CARE09002 2022 Social Inclusion and Diversity

The aim of this module is to equip students with the skills of a professional practitioner working within a society marked by diversity/super-diversity and to recognise and critically analyse social exclusion. The students will gain the means to develop practical interventions to challenge the same.

Political conflict in our society is inevitable, and its results are often far from negative. How then should we deal with the intractable differences arising from complex modern culture? Developing her groundbreaking political philosophy of agonistics the search for a radical and plural democracy Chantal Mouffe examines international relations, strategies for radical politics, the future of Europe and the politics of artistic practices. She shows that in many circumstances where no alternatives seem possible, agonistics offers a new road map for change. Engaging with cosmopolitanism, post-operaism, and theories of multiple modernities she argues in favour of a multipolar world with real cultural and political pluralism.

Interviews and theoretical discussion on the subject of community art from an (art) sociological perspective. What is the political and critical potential of this art form, and just how much change really is initiated? With various interviews with artists and policymakers on their stake and ambitions.

The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 childrens contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. Creativity and Democracy in Education will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education.

The notion of recognition, drawing on the philosophy of Hegel, has become increasingly central to international debates in recent years, yet there have been few attempts to critically examine new theoretical positions and empirical analyses of its possible meanings, limits and manifestations. Recognition and global politics examines the potential and limitations of the discourse of recognition as a strategy for reframing justice and injustice within contemporary world affairs. Drawing on resources from social and political theory and international relations theory as well as other areas including feminist theory, postcolonial studies and social psychology, this ambitious collection explores a range of political struggles, social movements and sites of opposition that have shaped certain practices and informed contentious debates in the language of recognition. How have recognition-based claims been deployed in relation to international, transnational and global politics? The contributors speak to central issues in current debates about cosmopolitanism, genocide, human rights, global capitalism, multiculturalism, rebellion and the environment. This innovative volume will push the boundaries of the debate on recognition into new areas, opening up provocative lines of inquiry and critique.

This open access volume provides an understanding of the different aspects of success, school continuity and social mobility among European Roma, including the motives justifying the high rates of school dropout and failure among this group. It offers a critical and reflexive perspective about social reality from a multidisciplinary and transversal point of view, sharing knowledge and practices in different countries about the articulations between Roma families, individuals, school and public policies. Over time, there has been an increase in the educational attainment of European citizens, but there are still persistent inequalities between Roma and non-Roma, including gender inequalities, which greatly affect Roma women. The volume explores the issue of Roma education and includes chapters from Western European, South and Central and Eastern European researchers using different theoretical and methodological perspectives. The intersection of this diversity and plurality of standpoints makes possible to obtain a comprehensive view on the education and schooling of European Roma.

This book highlights a range of individuals and groups in UK society who experience exclusion or marginalisation, including Roma, young carers and people with Autism Spectrum Disorders. It takes a unique practice-based focus, designed to encourage an enquiring mind in relation to diversity in society and to debunk myths about 'the others'.

Arnaut, K; Chokri, B.C. (2013) Staging/Caging ‘otherness’ in the postcolony: spectres of the human zoo. Critical Arts, 27 (6) 661-683. doi: 10.1080/02560046.2013.867589

Gast, L; Patmore, A, (2012) Approaches to Diversity in Social Work. Jessica Kingsley Publishers, London

Cavarero, A. (2000) Relating Narratives: Storytelling and Selfhood. Routledge, London; New York

Conrad, D; Sinner, A (2015) Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarships Across Canada. Wilfrid Laurier University Press, Canada

Friiz, B. (2014) InExActArt: The Autopoetic Theatre of Augusto Boal. Ibidem Press, Stuttgart

Hanlon, N. (2009) Valuing equality in Irish Social Care. Irish Journal of Applied Social Studies. 9 (1) pp 5-14.

Hills, J; Le Grand,J.; Piachaud, D. (Eds) Understanding Social Exclusion, (2002) Oxford University Press

Kears, P. (2006) Doing is the best way of Saying. Face on. Dublin: Create.

Kelly, F; Finnernan, M. (2016) Drama and Social Justice: Theory, Research and Practice in International Contexts. Routledge, Oxon

Lawn, Ch. (2007) Gadamer: a guide for the perplexed. Continuum IPG, London; New York

Lindemann, S. (2014) Explaining divergent responses to ethnic exclusion: evidence from two paired comparisons. Conflict, Security and Development, 14(2), 181-211. doi: 10.1080/14678802.2014.903693

Maguire, T (2006) Making Theatre in Northern Ireland: Through and Beyond the Troubles. University of Exeter Press, Exeter

Moosa-Mitha, M., (2005) Situating anti-oppressive theories within critical and difference-centered perspectives. In L. Brown & S. Strega (Eds.) Research as Resistance 37–72. Canadian Scholars' Press, Toronto

Thompson, N. (2001) Anti-discriminatory practice. Hampshire: Palgrave.

 Thomposn (2003) Promoting equality: Challenging discrimination and oppression.Hampshire: Paigrave Macmillan.

Vertovec, S. (2012) ‘Diversity’ and the Social Imaginary. European Journal of Sociology, 53 (3), 287-312

Vilhauer, M. (2010) Gadamer’s ethics of play: hermeneutics and the other. Lexington Books, Marylan

Wessendorf, S. (2013) Commonplace diversity and the ‘ethos of mixing’: perceptions of difference in a London neighbourhood. Identities, 20(4), 407-22

Wessendorf, S. (2013) ‘Being open but sometimes closed’. Conviviality in a super-diverse London neighbourhood. European Journal of Cultural Studies. doi: 10.1177/1367549413510415

White, K; Costello, J (eds) (2012) The Imaginary of the Stranger: Encountering the Other. Donegal County Council

White, K; Costello, J, (2013) Port na Failte presents Three Years of Social Action. Donegal County Council

Yee, J. (2005) Critical anti-racism praxis: The concept of whiteness implicated. In S. Hick, J. Fook; R. Pozzuto (Eds.), Social work, a critical turn, 87–104. Thompson, Toronto

Young, I. M. (2000) Five faces of oppression. In Adams, M. (Ed.), Readings for Diversity and Social Justice, 35–49. Routledge, New York