Search results

This chapter examines the creation and development of trans inclusion policies in community sport in Australia. More specifically, it explores the impact of such policy, or lack thereof, on trans and gender diverse people who are currently engaged or wish to engage with community sport in the state of Victoria, Australia. This chapter evaluates the impact of Federal legislation and guidelines for the inclusion of trans and gender diverse people in Australian sport, and how sport organizations have responded in creating trans athlete policies for community sport participation. Next, we discuss the experiences and challenges for trans and gender diverse athletes playing and competing in community sport. We examine how these athletes work against institutional norms which typically reinforce a rigid gender binary. This chapter draws on a range of research projects in Australia by the first author and concludes with some recommendations for future research and both policy and practice.

Purpose: This chapter proposes a number of measures for financial inclusion and financial exclusion.

Method: The author use ratio analysis and statistics to develop several indices of financial inclusion.

Findings: This chapter finds that there are several indices of financial inclusion that can contribute to inform policy making in the financial inclusion agenda.

Implications: The indices developed in this chapter can help policymakers toward designing better financial inclusion policies and can provide feedback and insight to policy makers to improve current financial inclusion policies.

Originality: The literature on financial inclusion and exclusion lacks a comprehensive index that measures the extent of financial inclusion and exclusion across countries. This chapter attempts to fill this gap by proposing some index or indicators of financial inclusion and exclusion.

Higher education (HE) systems in Europe have been identified as an essential element for promoting economic competitiveness since the Bologna Declaration in 1999. The aim of the Bologna Process was to expand access to educational opportunities, fostering participation in post-compulsory education by creating the European Higher Education Area (EHEA). Inequalities in training because of geographic, ethnic or social origin, and inequalities in job opportunities, salaries, and incomes are critical dimensions of social development in HE. The development of policies, including those concerning education, that extend access to opportunities is essential to prevent such exclusion becoming permanent. The Access4All project aims to promote the educational and social inclusion of underrepresented groups as well as of non-traditional learners.

In this chapter, the project’s main results are reviewed, with: (1) a brief overview of inclusion policies and practices in European HE; (2) an operational definition of “good practice” and criteria for selecting examples of good practice for inclusion in HE; (3) a self-assessment tool enabling the characterization of institutional capacity for innovation and of inclusion policies and practices; and (4) a model for promoting strategic planning, focusing on inclusion in HE.

Inclusion of children with special needs into mainstream schools reflects a society’s view of their role as caregivers for all citizens, regardless of any understanding of the benefits that educating for inclusion might have. Although inclusion should be conducted throughout all areas of life, frequently people refer to it only as an academic process that teachers must be responsible for. Thus, such inclusion provides teachers with the opportunity to lead future generations towards the development of societies that indeed practice inclusion as a natural process. However, even if we decide to focus on the process only from the school perspective, in practice teachers cannot conduct it efficiently without proper training. This chapter is thus designed to promote the understanding of possible implications of the new inclusion policy in Israeli elementary schools which will allow the development of innovative and quality teacher-training programmes, and the quality of teaching in general.

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

This chapter analyzes the influence of inclusion, equal opportunity and antidiscrimination policies on the strength of diversity in a foreign firm domiciled in a developing country.

It used a questionnaire to collect fact from the depth of employees’ experiences of diversity management in practice to understand its implication for the strength of diversity in the workplace. It questioned the nature of the constructs on diversity in line with the effect of equal opportunity in the workplace.

The component factor analysis extraction method obtained valuable constructs from the stated dimensions of items in the questionnaire. The regression technique was used to analyze the influence of these constructs on the strength of diversity in the workplace.

The results revealed that inclusiveness is necessary to intensify the strength of diversity in foreign organization in a developing nation, with the need to deepen alternative equal opportunity policy and diverse work culture awareness. Power relations strategies foster staff welfare, but weaken compensation by merit heighten employees’ sentiments.

Data were only collected from the companies head office; its branches were not covered.

Employees detect biases in equal opportunity policies beyond the guises of control power relation. Thus, besides a policy for diversity and inclusion in the workplace, an alternative equal opportunity policy is essential to intensify diversity.

It empirically probes foreign organizations in a developing country staff response to changes in the workplace due to the cautious implementation of inclusion, equal opportunity and antidiscrimination policies to foster diversity.

In Latin America, technology has been advancing faster than society is able to adjust to it on its own. Thus, information and communication professionals should merge their efforts to research and discuss the relevant role they play in the society transformed by technology.

This paper presents and discusses the initiatives that the Brazilian government and stakeholder institutions are developing in regards to ICT and memory and heritage preservation.

The international relevance of describing the Brazilian initiative of ruling the internet in a non-restrictive way shows the trend the country has adopted.

In the current context of development of the Information Society and expansion of cultural economy and digital culture in Brazil, it is imperative to define public policies for digitizing Brazilian memory and heritage collections. Such a national policy involving the three levels of the Federation as well as private institutions committed to the custody of cultural collections, should play an essential role in guiding the efforts to digital reproduction of collections and their publication on the internet.

Brazil is the first country in the world to rule the use of internet openly, in a non-restrictive way, through the Marco Civil da Internet. Since 2007, an academic initiative named Memory Network has been working to promote the digitization and access to Brazilian collections of memory and heritage.

In this chapter, the author provides an overview of some central issues of the book. First she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then she discusses their policies and support programmes, which on the one hand try to improve the social situation of the Roma while promoting minority language and culture on the other hand. The author finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

In this chapter, Andrea Óhidy provides an overview of some central issues of the book. First, she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then, she discusses their policies and support programmes, which, on the one hand, try to improve the social situation of the Roma while promoting minority language and culture, on the other hand. She finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

After the first transgender athletes participated in the 2020 Tokyo Olympics, some called for the immediate exclusion of transgender women in sports while others argue that this exclusion is discriminatory behaviour in violation of human rights law. Under current standards, the International Olympic Committee (IOC) has sought to address the balance between fairness and inclusion by allowing eligibility to be decided on a sport-by-sport basis for all transgender athletes (IOC, 2021). What if an international federation or national governing body concludes that transgender athletes should be prohibited or subjected to rigorous conditions for participation? Would those qualifications stand up to legal challenge by an affected athlete? Will some athletes have better legal protection based on the location of their challenge?

The United States (US) and United Kingdom (UK) have domestic legal provisions that protect transgender individuals from discrimination based on their gender identity whereas the European Union (EU) includes protections based on sex alone (Patel, 2021). This chapter will discuss transgender inclusion policies in Olympic sport and address how potential challenges to the policies will be handled in court using existing case law. Legal precedent in similar challenges is rare. However, when eligibility policies do not explicitly ban transgender athletes or appear to be a targeted response to a specific athlete or individuals, it becomes more likely that those policies will not be considered discriminatory. Courts are hesitant to interfere in a governing body's policies if that organization appears to have a legitimate reason for its sport governance decisions.