000 03575nam a22005055i 4500
001 978-3-319-60768-9
003 DE-He213
005 20180131132537.0
007 cr nn 008mamaa
008 170803s2017 gw | s |||| 0|eng d
020 _a9783319607689
_9978-3-319-60768-9
024 7 _a10.1007/978-3-319-60768-9
_2doi
050 4 _aHM706
050 4 _aHM821-821.17
072 7 _aJFF
_2bicssc
072 7 _aSOC026000
_2bisacsh
082 0 4 _a305
_223
100 1 _aSchiemer, Margarita.
_eauthor.
245 1 0 _aEducation for Children with Disabilities in Addis Ababa, Ethiopia
_h[electronic resource] :
_bDeveloping a Sense of Belonging /
_cby Margarita Schiemer.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2017.
300 _aXIX, 200 p. 29 illus., 20 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInclusive Learning and Educational Equity ;
_v4
505 0 _aAcknowledgments -- Introduction -- 1. How to Make Sense of “Developing a Sense of Belonging”  through “Feeling like a Family” in the Light of Cultural and Societal Backgrounds -- 2. Three Reasons for Dealing with Disability, Education and the Majority Word -- 3. Facts and Challenges regarding Grounded Theory, the ICF and Ethical Issues -- 4. Reality Bites: Listening to Children, Parents, Teachers and Other Experts -- 5. The Core Category:  Feeling Like a Family -- 6. Generation of Theory -- 7. Concluding Remarks Related to the Study -- 8. Critical Reflections on the Study -- 9. Integrating the Perspective of the Capability Approach -- 10. Inclusive Education and the UN Convention on the Rights of Persons with Disabilities (UNCRPD) -- 11. Appendix: All about Working with the Data -- References.
506 0 _aOpen Access
520 _aThis book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belo nging, and trying to move toward educational equity.  .
650 0 _aSocial sciences.
650 0 _aEthnology.
650 0 _aSocial structure.
650 0 _aSocial inequality.
650 1 4 _aSocial Sciences.
650 2 4 _aSocial Structure, Social Inequality.
650 2 4 _aSchools and Schooling.
650 2 4 _aDisability Studies.
650 2 4 _aEthnology.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319607672
830 0 _aInclusive Learning and Educational Equity ;
_v4
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-60768-9
912 _aZDB-2-SLS
999 _c189058
_d189058