A comparative analysis of the cultural representation of disability in school textbooks in Iran and England
The paper details the findings of a study which focused on the analysis of the cultural representation ::: of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education ::: could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper ::: examination as to how this transition should take place for children aged 3-13. The paper suggests that ::: in such examinations school textbooks might be of significance in familiarizing non-disabled pupils, ::: teachers and authorities with the issues related to disability and disabled pupils.
Is it possible to approach the suicide of teenage Inuit in the same way as in other communities, especially when taking into account the fact that suicide in Inuit is part of their traditions? The issue raised by the author essentially concerns the interpretation of data. This article offers new approaches to researching the meaning of suicide through a cultural viewpoint of the phenomenon and by taking into consideration the socio-political context. The author presents a new vision of suicide as an all-encompassing social fact that opens the door to more relevant interventions. Language: fr