Search

The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (M[subscript age]=11[plus or minus]1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education-Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour. (Contains 2 tables.)

The article contributes to contemporary urban studies debates on the role of civil society in governance, by critically considering the possibilities and limitations the bottom-linked approach entails for inclusive urban governance. Through an empirical analysis of bottom-linked initiatives developed in the city of Athens, it investigates emergent forms of cooperation and conflict between institutional and civil society actors. Further, it offers an analysis of the different dimensions the bottom-linked model may acquire, contributing insights into the entangled dynamics of self-responsibilization and self-emancipation implicated with emergent notions of citizenship and governance in Southern European cities. [ABSTRACT FROM AUTHOR]

The social solidarity economy (SSE), as an alternative paradigm to crisis-prone market-driven capitalism, gained significant momentum during the last decade in cities such as Madrid and Athens that experienced the harsh impact of neoliberal austerity. This article consolidates a debate between divergent accounts of social economy and the commons, in order to bring forward the urban dimension of SSE and the contested spatiality of commoning in crisis-ridden contexts. This gesture lays the ground for unearthing various analytical dimensions of commoning, from urban-based socioeconomic practice, to re-instituting forms of urban commons via governance and policy channels. Through an empirically informed, comparative account of the SSE in Madrid and Athens, the article critically assesses the possibilities and limitations encountered in the process of expanding resistance to and experimentation beyond dominant socioeconomic practice and given institutional arrangements. The article is based on extensive original empirical research conducted in Madrid and Athens between 2017 and 2019. [ABSTRACT FROM AUTHOR]

The notion of social innovation (SI) has received significant attention in academic debates and policy, denoting the potential for bottom-up and 'bottom-linking' sociospatial transformations and solutions to societal challenges in times of crises. This article takes on a critical approach to how SI is being employed in institutional channels and urban policy, by suggesting a reconceptualization of the different dimensions or forms it may acquire in the context of austerity governance. The article engages with case studies of policy initiatives developed in the cities of Athens and Madrid in the post-economic crisis period, in order to contribute to a new line of investigation into how policy through the 'co-paradigm' reconfigures the meaning and practice of SI, by tapping into the innovative dynamic of the civil society. It then critically evaluates the possibilities and limitations for grassroots innovations to influence urban governance in an era of austerity. [ABSTRACT FROM AUTHOR]

Recent scholarship on the global financial crisis and its geographical underpinnings has highlighted its macro-economic causes and variegated effects in Europe and beyond. Drawing on the case of Greece, this paper contends that these discussions fall short in uncovering the social impact of the European crisis and austerity politics introduced since 2010. In adding to debates that call for nuanced approached to crises, through the very forms and means people and communities contest and subvert these 'from below', the paper discusses solidarity, its meaning and practices, in constructing resistance to austerity and grassroots creativity. In particular, it shows how solidarity initiatives and networks have acted as survival means in the face of a social reproduction crisis for vulnerable social groups and, at the same time, opened up spaces for political struggle against austerity to unfold. Furthermore, it interrogates the formation of a social/solidarity economy as an alternative platform for re-instituting socio-economic relations in an era of austerity. Finally, through reflecting upon the role of the solidarity movement, the paper critically assesses their potential in foregrounding a political project of social transformation, in- the- making and still at stake. The article draws on engaged ethnographic research, conducted in Athens, Greece, between 2012 and 2013. [ABSTRACT FROM AUTHOR]

The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (?age =11±1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education - Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour. [ABSTRACT FROM AUTHOR]