Suchergebnisse

"Judith McKenzie's biography of Pauline Jewett, one of Canada's leading feminists, spans her childhood years to her last and valiant struggle against cancer. McKenzie reveals a woman of principle who fought her political and institutional battles with good humour, courage, and dignity for the betterment of Canadians and women everywhere."--Jacket

AbstractThe move toward inclusive education is a global one which has been in process for over 25 years since the Salamanca statement in 1994. The approach has been adopted in many countries, both high and low income with varying degrees of policy development and legal frameworks to ensure effective implementation. South Africa, a middle‐income country with high levels of inequality, has engaged seriously in developing enabling policy. In this study, I will examine how inclusive education policy in South Africa considers intellectual disability (ID) as one of many barriers to learning within the related legislation, guidelines, and curriculum. I will then look at two critical and related events in education for ID in South Africa. The first is the legal process whereby the right to education for children with severe‐to‐profound ID was established, and the second is the development of three different curricula in South Africa for children with mild‐to‐moderate, severe, and severe‐to‐profound ID, respectively. I will conclude with some consideration of how inclusion policy deals with the problem of curriculum which is a critical one for ID.

Greening NAFTA: The North American Commission for Environmental
Co-operation, David L. Markell & John H. Knox, eds., Stanford Law
& Politics Series; Stanford University Press, 2003, pp. xv, 324.At first blush, the title of this book, Greening NAFTA, would
likely be viewed as an oxymoron by most environmentalists. After all, the
environmental critiques of free trade including the massive use of fossil
fuels in transporting goods around the globe and a "race to the
bottom" as it relates to environmental standards, among others,
continue to resonate among North American environmentalists. However, once
one has tucked into this volume, it becomes clear that the intent of this
edited collection is to examine how effective the North American
Commission for Environmental Cooperation (the NACEC or CEC) has been in
its (now) ten years of existence. Its genesis was largely the result of
widespread objections made by North American environmental groups and, at
the time it was created (1994), it was the first international
organization created to address the environmental aspects and issues
associated with economic integration. In some respects, a more appropriate
title for this edition would have included a question mark after the word
NAFTA, because the contributors to this book have very mixed assessments
as to whether the CEC has fulfilled its early promise of having a greening
effect on NAFTA.

This article examines the concept of women's political ambition by focusing on electoral politics in Canada. It begins with an overview of some of the key theories associated with political ambition among women & identifies several ways in which previous research indicates that patterns among women legislators may be different from those of their male counterparts. While recognizing that there may be some limitations of auto/biographical works as reliable sources of information, the central idea of this article is that political auto/biography of Canadian women legislators may prove to be important resources in furthering our understanding of political ambition among women legislators. As part of this analysis, this research examines 16 auto/biographical works of women who have served in Canada' s federal & provincial legislatures since WWII. 1 Table. Adapted from the source document.

Universal education is an elusive goal in many countries, especially for disabled children. Nonetheless, determined efforts around the globe have shown that it can become a reality once existing systems were re-imagined by practitioners who arguably have been to the fore more so than academic researchers. Their efforts have identified new ways of thinking about children's disabilities, the introduction of new practices in schools, forging partnerships between teachers and parents and mobilising community resources. Societal change is both a consequence of and a support to these local systems. The complexity of creating education for all may be daunting, but it is achievable when driven by committed, creative and inspirational leadership from practitioners, as is evident from the examples provided in this paper, which were further validated by research and evaluation into their efforts.

Father involvement could play a significant role in the lives of children with disabilities. Research is scarce on father involvement in the education of children with disabilities in Africa. We seek to provide a context for father involvement in the formal education of children with disabilities in Kenya, with the aim of contributing to the development of a conceptual understanding for father involvement in such a circumstance. We examine general research on father involvement in Kenya, explore the policy frameworks that guide fatherhood in the country, and look at the specific area of involvement in education. We then present a case study that examines father involvement in the formal education of children with disabilities in Kenya. Our analysis flags up a key opportunity in the pursuit of education for children with disabilities when fathers are involved; they can support their children with disabilities' access, participation and success in education. We highlight the need for research that builds upon the voices of fathers to illuminate their role in education and we also make some suggestions toward a conceptual lens that will highlight the contextual realities involved, particularly in regard to the education of children with disabilities.

Many disabled children are not attending schools in South Africa, despite policies that promote inclusive education. Quite often, online news articles (re)visit this topic. Using a critical literacy approach, and informed by critical disability studies, this chapter analyses online news articles, showing that certain tropes are rehearsed. These are an emphasis on the large numbers of disabled children out of school, individual stories of educational neglect, and critiques of teachers, schools, and the government. These tropes have the effect of casting the education of disabled children in South Africa as problem, rather than a right. The problem is presented as so overwhelming that it is ultimately unsolvable. Disabled children and their families are portrayed as the pitiable victims of unfortunate circumstances with detailed stories that emphasise their 'otherness'. We argue that instead of promoting affirming disability awareness and advocacy, and locating the experiences of disabled children and young people within a context of systemic discrimination and oppression, the articles do little more than evoke shock and pity. We call for news articles to portray disability in more complex and nuanced ways, which allows individual agency without resorting to stereotypes, and to challenge ableist views of disability as deficit.