Children, Social Inclusion in Education, Autonomy and Hope

IF 0.7 Q4 SOCIAL WORK

Ethics and Social Welfare Pub Date : 2022-08-23 DOI:10.1080/17496535.2022.2112409

Amy Mullin

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引用次数: 0

Abstract

ABSTRACT Social inclusion can refer to the ability of individuals and groups to participate in social activities and the extent to which they feel included and recognized as valuable and able to make contributions. I explore the social inclusion of children in K-12 education (ages 4 - 18), and argue it is vital for the development and exercise of attitudes and capacities such as hope and local autonomy. Since schools are tasked with developing children's skills and knowledge, the extent to which they succeed will play a large role in limiting or enabling children's social inclusion both when they become adults and as children. Children's relationships are an important aspect of their school experiences, as they affect not only whether they feel connected to others but also what they deem to be the grounds of their inclusion. Schools can also equip children with the skills and experiences required for social interactions with others in better and worse ways, fostering children's attitudes towards themselves, others, and the world and affecting whether they think they have the resources to have an impact on their environment and society and can achieve both personal and shared goals.

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儿童、教育中的社会包容、自主与希望

摘要社会包容是指个人和群体参与社会活动的能力，以及他们感到被包容、被认可为有价值和能够做出贡献的程度。我探讨了K-12教育中儿童（4-18岁）的社会包容，并认为这对培养和行使态度和能力（如希望和地方自治）至关重要。由于学校的任务是培养儿童的技能和知识，因此无论是在儿童成年后还是在儿童时期，学校的成功程度都将在限制或促进儿童的社会包容方面发挥重要作用。孩子们的关系是他们学校经历的一个重要方面，因为它们不仅影响他们是否与他人有联系，还影响他们认为融入的理由。学校还可以让孩子们掌握与他人进行更好或更坏的社交互动所需的技能和经验，培养孩子们对自己、他人和世界的态度，并影响他们是否认为自己有资源对环境和社会产生影响，是否能够实现个人目标和共同目标。

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来源期刊

Ethics and Social Welfare SOCIAL WORK-

CiteScore

1.60

自引率

20.00%

发文量

期刊介绍： Ethics and Social Welfare publishes articles of a critical and reflective nature concerned with the ethical issues surrounding social welfare practice and policy. It has a particular focus on social work (including practice with individuals, families and small groups), social care, youth and community work and related professions. The aim of the journal is to encourage dialogue and debate across social, intercultural and international boundaries on the serious ethical issues relating to professional interventions into social life. Through this we hope to contribute towards deepening understandings and further ethical practice in the field of social welfare. The journal welcomes material in a variety of formats, including high quality peer-reviewed academic papers, reflections, debates and commentaries on policy and practice, book reviews and review articles. We actively encourage a diverse range of contributions from academic and field practitioners, voluntary workers, service users, carers and people bringing the perspectives of oppressed groups. Contributions might include reports on research studies on the influence of values and ethics in social welfare practice, education and organisational structures, theoretical papers discussing the evolution of social welfare values and ethics, linked to contemporary philosophical, social and ethical thought, accounts of ethical issues, problems and dilemmas in practice, and reflections on the ethics and values of policy and organisational development. The journal aims for the highest standards in its published material. All material submitted to the journal is subject to a process of assessment and evaluation through the Editors and through peer review.