Inclusions In Spaces Research Articles

Embracing silence: Creating inclusive spaces for autistic employees

Embracing silence: Creating inclusive spaces for autistic employees

Формирование психолого-педагогической готовности будущих учителей к профессиональной деятельности в инклюзивном пространстве

<p style="text-align: justify;">Research by domestic and foreign scientists, as well as preliminary diagnostics of school teachers in the Tula region, showed that over 80% of teachers are not ready for professional work in an inclusive environment. Teachers do not know the specifics of conflicts in a situation of inclusion; do not know how to identify indicators of school violence and bullying; do not have the necessary competencies (diagnostic, conflict management, design, psychotherapeutic); are not ready to design a safe environment, have a negative attitude towards students with physical and mental problems, and do not take into account the peculiarities of the national and religious culture of migrant students. We consider a graduate’s readiness for professional activity in an inclusive space as a holistic, integrative professional and personal construct, including cognitive, emotional-value, operational-activity and conative components. The actualization of the problem of developing students’ readiness is associated with an unfavorable prognosis for the mental and physical health of children and adolescents, with an increase in the number of schoolchildren from migrant and refugee families.</p>

Is cultural appropriateness culturally specific? Intersectional insights from a community-based participatory mental health intervention study conducted with diverse cultural groups.

Growing evidence supports the importance of culturally appropriate mental health interventions, yet it is not always feasible to develop culturally grounded interventions or adapt existing interventions for each cultural group. In addition, these approaches do not recognize the multiple intersecting aspects of culture and identity that individuals, families, and communities possess. Thus, an essential question is whether culturally appropriate mental health interventions have to be culturally specific. We address this question by examining processes of the Refugee Well-being Project (RWP), a community-based mental health intervention for refugees resettled in the United States, which included people from multiple cultural groups (Afghanistan, Great Lakes region of Africa, Iraq, and Syria) and was grounded in common experiences of forcibly displaced people from marginalized backgrounds. RWP incorporates a practice-based concept of culture, an intersectional view of identity, and a multilevel approach to address postmigration stressors. Semistructured qualitative interviews were conducted with 290 participants at preintervention, followed by interviews at three timepoints with a purposively selected subsample (n = 66). Additional interviews (n = 101) were conducted with refugee and student partners. Four themes demonstrated key principles for creating culturally appropriate interventions with diverse groups: (a) recognize cultural complexity in practice; (b) focus on how racism and discrimination are experienced in everyday life; (c) de-center dominant US culture; and (d) create an egalitarian, inclusive space to put principles into action. We conclude that mental health interventions implemented with multiple, diverse groups can be culturally appropriate and effective without being culturally specific.

Overdose prevention centres as spaces of safety, trust and inclusion: A causal pathway based on a realist review.

Overdose prevention centres (OPC) are non-residential spaces where people can use illicit drugs (that they have obtained elsewhere) in the presence of staff who can intervene to prevent and manage any overdoses that occur. Many reviews of OPCs exist but they do not explain how OPCs work. We carried out a realist review, using the RAMESES reporting standards. We systematically searched for and then thematically analysed 391 documents that provide information on the contexts, mechanisms and outcomes of OPCs. Our retroductive analysis identified a causal pathway that highlights the feeling of safety - and the immediate outcome of not dying - as conditions of possibility for the people who use OPCs to build trust and experience social inclusion. The combination of safety, trust and social inclusion that is triggered by OPCs can - depending on the contexts in which they operate - generate other positive outcomes, which may include less risky drug use practices, reductions in blood borne viruses and injection-related infections and wounds, and access to housing. These outcomes are contingent on relevant contexts, including political and legal environments, which differ for women and people from racialised minorities. OPCs can enable people who live with structural violence and vulnerability to develop feelings of safety and trust that help them stay alive and to build longer term trajectories of social inclusion, with potential to improve other aspects of their health and living conditions.

Traces of mobility in the landscape: creative possibilities of everyday heritage practice

This photo essay explores the notion of heritage landscaping as a creative space of radical possibility. In attempting to go beyond a ‘critical heritage examination’ of an iconic heritage artefact, the paper explores how transient traces of ongoing and situated practices of heritage landscaping might provide a means of commons possibility, as an open and inclusive space of sociality. Making room for temporal and spatial complexity and the voices of others, the paper sketches how radical landscape nostalgia might provide the basis for a form of heritage activism that can both critique existing dimensions of power and sketch a space of creative possibility for societal transformation.

Exploring urban community gardens as ‘third places’: fostering social interaction in distressed neighbourhoods of Cape Town, South Africa

ABSTRACT The process of urbanisation and the associated urban lifestyle have been linked to social isolation and negative mental health impacts. As urbanisation and mobility continue to surge in African cities, urban planners face the challenge of creating inclusive spaces that encourage social interaction among urbanites. This research utilises the conceptual lens of ‘Third places’ to assess the role of urban community gardens in cultivating spaces that mitigate the negative effects of urbanisation within distressed communities in Cape Town, South Africa. A qualitative approach, involving open-ended questions and semi-structured interviews, along with observations, was employed to achieve the research aims. Findings revealed that individuals perceive community gardens as a channel for breaking free from isolation and fostering informal interactions among neighbourhood residents. However, the effectiveness of these gardens is hindered by several factors, such as their location and land tenure insecurity, which impede their ability to bring about meaningful changes within their communities. This research urges scholars to critically reconsider established criteria for third places, advocating for a nuanced understanding that acknowledges the diverse dynamics of community gardening in global South cities, thereby enriching theoretical discourse and informing practical interventions for fostering inclusive and sustainable urban communities.

Pesantren Intellectual Activism Outside of Islam and Muslims: Study of the Jalan Dakwah Pesantren (2016) Documentary Film

This research tries to reexamine the meaning of Pesantren (Islamic boarding schools) as inclusive spaces by reinterpreting the film Jalan Dakwah Pesantren (2016). As a prophetic space born from a long process of Indonesian cultural and educational history, Pesantren is often attached simply as a label for traditional Islamic education and ignores its role outside of Islam, which also uses the Pesantren education model. This article strengthens the historical perspective of ​​ Pesantren as inclusive spaces that can be used and applied by people outside of Islam and Muslims in Indonesia and the world. This research uses an interdisciplinary approach (interdisciplinary studies), including literature reviews and in-depth interviews, by exploring relevant historical forms of Indonesian educational experience, starting from Hindu, Buddhist, and Kapitayan education to Islam in the Archipelago and then similar models in other parts of the world. This research shows that the normalization of Pesantren traditions as intellectual activism has been widely absorbed by cultural actors outside of Islam and Muslims as a basis for deepening character and insight. Pesantrens, as examples of education, have been in the position of cross-cultural institutions and carry out the mission of transmitting religious and cultural knowledge outside of Islam.

The Command of Jilbāb in the Quran: Between Symbols of Piety and the Issue of Women's Exclusivity in Public Spaces

This research is motivated by the fact that several cases have been found where veiled women experience marginalization both in society due to their style of veiling (niqab) and in the workplace. This is certainly contrary to the intent of the Qur'anic verse prescribing veiling, which is meant to protect women. Therefore, this study aims to re-examine the Qur'anic verses that discuss jilbāb by considering the inclusive space for women in the public sphere. This research uses a phenomenological approach, intertextual method, and Margot Badran's Islamic feminism theory. This study finds that the interpretation of the jilbāb verse shows a trend that the essence of the jilbāb is to protect the dignity and honor of women, with various interpretations of its form. Some interpret jilbāb as a cloth covering the head of a woman, while others see it as modest clothing. Initially, the protection prescribed by the jilbāb was understood internally as a command to cover the 'awrah. However, as cases of marginalization against veiled women have emerged, the jilbāb can now be understood not only as protection through covering the 'awrah but also as protection of women's rights legally and socially. Therefore, this study does not justify the marginalization of veiled women for any reason.

The new scarlet letter: Global challenges of motherhood in public administration programs and how we could solve them

AbstractMotherhood in academia remains vastly underrepresented in both developed and developing countries. Key career opportunities for women often coincide with childbearing and child‐rearing years, limiting their consideration for these positions. This underrepresentation diminishes academic mothers' ability to contribute meaningfully to public administration (PA) and development issues that deeply impact them. Using comparative administrative law, we develop a typology of environments academic mothers navigate, reflecting national and cultural differences. We investigate the historical, cultural, and structural factors perpetuating this inequity, highlighting biases and discrimination faced by academic mothers. Entrenched institutional structures and complacent cultural norms exacerbate their systemic oppression. Normalizing motherhood in academia, from graduate students to university presidents, requires new laws, policies, programs, and expectations that create strong legal protections and favorable institutional policies. We conclude with universal recommendations to transform academia into a more inclusive space for mothers, focusing on PA to address this pervasive issue.

Needs & networks: understanding the role and impact of social networks on HIV (self-)testing among GBMSM and trans people in England and Wales

BackgroundUnderstanding how HIV self-testing (HIVST) can meet the testing needs of gay, bisexual and other men who have sex with men (GBMSM) and trans people whose social networks vary is key to upscaling HIVST implementation. We aim to develop a contextual understanding of social networks and HIV testing needs among GBMSM (cis and transgender) and trans women in SELPHI (An HIV Self-testing Public Health Intervention), the UK’s largest randomised trial on HIVST.MethodsThis study re-analysed qualitative interviews conducted from 2015 to 2020. Forty-three in-person interviews were thematically analysed using the Framework Method. Our analytic matrix inductively categorised participants based on the unmet needs for HIV testing and the extent of social network support. The role of social networks on HIVST behaviour was explored based on individuals’ testing trajectories.ResultsFour distinct groups were identified based on their unmet testing needs and perceived support from social networks. Optimisation advocates (people with high unmet needs and with high network support, n = 17) strived to tackle their remaining barriers to HIV testing through timely support and empowerment from social networks. Privacy seekers (people with high unmet needs and with low network support, n = 6) prioritised privacy because of perceived stigma. Opportunistic adopters (people with low unmet needs and with high network support, n = 16) appreciated social network support and acknowledged socially privileged lives. Resilient testers (people with low unmet needs and with low network support, n = 4) might hold potentially disproportionate confidence in managing HIV risks without sustainable coping strategies for potential seroconversion. Supportive social networks can facilitate users’ uptake of HIVST by: (1) increasing awareness and positive attitudes towards HIVST, (2) facilitating users’ initiation into HIVST with timely support and (3) affording participants an inclusive space to share and discuss testing strategies.ConclusionsOur proposed categorisation may facilitate the development of differentiated person-centred HIVST programmes. HIVST implementers should carefully consider individuals’ unmet testing needs and perceived levels of social support, and design context-specific HIVST strategies that link people lacking supportive social networks to comprehensive HIV care.

A Pedagogic Approach Serving Inclusive Design

This paper presents an architecture teaching approach intended to final year architecture students, which is based on a human-centered design perspective, while respecting environment in all its compounds. The present work claims, as a hypothesis, that to design inclusive projects, it is worthy to develop in future architects’ capacity to analyze and reconcile both environment requirements and users’ needs as well. The large array of environment key elements and the complexity of users’ global apprehension, make it crucial for the future architects and urban planners to control the appropriate set of analysis methodologies and put to contribution the most efficient design tools. The pedagogical approach we deal with in this article, educates students in empathy, listening, and developing an open-mindedness that according to this study, allows them design better inclusive spaces. I am adopting such a vision for several years now, and I am experimenting pedagogical strategies and tools accordingly, either within the final year Architectural Design Studio I share with other colleagues, or during the Seminar I offer to the same audience. In trying to subscribe to a perspective of action research and reflexivity, I chose to present in this paper the analysis of four architectural dissertations addressing inclusive design concerns. This analysis aims to fathom how experienced analysis tools, such as SWOT grid, urban transect and qualitative social survey, as well as design tools, such as sequential approach of space, functional analysis and value creation tools, may help final year architecture students better analyze and design inclusive projects.

Thinking, a diverse and inclusive process: An epistemological look

Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity. It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum, infrastructure and training among teachers. In the last ten years, educational inclusion has made significant progress, but much remains to be done to expand inclusive spaces.

The making of the “transitional generation”: language politics, writing diaspora and strategic integration of Chinese students in post-war Australia

PurposeThis article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war transitional generation faced racial discrimination and geopolitical challenges, leading to the establishment of student societies and collaborations with religious groups and NGOs. Through writing and publishing in the 1950s and 1960s, they challenged rigid ethnic identities, shaping their ethnic identities, national belonging, language practices, and community involvement amidst historical contexts. Their narratives vividly depict a generational awakening, highlighting complex processes of integration and acculturation into a new societal landscape.Design/methodology/approachThis paper employs historical discourse analysis using Chinese student magazines and bilingual archives to explore language and identity evolution among Chinese students in 1950s’ and 1960s’ Australia. It contextualizes ethnic, cultural, and linguistic identity transformations and examines how language politics and diaspora writings shaped integration strategies. The study highlights education and language politics' transformative roles in redefining cultural belonging and fostering community cohesion within the diaspora amid shifting socio-political contexts.FindingsThe findings of this study reveal that the concept of the “transitional generation” highlights integration as a dynamic process involving ongoing dialogue, identity negotiation through language, and the redefinition of cultural boundaries. Through analysis of three student-centered magazines – Murhun, Asiana and East Wind – it becomes evident how Chinese students in Australia navigated ethnic, cultural and linguistic identities. Murhun used bilingual content to strengthen solidarity and political engagement among Chinese readers, while Asiana employed English to connect Asian students with Australian society and globally. East Wind facilitated a diverse expression of identity, challenging singular notions of “Chineseness” and promoting cultural integration. These insights reflect a transformative period where Chinese students reshaped their historical position, fostering autonomy and challenging stereotypes like “Yellow Perils”.Originality/valueThis paper examines the often-overlooked experiences of post-war Chinese students in Australia, emphasizing their profound influence on immigration history and shifting public perceptions of Asian immigrants. It introduces the concept of the “transitional generation” to address research gaps and highlight the nuanced complexities of integration, respecting the diverse experiences and identities within this dynamic student community. Emphasizing dynamic negotiation and shared experiences, the study underscores how Australia’s diverse Asian communities have transformative potential. Integration extends beyond adaptation, fostering inclusive spaces for identity negotiation, thriving NGOs and enriching Australia’s social fabric with resilience, diversity and cultural vibrancy.

Architectures and Spaces for Care: Recent Contributions to Spanish Postmodern Architectural Culture Led by Women Architects

Nowadays we observe how many of our cities and other inhabited spaces have been conceived by and for a subject that represents an androcentric model that focusses on the productive, with the result that aspects of architecture such as assistance and care have been underestimated. Faced with this neglect of issues that are considered by society as feminine, a series of feminist struggles have, over the course of decades, been demanding more equitable, inclusive spaces and cities that take into consideration tasks relating to care and reproduction in architectural practice. With regard to the Spanish architectural scene, since the end of the 20th century it has been possible to observe the emergence of a series of professional practices led by women architects that have used the concept of femininity as a creative argument in an effort to approach the profession from different perspectives and open up new areas of activity and debate within which they are free to develop their professional careers. These are based around a critique of modern architectural positions associated with an idealistic vision of society that takes as a reference a neutral gender far from all complexity and excludes the differences between people to establish a paradigm shift from and with feminisms. In this regard, this article aims to present a series of recent professional practices led by Spanish women architects during the period 1978-2008 who, from architecture and urban planning, as well as other peripheral positions such as the arts and social action, have worked around women’s experiences and lent prominence to day-to-day life and care. Its purpose is to determine some of the singular aspects of the contributions made by women to Spanish postmodern architectural culture. This study will allow us to observe how many of these contributions take shape in a series of actions, attitudes and ways of working that envisage the beginning of a shift in how the profession is practised; a shift that departs from the predominant canon to define new strategies and ways of approaching architectural practice that are more in line with the needs of women and non-normative subjects.

Reviving the past: urban strategies for renovating historic commercial streets in city centers

Historical city centers are one of the reasons that give cities their identity, memory, and sense of belonging. The commercial areas within these centers are particularly important, as they contribute significantly to the vitality of the urban environment. However, due to rapid developments in recent times, many of these historic commercial streets have lost their significance and fallen victim to informal usage, resulting in the erosion of their historic identity. Consequently, it becomes imperative to renovate these historic commercial streets to preserve the community’s identity. The proposed methodology aims to foster local culture by revitalizing these streets and emphasizing the principles and criteria of heritage preservation that not only preserve the community’s identity but also serve as vibrant and inclusive spaces for residents and visitors alike to fulfill the concept of vitality and livability. In this context, the focus is on protecting historical areas and ensuring their ongoing relevance and benefits, extending not only to street users but also to the entire community. To achieve this, a series of steps are suggested for the renovation of historic commercial streets within city centers, accompanied by a reliable set of criteria that preserve their visual identity rooted in history. To demonstrate the application of these criteria, a case study was conducted for the proposed renovation of Mahmud Al-Banna Street, a historic commercial street in downtown Tanta, Egypt. The objective of the study was to develop strategies that would effectively address various aspects, including urban, visual, environmental, and economic issues. As a result, the research concluded that the proposed regeneration strategies, if implemented, could enhance the vitality and livability of the historic commercial districts for other urban environments.

Exploratory Study on the Impact on Emotional Health Derived from Participation in an Inclusive Choir.

Participation in group activities such as choirs has been shown to have positive effects on emotional health and overall well-being. Inclusive choirs, which integrate individuals of various abilities and diverse backgrounds, provide a unique space for social interaction, emotional expression, and inclusion. This study aims to explore the impact of participation in an inclusive choir on the emotional health of its members, identifying both positive and negative emotional impacts as well as personal experiences derived from their participation. This longitudinal exploratory study combines participant observation, field notes, focus groups, and questionnaires to gain a deep understanding of the participant's emotional experiences through their narratives. The study was conducted in an inclusive choir located in a medium-sized city in Spain, which brings together people of various ages, genders, abilities, and cultural backgrounds. The results indicated that most participants experienced significant improvements in their emotional well-being, including increased self-esteem, a greater sense of belonging, and reduced symptoms of anxiety and depression. Participants also reported that the choir provided a safe space for emotional expression and the building of meaningful relationships. Participation in an inclusive choir can have a considerable positive impact on the emotional health of its members.

A Study on Significant Contribution by Edification Institution in Instigating Inclusive Pedagogy among Teachers

Inclusive teaching supports diversity by creating inclusive spaces for sharing cultural views and assigning writing tasks that prompt students to think critically about diversity and equality issues. All learners are supported by inclusive pedagogy. Inclusive pedagogy is a teaching method that addresses the diverse needs of learners without excluding anyone in the Classroom community. Around the globe, schools and classrooms are becoming more varied in termsof their student populations. Educators who are thoughtful understand that when all diverse student populations are taken into account (talented and gifted, multicultural, learning dis ability and speakers of other language) they actually makeup a majority rather than a minority of the students in their classrooms. This paper explored the role of the educational institutions in implementing the Inclusive Pedagogy in Education Industry. Through data collection and observation it is analysed that inclusive pedagogy has to be encouraged and made a course of action in every classroom for which the teachers are to be trained and provided with opportunities to execute the same. The study also provides for the methodologies that can be adopted in this process by the educational institutions and general problems faced by the teaching fraternity in implementing inclusivity in education.

El derecho a la paz con enfoque territorial y la convivencia escolar en Colombia: Estudio de caso comparado en la Ciudad de medellín

This article reviews the concept of the Right to territorial peace from the convergences between the Peace Agreements of 2016 and the national regulations. It presents Medellin as a city that requires processes of construction and guarantees of the right to territorial peace, where the responsibility is not only of the State agents but also of the school. The main objective is Understand the relationship between the right to peace with a territorial approach and school coexistence from a comparative case study in the city of Medellín, Colombia. The specific objectives are developed, first, tobase territorial peace as a right and as a value, second, to recognize the different ways of building peace with a territorial approach within the Schools and, third, to analyze the appropriation of three Educational Institutions of the city of Medellín on school coexistence as particular scenarios for building peace with a territorial approach for children and adolescents. Methodologically a comparative case study is carried out in Medellin among Institución Educativa La Independecia, Institución Educativa José Roberto Vazquez and Institución Educativa La Candelaria. As a result, it was identified that school coexistence is not including a perspective of building peace from the territories. In conclusion, it is specified that to guarantee the right to peace, spaces for participation, inclusion and education are necessary in educational institutions.

A Partnership Perspective on Ecosocial Reciprocity for Cultural Transformation

Eco social health is the impact of our biology by social, economic, and environmental influencers which inform how the psychosomatic body as a whole system functions. Social effects of dominative societies and structures lead to human disease through complex dimensions of physical, mental, emotional, and spiritual disconnection. Partnership practices are foundational for the innate biological human need for social connection in health. In a world burdened with the global phenomenon of disconnection, a paradigm shift which honors and respects the critical necessity of healthy biodiverse relationships of all members of the ecological community are needed for the development of sustainable cultures of reciprocity and wellness. Global partners demonstrate the impacts of valued education that exist in cultures of partnership systems. Education is the cornerstone reimagining a new world of pace and health. Applying the partnership qualities as foundation to the learning environment may serve as a framework for building safe and inclusive spaces that foster curiosity in order to transform sociocultural practices and empower global perspectives.

CONCEPTUAL FOUNDATIONS AND PRIORITIES OF SPATIAL DEVELOPMENT OF CITIES IN THE PROCESS OF POST-WAR RECONSTRUCTION OF UKRAINE

The article discusses the proposals of urban and spatial planning experts on the postwar reconstruction of Ukrainian cities. Projects for the reconstruction of Mariupol, Kharkiv, and Irpin were reviewed. Foreign experts are involved in the postwar reconstruction of Ukrainian cities. Famous architects and urbanists are also studying the experience of post-war reconstruction of European cities after World War II and the war in the Balkans. These are not always successful examples given the Ukrainian context and current trends in urban development. Today, there is a clear recovery plan, strategies, and projects for the restoration of Ukrainian cities that have suffered the most from the hostilities. Ukraine's recovery plan, presented at the Lugano International Conference in July 2022, envisages attracting more than $750 billion for reconstruction and development over the next ten years. In the current realities of Ukraine, urbanists face complex problems of updating and developing new project documents for the spatial development of cities, communities, and regions. Scientific substantiation of design decisions is needed. Therefore, it is important to update the methodological platform of urban studies. Based on an analysis of many expert proposals, priorities in reconstruction strategies and projects, and a generalization of current global urban development concepts, we have compiled a methodological model of the conceptual framework on which spatial planning for urban development in the postwar recovery process should be based. The theoretical basis for the implementation of the main priorities of reconstruction is the scientific concepts of modern urbanism: compact city, creative city, green city, smart city, healthy city, as well as integrated development and typology of cities. These principles include the restoration of infrastructure, housing, design of barrier-free and inclusive spaces, digitalization in governance, and new standards for spatial planning of buildings for safety. The priority area of reconstruction is the restoration of city-forming industries and enterprises that form the economic basis of urban development. Only the accelerated development of industry can raise the level of Ukrainian science and education, and help restore jobs in cities, facilitating the return of Ukrainian citizens. The author emphasizes the need to update integrated concepts and strategies for the development of rear cities in line with current challenges. In the context of war and postwar reconstruction, these informal spatial planning documents need to be supplemented. The analytical base and clear short-term actions need to be supplemented in accordance with global concepts of urban development and security measures. We need to rethink cities and put people first - their lives, safety, and health. In this context, it is worth recalling the well-known urban concept of a "healthy city", which involves creating a healthy urban environment in which people are protected. In general, there is a lack of scientific justification for a holistic concept and principles of reconstruction, a vision of the future pace and prospects of Ukraine's urbanization, and the development of a network of small and medium-sized cities. In general, there is a need to supplement the methodological platform of Ukrainian urbanism and to develop new project documents on the spatial development of communities and cities in the process of postwar reconstruction based on scientific findings. Keywords: postwar reconstruction, spatial planning, urban development concepts, reconstruction projects