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IX y X Jornadas de Cooperación Educativa con Iberoamérica sobre Educación Especial e Inclusión Educativa Год публикации: 2015 Организация-автор: UNESCO Santiago En esta publicación se incluyen las principales ponencias realizadas por personas expertas en inclusión educativa presentadas en las IX y X Jornadas de Cooperación Educativa con Iberoamérica sobre educación especial e inclusión educativa, realizadas en Cartagena de Indias, Colombia (2012) y Santa Cruz, Bolivia (2013), respectivamente. Las jornadas han sido organizadas por el Ministerio de Educación de España con el apoyo de la Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago). Esperamos que con esta publicación se contribuya a la difusión de las reflexiones que la RIINEE ha desarrollado sobre nudos críticos en el ámbito de la inclusión educativa de personas con discapacidades y/o necesidades educativas especiales, y de esta forma, constituya un aporte para avanzar en la garantía de los derechos señalados en la Convención sobre los Derechos de las Personas con Discapacidad, aprobada el año 2006 por los Estados Miembro de la Organización de las Naciones Unidas. 
The Right to Education of Migrants and Refugees Год публикации: 2014 Автор: Vernor Muñoz Villalobos The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and lifelong learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, non-governmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text. El Derecho a la Educación de las Personas Migrantes y Refugiadas Год публикации: 2014 Автор: Vernor Muñoz Villalobos El objetivo de este artículo es sobre las personas que han cruzado las fronteras nacionales, quienes generalmente se encuentran en riesgo de exclusión social y se enfrentan a la discriminación en el acceso y las oportunidades educativas. El texto aborda seis temas principales, seguido de un análisis del marco contextual. La atención a estas cuestiones es indispensable para enfrentar los desafíos y las oportunidades educativas relacionadas con la migración. Los temas tratados están inevitablemente interrelacionados son el marco legal y normativo, las cuestiones sociales y culturales, el lenguaje y el currículo, los maestros, acreditación y el aprendizaje a lo largo de la vida. La elaboración de la investigación que nutre este artículo se ha beneficiado en gran medida de la participación activa y constructiva de muchas partes interesadas, incluidos los gobiernos, organizaciones internacionales, académicos, organizaciones no gubernamentales y personas interesadas. Juntos han ofrecido una gran cantidad de diferentes perspectivas y que forman la base de una serie de recomendaciones con las que termina el texto. 
And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Год публикации: 2015 Автор: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims. ¿Y el Derecho a la Ciudad? Aproximaciones al Racismo, la Dominación Patriarcal y las Estrategias Feministas de Resistencia en Cali, Colombia Год публикации: 2015 Автор: Vicenta Moreno Hurtado | Debaye Mornan Este artículo busca dar visibilidad a algunas estrategias espaciales de resistencia desarrolladas por mujeres negras del Distrito de Aguablanca (DA), en el Oriente de Cali, Colombia, frente a la violencia sistemática a la que se ven diariamente sometidas. Contextualizamos estas violencias sistemáticas como producto del destierro, el paramilitarismo y la segregación espacial en la ciudad. Se busca también discutir cómo las mujeres negras resisten a la estigmatización, la marginación política y la muerte en una ciudad racialmente dividida. Las preguntas que orientan este articulo son: ¿Cuál es el papel del racismo y la dominación patriarcal en la producción de las “geografías de la violencia” en Cali? ¿Cuáles son las estrategias de resistencia desarrolladas por las mujeres negras en estas topografías de la violencia? En últimas, el artículo busca contraponerse a las narrativas académicas y discursos políticos que criminalizan la vida de la gente negra en los sectores populares y que generalmente presentan a las mujeres negras solamente como víctimas, o como desorganizadas y apolíticas. 
Building Intercultural Citizenship through Education: A Human Rights Approach Год публикации: 2008 Автор: Rodolfo Stavenhagen This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed. 
Children with Disabilities in Remote Regions of Tajikistan Have No Access to Quality Education Год публикации: 2023 Организация-автор: CABAR.asia Parents of children with disabilities from remote villages in Khatlon Province are concerned about their children’s education conditions, but authorities say all are covered. У детей с инвалидностью в отдаленных регионах Таджикистана нет доступа к качественному образованию Год публикации: 2023 Организация-автор: CABAR.asia Родители детей с инвалидностью из отдаленных сел Хатлонской области обеспокоены условиями обучения своих детей, но власти заявляют, что все они охвачены образованием. 
Engaging Girls, Boys and Youth as Active Citizens: Plan International’s Position Paper Год публикации: 2020 Организация-автор: Plan International Plan International believes that every child and young person has the right to express their views freely and safely; influence decisions and take action on issues that matter to them. However, around the world children and young people – particularly girls and young women – face significant challenges in realising this right. They tend to be wrongly dismissed as insufficiently mature to participate in political and civic processes. They also tend to be stigmatised as potential perpetrators of disruption, not as valued citizens and contributors to society who can lead and drive positive change. Plan International is calling for a paradigm shift in the way the international community talks about, engages and partners with children and young people. Children and young people are not just the future. They are the present. Young people constitute almost half of the world’s population, yet they are dramatically underrepresented – even excluded – in political decision-making. It is critical that their views and needs are taken into account politically, socially, legally and economically. Promoting the voices and views of children and young people – especially girls and women – in all their diversity and supporting them to actively engage in decision-making on issues that affect their lives must be an urgent priority for the world’s power holders. Realising children and young people’s civil and political rights is a prerequisite for building sustainable and peaceful societies, and a gender just world envisioned in international human rights frameworks and the 2030 Agenda’s Sustainable Development Goals (SGDs).Across the 75+ countries Plan International works in, young people have consistently identified the denial of their political and civil rights as a priority issue. In March 2017, Plan International conducted consultations with young women and men aged 14 to 30 from 14 countries. In every country, young people reported a sense of “citizen responsibility” and an interest in public life, yet identified the lack of platforms to meaningfully engage with decision-makers and inability to ensure their opinions are taken seriously as key barriers. Girls and young women in particular have called for the removal of gendered norms that increase those barriers, silence their voices and disproportionately hold them back from leadership and active citizenship. Impliquer les filles, garçons et jeunes en tant que citoyens actifs : Prise de position de Plan International Год публикации: 2020 Организация-автор: Plan International Ce rapport expose la position de Plan International sur le droit à la participation à la vie publique, ainsi qu’une analyse : du cadre juridique et politique ; de l’impact des normes sociales et genrées sur la participation ; et des problèmes spécifiques relatifs à l’émancipation politique et à la citoyenneté active. Ce rapport appuie 100 Millions de Raisons, la Stratégie Mondiale 2017-2022 de Plan International, dont la priorité principale est le soutien des filles, des garçons et des jeunes en tant qu’acteurs actifs du changement. Il défend notre travail en relation avec l’Agenda 2030 et les Objectifs de Développement Durable – plus spécifiquement les objectifs 5, 10 et 16. Un certain nombre de recommandations importantes sont incluses afin de guider le plaidoyer.