In contemporary societies, identities are believed to be more fluid, less easily definable, demanding new articulations and new dialogues. However, some communities seem unable to engage in a dialogue traversing cultural borders and fostering the appreciation of diversity as the cornerstone of a more just and humane world. Is intercultural exchange truly possible in societies riddled with tensions of every sort? Multicultural and intercultural interactions may have given us the opportunity to enrich our understanding of the other, but they have also posed new challenges for education practices and educational politics. This collection of studies addresses some of the challenges posed by diversity and inequality in the construction of inclusive societies.

The true success of a nation can be measured by its ability to create, disseminate, and utilize knowledge through education. A quality education instills in students the capability to add value to the economy through his or her skills, to participate in society, and to improve the overall wellness of his or her community. Systemic Knowledge-Based Assessment of Higher Education Programs offers theoretical and pedagogical research concerning the management of educational systems on both the national and international scale. Exploring the most effective ways to utilize intellectual capital, this publication implores educators to ensure that their students hone the skills necessary to interact in the globalized economy, using all of the information available to them. This book is a versatile asset for educators, administrators, government agencies, and students of education.

This volume focuses on the advances in the Science, Technology, Higher Education, Society in the Conceptual Age, which are a critical aspect in the design of any technological system. The ideas and practical solutions described in the book are the outcome of dedicated research by academics and practitioners aiming to advance theory and practice in this dynamic and all-encompassing discipline. This book highlight new research in different fields for which the upcoming Conceptual Age is a common point. Leading researchers will continue to provide new ideas and guidance for those involved in creating contemporary and future conditions in the field of higher education, social sciences and new technologies. Research papers formed in various areas including psychology, management, life sciences, ergonomics and higher education issues.

This book discusses the building of comprehensive community support systems, which constitutes a key issue in social security reforms in Japan. The book comprises three parts: (I) Mapping Social Security in Japan, (II) Community-Based Integrated Care Systems in Japan, and (III) A Prospect of Community-Based Inclusive Society in Japan. The chapters in this book were composed on the basis of research into community-based integrated care systems and community-based inclusive society, conducted by members of the Association of Japanese Geographers’ Study Group “Regional Issues Related to the Birthrate Decline and Population Aging.” Choosing local governments with different regional characteristics, the authors conducted empirical research to uncover the characteristics of comprehensive community support systems, building processes, and challenges in the respective local governments. Non-Japanese readers will acquire an understanding of the characteristics of social security and the trends of the reforms in Japan. To support its use as a reference book, chapters in Part I include numerous maps and figures with the themes of welfare, medical care, and health levels in Japan.

This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.

Global problems such as poverty, climate change and economic crises constitute challenges that the global community can only face collectively It therefore seems indispensable to engage in an intercultural dialogue on alternative approaches to development that are ethically justifiable, politically acceptable and ecologically sustainable. For this reason, the Institute for Social and Development Studies at the Munich School of Philosophy in cooperation with MISEREOR, the German Catholic Bishops Organization for Development Cooperation, invited academics from different continents to engage in such an intercultural dialogue. Under the notion of the global common good, the contributors investigate normative ideals, analyze obstacles that prevent their realization and indicate paths for transformation "