Peer relations are an essential component in the development of inclusive contexts and are central to support the life satisfaction and well-being of all individuals and of society overall (Curtis, 2004). The strong relationship between inclusion and well-being is amply supported and it is maintained that individuals in more socially inclusive contexts are better off and report greater levels of well-being than those in more unequal ones where status competition is particularly pronounced (Wilkinson & Pickett, 2010). Abilities to establish peer relationships derive from experiences and from the history of learning of individuals and, therefore, can be increased through ad hoc training opportunities (Santilli et al., 2016). In this chapter we have explored examples of intervention programs for each school level that can be implemented to support the involvement of peers in the co-creation of inclusive contexts. Promoting inclusive social relationships is at the basis of the construction of active citizenship behaviors and of the establishment of cooperative societies interested in socio-economic development and intercultural communication, in diversity as an element to be valued while respecting others, and in the overcoming of prejudices and labels. Such societies foster abilities to constructively participate in the public life of communities, through belonging to society at different levels, through the expression and realization of democratic principles, sense of plurality, and support to fair and sustainable development (Santilli et al., 2016). This accords with the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) proposed by the United Nations in 2015. Through this Agenda, 193 member states committed to supporting economic growth, social inclusion, and environmental protection, fostering peaceful, just and inclusive societies through a new global partnership. It seems therefore particularly relevant to train people to cooperate, live together, create social cohesion, and be tolerant and supportive of one another, despite ethnic, religious, economic, and impairment differences.
Developing and Promoting Inclusion from Kindergarten to University
Sara Santilli;Maria Cristina Ginevra;Ilaria Di Maggio;Laura Nota
2019
Abstract
Peer relations are an essential component in the development of inclusive contexts and are central to support the life satisfaction and well-being of all individuals and of society overall (Curtis, 2004). The strong relationship between inclusion and well-being is amply supported and it is maintained that individuals in more socially inclusive contexts are better off and report greater levels of well-being than those in more unequal ones where status competition is particularly pronounced (Wilkinson & Pickett, 2010). Abilities to establish peer relationships derive from experiences and from the history of learning of individuals and, therefore, can be increased through ad hoc training opportunities (Santilli et al., 2016). In this chapter we have explored examples of intervention programs for each school level that can be implemented to support the involvement of peers in the co-creation of inclusive contexts. Promoting inclusive social relationships is at the basis of the construction of active citizenship behaviors and of the establishment of cooperative societies interested in socio-economic development and intercultural communication, in diversity as an element to be valued while respecting others, and in the overcoming of prejudices and labels. Such societies foster abilities to constructively participate in the public life of communities, through belonging to society at different levels, through the expression and realization of democratic principles, sense of plurality, and support to fair and sustainable development (Santilli et al., 2016). This accords with the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) proposed by the United Nations in 2015. Through this Agenda, 193 member states committed to supporting economic growth, social inclusion, and environmental protection, fostering peaceful, just and inclusive societies through a new global partnership. It seems therefore particularly relevant to train people to cooperate, live together, create social cohesion, and be tolerant and supportive of one another, despite ethnic, religious, economic, and impairment differences.Pubblicazioni consigliate
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