Inclusive Education Quotes

I am thinking of the everyday ways that conscientious, well-to-do parents help their kids. Even the best, most inclusive educational system would be hard pressed to equip students from poor backgrounds to compete on equal terms with children from families that bestow copious amounts of attention, resources, and connections

All signs are that the Scandinavian countries, where wage inequality is more moderate than elsewhere, owe this result in large part to the fact that their educational system is relatively egalitarian and inclusive.

If we can't start by seeing an autistic child as inherently capable, interesting, and valuable, no amount of education or therapy we layer on top is going to matter.

Our vision should be for every child to have a strong sense of belonging and inclusivity in the very communities that they will be expected to build and hold together one day...

It is a painful irony that people who are promoting the make-believe equality of "inclusion" and "diversity" in schools are attacking charter schools that are producing the real equality of educational achievement.

Because as Europe and the United States become more diverse, it creates an anxiety, a racial anxiety, that is reflected in declining support for public space, public institutions, public infrastructure, and public education.

The educational and therapeutic settings are all about achievement. But that isn't what a relationship with Jesus Christ is about. He loves us exactly as we are and He wants a relationship with us regardless of our performance.

One of the solutions to increasing the resilience of the rural economy is the automation of the rural economy in a sustainable manner. The adoption of a sustainable and inclusive approach to automating the rural economy can enhance efficiency and speed at each stage of the supply chain.

Argentina was also one of the richest countries in the world in the nineteenth century, as rich as or even richer than Britain, because it was the beneficiary of the worldwide resource boom; it also had the most educated population in Latin America. But democracy and pluralism were no more successful, and were arguably less successful, in Argentina than in much of the rest of Latin America. One coup followed another, and as we saw in chapter 11, even democratically elected leaders acted as rapacious dictators. Even more recently there has been little progress toward inclusive economic institutions, and as we saw in chapter 13, twenty-first-century Argentinian governments can still expropriate their citizens’ wealth with impunity. All

What has become clear is that education for critical consciousness coupled with anti-racist activism that works to change all our thinking so that we construct identity and community on the basis of openness, shared struggle, and inclusive working together offers us the continued possibility of eradicating racism.

In our own day anonymity has acquired a far more pregnant significance than is perhaps realized: it has an almost epigrammatic significance. People not only write anonymously, they sign their anonymous works: they even talk anonymously...Nowadays one can talk with any one, and it must be admitted that people's opinions are exceedingly sensible, yet the conversation leaves one with the impression of having talked to an anonymity. The same person will say the most contradictory things and, with the utmost calm, make a remark, which coming from him is a bitter satire on his own life. The remark itself may be sensible enough, and of the kind that sounds well at a meeting, and may serve in a discussion preliminary to coming to a decision, in much the same way that paper is made out of rags. But all these opinions put together do not make one human, personal opinion such as you may hear from quite a simple man who talks about very little but really does talk. People's remarks are so objective, so all all-inclusive, that it is a matter of complete indifference who expresses them, and where human speech is concerned that is the same as acting 'on principle'. And so our talk becomes like the public, a pure abstraction. There is no longer any one who knows how to talk, and instead, objective thought produces an atmosphere, an abstract sound, which makes human speech superfluous, just as machinery makes man superfluous. In Germany they even have phrase-books for the use of lovers, and it will end with lovers sitting together talking anonymously. In fact there are hand-books for everything, and very soon education, all the world over, will consist in learning a greater or lesser number of comments by heart, and people will excel according to their capacity for singling out the various facts like a printer singling out the letters, but completely ignorant of the meaning of anything.

Education is inherently socially inclusive; any failure of inclusion signals the presence of power. An exclusive education is a corrupted education.

One small step towards a language is one giant leap towards inclusion.

Education founded on competition, is but mental malnutrition.

Learning another language diminishes prejudice towards those who are different

I am not knocking advances that provide a healthier life and alleviate suffering or unnecessary premature death. I am advocating inclusion of education on end-of-life matters and the promotion of understanding, conversation, and planning.

We must be models for our children. We must treat people well on every level. We can no longer complain or judge people around us; our children learn from this. We have to promote inclusion, rather than competition. No more complaining about, criticizing, or judging others in front of our kids. It starts with us.

In North Korea, the state built an education system to inculcate propaganda, but was unable to prevent famine. In colonial Latin America, the state focused on coercing indigenous peoples. In neither type of society was there a level playing field or an unbiased legal system. In North Korea, the legal system is an arm of the ruling Communist Party, and in Latin America it was a tool of discrimination against the mass of people. We call such institutions, which have opposite properties to those we call inclusive, extractive economic institutions—extractive because such institutions are designed to extract incomes and wealth from one subset of society to benefit a different subset.

Defining freedom cannot amount to simply substituting it with inclusion. Countering the criminalization of Black girls requires fundamentally altering the relationship between Black girls and the institutions of power that have worked to reinforce their subjugation. History has taught us that civil rights are but one component of a larger movement for this type of social transformation. Civil rights may be at the core of equal justice movements, and they may elevate an equity agenda that protects our children from racial and gender discrimination, but they do not have the capacity to fully redistribute power and eradicate racial inequity. There is only one practice that can do that. Love.

The most important outcome of education is that students have a good quality of life and are productive members of society. Employment is the critical component for a successful quality of life for people with disabilities. Good jobs and/or careers that offer meaningful work, good pay and benefits, and social inclusion provide the key for successful outcomes. Page 3.

Demand college diversity. If you are in college, getting ready for college, or have a kid going to college, let your college know that the diversity and inclusiveness of students, curriculum, and staff is a top priority for you. Make sure colleges know that you expect any quality higher-education institution to embrace and promote diversity if they expect your tuition money.

Jesus’ ministry was not to the upper class, the educated, the elite or the most influential social figures. Jesus came and ministered among those who were poor, with the poor and as a poor man. His ministry was to the children, those who were begging, victims of leprosy, the woman at the well, the woman caught in the act of adultery, the tax collectors, the fishermen communities and those on the margins. Jesus came to the common people and lived alongside them. As a church, we must learn new ways to celebrate our faith inclusively so that those on the margins of society will feel welcome–and so that our love and acceptance of the other will aid in our paths to holiness. Jesus’ ministry was marked with a distinctive compassion for the oppressed poor.

As women gain rights, families flourish, and so do societies. That connection is built on a simple truth: Whenever you include a group that’s been excluded, you benefit everyone. And when you’re working globally to include women and girls, who are half of every population, you’re working to benefit all members of every community. Gender equity lifts everyone. From high rates of education, employment, and economic growth to low rates of teen births, domestic violence, and crime—the inclusion and elevation of women correlate with the signs of a healthy society. Women’s rights and society’s health and wealth rise together. Countries that are dominated by men suffer not only because they don’t use the talent of their women but because they are run by men who have a need to exclude. Until they change their leadership or the views of their leaders, those countries will not flourish. Understanding this link between women’s empowerment and the wealth and health of societies is crucial for humanity. As much as any insight we’ve gained in our work over the past twenty years, this was our huge missed idea. My huge missed idea. If you want to lift up humanity, empower women. It is the most comprehensive, pervasive, high-leverage investment you can make in human beings.

This is what I think of America -- nothing. This is what I think of American Jews -- nothing. Your democracy, your inclusivity, your exceptionalism -- nothing. Your chances for survival -- none at all. You, Ruben Blum, are out of history; you're over and finished; in only a generation or two the memory of who your people were will be dead, and America won't give your unrecognizable descendants anything real with which to replace the sense of peoplehood it took from them; the boredom of your wife--who's tearing her program up into little white paper pills she'd like to swallow like Percodan--isn't merely boredom with you or her work or with the insufficiency of options for educated women in this country; it's more like a sense of having not lived fully in a consequential time; and the craziness of your daughter isn't just the craziness of an adolescent abducted from the city to the country and put under too much pressure to achieve and succeed; it's more like a raging resentment that nothing she can find to do in her life holds any meaning for her and every challenge that's been thrust at her--from what college to choose to what career to have--is small, compared to the challenges that my boys, for example--whom she's been condemned to babysit--will one day have to deal with, such as how to make a new people in a new land forge a living history. Your life here is rich in possessions but poor in spirit, petty and forgettable, with your frigidaires and color TVs, in front of which you can munch your instant supper, laugh at a joke, and choke, realizing that you have traded your birthright away for a bowl of plastic lentils...

When everything – not just everything – when the whole existence is included in you, only then you are liberated. In exclusion, you become separate. There are methods of exclusion that lead to ultimate inclusion; that is different. That is the neti, neti, neti process that we are doing – I am not this, I am not this – excluding yourself from everything. Probably the word “exclusion,” in that sense, would be mistaken and misunderstood. It is more about dis-identifying yourself, starting with your clothes, body, house, family, every cell of your body, your ideas, thoughts, education, culture, everything, and saying, “I am not this, I am not this, I am not this.” Once you are dis-identified with everything that is not you, you become all inclusive once again.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.

Vocational guidance officers speak about scores necessary to get into university, how to calculate them, what band might be needed to get into various institutions, what countries they can offer information on, what courses are available. The post-school future they outline is entirely about getting into a university. There is nothing on alternative futures. The parents around me seem fine with this. Presumably they have academically successful children and have bought into the notion that raising a child is primarily about getting them to pass exams to enable them to be an economically productive unit in society. All those claims of building better humans, of being the best you can be, of following your passion, of learning to be inclusive and that everyone has something to offer, are all lies. It is simply about being a banker, IT or human resource person, sales manager, accountant, or a supportive spouse.

Woke is not merely a state of awareness; it is a force that dismantles the walls of ignorance and complacency. It is the unwavering commitment to truth, justice, and equality, igniting a flame within the hearts of those who seek a better world. To be woke is to rise above the shadows of indifference and confront the uncomfortable realities that permeate our society. It is to acknowledge the deep-rooted biases, systemic injustices, and the pervasive discrimination that persistently plague our communities. Woke is the courage to challenge the status quo, to question the narratives that uphold oppression, and to demand accountability from those who hold power. It is the unwavering belief that every voice matters, regardless of race, gender, or social standing. Woke is the realization that progress requires action, not just words. It is the recognition that the fight for justice extends beyond hashtags and viral trends. It is a constant pursuit of education, empathy, and empathy and the willingness to stand up for what is right, even in the face of adversity. Woke is a movement that refuses to be silenced. It is the collective power of individuals coming together to amplify marginalized voices, to challenge the systems that perpetuate inequality, and to build a future where everyone has an equal opportunity to thrive. Being woke is not an endpoint; it is a lifelong journey. It is the commitment to unlearn and relearn, to listen and understand, and to continuously evolve in the pursuit of a more inclusive and equitable world. So, let us embrace our woke-ness, not as a trend or a buzzword, but as a guiding principle in our lives. Let us use our awareness to foster meaningful change, to uplift the marginalized, and to build bridges where there were once divides. For in our collective awakening lies the power to reshape the world, to create a future where justice, compassion, and equality prevail. Let us be woke, let us be bold, and let us be the catalysts of a brighter tomorrow.

Citizen participation will reach an all-time high as anyone with a mobile handset and access to the Internet will be able to play a part in promoting accountability and transparency. A shopkeeper in Addis Ababa and a precocious teenager in San Salvador will be able to disseminate information about bribes and corruption, report election irregularities and generally hold their governments to account. Video cameras installed in police cars will help keep the police honest, if the camera phones carried by citizens don’t already. In fact, technology will empower people to police the police in a plethora of creative ways never before possible, including through real-time monitoring systems allowing citizens to publicly rate every police officer in their hometown. Commerce, education, health care and the justice system will all become more efficient, transparent and inclusive as major institutions opt in to the digital age. People who try to perpetuate myths about religion, culture, ethnicity or anything else will

I grew up with a sibling who has a disability, and I witnessed firsthand the struggles they endured and still go through. I've heard both able-bodied and disabled people alike tell disabled people that they're fine the way they are and don't need to change. I agree with this completely---but the reality is unless you've lived with it day to day, or observed someone living with a disability every day, you can't possibly understand how hard it is to embrace that mindset. Much of our world---from our transport systems to our social and health care systems, is not set up in a way for individuals with disabilities to thrive. This lack of accessibility can lead to emotional distress, reduced educational and work opportunities, and increased isolation, among other things. Today, people are more sensitive compared to the lack of inclusion, equality, and autonomy that occurred in the era The Circus Train is set, but I think many people still may not consider accessibility issues, so I wanted to offer insight through Lena's experiences.

Instead of concentrating on how we can include the “other,” too often in American Christianity the focus becomes on when, how, and finding the right justifications for excluding the “other.” When I truly begin to appreciate the inclusive nature of Jesus, my heart laments at all the exclusiveness I see and experience. I think of my female friends; women of wisdom, peace, discernment, and character who should be emulated by the rest of us. When I listen and learn from these women, I realize what an amazing leaders they would be in church—but many never will be leaders in that way because they are lacking one thing: male genitals. Wise and godly women have been excluded, not because of a lack of gifting, education, or ability, but because they were born with the wrong private parts. I also think of a man who attended my former church who has an intellectual disability. He was friendly, faithful, and could always be counted on for a good laugh because he had absolutely no filter— yelling out at least six times during each sermon. One time in church my daughter quietly leaned over to tell me she had to go to the bathroom—and, in true form so that everyone heard, he shouted out, “Hey! Pipe it down back there!” It was hilarious. However, our friend has been asked to leave several churches because of his “disruptiveness.” Instead of being loved and embraced for who he is, he has been repeatedly excluded from the people of God because of a disability. We find plenty of other reasons to exclude people. We exclude because people have been divorced, exclude them for not signing on to our 18-page statements of faith, exclude them because of their mode of baptism, exclude them because of their sexual orientation, exclude them for rejecting predestination…we have become a religious culture focused on exclusion of the “other,” instead of following the example of Jesus that focuses on finding ways for the radical inclusion of the “other.” Every day I drive by churches that proudly have “All Are Welcome” plastered across their signs; however, I rarely believe it—and I don’t think others believe it either. Far too often, instead of church being something that exists for the “other,” church becomes something that exists for the “like us” and the “willing to become like us.” And so, Christianity in America is dying.

While David runs the financial end of the Rockefeller dynasty, Nelson runs the political. Nelson would like to be President of the United States. But, unfortunately for him, he is unacceptable to the vast majority of the grass roots of his own party. The next best thing to being President is controlling a President. Nelson Rockefeller and Richard Nixon are supposed to be bitter political competitors. In a sense they are, but that still does not preclude Rockefeller from asserting dominion over Mr. Nixon. When Mr. Nixon and Mr. Rockefeller competed for the Republican nomination in 1968, Rockefeller naturally would have preferred to win the prize, but regardless of who won, he would control the highest office in the land. You will recall that right in the middle of drawing up the Republican platform in 1960, Mr. Nixon suddenly left Chicago and flew to New York to meet with Nelson Rockefeller in what Barry Goldwater described as the "Munich of the Republican Party." There was no political reason why Mr. Nixon needed to crawl to Mr. Rockefeller. He had the convention all sewed up. The Chicago Tribune cracked that it was like Grant surrendering to Lee. In The Making of the President, 1960, Theodore White noted that Nixon accepted all the Rockefeller terms for this meeting, including provisions "that Nixon telephone Rockefeller personally with his request for a meeting; that they meet at the Rockefeller apartment…that their meeting be secret and later be announced in a press release from the Governor, not Nixon; that the meeting be clearly announced as taking place at the Vice President's request; that the statement of policy issuing from it be long, detailed, inclusive, not a summary communiqué." The meeting produced the infamous "Compact of Fifth Avenue" in which the Republican Platform was scrapped and replaced by Rockefeller's socialist plans. The Wall Street Journal of July 25, 1960, commented: "…a little band of conservatives within the party…are shoved to the sidelines… [T]he fourteen points are very liberal indeed; they comprise a platform akin in many ways to the Democratic platform and they are a far cry from the things that conservative men think the Republican Party ought to stand for…" As Theodore White put it: "Never had the quadrennial liberal swoop of the regulars been more nakedly dramatized than by the open compact of Fifth Avenue. Whatever honor they might have been able to carry from their services on the platform committee had been wiped out. A single night's meeting of the two men in a millionaire's triplex apartment in Babylon-by-the-Hudson, eight hundred and thirty miles away, was about to overrule them; they were exposed as clowns for all the world to see." The whole story behind what happened in Rockefeller's apartment will doubtless never be known. We can only make an educated guess in light of subsequent events. But it is obvious that since that time Mr. Nixon has been in the Rockefeller orbit.

First, accurately quantifying youth violence is difficult even for experts; therefore, citizens must become better educated about the different conclusions that can be drawn depending on which crime indicators are used. Second, the media focus on crimes youth commit against others, while often failing to report the thousands of stories of crimes committed against youth by adults. More inclusive information about all kinds of crimes involving youth can help put youth violence into proper perspective. Third, contextual factors, such as types of opportunities or neighborhood conditions in which youth live, must be more widely

having completed this enterprise, I remain convinced that learning is intrinsic to human living and that we will never completely understand the process until we understand life itself – our approach to learning has, therefore, to be inclusive.

When leadership at the highest levels feel more comfortable with behavior that excludes than with inclusive behavior toward peers, “Houston we have a problem.

The Jesus of the Gospels was actually a total badass in a countercultural, all-inclusive, anti-materialistic, radically loving kind of way. He was born to a teenage mother, fled as a refugee from an oppressive king, and amazed the most educated teachers when he was just a kid.

Higher education cannot rapidly or easily rectify the inequalities in preparation that are the result of earlier inequities in schooling. It can, however, get better at recognizing talent when it presents itself in people who have not had certain kinds of advantages that are indicators of relative prosperity and privilege rather than the capacity to learn.

How do I love campuses? Let me count the ways. I love the coffee shops and reading rooms where one can sit and talk or browse forever. I love the buildings with no addresses that only the initiated can find, and the idiosyncratic clothes that would never make it in the outside world. I love the flash parties that start in some odd spot and can't be moved, and the flash seminars that any discussion can turn into. I love the bulletin boards that are an education in themselves, the friendships between people who would never otherwise have met, and the time for inventiveness that produces, say, an exercise bike that powers a computer. Most of all, I love graduations. They are individual and communal, an end and a beginning, more permanent than weddings, more inclusive than religions, and possibly the most moving ceremonies on earth.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Ted helped pass major social and civil rights legislation. His efforts include the Education for All Handicapped Children Act (1975), the Americans with Disabilities Act (ADA) and the Child Care Act (both passed in 1990), and the Ryan White AIDS Care Act of 1990; he increased funding for the National Institutes of Health and many more educational, housing, medical, and support-services programs. The ADA specifically prohibited discrimination on the basis of disability, forcing the inclusion of millions of people with disabilities in education, housing, employment, sports, and more. Hatch said that even though he and Kennedy differed much on policy and philosophy, he “never doubted for a minute [Ted’s] commitment to help the elderly, the ill, and those Americans who have been on the outside looking in for far too long.

Together, we must plan. We must build and bind our communities and our country. And we must commit ourselves to the glories of love through education, a commitment to diversity and inclusion, the pursuit of justice, and adherence to the rule of law.

A different type of endorsement of authoritarian growth recognizes its unattractive nature but claims that authoritarianism is just a passing stage. This idea goes back to one of the classical theories of political sociology, the theory of modernization, formulated by Seymour Martin Lipset. Modernization theory maintains that all societies, as they grow, are headed toward a more modern, developed, and civilized existence, and in particular toward democracy. Many followers of modernization theory also claim that, like democracy, inclusive institutions will emerge as a by-product of the growth process. Moreover, even though democracy is not the same as inclusive political institutions, regular elections and relatively unencumbered political competition are likely to bring forth the development of inclusive political institutions. Different versions of modernization theory also claim that an educated workforce will naturally lead to democracy and better institutions. In a somewhat postmodern version of modernization theory, New York Times columnist Thomas Friedman went so far as to suggest that once a country got enough McDonald’s restaurants, democracy and institutions were bound to follow.

Abolitionist Approach Action to Take Abolitionist social-emotional learning is healing centered, transformative, and dialogic. Cultivate an ongoing practice of dialogue and conversation with peers and students.

is healing

Dropout Scientist (The Sonnet) I am a scientist who doesn't have a degree, I am a poet who has no control over words. I am a philosopher who has no intellect whatsoever, I am a monk with no idea, what it means to be religious. If I am being honest, I have no clue what I am, And I know quite well that you do not know either. But believe you me my friend, one day in sheer awe, Your descendants will come up with the rightful answer. In my 30 years of life, I've traveled quite a distance, Which will take the world at least a millennium to cover. That's why archaic designations fall short to define life, No designation is qualified to define a being beyond border. My faith is humanity, my reason is humanity, my love is humanity. I am but a glimpse of the future, without coldness and rigidity.

AI is always inclusive along with Biology, physics, SDGs, girls education, All other things subject to change based on situations

AI is always inclusive along with Biology, physics, SDGs, girls education, All other things subject to change based on situations (Except advanced biology where ethics are touched)

Teachers are responsible for showing what an inclusive, caring community looks like, expressing confidence in the goal, and articulating how to make it work.

Enroll in the Best Hebrew School Atlanta for a Rich Cultural Experience Welcome to Hebrew School Atlanta, where they give a transforming educational path that celebrates Jewish heritage while also providing a rich cultural experience. Their school is committed to instilling a love of the Hebrew language, Jewish traditions, and values in each student while also encouraging individual growth and development. They think that education is about more than just learning; it is about developing a meaningful connection to one's heritage and community. They try to establish an inclusive and supportive environment in which students can explore their Jewish identity, develop a strong sense of belonging, and form lifelong connections. Their school is more than simply a place to learn; it's a thriving community that welcomes families from all walks of life. They encourage family involvement and provide opportunities for families to participate in their children's educational path. They think that fostering a compassionate and supportive atmosphere that promotes holistic growth requires a strong relationship between parents, educators, and students. Enrolling your child in the top Hebrew School in Atlanta means laying the groundwork for a lifetime of Jewish involvement, cultural awareness, and personal development. Join us on this extraordinary trip as we arouse curiosity, create a love of Hebrew, and foster a deep appreciation for Jewish School education. Let us work together to produce a wonderful cultural experience. Contact the head of the department at The Epstein School.

NIOS OPEN SCHOOLING ADMISSION BENEFITS FOR 10TH & 12TH CLASS IN GURGAON, BASAI, PATAUDI, BHIWADI NIOS (National Institute of Open Schooling) Open School Education offers numerous benefits that contribute to a flexible and inclusive learning environment. Here are 20 key advantages of NIOS Open School Education: Flexibility: NIOS provides a flexible education system that allows learners to study at their own pace and convenience, accommodating individual needs and circumstances. Alternative Learning: It offers an alternative path to education for those who couldn’t complete formal schooling or wish to pursue education alongside other commitments. Accreditation: NIOS is a recognized board of education in India, ensuring that its certificates and diplomas hold equal value as those obtained from other traditional boards. Recognition of Prior Learning: NIOS acknowledges the knowledge and skills gained through life experiences, allowing learners to obtain credits for their existing expertise. Inclusive Education: NIOS embraces inclusivity by providing educational opportunities to differently-abled individuals, dropouts, and those in remote areas, enabling them to access quality education. ADMISSION OPEN FROM 1st ARPIL 2023-24 For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Christianity requires particular beliefs in order to be a member of its community. It is not open to all. This is socially divisive, critics argue. Human communities should instead be completely inclusive, open to all on the basis of our common humanity. Proponents of this view point out that many urban neighbourhoods contain residents of different races and religious beliefs who nonetheless live and work together as a community. All that is required for such community life is that each person respects the privacy and rights of others and works for equal access to education, jobs and political decision-making for all. Common moral beliefs are not necessary, it is said, in a ‘liberal democracy’. Unfortunately, the view just expressed is a vast oversimplification. Liberal democracy is based on an extensive list of assumptions – a preference of individual to community rights, a division between private and public morality, and the sanctity of personal choice. All of these beliefs are foreign to many other cultures.9 A liberal democracy is based then (as is every community) on a shared set of very particular beliefs. Western society is based on shared commitments to reason, rights and justice, even though there is no universally recognised definition of any of these.10 Every account of justice and reason is embedded in a set of some particular beliefs about the meaning of human life that is not shared with everyone.11 The idea of a totally inclusive community is, therefore, an illusion.12 Every human community holds in common some beliefs that necessarily create boundaries, including some people and excluding others from its circle.

By prioritizing accessibility, educational institutions can do more than facilitating students with disabilities in achieving their academic and career goals; they can also play a role in spreading awareness and culture among all students.

Facilitating a culture of accessibility in education is not just about helping students with disabilities succeed; it's about shaping an informed student body that recognizes the value of accessibility in every aspect of life.

Educational Institutions that build and maintain an accessible environment do more than enable persons with disabilities to thrive academically and professionally; they also instill a sense of responsibility and awareness about accessibility in their entire community.

The role of educational institutions in promoting accessibility extends beyond education of students with disabilities; it creates a ripple effect of awareness and understanding of accessibility among the general public.

By integrating humanistic theories, inclusive education principles, and feminist pedagogy into transformative teaching practices, educators can create learning environments that honour the unique identities and experiences of every student, fostering a culture of respect, empathy, and social justice.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

It was impossible for me not to notice that the women's movement in Norway during the 1960s and 1970s took a different, more inclusive course from that taken in the United States during the same period. The main goals of feminist leaders here focused on making it possible (and safer) for women to choose not to be mothers, expanding women's access to higher education and jobs and professions that had previously been closed to them, giving women the means to combat sexual harassment and domestic violence, and creating access to political office. Norway's feminists worked on all of these issues but on another vitally important area as well: They demanded legislation that would significantly benefit Norwegian mothers and babies. Paid maternity leave, onsite nursery care in the workplace, flexible schedules for working women, and parental benefits were all part of the legislative advances made in Norway during the 1960s and 1970s. Architects followed suit by designing shopping malls, airports, and other public areas with comfortable, attractive places for nursing women and their children to use.

Split infinitive This, the saying or writing of to really think, to boldly go, etc., is the best known of the imaginary rules that petty linguistic tyrants seek to lay upon the English language. There is no grammatical reason whatever against splitting an infinitive and often the avoidance of one lands the writer in trouble, as in Fowler’s example: The men are declared strongly to favour a strike. Here, in the course of evading the suspect to strongly favour, the writer has left the reader in some doubt whether strongly applies to the declaring or the favouring. As Fowler remarks elsewhere in his article: It is of no avail merely to fling oneself desperately out of temptation; one must do it so that no traces of the struggle remain; that is, sentences must be thoroughly remodelled instead of having a word lifted from its original place and dumped elsewhere. A warning that every writer, at least, should take generally to heart. Towards the end of the piece, Fowler lays down his recommended policy: We will split infinitives rather than be barbarous or artificial; more than that, we will freely admit that sufficient recasting will get rid of any s[plit] i[nfinitive] without involving either of those faults, [and] yet reserve to ourselves the right of deciding in each case whether recasting is worth while. The whole Fowler notice deserves and repays perusal, all 1800-odd words of it. See MEU, pp. 558–561. That last sentence of his is as true as any such sentence can be. But although he was writing nearly seventy years ago, the ‘rule’ against split infinitives shows no signs of yielding to reason. This fact prompts some gloomy conclusions. One such is that anti-split-infinitive fanatics are beyond reason. Another is that, whatever anybody may say, split infinitives are still to be avoided in most circumstances. Consider: people with strong erroneous views about ‘correct’ English are just the sort of people who consider your application for a job, decide whether you are ‘educated’ or not, wonder about your general suitability for this and that (e.g. your inclusion in a reading list). Do you want to be right or do you want to get on? – sorry, to succeed. I personally think that to split an infinitive is perfectly legitimate, but I do my best never to split one in public and I would certainly not advise anybody else to do so, even today. Today we have reached a point at which some of our grammatical martinets have not actually been taught grammar, with the result that they are as hard as ever on the big SI without being at all clear what it is. Indeed, even their slightly better-educated predecessors were often shaky on the point, seeming to think that a phrase like ‘X is thought to be easily led’ contained an example. Any ungainly departure from natural word-order is likely to betray a fear that a splittable infinitive may be lurking somewhere in the reeds. When a correspondent, a self-declared Yorkshireman, demands of the editor of The Times, ‘Have you lost completely your sense of proportion?’ seasoned campaigners will sniff the air, in this case and others without result. But nobody is ever quite safe.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

This idea goes back to one of the classical theories of political sociology, the theory of modernization, formulated by Seymour Martin Lipset. Modernization theory maintains that all societies, as they grow, are headed toward a more modern, developed, and civilized existence, and in particular toward democracy. Many followers of modernization theory also claim that, like democracy, inclusive institutions will emerge as a by-product of the growth process. Moreover, even though democracy is not the same as inclusive political institutions, regular elections and relatively unencumbered political competition are likely to bring forth the development of inclusive political institutions. Different versions of modernization theory also claim that an educated workforce will naturally lead to democracy and better institutions. In a somewhat postmodern version of modernization theory, New York Times columnist Thomas Friedman went so far as to suggest that once a country got enough McDonald’s restaurants, democracy and institutions were bound to follow. All this paints an optimistic picture. Over the past sixty years, most countries, even many of those with extractive institutions, have experienced some growth, and most have witnessed notable increases in the educational attainment of their workforces. So, as their incomes and educational levels continue to rise, one way or another, all other good things, such as democracy, human rights, civil liberties, and secure property rights, should follow. Modernization

Professor Kimberle Crenshaw saw the dilemma a dozen years ago, but concluded that as long as race consciousness thrives, blacks will have to rely on rights rhetoric to protect their interests.16 There are, though, limited options to those deemed the Other in making specific demands for inclusion and equality. Doing so in the quest for racial justice, though, means that "winning and losing have been part of the same experience.

Place- and community-based education has much in common with other contemporary efforts to link schools more firmly to their communities—efforts such as civic education, contextual education, service learning, environmental education, and workplace education. We have chosen to hang our hats on place- and community-based education because it is the only term that allows for the inclusion of both the human and the more-than-human, something we believe is essential if educators are to help students grapple with the messy and cross-disciplinary nature of humankind’s current dilemmas.

Practical experience can coney a person's actual fundemental understanding of a specific idea with the inclusion of supporting & reliable evidence rather than only using his or her pure ancedotal beliefs.

Inclusive economic institutions also pave the way for two other engines of prosperity: technology and education. Sustained economic growth is almost always accompanied by technological improvements that enable people (labor), land, and existing capital (buildings, existing machines, and so on) to become more productive.

Organisations are scrambling, and they assume DEI (Diversity, equity and inclusion) won't bring in revenue, so they give it the smallest budget. Then they allocate what little DEI money they do have to programs and events concerning hiring rather than retention, professional development, education, or training. That might help bring in new entry-level employees of color, but if you don't dedicate resources to retention and development, how are you going to help advance these workers to executive positions? If you don't invest in progress, no one is going to suddenly work miracles.

Universal healthcare ensures that all individuals have access to necessary medical services regardless of their ability to pay. This policy addresses the gaps and inequities in the current healthcare system, where millions of Americans remain uninsured or underinsured. Countries such as Canada and the United Kingdom provide successful examples of universal healthcare systems that deliver better health outcomes at lower costs compared to the U.S. system. Education policy is another area where progressive alternatives can counteract Project 2025’s agenda. Investing in public education, increasing funding for schools in underserved communities, and promoting inclusive curricula that reflect the diversity of American society are essential steps toward achieving educational equity. Progressive education policies prioritize the needs of students and educators over privatization efforts and standardized testing, ensuring that all children have access to a high-quality education.

Socio-economic development begins with creating equal opportunities for all, ensuring no one is left behind." "Empowering communities through education and economic opportunity is the foundation of sustainable development." "Sustainable development thrives when we blend tradition with innovation to create inclusive growth." "True socio-economic progress lies in investing in human capital and nurturing young minds to become future leaders." "Development is not just about economic growth; it's about building a society where every individual has the chance to thrive." "For any nation to prosper, we must prioritize policies that address both economic and social inequalities." "Inclusive development requires collective effort, innovative solutions, and unwavering commitment to justice." "The path to a sustainable future is paved with equitable policies, youth engagement, and sustainable economic practices." "Economic growth must be people-centered, prioritizing social welfare, environmental sustainability, and community resilience." "Transforming any socio-economic landscape requires bold leadership, transparent governance, and a vision for inclusive progress.

Resistance feeds on fear. We experience Resistance as fear. But fear of what?   Fear of the consequences of following our heart. Fear of bankruptcy, fear of poverty, fear of insolvency. Fear of groveling when we try to make it on our own, and of groveling when we give up and come crawling back to where we started. Fear of being selfish, of being rotten wives or disloyal husbands; fear of failing to support our families, of sacrificing their dreams for ours. Fear of betraying our race, our ’hood, our homies. Fear of failure. Fear of being ridiculous. Fear of throwing away the education, the training, the preparation that those we love have sacrificed so much for, that we ourselves have worked our butts off for. Fear of launching into the void, of hurtling too far out there; fear of passing some point of no return, beyond which we cannot recant, cannot reverse, cannot rescind, but must live with this cocked-up choice for the rest of our lives. Fear of madness. Fear of insanity. Fear of death.   These are serious fears. But they’re not the real fear. Not the Master Fear, the Mother of all Fears that’s so close to us that even when we verbalize it we don’t believe it.   Fear That We Will Succeed.   That we can access the powers we secretly know we possess.   That we can become the person we sense in our hearts we truly are.   This is the most terrifying prospect a human being can face, because it ejects him at one go (he imagines) from all the tribal inclusions his psyche is wired for and has been for fifty million years.   We fear discovering that we are more than we think we are. More than our parents/children/teachers think we are. We fear that we actually possess the talent that our still, small voice tells us. That we actually have the guts, the perseverance, the capacity. We fear that we truly can steer our ship, plant our flag, reach our Promised Land. We fear this because, if it’s true, then we become estranged from all we know. We pass through a membrane. We become monsters and monstrous.   We know that if we embrace our ideals, we must prove worthy of them. And that scares the hell out of us. What will become of us? We will lose our friends and family, who will no longer recognize us. We will wind up alone, in the cold void of starry space, with nothing and no one to hold on to.   Of course this is exactly what happens. But here’s the trick. We wind up in space, but not alone. Instead we are tapped into an unquenchable, undepletable, inexhaustible source of wisdom, consciousness, companionship. Yeah, we lose friends. But we find friends too, in places we never thought to look. And they’re better friends, truer friends. And we’re better and truer to them.   Do you believe me?

Culture shapes the language, Language shapes the culture. When you absorb another language, It reshapes your mental atmosphere.

Equality is the planning committee. Diversity is being invited to the party Inclusion is being invited to the dance Belonging is choosing a song

if the diversity is from one community, is it really diverse?

There are no labels in UDL. There are only fabulous, amazing students with different levels of variability.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

THE STRATEGIC CONSEQUENCES OF CHINESE RACISM: A Strategic Asymmetry for the United States Draft Report Submitted 7 January 2013 Project Number: HQ006721370003000 Since our genus Homo first evolved in the Pliocene, humans have favored those who are biologically related. In general, the closer the relationship, the greater the preferential treatment. The vast majority of animals behave in this way, and humans are no different. In a world of scarce resources and many threats, the evolutionary process would select nepotism, thus promoting the survival of the next generation. However, this process is relative. Parents are more willing to provide for their own children than for the children of relatives, or rarely for those of strangers. The essence of an inclusive fitness explanation of ethnocentrism, then, is that individuals generally should be more willing to support, privilege, and sacrifice for their own family, then their more distant kin, their ethnic group, and then others, such as a global community, in decreasing order of importance. ... The in-group/out-group division is also important for explaining ethnocentrism and individual readiness to kill outsiders before in-group members. Irenäus Eibl-Eibesfeldt draws on psychologist Erik Erikson’s concept of “cultural pseudo speciation,” and says that in almost all cultures humans form subgroups usually based on kinship; these “eventually distinguish themselves from others by dialect and other subgroup characteristics and go on to form new cultures.” ... When an individual considers whether to support a larger group, several metrics are available. One of these ... is ethnocentrism, a continuation of one’s willingness to sacrifice for one’s family because of the notion of common kinship. As I discussed above, the ways humans determine their relations with unrelated individuals are complex, but the key factors are physical resemblance, as well as environmental causes like shared culture, history, and language. ... I have shown that in-group/out-group distinctions like ethnocentrism and xenophobia are not quirks of human behavior in certain settings. Instead, they are systematic and consistent behavioral strategies, or traits. They apply to all humans... They are widespread because they increased survival and reproductive success and were thus favored by natural selection over evolutionary history. ... Chinese racism ... is a strategic asset that makes a formidable adversary. ... The government educates the people to be proud of being Han and of China. In turn, the Chinese people are proud and fiercely patriotic as well as ethnocentric, racist, and xenophobic. This aids the government and permits them to maintain high levels of popular support. ...

First, private schools and universities should lose their tax-exempt status unless they draw at least half of their students from families in the bottom two-thirds of the income distribution. And second, schools should be encouraged (including through public subsidies) to meet this requirement by expanding enrollments. Together, these reforms would exchange meritocracy’s exclusive, narrow, and profligately educated elite for an inclusive, broad, and yet still well-educated replacement. The reforms would spread the wealth that the meritocratic inheritance now concentrates, distributing “elite” education across a wider population and at the same time improving education generally by reducing the strain on resources outside the elite. In this way, they would dramatically shrink the educational gap between the rich and the rest.

First, education—now concentrated in the extravagantly trained children of rich parents—must become open and inclusive. Admissions must become less competitive, and training less all-consuming, even at the best schools and universities. Second, work—now divided into gloomy and glossy jobs—must return mid-skilled labor to the center of economic production. Industry that is now concentrated in a superordinate working class must be dispersed widely across a broad middle class.

Another school which benefited from Dr. Rush’s influence was Franklin College (today called Franklin-Marshall College). The original founders of that college were a distinguished group, including not only Dr. Rush but also Thomas McKean (signer of the Declaration), Thomas Mifflin (signer of the Constitution), and George Clymer, Robert Morris, and Dr. Franklin (signers of both the Declaration and the Constitution). All of them believed that the inclusion of religious education was fundamental to a sound education.

Revolution for Gramsci did not come from above but from below. It was organic. And the failure, in his eyes, of revolutionary elites is that they were often as dictatorial and disconnected from workers as capitalist elites. The masses had to be integrated into the structures of power to create a new form of mass politics—hence his insistence that all people are intellectuals capable of autonomous and independent thought. A democracy is possible only when all of its citizens understand the machinery of power and have a role in the exercising of power. Gramsci would have despaired of the divide in the United States between our anemic left and the working class. The ridiculing of Trump supporters, the failure to listen to and heed the legitimate suffering of the working poor, including the white working poor, ensures that any revolt will be stillborn. Those of us who seek to overthrow the corporate state will have to begin locally. This means advocating issues such as raising the minimum wage, fighting for clean water, universal health care, and good public education, including free university education, that speak directly to the improvement of the lives of the working class. It does not mean lecturing the working class, and especially the white working class, about multiculturalism and identity politics. We cannot battle racism, bigotry, and hate crimes, often stoked by the ruling elites, without first battling for economic justice. When we speak in the language of justice first, and the language of inclusiveness second, we will begin to blunt the proto-fascism embraced by many Trump supporters.

Revolution for Gramsci did not come from above but from below. It was organic. And the failure, in his eyes, of revolutionary elites is that they were often as dictatorial and disconnected from workers as capitalist elites. The masses had to be integrated into the structures of power to create a new form of mass politics—hence his insistence that all people are intellectuals capable of autonomous and independent thought. A democracy is possible only when all of its citizens understand the machinery of power and have a role in the exercising of power. Gramsci would have despaired of the divide in the United States between our anemic left and the working class. The ridiculing of Trump supporters, the failure to listen to and heed the legitimate suffering of the working poor, including the white working poor, ensures that any revolt will be stillborn. Those of us who seek to overthrow the corporate state will have to begin locally. This means advocating issues such as raising the minimum wage, fighting for clean water, universal health care, and good public education, including free university education, that speak directly to the improvement of the lives of the working class. It does not mean lecturing the working class, and especially the white working class, about multiculturalism and identity politics. We cannot battle racism, bigotry, and hate crimes, often stoked by the ruling elites, without first battling for economic justice. When we speak in the language of justice first, and the language of inclusiveness second, we will begin to blunt the proto-fascism embraced by many Trump supporters. Revolt without an alternative political vision, Gramsci knew, was doomed. Workers are as easily mobilized around antidemocratic ideologies such as hyper-nationalism, fascism, and racism. If they lack consciousness, they can become a dark force in the body politic, as history has shown and as we see at Trump rallies and with the proliferation of hate crimes.

Challenge: How do you match the right people with the right skills at the right time? Solution: Corporations, education institutions, and public policy makers must aggregate the demand for labor and collaborate on curricula.

Democracy only works well if a very large chunk is highly educated, and the world free of deception.

Race has object permanence. It is still there, no matter how hard we try to look away.

digital whiteboards have emerged as transformative tools, reshaping the dynamics of education and professional collaboration. Their evolution continues to break down barriers, fostering interactive, engaging, and inclusive environments that propel learning and innovation forward.

American Express employees were told in mandatory trainings to create an “identity map” by writing their “race, sexual orientation, body type, religion, disability status, age, gender identity, citizenship” in circles surrounding the words “Who am I?” 71 Verizon employees were taught about intersectionality, microaggressions, and institutional racism, and asked to write a reflection on questions like “What is my cultural identity?” with “race/ ethnicity, gender/ gender identity, religion, education, profession, sexual orientation” beneath. 72 CVS Health hourly employees were sent to a mandatory training where keynote speaker Ibram X. Kendi explained that “to be born in [The United States] is to literally have racist ideas rain on our head consistently and constantly … We're just walking through society completely soaked in racist ideas believing we're dry.” 73 Employees were asked to fill out a “Reflect on Privilege” checklist and told they should “commit to holding yourself and colleagues accountable to consistently celebrate diversity and take swift action against non-inclusive behaviors.” 74

When used thoughtfully and purposefully, technology can amplify the impact of teaching and learning, making education more engaging, accessible, and inclusive for all students.

The pursuit of quality education requires a collective effort from governments, educators, parents, and communities, working together to create inclusive, equitable, and accessible learning environments.

The real first world war has just begun - the war between good and evil - the war between emancipation and occupation - between inclusion and exclusion - between expansion and contraction - between reason and rigidity - between humanity and inhumanity. I call it, World War Human. And unlike previous times, we won't win this war by old-fashioned bullets and bombs, or by deceit and diplomacy. The World War Human can only be won by education, and education alone - by an ardent, absolute, unambiguous, unbending, undoctrinated, unphobic, unwhitewashed, decolonized, nonpartisan, gender neutral, valiant, self-correcting and conscientious execution of education.

Curriculum creation involves detailed planning and adaptation to meet the unique needs of each student, ensuring that the curriculum is relevant, effective, and inclusive.

There never was a war of the free world against fascism, there was only war between two versions of fascism - because the so-called free world has tortured and massacred more lives than the third reich could only dream of. There never was a world war between good and evil, there was only war between two evils. There never was a world war against tyranny, there was only war between an established tyrant regime and a rising one. The real first world war has just begun - the war between good and evil - the war between emancipation and occupation - between inclusion and exclusion - between expansion and contraction - between reason and rigidity - between humanity and inhumanity. I call it, World War Human. And unlike previous times, we won't win this war by old-fashioned bullets and bombs, or by deceit and diplomacy. The World War Human can only be won by education, and education alone - by an ardent, absolute, unambiguous, unbending, undoctrinated, unphobic, unwhitewashed, decolonized, nonpartisan, gender neutral, valiant, self-correcting and conscientious execution of education.

Can you imagine a life where you make the rules? This is the life I strive for. Cultivating my own sense of belonging, one that isn’t force-fed to me through a patriarchal, inverted education and work system. I choose my reality. I do this by understanding my human complexity, and knowing how I navigate this world so that I can best support myself (this is an ongoing process of realisation and learning). I have yet to meet a neurodivergent person that hasn't gone deep into their own psyche to gain more of an understanding of themselves. People that know themselves more deeply can be of better service in this world, to themselves and others. If we dare to be authentic then I believe we can lead the world into new, more inclusive ways. But it’s not just about the future, it's also about who we are now as individuals and what we can contribute to creating a world that is inclusive of all.

the Efficacy of Dua for Gay Problem Solution In the realm of spirituality, Dua stands as a powerful practice, offering solace and guidance to individuals facing various challenges in life. For those navigating issues related to their sexual orientation, Dua for gay problem solution serves as a beacon of hope and resilience, providing a path towards inner peace and acceptance. Unveiling the Significance of Dua Dua, deeply rooted in Islamic tradition, refers to the act of supplication and invocation, wherein individuals earnestly beseech the divine for guidance, blessings, and solutions to their tribulations. It embodies a profound connection between the believer and the Almighty, fostering a sense of spiritual communion and trust in divine intervention. Embracing Faith and Surrender At the core of Dua for gay problem solution lies unwavering faith and surrender to the divine will. Through heartfelt prayers and supplications, individuals relinquish their fears and anxieties, entrusting their struggles to the infinite wisdom and compassion of the Almighty. Cultivating Compassion and Understanding In the practice of Dua, compassion and understanding form the cornerstone of spiritual growth and enlightenment. Regardless of one's sexual orientation or identity, every individual is embraced with unconditional love and empathy, fostering a community founded on acceptance and mutual respect. Navigating Challenges with Spiritual Resilience For individuals grappling with issues related to their sexual orientation, Dua offers a sanctuary of strength and resilience. Through sincere prayers and supplications, one can find solace in the divine presence, gaining clarity, courage, and fortitude to confront societal prejudices and personal struggles. Cultivating Inner Peace and Self-Acceptance Central to Dua for gay problem solution is the cultivation of inner peace and self-acceptance. By aligning one's intentions with the divine will, individuals can embrace their authentic selves with confidence and dignity, transcending external judgments and societal pressures. Seeking Divine Guidance and Comfort In moments of doubt and adversity, Dua serves as a conduit for divine guidance and comfort. Through fervent prayers and supplications, one can seek solace in the knowledge that the Almighty is ever-present, offering support and guidance along life's winding journey. Embracing Love, Respect, and Unity At its essence, Dua for gay problem solution embodies the universal values of love, respect, and unity. By fostering an environment of inclusivity and compassion, individuals can celebrate the diversity of human experience, transcending barriers and forging authentic connections rooted in mutual understanding and empathy. Fostering a Culture of Empowerment and Support Within the practice of Dua, individuals are empowered to embrace their true selves and advocate for their rights with conviction and courage. Through collective support and solidarity, the LGBTQ+ community can thrive, harnessing the transformative power of spirituality to overcome obstacles and effect positive change. Advocating for Social Justice and Equality As proponents of Dua for gay problem solution, it is incumbent upon us to advocate for social justice and equality for all individuals, regardless of sexual orientation or gender identity. Through education, activism, and advocacy, we can challenge discriminatory practices and foster a society built on principles of fairness and equality. Conclusion In the realm of spirituality, Dua for gay problem solution offers a pathway towards healing, acceptance, and enlightenment. Through sincere prayers and unwavering faith, individuals can navigate life's challenges with grace, resilience, and compassion, embracing their authentic selves and contributing to a world built on love, acceptance, and understanding.

The versatile nature of the rapid learning approach shines through in its ability to address both achievement gaps and learning gaps. By providing targeted interventions and promoting efficient learning processes, rapid learning becomes a transformative force in creating a more equitable and inclusive educational landscape.

Rapid learning extends its impact to address learning gaps—disparities in knowledge and skills in students in the same classroom. Educators can employ rapid learning interventions to swiftly address these gaps, fostering a more inclusive and supportive learning environment for all students.

In the name of liberty, organizations like Moms For Liberty claim to stand for the rights of parents and the welfare of children. But it's essential to examine the nature of this claimed 'liberty' and ask: Whose liberty are we really talking about? Is it the liberty to deny scientific consensus, to suppress inclusive education, or to stifle the growth of a comprehensive understanding of the world in which we live? Does this 'liberty' mean the freedom to rewrite history, to shield young minds from the realities of systemic racism, climate change, and sexual orientation? If that's the case, then this 'liberty' sounds suspiciously like censorship, a betrayal of the principles of educational integrity, and an obstacle to fostering rational, empathetic citizens who can confront the complexities of our world. Education should not be a battleground for political ideologies. It should be a platform that equips our children with the critical thinking skills they need to discern fact from fiction, to challenge prejudices, and to contribute meaningfully to the society they'll inherit. The 'liberty' that Moms For Liberty advocates seems to be less about empowering parents and more about enforcing a narrow worldview that risks leaving our children ill-prepared for the diverse, interconnected world they will encounter. Let's not cloak censorship and intolerance in the guise of 'liberty.' True liberty lies in the freedom to learn, to question, and to grow. Let's ensure that our education systems stand as beacons of enlightenment, not bastions of indoctrination.

I hope that someday all those who have been ignored will find a voice. I hope our fear would not be based on our politics, color, race, creed, difference, or religion, but rather the deep trepidation of a loss of potential. -

People of color are also expected to head diversity initiatives, run inclusion committees, and spend time educating their white coworkers about racial bias, typically with no additional compensation.

Listen and analyze. You may be champing at the bit and your first instinct might be to implement implicit bias training, to educate about diversity, and to make enterprise-wide proclamations. Avoid this approach. After your initial communications and support, look at data that can inform your subsequent actions. That data will come primarily from the listening sessions, focus groups, surveys, and your human resources information system. Your employees will respond more positively if your actions are driven by data and insights that align with their experiences.