Browsing by Subject "inclusion"

Now showing 1 - 6 of 6
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    An exploration into the meaning that trans* students attach to their experiences at a South African University
    (2022) September, Miché; Price, Linda
    Universities are perceived as non-judgmental because of their tolerant environments and emphasis on producing well-rounded students. Despite transformative initiatives to create an inclusive culture, transgender and gender diverse students may still feel that they are treated unfairly due to stigmatisation or poorly implemented diversity policies. Studies have focused mainly on the gender binary practice of transgender individuals assimilating to cisnormativity. Yet, relatively little work has considered the implications of campus life where transgender students may experience discrimination because of gender-exclusive policies and practices (residence halls, bathrooms, public inclusion, training, and support). This study sought to address this gap. Data from a thematic analysis of qualitative semi-structured interviews were utilised to understand trans* students' perceptions and lived experiences at a South African university. Most of the participants revealed that a hostile climate for transgender students prevailed on campus and that the institution lacks resources and education on transgender issues. Findings reported three major themes: (1) Navigating the power of privilege and institutional systemic oppression; (2) Misalignment and invalidation of one's gender identity on campus; (3) The importance of understanding transgender health from a gender minority experience. Recommendations for creating greater inclusion for transgender students on university campuses are presented.
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    Diversity, inclusion, and social justice in the information context: global south perspectives
    (2020) Raju, Jaya
    This is an editorial of the special issue of the International Journal of Information, Diversity, & Inclusion 4(3/4), 2020 authored by the guest editor (Jaya Raju).
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    Education for All Week 3 - Leading change
    (2018-06-01) Morton, Ann
    In this video, Ann Morton, Principal of Pinelands North Primary School, discusses the process of leading change. She explains the importance of getting the support of key staff members who are key in the process of supporting inclusion in an institution. She also discusses the importance of understanding the change process and the likely fear, and potentially harm, that change can bring to people unfamiliar with the proposed change in practice. She reflects on the continuum of inclusion - that is, that inclusion is a practice that becomes normalised over time as a result of focused hard work and that people who are committed to inclusive practice support each other, and that all members of the educational community from teaching staff to cleaners to family members are important agents ensuring an inclusive approach. She speaks about the importance of experimentation and sharing of success stories and the importance of leadership and active practice by upper management in dealing with the hands-on realities of inclusive practice (in her case, through direct teaching). Lastly, she reflects on the difficulty of educating members of school governing bodies who grew up in non-inclusive environment about the importance and value of inclusion in the classroom.
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    Education for All Week 3 - Our answers 4 - Whose reality: perspectives on disability
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa discusses the issue of validating the diverse experiences of people with disabilities and their family members, who experience the social consequences in different ways. She also speaks of how inclusion is imminently possible (and large strides have been made in the past decades) and that the issue of inclusion is largely one of social and political will.
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    TEDI 2 Week 1 - TEDI Project: Challenges of Teachers in Deaf Education
    (2019-06-01) Kelly, Jane
    In this video, Jane Kelly, provides an overview of the Teacher Empowerment for Disability Inclusion (TEDI) Project. She focuses on the research methods used and the situation analysis of the educational needs of learners with disabilities in South Africa. Drawing on the themes discussed during interviews with the teachers in the project, Jane highlights the challenges these teachers, from both schools for the deaf and full service schools, face in teaching children with severe to profound hearing impairments. This is video lecture 4/7 in week 1 of the course: Educating Deaf Children: Becoming an Empowered Teacher.
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    The relationship between demographic groups and perception of inclusion in a South African organisation
    (2014) Daya, P; April, K A
    The extreme demographic-role misrepresentation within organisations is a key business and societal issue in post-Apartheid South Africa. This research relates to deepening the understanding about the perception of inclusion with respect to demographic groups such as race/ethnicity, gender, age, tenure, religion, sexual orientation, disability, position/grade, department, as well as site location. Secondly, it seeks to understand which groups perceive inclusion less positively than other groups, when we consider the occurrence of all the groups simultaneously using structural equation modelling (SEM).