University of Victoria Journals
Not a member yet
13485 research outputs found
Sort by
THE EXPERIENCES OF CHILDREN WITH DISABILITIES AND PRIMARY CAREGIVERS ON THE SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES IN ETHIOPIA
No full textThis article presents the findings of a qualitative study on the social inclusion of children with disabilities in Addis Ababa, Ethiopia and how this affects their achievement of valued life goals. The study is based on focus group discussions with children with disabilities and primary caregivers of such children. The thematic analysis is based on family quality of life and the capability approach, which are used to explain the effects of social inclusion (and exclusion) on children with disabilities and their families in three areas of quality of life: being, belonging, and becoming. The study also looked at how the social inclusion of children with disabilities can be actualised. The results of the study confirm the existence of considerable challenges to the social inclusion of children with disabilities in Addis Ababa, which is reflected in their capabilities. The results suggest that children with disabilities need assistance and support to achieve a good quality of life. They also indicate the need for the involvement of the wider community to support children with disabilities and their families to enhance the capability of such children, and so improve their family quality of life
A SYSTEMATIC APPROACH TO ENHANCING THE PERSONAL WELL-BEING OF CHILDREN AND ADOLESCENTS
No full textThis article describes a systematic approach to enhancing the personal well-being of children and adolescents with intellectual or closely related developmental disabilities. The article incorporates international trends in disability-related policies and practices and proposes a quality of life framework for implementing the approach, which consists of input, throughput, output, and outcome components. Guidelines for implementing the approach are presented, along with an example of its use
Episode 5 – The Stories We Tell: Site-C, Treaty 8, and the Duty to Consult and Accommodate
No full textThis episode turns back to Aboriginal Law and the Duty to Consult, specifically in the context of the Site-C dam project under construction in BC. Our first guest is Appeal author and UVic law student Rachel Gutman. Our second guest is Canada Research Chair in Indigenous Law, and UVic professor, Dr. John Borrows.The song that plays in the intro and outro of this episode is “Two Pianos” by Tajirijus
The Merry Wives of 1960s Windsor, Ontario
No full textFor the production: The Merry Wives of Windsor (2016, Bard on the Beach, Canada)
Bard in the Valley\u27s Taming of the Shrew
No full textTaming of the Shrew (2016, Bard in the Valley, Canada
Stratford\u27s Breath of Kings Rallies Forces through Redemption
No full textFor the production: Breath of Kings: Redemption (2016, Stratford Festival of Canada, Canada)
Strong Leads Drive Shakespeare by the Sea\u27s King Lear
No full textFor the production: King Lear (2011, Shakespeare by the Sea, Los Angeles, USA)
Cymbeline (Stratford Shakespeare Festival)
No full textFor the production: Cymbeline (2012, Stratford Festival of Canada, Canada)
With(in) the Forest: (Re)conceptualizing Pedagogies of Care
No full textDrawing on moments from an early learning forest inquiry located on Songhees, Esquimalt, and WSÁNEĆ territories, otherwise known as Victoria, BC, this paper engages with the messy politics of “care” that emerge when early childhood education and colonized forest ecologies meet. In it, we take up the challenge of unsettling our deeply held conceptualizations of care through a series of pedagogical stumblings with young children’s worldly forest relations. Foregrounding the question “what constitutes good care in troubling times?” this discussion explores the logics we draw on to respond to the increasing sense of urgency in contemporary calls to teach children how to care for the earth. Can we learn to inhabit pedagogies of care in early childhood educational practice beyond simply retooling the extractive settler-colonial stewardship frameworks that brought us to this era of uncertainty? And what happens if we invite a wider cast of participants into our understandings of care than those prevailing early learning approaches tend to promote