Understanding social inclusion: a narrative inquiry into the experiences of refugee families with young children

Kubota, Hiroko; Raymond, Heather; Caine, Vera; Clandinin, D. Jean

doi:10.1080/09669760.2021.1998885

Cited by 11 publications

(4 citation statements)

References 9 publications

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“…Similar to Dewart et al (2021) and Kubota et al (2022), I followed Clandinin and Caine's (2008) methodological approach to constructing a narrative account which emphasizes the creation and negotiation of texts -eld, interim, and nal -in the process of relational engagement with the participant. First, as Leo and I embarked on our regular conversations from December 2021 to March 2022, eld texts were composed from the conversation transcripts.…”

Section: The Studymentioning

confidence: 99%

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Kudaibergenov

2023

Asia-Pacific Edu Res

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This article explores the niche occupied by transnational English teachers within the context of Korean ELT. Employing intersectionality theory as an analytic framework, the study examines the experiences of Leo (pseudonym), a German national who taught English in Korea circumventing legal restrictions against non-native English-speaking teachers. Through an analysis of Leo's narrative, this research elucidates the complex dynamics of privilege and disadvantage prevalent in the Korean ELT industry. The ndings underscore the signi cance of nationality, race, and marital status in securing a teaching position, revealing a persistent preference for Caucasian teachers and the perpetuation of White supremacy in ELT. Leo's experiences shed light on broader issues of power imbalances, exploitation, and identity tensions that transnational teachers encounter. These ndings contribute to a nuanced understanding of the niche occupied by transnational English teachers and provide insights for the development of inclusive and equitable policies and practices in foreign language education.

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Section: The Studymentioning

confidence: 99%

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Kudaibergenov

2023

Asia-Pacific Edu Res

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“…In this narrative inquiry (Clandinin & Connelly, 2000), we first engaged over several years with 11 families. Working alongside the families, we learned of their experiences as they bumped against dominant narratives in schools and other institutions (Vigneau et al, under review; Caine et al, 2022). We did not spend extensive time in schools with the children and their teachers.…”

Section: Turning To Our Studymentioning

confidence: 99%

Thinking With Perplexities in the Context of Social Inclusion, Refugees, and Schools: Methodological Learnings

Dodd

Lessard

Caine

et al. 2022

Qualitative Inquiry

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In this article, we explore the ideas of thinking with perplexity. We draw on Addams (1902) understanding of perplexity that is interwoven with ethics. Through turning toward a research study alongside teachers who engage with refugee students in a Canadian kindergarten classroom, we make visible how a turn toward perplexity disrupts our taken for granted knowing and holds open the possibilities for growth. Drawing on field texts, conversations, and reflective notes, we compose story fragments to unpack our understandings of perplexities.

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“…Social inclusion involves improving the terms on which individuals and groups take part in society (Kubota et al ., 2022). Existing studies show that social inclusion can improve societal cohesion (Oxoby, 2009), strengthen national identity (McCrone and Bechhofer, 2008), improve equality (Collins, 2003) and promote entrepreneurship (Fielden and Dawe, 2004).…”

Section: Introductionmentioning

confidence: 99%

Can social inclusion policies promote financial inclusion?

Ozili¹

2023

IJSSP

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PurposeThis study aims to examine whether social inclusion policies promote financial inclusion. Three social inclusion policies were analyzed: gender equality policies, environmental sustainability policies and social protection (SP) policies.Design/methodology/approachThe study used the panel fixed effect regression methodology to analyze data from 48 low- and medium-income countries.FindingsThe results show that social inclusion policies do not have a significant effect on financial inclusion. Also, the older population is less likely to own an account at a formal financial institution in low- and medium-income countries that have strong environmental sustainability policies and institutions. The implication of the finding is that the policies and institutions established to promote environmental sustainability can discourage the older population from keeping the population's wealth in formal financial institutions in the country.Practical implicationsPolicy makers should consider how social and environmental policies and programs can be designed to promote financial inclusion for older individuals in the individuals' countries.Originality/valueThe financial inclusion literature has not considered the role of social inclusion policies in promoting financial inclusion for individuals, businesses and the excluded groups in a country.

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Understanding social inclusion: a narrative inquiry into the experiences of refugee families with young children

Cited by 11 publications

References 9 publications

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Thinking With Perplexities in the Context of Social Inclusion, Refugees, and Schools: Methodological Learnings

Can social inclusion policies promote financial inclusion?

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