In developing the stimulus ‘As inclusion is concerned, I am committed in my work to...’ we were interested in highlighting and sharing the idea that achieving truly inclusive societies requires commitments and responsibilities that guide practitioners’, teachers’, and scholars’ specific choices and actions. In other words, we were interested in making explicit the commitments that those who have adhered to this initiative intend to assume so as to remove barriers to inclusion, to begin collaborations and alliances with actors who can influence inclusive outcomes, and to implement interventions for the benefit of inclusion. Additionally, we wanted to structure a process by which practitioners and researchers could ‘shape’ a tacit ‘contract’, by specifying the responsibilities and commitments that will be taken to promote school, work, and social inclusion. Our focus on a personal commitment to inclusive societies stems from the fact that actions to achieve such outcomes emanate from individual values, beliefs, and aspirations; perceptions of one’s moral role; and how one frames one’s professional identity. A belief in inclusive societies and actions to achieve such outcomes is inspired by one’s moral values for and ethics of global acceptance, tolerance, and respect for others and a drive for social justice. Additionally, such actions operationalize values of respect for the dignity of every person and an appreciation of the critical importance of diversity, nondiscrimination, pluralism, equality of opportunity, solidarity, security, non-violence, and full participation in society for all people, including people who are among the most vulnerable in our societies (DESA, 2009).
As inclusion is concerned, I am committed in my work to…
Ginevra M. C.;
2017
Abstract
In developing the stimulus ‘As inclusion is concerned, I am committed in my work to...’ we were interested in highlighting and sharing the idea that achieving truly inclusive societies requires commitments and responsibilities that guide practitioners’, teachers’, and scholars’ specific choices and actions. In other words, we were interested in making explicit the commitments that those who have adhered to this initiative intend to assume so as to remove barriers to inclusion, to begin collaborations and alliances with actors who can influence inclusive outcomes, and to implement interventions for the benefit of inclusion. Additionally, we wanted to structure a process by which practitioners and researchers could ‘shape’ a tacit ‘contract’, by specifying the responsibilities and commitments that will be taken to promote school, work, and social inclusion. Our focus on a personal commitment to inclusive societies stems from the fact that actions to achieve such outcomes emanate from individual values, beliefs, and aspirations; perceptions of one’s moral role; and how one frames one’s professional identity. A belief in inclusive societies and actions to achieve such outcomes is inspired by one’s moral values for and ethics of global acceptance, tolerance, and respect for others and a drive for social justice. Additionally, such actions operationalize values of respect for the dignity of every person and an appreciation of the critical importance of diversity, nondiscrimination, pluralism, equality of opportunity, solidarity, security, non-violence, and full participation in society for all people, including people who are among the most vulnerable in our societies (DESA, 2009).Pubblicazioni consigliate
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