Americanas' and Prudenshopping's neighborhoods in the city of Presidente Prudente, observing whether or not they have access to those places, because it's understood that either the lack of access and/or the distance from those generate space and social segregation as well as they reinforce the exclusion of whom has been analyzed by the impossibility of realization of consume of goods and services in equipments of that kind. It's also intended to delineate these people's displacements to further areas of commerce and services in the city, once those equipments have enabled new intra-urban centrality facilities as they have changes the city's inner restructuring in Presidente Prudente. Overall, it was therefore meant to evaluate whether the multiplication and concentration of services and commerce have created space and social conditions that may display differences regarding them within medium towns. / Mestre

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This study investigates why African-Caribbean boys continue to underachieve in schools. It is based on an extensive study of one Inner London school and has also involved a thorough review of the existing literature about why this particular group of students do not fulfil their potential. The inspiration for this study has been the work of Bernard Coard (1971) who wrote influentially about how the first generation of West Indian children was branded as ‘Educationally Subnormal’ by the British school system. Over thirty years later, the failure of African-Caribbean boys continues to be an alarming phenomenon, despite years of multi-culturalism and education for ‘diversity’. One of the arguments of my study is that African-Caribbean boys can even become ‘hidden’ amongst much larger groups of students who have English as an Additional Language (EAL) and who as a result, often receive extensive additional support. British schools have changed since the time that Coard (1971) was writing, but as my study demonstrates African-Caribbean boys are still likely to be over represented in the various Behaviour or Learning Support Units. I have also discovered that, far fewer African-Caribbean boys in the school investigated are likely to go on to the sixth form in comparison to students from other backgrounds. Even though there have been many studies about race and education, far fewer researchers have tried to ‘hear it from the boys’. I have carried out extensive research at school level amongst the boys and their teachers. As well as conducting an Institutional Focus Study of the school in question. I have argued that, whilst other groups such as white working class boys have been hostile to school, on the contrary, most of the boys in my study wanted to learn or saw the importance of obtaining qualifications in order to improve their chances in life. African-Caribbean boys are not ‘their own worst enemies’, but the reasons for their underachievement are complex, being the result of a range of factors. As I am a practitioner, I have concluded my study with some practical proposals for change which I hope will make a difference to the lives of these boys.