Browsing by Subject "social inclusion"

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    Collaborative inclusion in South African restaurants: a case study on disability and accessibility
    (2025) Mailovich, Annami; Bam, Armand; Hamann, Ralph
    The study explores social inclusion barriers faced by people with disabilities in the hospitality industry and solutions to promote inclusion. Moreover, the study draws attention to an industry where exclusionary practices typically deprive people with disabilities of full participation in social activities and contributes to the literature on collaboration in design thinking. Using design thinking as a collaborative and inclusive innovation process between disabled and nondisabled participants in a two-day workshop, it describes the co-creation of solutions to overcome information barriers for disabled restaurantgoers. Removing these barriers equips disabled restaurant patrons with the information needed to make informed decisions to partake in social settings where physical barriers are commonplace. This qualitative study employed a single instrumental case study design, gathering data through interviews and observations and is analysed using Braun and Clarke's six-step framework. The findings are presented as three themes: First, inclusivity creates a welcoming setting in design thinking workshops by coupling accessibility with diversity. Second, resilience is critical in overcoming collaboration barriers and normalising accessibility among disabled and nondisabled participants. Third, synergy, forged by collaboration and efficient communication, shows the impact of collaborative efforts in fostering inclusivity and, ultimately, achieving social inclusion. Ethical considerations prioritised participant autonomy through transparent communication and incorporated their views in the development of the study through exploratory conversations. Based on these findings, this study contributes practical guidelines to improve accessibility innovations practitioners and organisations serving people with disabilities could apply.
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    Education for All Week 1 - Our model of inclusive education
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa discusses the model of inclusivity that will be used in the Education for All MOOC. She outlines the inter-related spheres of the home environment, the school, and the community, and how these are involved in socially inclusive education practices. She then outlines the different weeks in the course and their specific focuses on the different aspects of socially inclusive education. This video is located within Week 1 of the Education for All MOOC.
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    Education for All Week 1 - Why social inclusion matters
    (2018-06-01) Soudien, Crain
    In this video, Professor Crain Soudien discusses how the terms social inclusion and social cohesion are used. He suggests these concepts are the basis of key ethical approaches. While these are concepts and ideas, they form the basis for framing policies and implementing practices for inclusive education - we will be covering these practices in this course. Inclusive education can be seen as one way of making society more inclusive and building social inclusion.
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    Occupation-based Community Development Framework
    (2014-08-21) Galvaan, Roshan; Peters, Liesl
    This is a free guide to practice for occupational therapists intending to apply critical occupational therapy. It provides an outline for occupational therapists to practice in community development from an occupational and development perspective. This resource provides an introductory framework for occupation-based community development for occupational therapy students and practitioners. It outlines the iterative phases of intervention and illustrates how this is applied by means of a case study. Since the resource is based on on-going research by the authors, further detail will be added in the form of articles that detail how the occupational constructs have been re-conceptualised and strategies applied to ensure contextually relevant practice.
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    OER and OEP in the Global South: Implications and recommendations for social inclusion
    (African Minds, International Development Research Centre & Research on Open Educational Resources for Development, 2017-12) Arinto, Patricia; Hodgkinson-Williams, Cheryl; Trotter, Henry; Michelle Willmers
    The Research on Open Educational Resources for Development (ROER4D) project was undertaken to provide a better understanding of the uptake of Open Educational Resources (OER) and their impact on education in the Global South. The 18 sub-projects that comprise the larger project investigated the extent of OER adoption by educators and students; the factors influencing OER adoption; and the impact of OER adoption on access to educational resources, the quality of teaching and learning, and some of the costs of education provision in 21 countries in South America, Sub-Saharan Africa, and South and Southeast Asia. The findings of each of the sub-projects are discussed in the various chapters comprising this volume, and a meta-synthesis of these findings is presented in Chapter 2. Using a social realist lens, the meta-synthesis provides a comparative analysis of OER use, adaptation and creation across the research sites, and identifies the structural, cultural and agential factors that enable and constrain these Open Educational Practices (OEP). It points out disjunctures in adoption processes in the countries and institutions studied, and draws insights regarding the extent to which OER adoption can expand access to educational materials, enhance the quality of educational resources and educators’ pedagogical perspectives and practices, and improve the affordability and sustainability of education in the Global South. This concluding chapter explores the implications of the main research findings presented in the meta-synthesis for the attainment of social inclusion, which lies at the heart of the Open Education movement. The Paris OER Declaration of 20121 explicitly calls upon states to “[p]romote and use OER to … contribut[e] to social inclusion, gender equity and special needs education [and i]mprove both cost-efficiency and quality of teaching and learning outcomes”2 (emphasis added). The Ljubljana OER Action Plan of 20173 likewise recognises that, “[t]oward the realization of inclusive Knowledge Societies ... [OER] support quality education that is equitable, inclusive, open and participatory”. Understanding how OER, OEP and Open Education more generally, can help to achieve social inclusion is particularly critical in the Global South where increased demand, lack of resources and high costs limit the capacity of education systems to provide accessible, relevant, highquality and affordable education. This chapter aims to contribute to this understanding the potential of OER and their accompanying OEP through a critical exploration of the ROER4D findings in terms of whether and how OER adoption promotes equitable access, participatory education and empowerment of teachers and students, and thus helps to achieve social inclusion. The chapter begins with a brief overview of the relationship between OER and social inclusion, details the implications of ROER4D’s findings as they pertain to social inclusion, and concludes with recommendations for advocacy, policy, practice and further research in OER and OEP in the Global South.
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    The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town
    (Taylor & Francis, 2012) Hodgkinson-Williams, Cheryl; Paskevicius, Michael
    Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics' teaching materials as OER. Using the concept of contradictions (Engeström, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engeström's “layers of causality" (2011, p. 609) to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive.