Blog

Justice, Gifts and Beauty

Justice, Gifts and Beauty: those who bring naked vulnerability, offer a gift that can soothe a violent world. There is no guarantee that we will awaken, but the peaceful and just possibility awaits us.

I learned about the nature of violence and non-violent resistance when I worked  as Judith Snow’s attendant. I had already been studying and paying attention to movements of non-violent change. I had read about Gandhi and the liberation of India from British rule, Martin Luther King ...

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Standing Alongside People as They Change

Judith McGill
Executive Director of Families for a Secure Future Ontario,  Canada
Adapted from the conference report, Reflections on Common Threads: Approaches and Contexts for Planning Everyday Lives

I would like to ask the reader to consider if you have undertaken a major change in your life over the past year, that didn’t concern a major purchase.

We sometimes mistakenly treat acquisition and consumptive behavior as change. It is not personal change, it is only a change in our material circumstances.

Real change ...

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A Lesson Plan for Belonging

A Lesson Plan for Belonging
Inclusive Education Imparts More Than Just the Curriculum

by Gary Bunch

This article explores the notion of a Lesson Plan for Belonging. A sense of belonging is something that all of us want and need. We want to be surrounded by those who love us, by friends, and by the members of our larger community. Our family, of course, is the closest to us. They are the first who love us and give us an ...

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Disability and Student Well-Being Impact of Inclusion Education

by Gary Bunch

Canadian society in general and the education system in particular do not appear aware that inclusive education is good for the health of persons experiencing disabilities. In my view, the school system approaches education and disability as a problem of “fitting in” academically and behaviourally. Fitting in is so valued by educators that many learners experiencing disabilities continue to be placed in segregated special education settings on a full or part-time basis. They are not seen as not learning ...

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