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Unearthing Lived Experiences:integrating disability, arts, and social work in Africa
No full textTraditional arts-based practices of poetry, song, dance, music, and storytelling are fundamental to African community life, to communicate, share, and celebrate life events. They are a conduit for excavating and sustaining indigenous knowledge. There are however questions over who is included and excluded within this knowledge formation and exchange. With a focus on Africa, a culturally rich continent where people with disabilities account for around 15% of the population, arts-based practices can support the rethinking and understanding of disability and inclusion. This chapter explores the role of arts-based practices in contributing to enabling previously silenced voices to be heard, for lived experiences to become visible, and to challenge narratives that stigmatise and marginalise. This experiential knowledge is presented as indigenous knowledge, as alternative epistemologies to the hegemony of the Global North. The chapter frames disability, arts, and indigenous knowledge within social work practice, and the role of the profession to empower, and achieve change in the lives of people with disabilities
Political-Economic Dimensions of Carbon Trading in Africa
No full textAfrican sustainable development agenda and the mitigation of climate change can immensely be supported by carbon trading. However, realizing the full potential of carbon trading requires overcoming complex political-economic challenges surrounding the continent. This chapter aims to inform policymakers seeking socially responsible approaches to establishing effective carbon trading mechanisms in Africa, and further spurs interdisciplinary research on climate justice in the Global South. The chapter provides an analytical framework encompassing four critical dimensions: distributional impacts, power dynamics, institutions, and alignment with sustainable development priorities in African carbon markets. It addresses how powerful actors and vested interest groups in the energy transition could pave ways for the effective development and implementation of carbon trading schemes in Africa. The analysis also considers how thoughtfully designed carbon markets can incentivize climate-friendly development pathways by directing finance towards clean energy and other sustainable priorities in the region
Beyond the Hegemony of National Language-in-Education Policy:Creating Multilingual Environments Through Local Agency in a Marginalized School Context in Bangladesh
No full textLanguage-in-education policy in Bangladesh emphasizes learners’ proficiency development in Bangla and English for national identity and human capital development. These language priorities based on ideological and economic rationalities pay little attention to the multilingual reality of the country. This raises questions as to how the policy unfolds in schools where majority of the students speak neither Bangla nor English. In this paper, we focus on one such school to examine how the language-in-education policy for human capital development relates to the school and its language situation. Drawing on a larger qualitative study, we analyzed interview and classroom observation data, and the analysis was informed by Bourdieu’s theory of practice, policy enactment literature, and the concept of agency. The findings revealed that students’ learning outcomes were constrained by the language-in-education policy as it could hardly be related to the local language situation. In this condition, the school and the teachers reworked the policy by creating a multilingual environment that went beyond the hegemony of the national language-in-education policy. The study contributes to understanding the role of agency in enacting language-in-education policy in marginalized school contexts
Locating the learning and teaching of climate and environmental justice in the law school portfolio:‘best practice’ and logistics
No full textSupporting and ensuring effective learning and teaching depends on a range of factors from well-designed and aligned learning outcomes and assessment to student-centred study methods including active learner participation in the educational process. This chapter sets out the theoretical basis for ‘best practice’ and then applies this to the study of climate and environmental justice within and extra to the law curriculum. It includes a consideration of how such an approach might be integrated within the curriculum as a complimentary topic in its own right and/or as part of the study of other curricula subjects. The chapter ends with a consideration of practical integration at an imaginary law school
Glocal Social Work Education:engaging with the Global Standards within local frameworks
No full textGlobalisation demands social work education to integrate diverse perspectives and knowledges, and offer curricula that are culturally relevant to ensure students are prepared for global practice, by way of building their capabilities to work across different national contexts (Gottlieb, 2020; Lalayants et al., 2015). In this chapter, reflective passages from students based in Australia and the UK demonstrate students’ interests and skills in thinking about social work issues and practices across national borders and cultural contexts. This points to further opportunities for educators to enable for critical integration of global and local experiences and perspectives in all aspects of social work education. We propose the Global Standards for Social Work Education and Training as a vital resource for the provision of social work education which support both educators, and students, to effectively engage with diverse experiential knowledge and to connect the global and the local within programme curricula
Political-Economic Dimensions of Carbon Trading in Africa
No full textAfrican sustainable development agenda and the mitigation of climate change can immensely be supported by carbon trading. However, realizing the full potential of carbon trading requires overcoming complex political-economic challenges surrounding the continent. This chapter aims to inform policymakers seeking socially responsible approaches to establishing effective carbon trading mechanisms in Africa, and further spurs interdisciplinary research on climate justice in the Global South. The chapter provides an analytical framework encompassing four critical dimensions: distributional impacts, power dynamics, institutions, and alignment with sustainable development priorities in African carbon markets. It addresses how powerful actors and vested interest groups in the energy transition could pave ways for the effective development and implementation of carbon trading schemes in Africa. The analysis also considers how thoughtfully designed carbon markets can incentivize climate-friendly development pathways by directing finance towards clean energy and other sustainable priorities in the region
Gender Diversity and Financial Risk Disclosure:Investigating the Moderating Role of CEO Narcissism
No full textThis study examines the role of gender diversity and CEO narcissism on financial risk disclosure using data from Pakistani-listed firms from 2013 to 2022. Poisson regression analysis reveals that gender diversity positively influences financial risk disclosure, supporting both resource- and agency-based reasoning. CEO narcissism moderates the relationship; however, it suggests that the agency-based viewpoint has greater empirical validity. Given the apparent importance of diversity in signaling robust attitudes to risk even in the face of CEO narcissism, the study supports regulatory reform to encourage and consolidate female participation on the board.</p
Glocal Social Work Education:engaging with the Global Standards within local frameworks
No full textGlobalisation demands social work education to integrate diverse perspectives and knowledges, and offer curricula that are culturally relevant to ensure students are prepared for global practice, by way of building their capabilities to work across different national contexts (Gottlieb, 2020; Lalayants et al., 2015). In this chapter, reflective passages from students based in Australia and the UK demonstrate students’ interests and skills in thinking about social work issues and practices across national borders and cultural contexts. This points to further opportunities for educators to enable for critical integration of global and local experiences and perspectives in all aspects of social work education. We propose the Global Standards for Social Work Education and Training as a vital resource for the provision of social work education which support both educators, and students, to effectively engage with diverse experiential knowledge and to connect the global and the local within programme curricula
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