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Promoção da saúde e a formação cidadã: a percepção do professor sobre cidadania; Health promotion and citizenship: the perception of the teacher about citizenship

BYDLOWSKI, Cynthia Rachid; LEFÈVRE, Ana Maria Cavalcanti; PEREIRA, Isabel Maria Teixeira Bicudo
Fonte: Associação Brasileira de Pós-Graduação em Saúde Coletiva Publicador: Associação Brasileira de Pós-Graduação em Saúde Coletiva
Tipo: Artigo de Revista Científica
Português
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Vários movimentos internacionais, como o da Promoção da Saúde, têm colocado o exercício da cidadania como estratégia de melhoria das condições de vida e saúde da população de países em desenvolvimento. A educação tem papel importante no desenvolvimento deste exercício, merecendo atenção especial a escola e o professor, por estar mais próximo do aluno. Assim, o objetivo deste estudo foi conhecer as representações sociais do professor sobre cidadania, sobre o aluno ser cidadão, além de sua visão sobre o seu papel e o da escola no desenvolvimento dela. Foram entrevistados quarenta professores de escola pública da cidade de São Paulo, e seus discursos foram analisados pela metodologia do Discurso do Sujeito Coletivo (DSC). A maioria dos professores considera a escola como um espaço onde a cidadania deve ser desenvolvida e com o professor tendo grande responsabilidade nesse desenvolvimento; sabe da importância de suas atitudes e ensino na formação do aluno; reconhece o aluno como um futuro cidadão e percebe a cidadania como uma participação ativa na sociedade, além dos direitos e deveres. Os professores revelaram algumas atitudes favoráveis ao desenvolvimento do exercício da cidadania, apontando para o alcance de melhores condições de saúde e vida da população brasileira.; General health conditions as well as quality of life must urgently be improved in developing countries. This improvement could be achieved...

As múltiplas significações do conceito de cidadania - exemplos do senso comum e da abordagem acadêmica sob a perspectiva de uma terapia filosófica de inspiração wittgensteiniana; The multiple meanings of the concept of citizenship: examples from common sense and from academic approaches within a Wittgensteinian philosophical therapy.

Souza, Marisa Alves de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 05/07/2011 Português
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Esta dissertação apresenta uma pesquisa de mestrado baseada na busca de esclarecimentos acerca dos possíveis significados que os conceitos de cidadania e de cidadão podem manifestar. No desenvolvimento desta pesquisa, inspirada numa concepção de terapia filosófica de cunho wittgeinsteiniano, considerou-se que os sentidos atribuídos ao conceito de cidadania estariam vinculados a situações de uso deste conceito e que somente nestas situações de uso seus diferentes significados poderiam ser compreendidos. Assim, a pesquisa foi desenvolvida a partir da análise de discursos extraídos de dois ambientes diversos. O primeiro grupo de discursos foi extraído de um ambiente correlato ao senso-comum (discursos veiculados em sites da internet e coletados em dezembro de 2008). O segundo grupo de discursos foi coletado em periódicos acadêmicos da área pedagógica veiculados entre janeiro de 1997 e dezembro de 2007; os periódicos pesquisados foram: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas) e Educação e Pesquisa (USP). A partir das análises desses discursos, verificou-se as semelhanças e as diferenças que aproximavam ou distanciavam os significados atribuídos ao conceito de cidadania em cada um deles. A partir da reflexão proporcionada pela verificação dessas aproximações e distanciamentos...

Educação para a cidadania na escola: representações de professores de ensino médio; Citizenship education in school: representations of high school teachers

Iberico, Angela María Figueroa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/04/2014 Português
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A presente pesquisa tem como objetivo analisar as representações que professores de ensino médio constroem e desenvolvem sobre a educação para a cidadania no contexto escolar. Parto da premissa de que a educação, nas últimas décadas, coloca uma especial ênfase na formação de cidadãos ativos e comprometidos, mediante sua participação nas responsabilidades coletivas. Na atualidade, a educação para a cidadania se concebe desde as formas em que se trabalham os saberes escolares e se constroem os conhecimentos na sala de aula, até a participação na escola e fora dela, envolvendo a comunidade com experiências que favoreçam seu exercício. Assim, a escola é um local privilegiado de educação para a cidadania, porque é um espaço que estimula o aluno a desenvolver novas formas de participação, e que providencia oportunidades de desempenho de papéis, tanto formais como informais, e de construção de relações na sua própria dinâmica. Nesse sentido, é conveniente e fundamental analisar o papel do professor cuja prática resulta de uma interação de sua experiência profissional com o contexto escolar no qual está inserido. Utilizo como referência a teoria das representações de Lefebvre, pelo potencial em fornecer subsídios para o estudo do cotidiano escolar...

Civic education, social and personal development and citizenship education : changes in Portugal through the 20th century

Freitas, Maria Luísa Amaral Varela de
Fonte: CiCe Publicador: CiCe
Tipo: Conferência ou Objeto de Conferência
Publicado em //1999 Português
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This paper surveys and analyses changes in civic and social education: civic education in the First Republic (1910 - 1926); the Dictatorship period and the omnipresence of moral and civic education; the beginning of democracy and the suspicion of moral and civic education; the curriculum reform (1989) and the discussion about "personal and social education" and "civic education". The paper explores the choice between integrated studies and specific courses. It concludes with an analysis of the rise of citizenship education at the end of the 1990s.; European Commission. Department of Education and Culture - Socrates Programme.

Communication, Literacy and Citizenship: a conceptual orientation in a portuguese children’s television thematic channel, K SIC

Lopes, Maria da Conceição de Oliveira
Fonte: International Conference on Education on New Learning Technologies Publicador: International Conference on Education on New Learning Technologies
Tipo: Conferência ou Objeto de Conferência
Português
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This paper highlights the consequential nature of communication, literacy and citizenship and the meta-pattern that connects everything together – the ecology of the human spirit. It argues that, just like human communication, literacy is consequential in nature for humankind. Through each of our different worlds of experience and processes of communication, we manifest both of these human conditions and co-construct everyday practices that engender a plurality of effects. Literacy is a concept common to all humankind. Thus, it forms an indivisible whole with communication. This viewpoint is at odds with that which confines literacy to being understood as the acquisition of certain competences. It is arguable that, just like communication, the human condition of literacy needs to be both encouraged and developed. We suggest here that the idea of borders in literacy should be questioned. The work of Gregory Bateson on the ecology of the human spirit – an imminent characteristic of the human species that is based on the physiological structure of the living being and is in permanent interaction and reconnection with both the biosphere and our ways of seeing the world – supports the viewpoint put forward here. From the communication mediatised by a children’s television channel...

Promoting the use of ICT and the development of media literacy and citizenship education: the multimédia CD-Rom “Let’s produce school newspapers”.

Tomé, Vitor; Miranda, Guilhermina Lobato; Menezes, Helena
Fonte: Fomatex Publicador: Fomatex
Tipo: Conferência ou Objeto de Conferência
Publicado em //2006 Português
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In the 21st century educational tendencies from the 19th century still exist: reading, writing and counting were priorities. However, in the knowledge society, citizens must develop other skills to interact in a world pointed out by the ubiquity of media. To be considered a literate citizen today, it implies to be a critical receiver and a reflexive producer of media messages. Nowadays, media literacy and citizenship education are an urgent matter in education, as the use of ICT in schools. In order to bridge the gap between the use of ICT in schools and in society, and in order to develop critical and reflexive skills in young people, a CD-Rom was developed and tested in two Portuguese schools. The CD-Rom “Let’s produce school newspapers” motivates pupils to produce newspapers, to read and write critically and to become better citizens. It was developed under the philosophy of criticizing media through media. This paper provides the theoretical background of media literacy and its importance in the development of citizenship education.

Élaboration d’un modèle théorique pour étudier le rapport au savoir en didactique de l’histoire et en éducation à la citoyenneté

Leblanc, Jessica
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
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Ce mémoire a pour objet d’étude la notion du rapport aux savoirs historiques des élèves de l’ordre secondaire. Plus précisément, il sera question des relations existant entre la conception qu’entretiennent les élèves de l’histoire et du métier de l’historien, leur conception de l’action humaine dans l’histoire et leur sentiment d’être eux-mêmes, aujourd’hui, des acteurs politiques effectifs. Ce sujet est ancré dans le contexte de l’introduction des prescriptions en matière d’éducation à la citoyenneté dans le programme d’histoire de niveau secondaire. Cet ajout a pour conséquence d’introduire de nouveaux objectifs en matière d’éducation à la citoyenneté : l’élève, par l’étude de l’évolution démocratique, doit être amené à comprendre le rôle de l’action humaine dans l’histoire, lui faisant ainsi comprendre la valeur de sa propre participation à la vie sociale et politique. Cela étant dit, les recherches montrent que les enseignants et les enseignantes tardent à adopter la terminologie propre aux compétences du programme de formation en histoire et éducation à la citoyenneté et perpétuent un enseignement de l’histoire-récit qui fait la part belle aux grands évènements et aux grands hommes (Bouhon...

Manitoba Schooling in the Canadian Context and the Building of a Polity: 1919-1971

Bruno-Jofre, Rosa
Fonte: Comparative and International Education Society of Canada Publicador: Comparative and International Education Society of Canada
Tipo: Artigo de Revista Científica Formato: 322578 bytes; application/pdf
Português
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This paper addresses the movement from Anglo-conformity as the principle articulating the notion of citizenship education to multiculturalism. It is an historical analysis that focuses on Manitoba education in relation to English speaking Canada. It calls attention to and attempts to explain the gap between educational aims and policies and actual classroom life. Given the intersubjective and relational character of identity formation, citizenship education often contributed to the development of forms of proto-multiculturalism that later gained political space. Furthermore, minorities often became Canadians in their own terms. The boundaries between private and public tended to become diffused in the school experience. The paper also refers to internal and external socio-economic, political, ideological, and educational developments that led to a redefinition of the public good by making multiculturalism an articulating principle in the pursuit of a common polity.

Active Citizenship in the Classroom: Mission Impossible?

Gon??alves, Susana; Verkest, Hugo
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Português
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Focusing on the relation between Education in general and Citizenship Education in particular some key questions come to the surface: Which kind of knowledge, skills and attitudes must be promoted? How can we avoid a dualistic approach? How can we establish bridges between reason and emotion, personal and social development? Are cooperative learning in the classroom and a multi - minded school policy strong pillars to build the bridge over trouble water? Once the conceptual background is established, we???ll present an enquiry conducted with a group of BA students who have been asked what are their ideas regarding work, character, interpersonal relations, values and mindsets. This will help us to recommend a number of pedagogical ideas to encourage students' active citizenship in a global world.; Centr??ndose en la relaci??n entre la educaci??n en general y la educaci??n para la ciudadan??a, en particular, salen a la superficie algunas preguntas clave: ??Qu?? tipo de conocimientos, habilidades y actitudes deben promoverse? ??C??mo podemos evitar un enfoque dualista? ??C??mo podemos establecer puentes entre la raz??n y la emoci??n, el desarrollo personal y social? Es el aprendizaje cooperativo en el aula y un multi-fuertes pilares de pol??tica escolar de mentalidad para construir el puente sobre problemas de agua? Una vez establecida la base conceptual...

Restoring ‘Duty’ to the Discourse of Rights and Citizenship Education: A Radical Retrenchment?

Haire, Catherine; Manley-Casimir, Michael
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 210306 bytes; application/pdf
Português
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This paper presents an argument that serious consideration of citizenship education requires a reconsideration of the principle of duty. Such a view is in marked counterpoint to the argument about the need to educate young Canadians about their ‘rights’ under provincial human rights regimes and the Canadian Charter of Rights and Freedoms. Important as ‘rights education‘ and the development of a ‘rights consciousness’ are in Canada, we shall argue that such a perspective tends to downplay the notion--philosophically correlative to ‘right'–that of 'duty’. The argument, relying on Selbourne’s analysis, develops a perspective about the restoration of the primacy of civic duty in this discourse, together with the consequent discussion of civic obligations as essential constituent elements of citizenship education.

An investigation of global citizenship education in one geography course: The students’ perspective

Massey, Kyle Donald
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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Global citizenship education is becoming increasingly appreciated in Ontario as an important component of formal schooling. Although all disciplinary areas have a role to play in global citizenship education, geography, which is primarily concerned with the study of people, places, and environments at home and around the world, provides an especially important context in which to foster the values and attitudes often cited as important for global citizenship. The purpose of this qualitative study is to describe how seven secondary students in the province of Ontario make meaning of global citizenship through geography education. More specifically, this study investigates the way that Grade 12 students, who had recently completed the course titled, “Canadian and World Issues: A Geographic Analysis”, conceive of the concept of global citizenship, value its importance, and experienced its values within this course. Qualitative data was collected through an analysis of the course curriculum and though interviews with seven students. The interviews revealed four themes that were most apparent in how the students conceptualized global citizenship: global awareness, belonging, caring, and commitment to action. It was revealed that the students’ personal involvement with the issues being studied helped them learn to be global citizens...

La formation du citoyen : une perspective philosophique; Citizenship education: a philosophical view

Vigneault, Luc
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 60017 bytes; application/pdf
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Starting from the idea that the present concern with citizenship education is a form of reminiscence of the philosophical interest of the Ancients regarding this question, this article attempts to demonstrate that the recovery of this tradition is apt to enlighten the pedagogical stakes of this concern. Not only is the critical formation of the citizen posited by the philosophers as an essential structure for the vitality and the political balance of a society but it is found very often at the centre of their philosophical project. By adopting a historical-critical approach, I wish in this way to develop the idea that the formation of critical thinking, beyond all acquisition of transversal competence, constitutes the pillar of civic competence. This last point will allow us to bring out certain paradoxes regarding the finality of civic education. Finally it is by restoring the ancient dilemma of the conflict between the critical and the civic, as illustrated by the Socratic figure, that I shall propose a model of citizenship practice.

Learning to teach citizenship: a lifelong learning approach

Schugurensky, Daniel; Myers, John P.
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 81707 bytes; application/pdf
Português
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Where do civics teachers learn about the content and methods of civics education? What is the impact of these learning experiences on their teaching approaches? Driven by these questions, we undertook a study with civics teachers in Ontario, Canada. Whereas citizenship education is often understood as occurring exclusively in formal schooling, and the preparation for teaching civics is usually conceived as occurring in pre-service teacher training, in this study we uncovered civic learning that occurs in nine formal, informal and nonformal settings: early family socialization to primary school, secondary school, pre-service training, other university programs, workshops and conferences, civic participation, the media, and the teaching of civics itself. In relation to the first question, the teachers reported that through a variety of lifelong and lifewide experiences they acquired different amounts and types of learning on civic knowledge, civic values, civic and political skills, political beliefs, and civics teaching. In order to address the second question, we explored the relationship between the civic learning experienced by teachers, on the one hand, and the content and methods of their teaching, on the other. The settings were found to differentially influence the competencies and pedagogical orientations that civics teachers bring to their classrooms. Informal settings...

La place de l'éducation à la citoyenneté et des droits de la personne dans l'enseignement au Canada et en Ontario; The importance of citizenship education and human rights in education in Canada and Ontario

Paquin, M; Poirier, S
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 105724 bytes; application/pdf
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The article explores Canadian and Ontarian perspectives on citizenship education and shows how citizenship education contributes to student awareness of the various dimensions of citizenship and the rights of individuals. First, we trace the origin of citizenship education and its importance to a healthy Canadian society. Second, we review the literature on citizenship education in the context of Manitoban, Quebec, and Ontarian ministry guidelines for secondary citizenship education curricula. The article ends with recommendations for future research in the area.

Citizenship education and school projects in Britain

Bodley, Alison
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2009 Português
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This paper gives an overview of the development of citizenship education in Britain and the way in which museums are supporting schools in the delivery of this new curriculum area. It ends with a study of Campaign! Make an Impact, a new British Library Programme which uses museum and archive collections to inspire children and young people into active citizenship. Children study historic campaigns, learn campaigning skills and then plan and run creative campaigns about issues that impact on their own lives. Children leave the programme feeling that they know to and are able to change things. The programme will run on a national basis from April 2009.; Aquest article ofereix una visió general del desenvolupament de l’educació per a la ciutadania al Regne Unit i com els museus estan donant suport en el desplegament d’aquesta nova àrea curricular. Finalitza amb un estudi d’un nou programa de la Biblioteca Britànica (Campaign! Make an Impact) que fa servir les col•leccions museístiques i arxivístiques per inspirar nens, nenes i joves en la ciutadania activa. Nois i noies estudien campanyes històriques, aprenen les habilitats per fer campanyes i porten a terme campanyes creatives que tenen un impacte a les seves pròpies vides. Quan acaben el programa han adquirit la sensació que saben i són capaços de canviar les coses. El programa s’estendrà a l’àmbit nacional a partir del mes d’abril de 2009.; Este artículo ofrece una visión general del desarrollo de la educación para la ciudadanía en el Reino Unido y cómo los museos están apoyando a los centros educativos en el despliegue de esta nueva área curricular. Finaliza con un estudio de un nuevo programa de la Biblioteca Británica que utiliza las colecciones de museos y archivos para inspirar a chicos y chicas en la ciudadanía active. Niños...

The interaction between foreign language textbooks and the citizenship education suggerted by the national curriculum guidelines; A interação entre livro didático de língua estrangeira e a formação do cidadão proposta nos PCNs - LE

Reis, Leonice Passarella dos; Escola de Aprendizes-Marinheiros de Santa Catarina - EAMSC
Fonte: Programa de Pós-Graduação em Lingüística da UFSC Publicador: Programa de Pós-Graduação em Lingüística da UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por pares"; ; Formato: application/pdf
Publicado em 17/09/2012 Português
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Abstract: This article sets out to investigate the way citizenship education is tackled in two textbooks, which were made available by the Federal Government for the teaching and learning of English as a Foreign Language in 2011. The principles supporting this research are the ones guiding the National Curriculum Guidelines for foreign language in elementary school. The analysis of the data gathered through the use of two ckecklists showed that (1) both books include the topic and (2) their activities trigger, in different levels, the discursive engagement of students. It seems to be up to the teachers and schools to take actions and pedagogical practices towards the optimization of those activities in order to offer a more complete education for active citizenship.    ; http://dx.doi.org/10.5007/1984-8420.2012v13n1p40Este artigo tem como objetivo investigar como a questão da formação do cidadão é abordada por dois livros didáticos (LD) disponibilizados para o ensino de inglês como língua estrangeira moderna em 2011 pelo Governo Federal. A pesquisa se fundamentou nos princípios e concepções norteadores dos PCN - LE para o Ensino Fundamental. A análise dos dados angariados através de dois checklists demonstrou que (1) os dois LD fomentam o tema cidadania e (2) suas atividades promovem...

Making citizenship education work: European and Greek perspectives

Chryssochoou, Dimitris N.
Fonte: Hellenic Observatory, London School of Economics and Political Science Publicador: Hellenic Observatory, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /09/2009 Português
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This paper employs a civic learning approach to discussing recent developments in citizenship education through an analysis of contemporary democratic thinking. By reviving Europe’s great democratic tradition in the sense of a liberal republicanist understanding of citizenship, it argues the case for the transformation of democratic norms into policy structures, educational initiatives and school curricula. Central to the analysis is the Council of Europe’s EDCHRE programme and the lessons to be drawn from this uniquely observed pan-European project that equips young people to participate actively in society and in daily school life. The paper makes an effort to present and evaluate various aspects of the Greek school curriculum that are relevant to the study. The general conclusion to be drawn is that citizenship education relates to the search for a ‘democracy of ideas’ in Pettit’s sense of the term that can link together two different incentives of civic learning: on the one hand, the notion of a participatory ethos at the traditional state level and, on the other, the practice of active citizenship alongside and even beyond that level.

We need renewed political commitment to citizenship education and ongoing monitoring of its provision in schools

Kerr, David
Fonte: Democratic Audit UK Publicador: Democratic Audit UK
Tipo: Website; NonPeerReviewed Formato: application/pdf
Publicado em 19/06/2014 Português
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Citizenship was added to the National Curriculum in England twelve years ago. As part of our series on youth participation in politics, David Kerr discusses how citizenship has fallen in prominence in recent years as schools have faced other pressures and teaching requirements have been relaxed. He argues for ongoing monitoring of the provision of citizenship education.

Citizenship education for Africans in South Africa (1948-1994): A critical discourse

Seroto,Johannes
Fonte: Yesterday and Today Publicador: Yesterday and Today
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris' critical citizenship framework and its four dimensions, namely, ideology, the collective, self and praxis, is presented. Utilising this framework, the author examines the goals and aims of the former National Party government in their project to provide citizenship education through history, social science and civics teaching in schools for African students. The study suggests that the goal of the state in promoting citizenship education during the former political dispensation as seen through the four dimensions did not create space for critical thinking and dialogue, crucial elements for critical citizenship education. Recommendations with regard to the form and content of citizenship education in future are made.

From religious education to worldview education and beyond: The strength of a transformative pedagogical paradigm

Miedema,Siebren
Fonte: Journal for the Study of Religion Publicador: Journal for the Study of Religion
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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A core concept in Cornelia Roux's writings is the term 'paradigm shift'. We can for example notice pleas for paradigm shifts in teaching religion, in dealing with the multicultural situation, in concretizing citizenship education, and finally her plea for a paradigm shift towards human rights education. In this essay I will first elaborate on some of Roux's paradigm shifts with a special focus on the role and place of religious education. Then, I will follow up with a plea for strengthening the transformative paradigm in pedagogy. A plea fully combinable with Roux' s views, but especially necessary today as a critical pedagogical counter-voice against dominant neoliberal rhetoric in respect to pedagogy, politics and practices. In a transformative paradigm the aim of education is formulated as personhood formation. It implies that schools assist students in the double process of socialization and individuation, of becoming competent members of communities of practice. Presentation and representation of information, norms and values are interpreted from the perspective of how students are able to transform this into elements of their own participation, in the process of their own personhood formation. A transformative paradigm is inclusive by definition...