Inclusion

Should the public play a greater role within the financial system? Decisions about money are a part of our everyday lives. Supporters promote financial inclusion as a way of helping people navigate decisions about money. However, critics fear these policies promote the financialisation of the welfare state and turn citizens into consumers. Presenting a nuanced, critical analysis of financial inclusion, Rajiv Prabhakar brings together the supportive and critical literatures which have, until now, developed in parallel. Addressing key issues including the poverty premium, financial capability and housing, this essential dialogue advances crucial public, academic and policy debates and proposes alternative paths forward.

Organizing Inclusion brings communication experts together to examine issues of inclusion and exclusion, which have emerged as a major challenge as both society and the workforce become more diverse. Connecting communication theories to diversity and inclusion, and clarifying that inclusion is about the communication processes of organizations, institutions, and communities, the book explores how communication as an organizing phenomenon underlies systemic and institutionalized biases and generates practices that privilege certain groups while excluding or marginalizing others. Bringing a global perspective that transcends particular problems faced by Western cultures, the contributors address issues across sub-disciplines of communication studies, ranging from social and environmental activism to problems of race, gender, sexual orientation, age and ability. With these various perspectives, the chapters go beyond demographic diversity by addressing interaction and structural processes that can be used to promote inclusion. Using these multiple theoretical frameworks, Organizing Inclusion is an intellectual resource for improving theoretical understanding and practical applications that come with ever more diverse people working, coordinating, and engaging one another. The book will be of great relevance to organizational stakeholders, human resource personnel and policy makers, as well as to scholars and students working in the fields of communication, management, and organization studies.

In the context of much touted ‘inclusive economic growth’ the urgency of the concern is to discern the fact on a) what has happened ‘after the inclusion’ so far achieved, in the demand side from deontological perspectives? b) Is the inclusion also inclusive enough? C)Is there any unceremonious exclusion after ceremonious inclusion made through inclu-sion oriented interventions without ensuring sustainability? This monograph seeks to probe the fact empirically. The ‘Inclusion’ of the excluded has two dimensions viz., Spatial or geographical inclusion and Human inclusion. From economic growth perspectives, the term ‘Inclusive inclusion’ requires a holistic inclusion of area qualitatively with the integrated productive connectivity infrastructure for running sustainable economic activities. This Aside, from development orientation, as a corollary to the so called inclusive inclusion demands a comprehensive human development of the people in the included habitation. In the context of nonappearance of these qualitative dimensions of inclusive inclusion, any claim, with mere numerically supported inclusion, for any inclusion oriented intervention for that matter, be it concerned with social, education, health and financial one, symbolizes only a “Mystic inclusion.” A critical analysis has been made on a slew of empirically tested evaluative findings for demystifying the hidden truth on the impact of the inclusion. As a way forward, Bharthya approach is suggested focusing on Indianization of planning system at district level and indigenization of the product and services that suit the marginalized people at the bottom level of poverty pyramid, has been made for facilitating candid inclusion from ‘Make in India’ perspectives. Towards this end, for the benefit of the research students and academic institutions, some useful hypotheses on the inclusion and poverty are presented for testing in future studies and developing new theories for filling large gap on the subject in social science.

Supporting Inclusion: School Administrators’ Perspectives and Practices provides significant insights that arm the reader with a variety of ideas and easy-to-implement applicable strategies gleaned from knowledgeable contemporaries. This book details various approaches taken by administrators as they transitioned their schools from a segregated resource environment to an inclusive framework.

The current volume, the fourth in the series, provides a broad look at the meaning and understanding of diversity and inclusion in organizations. The contributors to this book look toward the future of D&I in organizations and the scholarship of these phenomena. This future focus references not only the content of the chapters-- which we hoped would offer new ideas, emphases, theories, and predictions-- but also to the contributors, emerging scholars who are the future of the field. Indeed, the chapters in this volume offer new perspectives on diversity in organizations, problematize existing perceptions and practices, and offer potential directions for change. Together, the questions and ideas offered these chapters generate a path forward for a thoughtful and nuanced view of D&I in future organizational science. In spite and because of their critiques of the status quo, the scholars and scholarship highlighted here provide hope for positive change.

International Issues in SEND and Inclusion brings together a collection of cutting-edge researches on approaches to special education needs and disability education, across 6 continents and within 12 countries. Written by authors who are experts in their own countries in relation to special educational needs and disability, the book provides a unique knowledge and understanding of different international perspectives in special educational needs, disability and inclusion. The chapters present extended case studies and reflect on current policy, practice and theory within that context, challenging assumptions which can dominate the policy and practice of inclusive education. Each of the six continents has a separate section and introduction within the book to offer a relevant approach and context for analysis. The book will be of great interest to academics, researchers and postgraduate students in the fields of inclusion, special educational needs and disability, teacher education and comparative education.

The 2015 Brookings Financial and Digital Inclusion Project (FDIP) Report and Scorecard evaluate access to and usage of affordable financial services across 21 geographically and economically diverse countries. The 2015 FDIP Report and Scorecard seek to answer a set of fundamental questions about today's global financial inclusion efforts, including: 1) Do country commitments make a difference in progress toward financial inclusion?; 2) To what extent do mobile and other digital technologies advance financial inclusion?; and 3) What legal, policy, and regulatory approaches promote financial inclusion? John D. Villasenor, Darrell M. West, and Robin J. Lewis analyzed the financial inclusion landscape in Afghanistan, Bangladesh, Brazil, Chile, Colombia, Ethiopia, India, Indonesia, Kenya, Malawi, Mexico, Nigeria, Pakistan, Peru, the Philippines, Rwanda, South Africa, Tanzania, Turkey, Uganda, and Zambia. Countries received scores and rankings based on 33 indicators spanning four dimensions: country commitment, mobile capacity, regulatory environment, and adoption of traditional and digital financial services. The authors' analysis provides several takeaways with respect to expanding financial inclusion across diverse cultural, economic, and political contexts: · Country commitment is fundamental. · Movement toward digital financial services will accelerate financial inclusion. · Geography generally matters less than policy, legal, and regulatory changes, although some regional trends in terms of financial services provision are evident. · Central banks, ministries of finance, ministries of communications, banks, nonbank financial providers, and mobile network operators play major roles in achieving greater financial inclusion. · Full financial inclusion cannot be achieved without addressing the financial inclusion gender gap. This year's Report and Scorecard are the first of a series of publications intended to provide policymakers, the private sector, nongovernmental organizations, and the general public with information that can help improve financial inclusion in these countries and around the world.

Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff’s social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools