Entendemos que desde el área de Educación Artística podemos trabajar el arte de cientos de culturas y en cualquier momento de la historia, un aspecto que nos permite sensibilizar al alumnado hacia la comprensión de las distintas manifestaciones que adquiere un mismo aspecto cultural, el arte, como fenómeno universal. Hemos centrado el objetivo principal de nuestra investigación en la exploración de los caminos y las posibilidades que nos ofrece la educación artística en relación a la diversidad (cultural, de clase, minusvalía, de edad, raza, de género, etc.).Partíamos de la percepción que, en el ámbito de la educación artística y de la cultura en general, existe una tendencia que describe los hechos artísticos y las prácticas estéticas a partir de unas categorías únicas y universalmente válidas. Estas provocan a menudo el olvido de algunos valores específicos y sobre todo la falta de reconocimiento de otras propuestas artísticas igual de interesantes (oficios artísticos, arte de las/os niñas/os, arte popular, artesanias, etc. Hemos buscado caminos que nos conduzcan a asumir una visión contemporánea del hecho artístico y una concepción incluyente del arte (diseño, indumentaria, decoración, artes funcionales, arte popular, arte de las mujeres, net art, gastronomia, etc.).Entendemos que la educación es el lugar desde donde avanzar hacia otra forma de mirar y comprender el mundo. Una visión que, desde el arte, facilite elementos para el encuentro y las relaciones sociales, donde la propia diferencia y la conservación "crítica" de las propias identidades culturales sean celebradas desde la convicción del verdadero enriquecimiento cultural.Estas consideraciones y la ausencia de un marco teórico previo que nos permitiera analizar, desarrollar y evaluar la perspectiva multicultural en la educación artística fueron la causa y la coyuntura para dirigir este trabajo hacia lo que podríamos llamar "educador artístico culturalmente competente" (Andrus, 2001). En esa perspectiva de comptencia es donde hemos ubicado nuestro trabajo, así como en las necesidades de formación de las maestras y los maestros, con la convicción de que cualquier mejora en la etapa educativa donde estos actúan, redundará en todo el proceso educativo. / We understand that since the area of Artistic Education we can work the art of hundreds of cultures and at any moment of the history, an aspect that permits us to sensitize all students towards the comprehension of the different demonstrations that acquires a same cultural aspect, the art, as a universal phenomenon. We have centred the main objective of our investigation on the exploration of the roads and the possibilities that artistic education offers us (cultural, class, disability, age, race, sex, etc.) in relation to diversity.We started from the perception that, in the scope of the artistic education and culture in general, a tendency exists that describes the artistic facts and the aesthetic practices from unique and universally valid categories. These often cause the omission of some specific values and mainly the lack of recognition of other interesting artistic proposals (artistic offices, children art, popular art, craftsmanship, etc). We have looked for ways that lead us to assume a contemporary vision of the artistic fact and an including conception of art (functional design, clothing, decoration, arts, popular art, art of the women, net art, gastronomy, etc.).We understand education as the place from where to advance towards another form to watch and to understand the world. A vision that, from the art, facilitates elements for the social encounter and relations, where the own difference and "the critical" conservation of the own cultural identities are celebrated from the conviction of the true cultural enrichment. These considerations and the absence of a previous theoretical frame that allowed us to analyze, develop and evaluate the multicultural perspective in the artistic education, were the cause and the conjuncture to direct this work towards what we could call "culturally competent artistic educator" (Andrus, 2001). In that perspective of competence is where we have located our work, as well as in the necessities of formation of our teachers, with the conviction that any improvement in the educative stage where these act, will result in all the educative process.

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This student thesis project centers around two subjects, heteronormativity and LGBTQIA+ representation, and examines whether or not they are prominent in today’s schools in a smaller selected municipality in Sweden, if schools strive for inclusivity, and what is done to prevent any potential suffering for the LGBTQIA+ youth. Firstly, this student thesis project presents the theory, more specifically queer theory, that will be used as the basis for results analysis. Secondly, the background is presented with relevant previous research in similar areas where LGBTQIA+ themes or issues and heteronormativity are key elements. Thirdly, this student thesis project presents the questionnaire that eight upper secondary school teachers in English have responded to and what they have responded, followed by the results that consist of an analysis using the previous research. Lastly, this student thesis project concludes that many areas affect how and when LGBTQIA+ issues or questions are represented. One area is responsibility as responsibility appears to be put on teachers, Skolverket, and the students themselves for change to happen. Teachers must dare to include LGBTQIA+ issues or questions, and teachers urge Skolverket to assist in including LGBTQIA+ related topics in the steering documents. The students have a responsibility to take LGBTQIA+ issues or questions seriously as they are presented to them in class and allow themselves to ask questions to gain more knowledge in the area. There is room for improvement in terms of inclusivity as heteronormativity still influences the schools in the selected municipality, making LGBTQIA+-questions secondary and separate rather than a natural part of education.

Urban green spaces (UGS) can produce health-improving (salutogenic) and equigenic effects that narrow the health gap between disadvantaged and affluent neighbourhoods. Yet, the magnitude of such effects relies on the quality of a UGS. Various studies have found UGS quality to be worse in low-income neighbourhoods. Thus, the equigenic potential is often negated. This thesis examines if these findings can be replicated within the city of Stockholm. For this, two quality domains were identified. (1) The accessibility to a UGS determines the exposure to health benefits, as barriers to entry afford usage only to some individuals. (2) The salutogenic potentiality, determined by various qualities, influences the UGS’s ability to produce health-improving effects. For the assessment of these domains, the UGS Quality Audit Tool (UQAT) was developed, which uses GIS analysis and in-situ audits to assess 64 indicators. The UQAT produces an accessibility score, salutogenic potentiality score, total score, and individual inclusivity scores. In this thesis, the tool was used in a comparative case study of twelve UGS in six Stockholm neighbourhoods. The UGS were sorted into three groups depending on their neighbourhood’s socioeconomic status (SES) and health resilience. The aim was to determine whether the quality of the UGS differed significantly between groups. The results replicate findings from other countries, showing a significantly lower salutogenic potentiality for the UGS in low-SES neighbourhoods. Similarly, UGS gender-inclusivity scores were also significantly lower in low-SES neighbourhoods. While similar tendencies were identified concerning salutogenic potentiality and health resilience, these findings were not conclusive. Lastly, no significant relations to neighbourhood health or SES were found for accessibility or the other inclusivity categories. The findings suggest that investments into the quality of UGS in low-SES neighbourhoods are needed to create a more equitable and inclusive Stockholm.

This thesis investigates how body positivity and sustainability are discursively constructed by fast fashion brands. The brand chosen as a case study is H&M, as it describes itself as being both environmentally and socially involved. Yet, despite H&M's claims, during our preliminary research we were able to detect the lack of accessibility of sustainable collections to plus size customers. In this essay, we analyze how H&M communicates body inclusivity in its sustainability reports, website, and YouTube campaigns promoting conscious lines. Drawing on theories of representation, biopolitics, and post-feminism, we sought to critically analyze the previously mentioned material through a multimodal critical analysis. The results show how H&M discursively constructs health communication in different ways depending on which clothing line the brand is promoting and to which consumers it is being advertised. Class discourses were recognized, leading to exclusive access to sustainable clothing for higher income shoppers. We believe this work is relevant to opening up the discussion about democratization and making sustainable items fully accessible to everyone.

In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

Thesis (Ph.D. (Community and Continuing Education)) -- University of Limpopo, 2020 / Access and support for students with disabilities remain limited despite strong legislative and policy framework for addressing inclusivity in the education sector. Presently, TVET colleges encounter severe obstacles and hiccups in that they must improve the quality of education provided together with other compulsory obligations. As a result, TVET col-leges continue to encounter challenges as and when they try to improve the quality of education. In South Africa, the integration of people with disabilities has been an ongoing process since the advent of the democratic government. The study investigated the inte-gration of inclusive practices for students with disabilities at Technical and Vocational Edu-cation and Training (TVET) colleges. The study followed the qualitative research ap-proach. The purposive sampling technique was used to select participants. Twenty-seven participants took part in the study. Participants comprised campus man-agers, HoDs, student support officers, lecturers and students with disabilities. Two differ-ent methods to analyse data were used, namely, thematic categorisation (for interviews and observations) and content analysis (for documents). The study is premised on the social model of disability and Bronfenbrenner’s bioecological system theory to understand participants’ views and how they carry out inclusive practices in their lecture rooms. Data was collected using three techniques, namely, interviews, observations and document analysis. The findings of the study revealed the following: lecturers at TVET colleges are struggling to support students with disabilities due to lack of training on different types of disabilities; students with disabilities are given access to certain types of training based on the nature of their disability; students who experience mobility disabilities are faced with challenges of inaccessible of physical environments; the curriculum at TVET col-leges does not fully cater for a range of diverse needs of and students with impairments. The study recommends that: lecturers require training on different types of disabilities in order to support students with diverse learning needs; the involvement of disabled stu-dents in the planning of their support programmes; all stakeholders be encouraged to appreciate change and to contribute towards meaningful inclusive practices.

This study aims to discover how self-supported elderly in Finland experience the move towards a digital society and how this change affects their daily lives. As the proportion of the elderly compared to younger generations changes, so does the need for digital services catering to this population group. At the same time, society is digitalising at an accelerated pace, and this growing populace will face a very different society than the one they grew up in. Conducting 11 personal interviews in Tampere, Finland, and phone interviews around Finland, this study presents the elderly in a more nuanced and personal light. Modified Van Kaam analysis brings a comprehensive picture of the emotions and experiences surrounding digitalisation. This study showed that the elderly in the study are managing the use of digital services but were concerned about the skills and coping of others. Lifelong learning is discussed in connection with the results, as is the need for unlearning old habits. Results show that society’s shift into remote healthcare access and limited on-location services cause the elderly concern and uncertainty, decreasing their quality of life. The elderly want to live high-quality life and have an active role in society. This study showed the elderly as quality conscious populace with digital solutions. The inclusivity of the services is essential as the digital society cannot be wholly avoided in modern life. As the study sample is limited to a broad scope, the study’s results guide future research towards more focused research.

In recent years, more small states have entered the arena of international mediation. While research generally recognizes that small states can use international mediation to further their own foreign policy goals, the implications of that notion remain understudied. Specifically in relation to engagement with proscribed armed groups, current research is lacking. Furthermore, most research on small-state mediation views small states as a unitary group of actors, leaving out of consideration the differences between states. This study aims to address this research gap by investigating the influence of foreign policy independence on engagement with proscribed armed groups when relevant to the peace process. Through a Structured, Focused Comparison of the mediation efforts of Kuwait, Oman, and Qatar in Yemen in the post-Arab Spring era, this study found preliminary support for the stated hypothesis that the higher the level of independence in a small state’s foreign policy, the more likely it is to engage with proscribed actors. For Kuwait and Oman, their behavior in Yemen was fully in line with the hypothesis. While Qatar showed limited engagement in Yemen despite having an independent foreign policy, its choices were still influenced by a certain level of dependence on Saudi Arabia.

Begreppet inkludering är inte något som lyfts ordagrant i läroplanen. Trots detta kan man förstå läroplanens formuleringar som att personalen i skolan ska utgå från ett förhållningssätt som syftar till att inkludera alla elever. Denna fallstudies syfte är att undersöka fritidshemmets arbete med elever i behov av stöd utifrån ett helhetsperspektiv. Genom att genomföra en kvalitativ fallstudie på en skola med hjälp utav metoderna intervjuer och observationer har vi kunnat undersöka fritidshemmets arbete med elever i behov av stöd utifrån detta helhetsperspektiv. Helhetsperspektivet i vår studie innebär att vi undersökt olika professioners tankar, erfarenheter och upplevelser. Den tidigare forskning vi valt att använda oss utav är forskning som lyfter förutsättningar, relationer samt begreppet inkludering ur olika perspektiv. Forskningen bidrar bland annat med att belysa innebörden av det breda begreppet inkludering ur olika synvinklar. Genom det relationella- och det psykosociala perspektivet fick vi en möjlighet att genomföra en djupare analys utifrån våra frågeformuleringar. Tillsammans ger perspektiven ett brett synsätt på hur relationer, kommunikation och miljö påverkar elever i behov av stöd. Analysen av vårt resultat har visat en genomgående röd tråd av hur relationer spelar en viktig roll i arbetet med elever i behov av stöd. Den genomgående röda tråden har bestått av att olika professioner, på olika sätt betonat vikten av att bygga relationer med elever för att gynna en inkluderande verksamhet. Resultatet har även visat att fritidspersonalens förutsättningar påverkas av ledningens förståelse för fritids huvudsakliga uppdrag. I vår diskussion har delar av resultaten blivit bekräftade av den tidigare forskningen. Men det har även påvisats att det krävs en vidareutveckling utav personalens strukturer och arbetssätt på skolorganisationsnivå. / The concept of inclusion is not something that is raised verbatim in the curriculum. Despite this, the curriculum’s wording can be understood as meaning that the staff at the school should start from an approach that aims to include all students. The purpose of this case study is to research the leisure-time center’s work with students in need of support from a holistic perspective. By carrying out a qualitative case study at one school using the methods of interviews and observations, we have been able to examine the leisure-time center’s work with students in need of support from this holistic perspective. The holistic perspective in our research means that we researched the thoughts and experiences of different professionals. The previous research we have chosen to use are research that highlight the conditions, relationships and the concept of inclusion from different perspectives. Among other things, the research contributes by elucidating the meaning of the broad concept of inclusion from different points of view. Through the relational and psychosocial perspective, we were given an opportunity to carry out a deeper analysis based on our question formulations. Together, the perspectives provide a broad view of how relationships, communication and the environment impact students in need of support. The analysis of our results has shown a consistent red thread of how relations play an important role in working with students in need of support. The consistent red thread has consisted of different professions, in different ways, emphasizing the importance of building relationships with students in order to favor an inclusive activity. The results have also shown that the leisure staff’s conditions are affected by management’s understanding of leisure’s main mission. In our discussion, parts of the results have been confirmed by the previous research. But it has also been shown that a further development of the staff’s structures and working methods at the school organization level is required.