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oapen-20.500.12657-373122023-06-05T13:07:42Z Education for Children with Disabilities in Addis Ababa, Ethiopia Schiemer, Margarita Social sciences Social structure Social inequality Schools People with disabilities Ethnology bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFF Social issues & processes bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHB Sociology bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHM Anthropology::JHMC Social & cultural anthropology, ethnography bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools This 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 belonging, and tr ying to move toward educational equity. In diesem Buch werden die Einflüsse von Umweltfaktoren auf die Bildung von Kindern mit Behinderung in Addis Abeba/Äthiopien, mit speziellem Fokus auf Beziehungen und Einstellungen, diskutiert. Durch die Einbindung der Perspektiven von Kindern, Eltern und LehrerInnen liegt der Schwerpunkt auf den Aspekten Familie und Bildungsgerechtigkeit. Zusätzlich werden die für die Umsetzung von inklusiver Bildung essentiellen kulturellen und gesellschaftlichen Hintergründe hervorgehoben. 2020-03-18 13:36:15 2020-04-01T09:04:51Z 2020-04-01T09:04:51Z 2017 book 635429 1007027 https://library.oapen.org/handle/20.500.12657/37312 eng Inclusive Learning and Educational Equity application/pdf 635429.pdf Springer Nature 10.1007/978-3-319-60768-9 In diesem Buch werden die Einflüsse von Umweltfaktoren auf die Bildung von Kindern mit Behinderung in Addis Abeba/Äthiopien, mit speziellem Fokus auf Beziehungen und Einstellungen, diskutiert. Durch die Einbindung der Perspektiven von Kindern, Eltern und LehrerInnen liegt der Schwerpunkt auf den Aspekten Familie und Bildungsgerechtigkeit. Zusätzlich werden die für die Umsetzung von inklusiver Bildung essentiellen kulturellen und gesellschaftlichen Hintergründe hervorgehoben. 10.1007/978-3-319-60768-9 6c6992af-b843-4f46-859c-f6e9998e40d5 26ae1657-c58f-4f1d-a392-585ee75c293e Austrian Science Fund (FWF) 200 Cham PUB 468 Austrian Science Fund Fonds zur Förderung der Wissenschaftlichen Forschung open access
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This 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 belonging, and tr ying to move toward educational equity.
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