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Questions and Answers

What fundamental principle, according to the UDHR preamble, serves as the bedrock for global freedom, justice, and peace?

  • Recognition of inherent dignity and equal, inalienable rights of all humans. (correct)
  • Unanimous global agreement on the interpretation of human rights.
  • The establishment of secular state cultures worldwide.
  • The enforcement of international treaties and agreements.

Which of the following reflects a core tenet of Article 2 of the UDHR regarding entitlement to rights and freedoms?

  • Rights are prioritized according to national origin and social status.
  • Entitlement to rights requires adherence to specific political and religious beliefs.
  • Rights and freedoms are universally applicable, irrespective of individual characteristics. (correct)
  • Rights are granted based on an individual's contribution to society.

Article 7 of the UDHR emphasizes which key principle regarding legal protection?

  • Equal protection under the law is guaranteed for all, without discrimination. (correct)
  • Protection against discrimination applies solely to violations of domestic law.
  • Legal protection is conditional based on an individual's socio-economic background.
  • Legal rights are determined by the prevailing political opinions within a jurisdiction.

According to Frances Raday, what historical shift significantly influenced the origins of the rights articulated in the UDHR?

<p>A transition from religious to secular state culture during the Enlightenment. (B)</p> Signup and view all the answers

Which of the following best describes the relationship between human rights covenants and conflict resolution?

<p>Human rights covenants set normative frameworks but do not provide specific conflict resolution methods. (B)</p> Signup and view all the answers

Since 1948, how has the commitment articulated in the UDHR primarily been translated into tangible legal forms?

<p>Through treaties, customary international law, general principles, regional agreements, and domestic law. (C)</p> Signup and view all the answers

What did the shift from status to contract during the Enlightenment emphasize concerning individual rights and obligations?

<p>It underscored individual agency and voluntary agreements in defining rights and duties. (A)</p> Signup and view all the answers

How did the emphasis on rationalism, contrasting with faith, impact the formulation of human rights principles during the Enlightenment?

<p>It promoted the creation of abstract universal standards. (B)</p> Signup and view all the answers

According to Nicholas Burnett, what is the primary goal of inclusive education?

<p>To transform learning centers to accommodate all children, irrespective of their backgrounds or challenges. (A)</p> Signup and view all the answers

The content mentions the challenge of reconciling competing rights. Which example is specifically addressed?

<p>Children's rights versus parents' rights regarding freedom of religion. (C)</p> Signup and view all the answers

What is the instrumental argument for valuing diversity at a social level?

<p>It leads to desirable outcomes in societies and schools. (A)</p> Signup and view all the answers

According to Darwin, how does genetic diversity contribute to the survival of species?

<p>It ensures that some individuals possess traits suited to new environmental conditions, increasing the likelihood of survival and reproduction. (C)</p> Signup and view all the answers

What evolutionary process does the adaptation of humans to different climates and food sources exemplify?

<p>Natural selection driven by environmental pressures. (B)</p> Signup and view all the answers

How does valuing diversity in schools contribute to desirable social outcomes?

<p>By preparing students to understand and operate effectively in a complex world. (C)</p> Signup and view all the answers

What is the distinction between individual and group rights highlighted in the content?

<p>There can be conflicts between the rights of individuals and the norms or practices of groups they belong to. (A)</p> Signup and view all the answers

Which of the following is an example of addressing diversity by adapting to selective pressures?

<p>Humans evolving different skin colors to adapt to varying levels of sunlight. (C)</p> Signup and view all the answers

According to Article 13(2) of the Covenant on Economic, Social and Cultural Rights, which of the following is NOT an essential feature of education?

<p>Standardization of curriculum across all educational institutions to ensure uniformity. (A)</p> Signup and view all the answers

The UNESCO Convention against Discrimination in Education mandates that standards of education:

<p>Should be equivalent in all public educational institutions of the same level. (D)</p> Signup and view all the answers

Which of the following best describes the focus of Article 5(a) of the UNESCO Convention against Discrimination in Education?

<p>Directing education towards the full development of the human personality and respect for human rights. (D)</p> Signup and view all the answers

What key provision concerning parental rights is included in Article 5(b) of the UNESCO Convention against Discrimination in Education?

<p>Parents have the liberty to choose educational institutions for their children that are not maintained by public authorities, provided they meet minimum standards. (A)</p> Signup and view all the answers

According to the texts, what is the role of legislation in ensuring non-discrimination in education, as highlighted by the UNESCO Convention?

<p>Legislation is essential to ensure there is no discrimination in the admission of pupils to educational institutions. (A)</p> Signup and view all the answers

Which aspect of education is emphasized by both Article 13(1) of the Covenant and Article 5(a) of the UNESCO Convention?

<p>Education being directed to the full development of the human personality. (A)</p> Signup and view all the answers

Considering the principles outlined in both the Covenant and the UNESCO Convention, how should educational systems adapt to societal changes?

<p>By continuously updating curricula and teaching methods to reflect the evolving needs of societies and communities. (A)</p> Signup and view all the answers

How do the documents approach the concept of 'accessibility' in education?

<p>Accessibility includes physical and economic aspects, ensuring education is available to all without discrimination. (A)</p> Signup and view all the answers

According to the content, how might teachers inadvertently perpetuate social inequality?

<p>By valuing the cultural norms of the dominant class over those of non-dominant groups. (B)</p> Signup and view all the answers

What is the primary difference between single-loop and double-loop learning?

<p>Single-loop learning focuses on modifying actions based on outcomes, while double-loop learning questions the underlying values and assumptions. (C)</p> Signup and view all the answers

What does 'reflective practice' involve, according to Schon?

<p>Reflecting on one's actions to foster continuous learning and improvement. (A)</p> Signup and view all the answers

According to the content, what is a key characteristic of social capital?

<p>It encompasses various forms of connectedness, such as relationships and communal participation. (D)</p> Signup and view all the answers

How does Putnam characterize the role of social capital in education?

<p>As more important than financial capital in determining school district success. (A)</p> Signup and view all the answers

What is the relationship between social capital and opportunity gaps?

<p>Differences in social connections contribute to opportunity gaps. (A)</p> Signup and view all the answers

What is the primary purpose of engaging in double-loop learning in the context of cultural capital?

<p>To question one's own habitus and examine unconscious biases and prejudices. (C)</p> Signup and view all the answers

Which of the following best describes the application of Argyris and Schon's learning theories to understanding cultural capital in educational settings?

<p>Continuously assessing and adapting teaching methods to address biases related to cultural capital. (B)</p> Signup and view all the answers

According to Mulford's conceptualization of social capital within education systems, which type focuses on the collaborative relationships established between different schools?

<p>Bridging social capital (D)</p> Signup and view all the answers

In the context of cultural capital in schools, what is the primary challenge when dealing with students from diverse backgrounds?

<p>Determining the extent to which the school should accommodate the cultural capital of diverse groups. (B)</p> Signup and view all the answers

According to Gramsci, how does hegemony function beyond mere political and economic control?

<p>Through the dominant class projecting its worldview as 'common sense' and 'natural'. (A)</p> Signup and view all the answers

What impact does the feeling of safety in a school environment have on a child's overall development, according to the passage?

<p>It impacts their self-esteem, identities, sense of empowerment, behavior, and achievement. (B)</p> Signup and view all the answers

In what way did Gramsci describe hegemony's control over society?

<p>Consensual control through the permeation of values and beliefs. (B)</p> Signup and view all the answers

How might a school system implement double-loop learning to accommodate diverse cultural capital?

<p>By re-evaluating its underlying assumptions and values to better include different worldviews. (A)</p> Signup and view all the answers

Which level of social capital, as defined by Mulford, is most concerned with the relationships among teachers, staff and administrators within a single school?

<p>Bonding social capital (A)</p> Signup and view all the answers

How did Gramsci view educational structures within the framework of hegemony?

<p>As tools used by ruling groups to reproduce the existing social order. (A)</p> Signup and view all the answers

When research indicates a small gender difference, such as d = 0.20, what is the most accurate interpretation?

<p>There is more variability <em>within</em> each gender than <em>between</em> them, with a high degree of overlap. (B)</p> Signup and view all the answers

What is the primary risk of basing educational policies on small-magnitude gender differences reported in research?

<p>Reinforcing stereotypes and overlooking individual variability within each gender. (B)</p> Signup and view all the answers

What is the most influential role of economics in addressing diversities in education, according to the text?

<p>The economy influences almost everything we do in education, including achieving greater equality for disadvantaged groups. (C)</p> Signup and view all the answers

How does reliance on local property taxes for school funding impact educational diversity, particularly in a country like the United States?

<p>It leads to significant disparities in funding levels between different districts, potentially exacerbating inequalities. (B)</p> Signup and view all the answers

At which levels should education be examined to understand human diversity?

<p>National and district systems, schools, and classrooms. (C)</p> Signup and view all the answers

Which facet of education does the text highlight as being influenced by state vs private control?

<p>The extent to which education systems accommodate differences. (A)</p> Signup and view all the answers

Which control dynamic influences accommodation to differences?

<p>Central vs devolved control of education. (D)</p> Signup and view all the answers

According to research cited: if a gender difference is reported at d = 0.20, what approximate percentage overlap exists between the two groups?

<p>85.3% (D)</p> Signup and view all the answers

Flashcards

Inherent Dignity

The inherent worth of every member of the human family.

Inalienable Rights

Basic rights that cannot be taken away or denied.

Highest Aspiration

A world with freedom of speech, belief, freedom from fear and want.

UDHR - Article 1

All humans are born equal in rights and dignity.

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UDHR - Article 2

Everyone is entitled to rights without discrimination.

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UDHR - Article 7

Equality before the law, equal protection against discrimination.

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Enlightenment Shift

Shift from religious rule to secular governance.

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Human Rights Implementation

Human rights are expressed and protected through treaties, laws, and agreements.

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Article 13(1) of the Covenant

Education should fully develop human potential.

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Essential Features of Education (Article 13(2))

Education must be available, accessible, acceptable, and adaptable.

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UNESCO Convention Article 3(b)

Ensuring no discrimination in school admissions through laws.

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UNESCO Convention Article 4(a)

Making primary education free and compulsory.

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UNESCO Convention Article 4(b)

Equal standards and quality across public schools.

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UNESCO Convention Article 5(a)

Strengthening respect for human rights and promoting understanding.

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UNESCO Convention Article 5(b)

Parents can choose non-public schools if standards are met.

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Universal Declaration of Human Rights (UDHR)

A document declaring humans are born free and equal in dignity and rights.

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Inclusive Education

Transforming schools to include all children, regardless of background or ability, to eliminate exclusion.

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Goal of Inclusive Education

The aim to eliminate exclusion caused by negative attitudes and lack of response to diversity.

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Competing Rights

Situations where individual rights conflict with the rights of a group.

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Individual vs. Group Rights

Rights held by individuals versus rights belonging to a collective group.

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Biological Importance of Diversity

Diversity allows populations to adapt to changing conditions through genetic variation.

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Evolution

The process by which species evolve and adapt to their environment.

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Genetic Diversity

Differences in genes within a population that allows adaptation.

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Social Importance of Diversity

Valuing diversity can lead to positive outcomes in society and schools.

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Effect Size (d = 0.20)

A measure of the difference between two groups; a d = 0.20 means only 54% of one group exceeds the 50th percentile of the other, showing substantial overlap.

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Stereotyping

Avoid attributing characteristics common in one gender to all members of that gender; recognize variability within genders.

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Economic Influence on Education

The economy significantly influences education, affecting resources, equality for disadvantaged groups, and funding models.

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Local Property Taxes in Education

Taxes on local property determines local funding and therefore resources.

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Multi-Level Education

Education must be considered at national, district, school, and classroom levels.

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Multi-Faceted Education

Recognizing that education has features like state vs. private and central vs. devolved.

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State vs. Private Control

The level of state versus private control affects how education systems adapt to differences.

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Central vs. Devolved Control

Central versus devolved control of education influences accommodation to differences.

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Social Capital

Resources available to individuals through groups, networks, norms, and trust.

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Bonding Social Capital

Relationships within a school among personnel.

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Bridging Social Capital

Collaboration and relationships between different schools.

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Linking Social Capital

Relationships between a school and the wider community.

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Hegemony

The dominance of one social class's ideas becoming ‘common sense’.

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Consensual Control

Control through accepted values and beliefs.

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Coercive Control

Control maintained through force and domination.

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Accommodating Cultural Capital

Adapting schools to embrace the cultural backgrounds of all students.

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Cultural Capital

The knowledge, skills, habits, and tastes that individuals acquire from their family background, which can influence their success in education and society.

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Single-Loop Learning

A method of learning where actions are modified based on the difference between expected and actual outcomes.

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Double-Loop Learning

A deeper form of learning that involves questioning the underlying values, assumptions, and policies that led to actions.

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Reflective Practice

The practice of reflecting on one's actions to engage in continuous learning and improvement.

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Reaffirm and Reproduce Social Class

The tendency for individuals in positions of power to promote the values and preferences of the dominant class.

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Opportunity Gaps

Differences in social connections that contribute to unequal access to opportunities.

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Habitus

The unconscious biases that influence how individuals perceive and interact with the world.

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Study Notes

Introduction - Differences and Samenesses

  • Human beings share both common and specific features, which create diversity that enriches lives.
  • Diversity can cause intolerance, fear, and discrimination, leading to marginalization and persecution.
  • Populations, especially in Western countries, are becoming more diverse.
  • Diversity and superdiversity can create conflict and vulnerabilities in children.
  • Vertovec termed the trend of increasing diversity as 'superdiversity', defined as a dynamic interplay of variables.
  • Addressing diversity issues in schools can foster peaceful, just, and equitable societies.

Defining 'Different' and 'Diverse'

  • Dictionary definitions of 'different' mean not alike in nature, form, or quality.
  • The Oxford English Dictionary traces 'different' to Middle English differren and Latin differre, meaning to distinguish or bear apart.
  • Diversity refers to a range of many very different people or things.
  • It is derived from Old French diversite, Latin diversitas, and diversus meaning ‘to turn aside’.
  • 'Difference' and 'diversity' in human beings often relate to sex, gender, socio-economic status, race, ethnicity, culture, beliefs, religion, and special needs.
  • Nicholas Burbules itemized ways of thinking about differences, including variety within categories, degree along a continuum, variation in combinations, version as interpretation, and analogy to comparable standards.

Fascination with Differences

  • Media is attracted to stories portraying human differences, which can evoke admiration, envy, repulsion, or fear.
  • An item discussed civil unions and same sex marriage
  • A socio-economic status report indicated that 85 richest people own as much wealth as half the world's population.
  • The International Organization for Migration reported over 1 million migrants/refugees entered Europe in 2015 due to war, poverty, and persecution.
  • The European Court of Human Rights upheld France's law banning face-covering Muslim veils.
  • In Christchurch, New Zealand, a mother protested the law allowing religion in state schools.
  • Intellectual differences can form the basis of sustainable business opportunities.
  • An Australian study showed children as young as eight are dissatisfied with their bodies.
  • Talking about an awkward issue the question should disabled athletes be competing?
  • Personality differences can lead to extreme scenarios, such as a woman stabbing her partner.
  • Age differences: First-born children are likely to be ambitious and well-qualified.
  • Family column describes a woman who had 11 children

The Consequences of Differences

  • Throughout history, people who are different have faced xenophobia, discrimination, segregation, and marginalization
  • Differences have led to loss of lives in wars and conflicts.
  • The United Nations estimated that 53 armed conflicts in the 1990s caused 3.9 million deaths, with nearly 90% being civilians.
  • In 2002, there were approximately 22 million international refugees and 20-25 million internally displaced people worldwide.
  • Being different can lead to exclusion from education and society.

Discrimination in Education

  • Education systems have historically and contemporaneously shown active or passive discrimination against various groups.
  • Discrimination has been benevolent, like setting up special schools for children with disabilities.
  • Sometimes discrimination is hostile, reflecting social values like apartheid-era education in South Africa.

Goals and Perspectives of Book

  • Underpinned by two goals and 19 perspectives, this book addresses how education and society should approach diversity.
  • The goals are to respect and enhance human rights of diverse people.
  • Second goal is to develop an inclusive society and global community.

Goal A: Respect and Enhance Human Rights

  • It is important to recognize the human rights of people who are different.
  • Society's responsibilities towards disadvantaged children must be based on human rights.
  • These rights dictate what we may, must, and must not do to others, and what we can expect from them.
  • The United Nations adopted the Universal Declaration of Human Rights (UDHR) in 1948 after World War II to prevent future atrocities.
  • Article 1 states all human beings are born free and equal in dignity and rights. -Article 2 states everyone is entitled to rights and freedoms without distinction (race, color, sex, language, religion, etc).
  • Article 7 sates all are equal before the law and protected against discrimination.
  • Frances Raday states the UDHR rights originated in the shift from religious to secular state culture during the Enlightenment but can still cause conflict.
  • The UDHR has been translated into law via treaties, customary international law, regional agreements, and domestic law.
  • The Convention on the Rights of the Child requires education to develop children's abilities, respect for human rights, cultural identity, and preparation for responsible life.
  • Every country except Somalia and the United States ratified the Convention, but millions of children do not attend school.
  • The International Covenant on Economic, Social and Cultural Rights addresses the right to education. -Education should aim for full development of the human personality. -It should exhibit availability, accessibility, acceptability, and adaptability.
  • UNESCO's Convention against Discrimination in Education ensures no discrimination in admissions, equal education standards, and promotion of human rights.
  • Many countries have laws against discrimination based on age, color, disability, and other grounds, reflecting the UDHR’s principles.
  • School curricula reflect human rights principles, including references to diversity. -New Zealand's curriculum acknowledges bicultural foundations, cultural diversity, and non-discrimination.
  • The UK National Curriculum identifies diversity as including boys, girls, pupils with special needs, and pupils from different backgrounds.
  • UNESCO advocates for inclusive curricula to value diversity.

Inclusive Education Transformation

  • Includes transformation of learnings to caterto all children.
  • inclusive education aims to eliminate exclusion from negative attitudes and lack of response to diversity.
  • The book will address how to reconcile competing rights, such as children's vs parents' rights on religion, and females' rights vs religious norms.
  • At the basic level, it includes diversity of species with evolution serving to create species. With more variation, it is suited to changing environments.
  • Societies value diversity to enhance social development, prepare students for future success, increase individuals' knowledge from other backgrounds and contrasts student’s life experiences. it values relating to the communities involved..
  • Morally, there is an argument from the doctrine of human righs arising aims to identify the fundamental prerequisites.
  • The origins of moral universalism as a basis for human rights are typically associated with the writings of Aristotle.
  • The contemporary idea of human rights most clearly emerged during the seventeenth centuries with the so-called 'doctrine of natural law'.
  • In contrast, Kant viewed an appeal to the authority authority of some super-human entity was not necessary in justifying human beings' claims to certain, fundamental rights.
  • When considering human rights, it is useful to distinguish between 'positive claims rights' and 'negative claims rights'
  • Another distinction can be made between ‘absolute rights’ and ‘conditional rights’.
  • In considering the rights of children, a question arises as to what extent should parents/ determine what kind of education their child should receive? Is this an absolute right or right?

Goal B: Developing Global Community

  • In line with the UN Convention on the Rights of Persons with Disabilities, inclusive education has become a prominent idea.
  • The book will encompass all learners to special needs, gender, etc.
  • Inclusive education extends beyond special needs arising from disabilities, and includes consideration of other sources of disadvantage.
  • Inclusive education was articulated in the meeting at the 48th UNESCO Conference on Education, held in Geneva.
  • It claims it is an ongoing process aimed at quality education.
  • Several questions included, for example, can faith-based schools be justified
  • Advocacy included claims the any segregation of groups is a violation of human rights

Council of Europe vision

  • A Council of Europe document questions in its report the diversity and and inclusion needed for success
  • It is important to be able to to safeguard and develop human rights
  • inclusive education is education that fit the interests
  • the education is a tool of the requirements educators have in the multi-faceted vision

Theories of Distributive Justice and Diversity

  • Understanding the basis of human rights also needs an understanding of human rights
  • distributive justice should be used to decided how societies respond to differenceness

Strict Egalitarianism

  • distributive justice is the concept of material goods going to all members.
  • Kurt Vonnegut short story, ‘Harrison Bergeron' talks about enforcing equality and giving powers to penalize individuality
  • using money is the common way of indexing
  • strict equality can conflict with what people deserve based on their work, therefore responsibility and luck are designed for distribution.
  • strict egalitarian is not right for every situation

Libertarian

  • centers the demands of liberty and liberty and unrestricted goods
  • people have the right to their own body and and they must not be told to ensure safety to others
  • libertarian isn't part of the solution for those of less

Utilitarianism

  • Jeremy Bentham and John Stuart Mill says something has to benefit the majority
  • actions should be what produce the most pleasure
  • John Stuart Mill, said give people what they need as long as they don't harm
  • These are inappropriate because these children constitutes the minority

Moral Principles to Kant Vision

-Immanuel Kant said we need fundamental rights, a good test action must fit everyone, to avoid a system where the interests are put ahead

Rawls's difference principle

-John Rawls: we should select justices to be the “veil of ignorance” in life that the people would make -each person can get right and the second is the divergence from strict equal

Other view on the theory of justice

  • Michael Sandel, said even though every criticism was noted, It forms a good base for those less.
  • it applies to gender and background

Diversities must be seen from an ecological perspective

  • living needs to make complex interaction for those factors -This ecological process has a connection to the to the outside area
  • A wraparound is presented of every thing to a child -The elements embrace both macro and micro components

Parts of the model below are a spiral system:

  • individual children at the heart and factors include perceptions etc -community includes demographic factors, economic resources and culture. -The integration needs high consistency -The influences are bidirectional for the system
    • active participants are are important

Complexity of system

  • It's necessary to look at the dynamic interactions components.
  • whole are much more then the sums.

Perceptions of variety changes, so a set is necessary

-this matters through various times and how it can impact the social constructs

The important point is Balance

  • The rights and needs is a large scale matter than can be seen by educators
  • it creates opportunity and social communication

Forces of Balance, at political views these forces must consider the following

centrifugal centripetal

Variety can causes limitations

  • religious -ethnic tensions
  • class
  • language

Centripetal Forces Can Solidify

  • similarities

Perspectives, shift

  • Derek Bell’s theory claims that “the Black interests and Achieving equality can converges with Whites"
  • In the chapter will add some new and recent events

Varieties Intersex with Each Other

  • individuals make combinations to better understand other ways

There are many differences

  • .Evolution and globalisation is added
  • there are a low level of differences

Genetics should be looked at

  • the human DNA should be looked and the results and differences.should be checked

consideration needed for adaptation

In 1989 Charles started the conversation

  • The adaptations needed in the parts of the mind or behaviour

Some differences are small

  • .The important results needed should show the average small statistics -This show high percentages within
  • Stereotype are best to be avoided

economics with diversity

  • the biggest role is everything related to the economic benefits.
  • the best part is that there is high reliance of taxes

Education

  • should make the right decision
  • .the levels are needed

Goals

  • should make the right decision

organisation should make the right call with age

collaboration and social agencies

  • what you should do with communities

choice

  • what to say with choice

curriculum

assessment

  • pedagogy
  • involvement
  • teachers

capital will come

-gender can make a big different

Mismatch in schools and capital

  • if their are problems the the education system can get the education well
  • you need to engage to create the safe to attend

hegemony create something new to look at

  • they create more freedom

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