Sense Of Inclusion Research Articles

Supporting Inclusive Learning Environments and Professional Development in Medical Education Through an Identity and Inclusion Initiative.

In 2015, the Pritzker School of Medicine experienced increasing student interest in the changing sociopolitical landscape of the United States and the interaction of these events with student and patient identity. To address this interest, an Identity and Inclusion Steering Committee was formed and formally charged with "providing ongoing direction for programs and/or curricula at Pritzker that support an inclusive learning environment and promote respectful and effective communication with diverse patients and colleagues around issues of identity." The authors describe this committee's structure and steps taken by the committee to create an inclusive community of students at Pritzker characterized by learning through civil discourse. Initiatives were guided by a strategy of continuous quality improvement consisting of regular iterative evaluation, ongoing school-wide engagement, and responsiveness to issues and concerns as they emerged. Data collected over the committee's 4-year existence demonstrate significant improvement in students' sense of inclusion and respect for different perspectives on issues related to identity, such as access to health care, racialized medicine, safe spaces, and nursing labor strikes. The authors discuss several principles that support the development of an inclusive community of students as well as challenges to the implementation of such programming. They conclude that a strategy of continuous quality improvement guided by values of social justice, tolerance, and civil discourse can build community inclusion and enhance medical training for the care of diverse patient populations.

How Ethnic Mobilization Leads to Neighborhood Inclusion

Abstract This article compares various collective actions carried out by ethnic Chinese residents against violence in their communities, and the negotiations these residents initiated with local authorities on this issue, in two suburbs of Paris, Aubervilliers and La Courneuve. Although French national policy toward immigrant minorities has been guided by the principle of “color-blindness,” some municipalities in the Paris region have gradually recognized the increasing diversity of their populations, and have incorporated the vocabulary of multiculturalism in their local governance. Consequently, the municipalities’ different approaches to identifying and coping with violence against Chinese residents vary according to how they perceive the diversity of local residents, and according to inter-ethnic relations in those areas. We consider that the different degrees of recognition with regard to Chinese communities within the two municipalities have affected the consequences of the Chinese residents’ collective actions, and their sense of inclusion in the cities where they live. Beyond the appearance of inter-ethnic conflicts, our comparative study demonstrates the intersectional cause of violence against the Chinese population—especially with regard to the disparities, both social and spatial, among Chinese residents themselves.

Superset-robust collective choice rules

A new property of collective choice rules that we refer to as superset robustness is introduced, and we employ it in several characterization results. The axiom requires that if all individual preference orderings expand weakly (in the sense of set inclusion), then the corresponding social preference relation must also expand weakly. In other words, if a given profile is changed by adding instances of weak preference to some individual relations, then the social weak preference relation for the expanded profile must contain the social weak preference relation for the original—that is, the social relation cannot contract in response to the addition of pairs to the individual relations. We begin by examining social welfare functions (that is, collective choice rules such that the resulting social preferences are orderings) and then move on to rules that generate transitive (but not necessarily complete) social rankings. The remaining results of the paper focus on Suzumura-consistent collective choice rules. In all of these cases, it turns out that the property of superset robustness is closely related to classes of agreement-based collective choice rules. These are rules such that the social relation is determined by collecting the pairs on whose relative rankings the members of the decisive sets agree.

The strategy to develop newly joined radiographers in a COVID-19 world: a curated orientation programme

The strategy to develop newly joined radiographers in a COVID-19 world: a curated orientation programme

Quality of Life Benefits of Urban Rooftop Gardening for People With Intellectual Disabilities or Mental Health Disorders.

BackgroundThe number of urban community gardens, including those on rooftops, is increasing. However, few studies have explored the benefits of these gardens for people with intellectual disabilities or mental health disorders. We evaluated the association between urban rooftop gardening and quality of life of individuals with moderate to very marked disability.MethodsWe collected quality of life information with a preliminary version of the INTEGRAL Scale questionnaire from all gardeners (n = 54) and among a comparison group of nongardeners (n = 43). We also conducted semi-structured interviews with participants and technicians, and made field observations.ResultsOur results indicated that urban rooftop gardening was associated with better personal development and suggested enhanced physical and emotional well-being, sense of purpose, social inclusion, interpersonal relations (including new perspectives on the urban environment and the changes in social roles), and general quality of life.ConclusionOur study extends the evidence on the potential benefits of urban rooftop gardening in general, and specifically for those with intellectual disabilities and mental health disorders.

Sometimes Some Things Don’t (Really) Exist: Pragmatic Meinongism and the Referential Sub-Problem of Negative Existentials

To solve the referential sub-problem of negative existentials one must explain why we interpret uses of, e.g., ‘Sherlock Holmes doesn’t exist’ as saying something coherent and intuitively true, even though the speaker purports to refer to something. Pragmatic Meinongism solves this problem by allowing ‘does not exist’ to be pragmatically modulated to express an inclusive sense under which it can be satisfied by something. I establish three points in defense of pragmatic Meinongism: (i) it is superior to Russell-inspired solutions; (ii) it is supported by independent evidence of pragmatic modulation; and (iii) it requires no dubious ontological commitments.

Inequality in the Extracurriculum: How Class, Race, and Gender Shape College Involvement1

Extracurricular involvement in college is linked to positive outcomes including a sense of inclusion or belonging, which can facilitate retention and graduation. Research makes clear, however, that not all students find inclusion on campus. Drawing from in‐depth interviews with 80 first‐year students at a large public university, this study uses an intersectional lens to examine how inequality emerges in the extracurricular realm. I rely on a process‐based model that considers the ways students approach, experience, and manage involvement, producing unique constellations of extracurricular outlets. Social class impacts students’ capacities to find and join outlets that fit their interests. Moreover, inequality does not end when students enter these settings; rather, their experiences diverge at the intersections of gender and race. To find inclusion, female and racial/ethnic minority students often navigate a more elaborate process of becoming involved, and their sense of belonging is frequently limited or contingent. Meanwhile, white male students typically feel welcomed in extracurricular outlets and accrue a durable sense of belonging. Additional divergence by class, race, and gender appears as students manage the tensions produced by disparate experiences. Presented findings offer an intersectional understanding of extracurricular involvement and illuminate the value of a dynamic approach to intersectional research.

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

Postsecondary educational institutions often struggle to enact their espoused commitments to inclusion. Faculty on temporary appointments and students traditionally underrepresented in and underserved by colleges and universities, in particular, can feel excluded. In this article, we argue that student–faculty pedagogical partnership can help postsecondary institutions better enact their espoused commitments to inclusion by nurturing rhizomatic development for human sustainability. We describe how a student–faculty pedagogical partnership program provides a brave space within which rhizomatic growth can unfold by offering an autoethnographic case study of one faculty–student pair who worked in a semester-long pedagogical partnership through this program. Their work aimed to affirm and extend inclusive practices in the faculty member’s STEM course, and the unexpected intertwining of their paths also served to foster a sense of inclusion for both partners. After an introductory discussion of the partnership program, definition of rhizomatic growth as we use it, and an explanation of our method, the faculty and student partners present their autoethnographic case study by alternating their voices. We focus our discussion and recommendations on how partnership supports rhizomatic growth, inclusion, resistance to hegemony, and human sustainability. Finally, we propose possible directions for future research in each of these areas.

Application of 3D Prototyping to Promote Size-Inclusive Design Practices for Plus-Size Apparel

Although innovative computer-aided design tools offer opportunities for advancing size-inclusive apparel design, minimal design research has been conducted to document the applications of these technologies. The purpose of this study is to identify plus-size women’s needs through mixed method research and to integrate 3D prototyping technology to enhance plus-size apparel design. The research includes a) an online survey of plus-size consumers and market analysis to identify clothing needs and perceived problems, and b) development of a virtual and physical prototype through technology integration methods. This study responds to current needs to enhance apparel design for plus-size consumers; the integration of 3D prototyping and the functional, expressive, and aesthetic (FEA) process is a novel approach that places plus-size women at the center of the model. Results from this study may also provide practical guidelines for designers and students with limited knowledge of plus-size women’s body types and bolster their interest in designing for larger body figures to promote a sense of inclusivity.

Sustaining Indigenous students' and families' well-being and culture in an Ontario school board

PurposeThis paper describes how an Ontario school board's majority First Nation, Metís and Inuit (FNMI) student population influenced the direction and priorities of the board toward culturally responsive and well-being focused initiatives. Using culturally sustaining/revitalizing pedagogy (CSRP) as a conceptual framework, it explores the board's efforts to meet the socioemotional and identity needs of its FNMI students (and families) through investments in professional learning communities (PLCs) and targeted programming and technologies.Design/methodology/approachThis paper presents findings from one case in a larger multi-year (2015–2017), multiple-case (10 school boards) study by a university research team that included the author. Thematic analysis was used to code interviews and focus groups conducted with over 40 administrators, educators and community partners in the board featured in this paper.FindingsThe board's culturally responsive and well-being focused initiatives, while intended to support FNMI students' socioemotional success and sense of inclusiveness in schools, was inadequate at fostering and sustaining students' (and families') cultural survival and communal well-being.Practical implicationsFindings offer practical ways that schools serving large populations of FNMI students might support students' identity development and self-regulation skills in schools while also serving as a cautionary example of strategies that do not sufficiently address student challenges that are the result of ongoing legacies of colonization.Originality/valueThis study provides a distinctive example of a predominantly FNMI school board that, in recent years, has prioritized student well-being and identity development over achievement. It provides insight into the transformative possibilities and constraints of trying to support FNMI students' socioemotional healing and cultural sustenance in a colonized system.

Construction of Multiple Identities of Individuals at a Japanese SME: A Dynamic Perspective Toward Diversity Management

This paper aims at exploring the complex interaction of multiple diversity attributes among organization members at a Japanese SME by adopting analytic lenses of an internal identity asymmetry and positive identity construction. More focus is placed on relationships among multiple identities highlighting when identities can be “positive” in the workplace. It is well known that an organization is a prime source of identity for individuals. The recent progress of diversity in organizational population , however, has revealed the multiplicity of identity of organization members—they are not only to identify with an organization , but also with various groups to which they belong , such as ethnicity , gender, occupation , employment status, and so on. While existing literature tends to focus on the difficulty of managing the organization members of multiple identities, this paper highlights the possibilities leading to cultivate a sense of inclusion through positivity . In particular , it reveals what triggers activating positive identities in a diverse workplace . In order to bring a novel set of insights to our understanding of how people negotiate multiple identities, the paper engages in the narrative analysis of seventeen semi-structured interviews with organization members of the Japanese SME. The current research would advance our understanding of the diversity management by explicating the enactment process of positive identities in the workplace, which is a more nuanced and dynamic view toward the diversity management.

“How can we make it work for you?” Enabling sporting assemblages for disabled young people

Disabled young people have lower levels of participation in community life than nondisabled peers across a number of domains, including sporting activities, with profound implications for health, wellbeing and life course opportunities. Playing sport is a defining feature of identity for many young people in Aotearoa/New Zealand. Participation in sporting activities provides opportunities to develop competencies, to have fun and to compete, while also providing a sense of inclusion and peer group belonging. However, despite policies promoting inclusion of disabled young people in school and club sport, ableist attitudes and practices still function to exclude individuals who do not fit able-bodied norms. Drawing on recent ‘assemblage thinking’ in health and cultural geography, this paper explores the material, social and affective dimensions of ‘enabling’ and ‘disabling’ sporting assemblages, drawing on interviews with 35 disabled young people (12–25 years), parents and key informants. Many reported instances of demoralising exclusion in mainstream sporting activities. Some turned to adaptive sporting codes, designed for inclusion. In our exploration of participants' embodied experiences of enabling and disabling assemblages we employ assemblage theory to examine how social, affective and material forces and processes converge to either enable or constrain participation in local sporting activities. We close with a brief assessment of the implications of our analysis for ongoing efforts to promote inclusion for disabled youth in physical activity.

Accessibility to infrastructure and disability rights in Nigeria: an analysis of the potential of the discrimination against persons with disability (prohibition) act 2018

A viable way to establish a sense of inclusion for the physically challenged in Nigeria like elsewhere is to provide a sustainable infrastructural plan that integrates the utility concerns of the disabled. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers. This paper examines the right of persons with disability to public vehicular and infrastructural use. It focuses on the recently enacted Discrimination against Persons with Disability (Prohibition) Act, 2018 as well as other international human rights instruments from which Nigeria derives her international obligations. It is observed that the Nigerian society is still unfriendly to the disabled as public infrastructure is constructed without considerations for the disabled.

East/West Visiting Scholars in Pediatric Anesthesia Program (ViSiPAP): Developing tomorrow's pediatric anesthesia leaders.

Promoting and retaining junior faculty are major challenges for many medical schools. High clinical workloads often limit time for scholarly projects and academic development, especially in anesthesiology. To address this, we created the East/West Visiting Scholars in Pediatric Anesthesia Program (ViSiPAP). The program's goal is to help "jumpstart" academic careers by providing opportunities for national exposure and recognition through invited lectures and collaborative opportunities. East/West ViSiPAP benefits the participating scholars, the home and hosting anesthesia departments, and pediatric anesthesia fellowship training programs. By fostering a sense of well-being and inclusion in the pediatric anesthesia community, East/West ViSiPAP has the potential to increase job satisfaction, help faculty attain promotion, and reduce attrition. Faculty and trainees are exposed to new expertise and role models. Moreover, ViSiPAP provides opportunities for women and underrepresented in medicine faculty. This program can help develop today's junior faculty into tomorrow's leaders in pediatric anesthesia. We advocate for expanding the concept of ViSiPAP to other institutions in academic medicine.

What if you are someone new?

PurposeThis early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.Design/methodology/approachStudents are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.FindingsThe books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.Originality/valueSomeone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.

Poor-inclusive workplace model: A Relational Perspective

PurposeThe theory building of inclusive workplace is still in its early stages, particularly concerning the inclusion of the poor in the developing countries. Through the exploration of social entrepreneurial inclusion, this study extends the inclusive workplace theory by featuring the inclusive dynamism of organizations for the poor in developing countries.Design/methodology/approachA case study approach was selected, as the goal of this study is to build on the theory in an under-researched area. This qualitative study is described as theory elaboration as it expands upon theoretical links that have received little attention among workforce diversity scholars.FindingsWe have established a conceptual framework of social entrepreneurial inclusion, which encompasses the following normative themes: organizational perspective for promoting social equality, empowering relationships, a sense of inclusion, organizational access to valuable resources and empowered inclusion.Research limitations/implicationsAlthough we have taken an exploratory qualitative approach and made efforts to report our data neutrally, we acknowledge that the ethical and theoretical positions taken in analyzing the data may have influenced the outcome of this research and, therefore, our findings can never be truly objective. We also acknowledge that this study was conducted in developing countries, thus the poor inclusive workplace model is not generalizable for the poor in developed countries due to different institutional and ecological settings.Practical implicationsWe have illustrated the importance of business leaders leveraging the opportunities in the space between interdependency of individuals and organizations through doing well by doing good. Poor-inclusive workplaces need business leaders who can demonstrate the effective interpersonal skills to develop constructive and personalized relationships with the workers, the family and community members to encourage the idea that the poor be included in the workplace.Social implicationsThe findings from this study also infer how corporations may collaborate with SEs and humanitarian agencies for inclusive growth so they can simultaneously unleash economic value and social value to develop more effective poor-inclusive business models in both sectors. Social entrepreneurs (SEs) and humanistic agencies tend to have situated knowledge of the poor in terms of locally embedded needs and knowledge of the community that corporations do not have.Originality/valueThis paper promotes the integrative workplace models of inclusion where inclusion of poor is empowered through involvement of multiple parties inside and outside workplaces. The empowered inclusion outcomes are strengthened through organizational access to valuable resources at the institutional level.

Lay perspectives on social distancing and other official recommendations and regulations in the time of COVID-19: a qualitative study of social media posts

BackgroundCOVID-19 caused by a new form of coronavirus (SARS-CoV-2) first appeared in China end of 2019 and quickly spread to all counties of the world. To slow down the spread of the virus and to limit the pressure on the health care systems, different regulations and recommendations have been implemented by authorities, comprising amongst others the closure of all entertainment venues and social distancing. These measures have received mixed reactions, particularly from young individuals, with many not following available advice. Drawing on the information in social media discussion forums, the present study explores the reasons why people ignore the orders and recommendations of the authorities and why the authorities are unable to produce a shared sense of inclusion concerning protective measures against the COVID-19 outbreak.MethodsThree open-access social media forums (Reddit, Twitter, and YouTube comments) were systematically searched with respect to COVID-19-related beliefs, attitudes, and behaviours of individuals. The data was retrieved in the first 3 weeks of March 2020. Qualitative document analysis and qualitative content analysis were used as the methodical approach. The data was reviewed by all authors and jointly interpreted to minimise inconsistencies.ResultsThe study reveals that reasons such as information pollution on social media, the persistence of uncertainty about the rapidly spreading virus, the impact of the social environment on the individual, and fear of unemployment associated with inequality in the distribution of income lead people to ignore the orders and recommendations of the authorities. The findings suggest that government representatives and politicians could not produce a shared sense of inclusion concerning protective measures against the COVID-19 outbreak, due to not building trust among the public and taking concrete economic steps to satisfy them.ConclusionIn uncertain crises, transparency in the presentation of information and government policies emerge as influential determinants in creating social susceptibility and solidarity. The differences between social classes constitute one of the important factors that affect the decision-making mechanisms of individuals in determining the necessary steps to be undertaken in times of crisis.

E-learning e strategie inclusive: uno studio per rilevare le opinioni dei docenti dell’Università Roma Tre.

This contribution addresses aspects of the reflection on e-learning for higher education, with the purpose of outlining some operational considerations related to the presence of technologically mediated practices within university’s educational contexts. The culture of functioning in enabling contexts and the principle of accessibility as a cornerstone of inclusive teaching were the two perspectives considered here and applied to focus the implementation of inclusive e-learning, and to assess its usability and sustainability from an educational and methodological point of view. It is intended to highlight how fundamental, in the educational planning phase, the function of the teacher who consciously chooses the use of educational tools and devices. The study in question intends to explore, through the administration of a specific questionnaire, the opinions of university teachers in relation to the design and organization in an inclusive sense of their e-learning training offer in the university context. An investigation of this type may also encourage the launch of further studies on the philosophy of Universal Design to be deepened within higher education in our country, according to practices already present at an international level.

Making Smallholder Value Chain Partnerships Inclusive: Exploring Digital Farm Monitoring through Farmer Friendly Smartphone Platforms

Value chain partnerships face difficulties achieving inclusive relations, often leading to unsustainable collaboration. Improving information flow between actors has been argued to contribute positively to a sense of inclusion in such partnership arrangements. Smallholders however usually lack the capability to use advanced communication technologies such as smartphones which offer a means for elaborate forms of information exchange. This study explores to what extent co-designing smartphone platforms with smallholders for farm monitoring contributes to smallholder ability to communicate, and how this influences smallholder sense of inclusion. The study uses an Action Design Research approach in engaging smallholders in Ghana, through multi-stakeholder and focus group discussions, in a reflexive co-design process. The research finds that co-designing a platform interface was significant in improving farmer ability to comprehend and use smartphone based platforms for communicating farm conditions and their needs with value chain partners. Farmers were however skeptical of making demands based on the platform due to their lack of power and mistrust of other actors. This highlights a need for adjusting the social and political dimensions of partnership interactions, in tandem with the advancement of digital tools, in order to effectively facilitate a sense of inclusiveness in partnerships.

Criticismo social como práxis política: teoria social crítica, participação política e transformação social-institucional

the paper links social criticism and political praxis, social criticism as political-normative praxis of the excluded-marginalized and by them, with an anti-systemic and anti-institutionalist role which puts down three fundamental theoretical-political points of the contemporary Realpolitik assumed by conservatism and indirectly used by liberal and social-democratic social theories and political philosophies, namely: a technical-logical, non-political and non-normative notion of social system or institution which individualizes, technicizes and depoliticizes spheres of social life, making them autonomous and overlapped in relation to political praxis grounded on social normativity; an understanding of the process of Western modernization as self-differentiation, self-referentiality and self-subsistence of those technical-logical social systems which puts down both the notion of society as political-normative totality and the centrality of the political praxis as basis-instrument which streamlines and orientates the institutional structuration and the societal evolution; an institutional proceduralism which is neutral, impartial, impersonal and formal regarding social classes and their struggles, separating strongly institutions and civil society, institutionalized epistemological-political subjects and non-institutionalized epistemological-political subjects, making political institutionalism, and from the impersonal and apolitical proceduralism, the paradigmatic basis both to the functioning of the institutions themselves and to the own actuation of the social movements and citizen initiatives in relation to institutions. From here, it will be argued that only an anti-systemic and anti-institutionalist political-normative praxis of the excluded-marginalized ones and by them, in a permanent, inclusive and participative sense which politicizes all, can allow that the social criticism as political praxis acquire a critical-emancipatory sense, as voice-praxis of victims. In this sense, social criticism as political-normative praxis of the victims by themselves is always anti-institutionalist and anti-systemic, politicizing all, requiring the participation, the inclusion, the voice-praxis of the excluded-marginalized as paradigmatic condition for institutional structuration and the orientation of social evolution, breaking up with the strong and apolitical institutionalism.