Politics of (Dis)Integration

Hinger, Sophie; Schweitzer, Reinhard

doi:10.1007/978-3-030-25089-8

Cited by 22 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Edukacinės ir socialinės integracijos samprata yra siejama su desegregacijos ir normalizacijos principų marginalizuotų grupių atžvilgiu įgyvendinimu (Winzer, 2007), kurį skatina Visuotinės žmogaus teisių deklaracijos pagrindu kintanti valstybių teisinė bazė ir visuomenės judėjimai už lygias visų žmonių teises (Salend & Duhaney, 2011). Magazzini (2020) teigimu, integracijos samprata yra susijusi su tikslo ir problemos, kurią ji turėtų spręsti, formulavimu. Vienais atvejais ji gali būti suprantama kaip kultūrinio atstumo nuo daugumos įveika, kitais -kaip socialinio nuokrypio ir ekonominės stokos mažinimas, dar kitais -įsitikinimas, kad mažumos grupė turėtų integruotis į daugumą, arba idėja, kad visa visuomenė turėtų būti integracijos procese, reaguodama į padidėjusią gyventojų įvairovę valstybėse.…”

Section: įTraukiojo Ugdymo Slinktys Ir Modeliai I Modelis Integracijaunclassified

“…Priežastine integracijos vystymosi baze laikytinos segregacinės praktikos, kurių priežastys yra įvairios. Tačiau šią praktiką patiriančios žmonių grupės turi vieną tapatų bruožą -jos išsiskiria iš daugumos tam tikrais požymiais, kurie rodo jų unikalumą bendruomenėje, pavyzdžiui: tautybė -romų tautos vaikai daugelyje Europos šalių (Curcic et al, 2014;Magazzini, 2020); kultūra -vietiniai Skandinavijos gyventojai samiai (Keskitalo & Olsen, 2019), indėnai JAV, Kanadoje (Orlowski & Cottrell, 2019); rasėafroamerikiečiai JAV (Bartz, 2019;Connor & Ferri, 2005); sveikata -negalią turintys asmenys (Terzi, 2008). Segregacinės praktikos reiškiasi nuo stigmatizuojančių asmens apibūdinimų iki pripažinimo neugdytinais (negalią turinčių mokinių atveju) arba ugdytinais namuose, atskirose ugdymo įstaigose, klasėse, internatinėse mokyklose (Salend & Duhaney, 2011).…”

Section: įTraukiojo Ugdymo Slinktys Ir Modeliai I Modelis Integracijaunclassified

See 1 more Smart Citation

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Galkienė

2021

PED

View full text Add to dashboard Cite

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

show abstract

Section: įTraukiojo Ugdymo Slinktys Ir Modeliai I Modelis Integracijaunclassified

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Galkienė

2021

PED

View full text Add to dashboard Cite

show abstract

Introduction

Mencütek

Gökalp-Aras²,

Kaya

et al. 2023

IMISCOE Research Series

View full text Add to dashboard Cite

Just after the local elections in 2019, irregular migrants in Istanbul faced a months-long crackdown. The Ministry of Interior from the Justice and Development Party government (known as AK Party or AKP) gave Syrians until 20 August 2019 to return to the cities in which they were first registered. Although the time period was eventually extended, the internal controls for migrants became stricter. Migrants found themselves frequently stopped by police, and officers visited registration addresses to check if they were occupied. If irregularities were discovered, the official directive was that Syrians should be returned to the cities in which they were first registered. For non-Syrian migrants without registration, the result of police stops was often being confined to pre-detention centres. According to the Head of the Directorate General Management of Migration (DGMM) of the time, Abdullah Ayaz, “Operations in Istanbul target irregular migrants such as Afghans and Pakistanis. Even if Syrians are found without registration at all, they are not deported, unlike the claims in the media. It is not possible to issue deportation decisions legally about Syrians due to the conditions in Syria” (AA 2019).

show abstract

Integration

Mencütek

Gökalp-Aras²,

Kaya

et al. 2023

IMISCOE Research Series

View full text Add to dashboard Cite

Strategic temporality permeates the integration experience of Turkey’s Syrians in a number of ways. First, given their temporary legal status, there is a grey area between reception and integration, which is highly symbolic of ambiguous inclusion (Kaya & Nagel, 2021). Until recently, there has been no publicly announced national integration policy; instead, there was only a discourse about uyum (social harmony) that is not premised on permanent inclusion or equal rights with locals. Further, refugees face liminality in every possible sphere governing long-term settlement, such as in the labour market, education, housing, health and citizenship. Most work informally and experience economic precarity; a third of Syrian children are not in school; refugees must secure their own (often substandard) housing; linguistic and other barriers prevent full health care access, and pathways to citizenship or long-term permanent residence are limited. All of this creates feelings of profound anxiety and uncertainty for refugees as they go about their day-to-day lives.

show abstract

Politics of (Dis)Integration

Cited by 22 publications

References 29 publications

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Introduction

Integration

Contact Info

Product

Resources

About