Children, Social Inclusion in Education, Autonomy and Hope

Dados Bibliográficos

ID12901966
AutoresAmy Mullin (0000-0002-9926-7826, University of Toronto, autor correspondente)
Ano2022
Volume17
Fascículo1
Páginas20-34
Data de publicação2022-08-23
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEthics and Social Welfare (JOURNAL)
Identificadores do periódicoISSN: 1749-6535 • E-ISSN: 1749-6543
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17496535.2022.2112409
OpenAlexW4292877287
IdiomaEN
Citações recebidas1
Referências citadas29

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

Affect (linguistics · Autonomy · Developmental psychology · Inclusion (mineral · Limiting · Pedagogy · Political science · Public relations · Social change · Children's Rights and Participation · Early Childhood Education and Development · Peace and Human Rights Education · Psychology · Social Psychology