Suchergebnisse

There seems to be growing interest worldwide in the concept of purpose-built public playground facilities that are intended specifically to provide play experiences for all children, regardless of their abilities. As this article will reveal, the complex principle of inclusion underpins the concept of shared play in inclusive playgrounds. However, despite generally being identified as important, inclusion, particularly for children with impairments within play environments, seems to be often poorly understood and sometimes overlooked in existing literature about children's play in playgrounds. This article draws attention to the current situation surrounding public playground accessibility and teases out two discernible ways of approaching playground provision for people with impairments. The first is technically driven and mandated by guidelines and legislation. The other is child-centred or community-focused, in which participation in play in a playground is supported as a desirable social activity within a connected, inclusive community. Furthermore, this article will provide an outline of legislation and policies in Australia that are relevant to inclusive playground provision, along with some approaches that have been adopted in some other countries (notably, the United States and the United Kingdom) to provide playground access for children with impairments.

Setting the scene -- Discourses, policy, and epistemic values in diversity and inclusion -- The wicked problem of social equity in higher education: Conflicting discourses and the impact of COVID-19 -- A systematic literature review of the discourse surrounding non-traditional students in higher education: Concerns and solutions -- A systematic literature review of the discourse surrounding non-traditional students in higher education: Concerns and solutions -- Illumination of the Education System in India and the Current Impact of COVID-19 on Child Rights -- The fallacy of cultural inclusion in mainstream education discourses.

This book presents an edited collection of critical discourse situated in the fields of diversity and inclusion broadly, and more specifically, within the discipline of education. Each chapter articulates the importance of educational diversity in achieving the United Nations Sustainable Development Goal 4. The edited collection presents a grounding narrative of equitable learning opportunities and experiences via interpretivist theoretical frameworks and student-centered methodologies. The combination of these approaches, combined within the strong and scholarly-informed social justice lens, reminds us, that the onus of education is to acknowledge, recognise, respect, and engage with the diverse student cohorts, learning needs, and multiple knowledges and cultures that exist in educational contexts. This edited collection creates a holistic discourse around the experiences, interrogations, and innovations occurring within education communities to foreground deeper and more holistic understanding of the intersectionality of diversity and inclusion existing within the contemporary educational settings.