Spirituality in Victorian Poetry
Product ID: 323

Additional information




Bishal Thapa, Francis Hira Gomes, Peter Lepcha






Title of the Journal


I. Diversity Education in Euro-America

  • Social Exclusion & Violence in Guatemala & EL Salvador:  Education for a Culture of Peace
    Mario Olmos 01
  • Taking Inclusion Seriously: Towards an Ethics of Person Centered Growth
    Ronaldo Zacharias 26
  • Bolivia: Language Recognition and Social Inclusion
    Willy W. Chambi 38
  • Cultural Diversity & Education in Spain: The European Context
    Sabino de Juan Lopez & Particia Revuelta Medivilla 49
  • Social Inclusion and Diversity in Education: The Salesian Experience in Italy
    Renzo Barduca 77

II. Inclusion and Diversity in India

  • Social Exclusion of Females in Education: Evidence from Nyishi Tribe, Arunachal Pradesh
    Mihin Lali, Mibo Pertin, Philip Modi 89
  • Social Inclusion through Education for Children in Street Habitat
    Chempakathinal J. George 99
  • Mainstreaming SC/ ST Youth – Role of Youth Groups
    J. Henry Rozario 116

Education and Social Inclusion: Challenges of Diversity

he third phase of the Intercontinental Seminar organized by the Salesian University Institutions and hosted at Sonada, Darjeeling, India, on the general theme Education and Social Inclusion upon the specifically Asian aspect of cultural diversity. Diversity is regarded as an Indian cultural heritage embodying the vast diversity of the Asian continent in a uniquely Indian way represented in the adage ‘Unity in Diversity’. While there is an overall Indian Culture to which diverse peoples do subscribe, it does not negate or discount the vast linguistic, religious, regional and cultural diversity inbuilt within the
Indian sub continental reality.
The issue of inclusion therefore becomes on the one hand a matter of necessary assertion by those at the periphery. This desire for assertion can be seen as arising from a here-to-unachieved integration of peoples into the mainstream. Therefore, even the demand for recognition and even autonomy need not necessarily be an evil as it only emphasizes the inherent democratic processes at work. In the case of tribal/indigenous peoples while the exclusion may be seen as the outcome of the demand and expression of their rights to preservation of unique traditional life styles, in the case of Dalits it inevitably is an issue that needs redress for the prolonged periods of exclusion of a group from privileges to education, job opportunities and ritual participation.
In a society that has had a very long history of stratification and the colonial additions and exaggerations of these tradition bound discriminations, the attempts to redress it by means of development has over the years not fully borne its fruits. Therefore the urgent need to look at alternatives; and therein, inclusive education offers scope for a future course of action.
The papers presented at the seminar engaged with the question of social inclusion from the diverse regional, linguistic, religious and cultural perspectives so as to get a fuller picture of how society can be bettered and where the immediate action is required. A selection from among the papers is included in two parts – Euro-American and Indian – in this volume of the Journal. This issue thereby acknowledges the commitment of Salesian Higher Education Network to bring together the researchers taking on the challenges and responses from different cultural contexts addressing the issue of education and social inclusion.


Mario Olmos

During the Spanish colonial period Central America was a region where people from different continents and cultures converged and were mixed. This paper seeks to show, based on historical and sociological analysis, the multicultural and multiethnic origin of two of the current Central American Republics –Guatemala and El Salvador- and the problems deriving from the building up of a new state that, at the time of independence from Spain, didn’t include the different cultures and ethnic groups that were present in the region. Exclusion of these human groups in the new social and political structure is a factor that helps to explain the phenomena of social inequality and violence that have characterized the region since the second half of last century to the present, and that today, require a new proposal for social integration to which education is called to contribute. The analysis highlights the need to build a new relationship between the various groups based on the concept of education for a culture of peace.

Salesian College, Sonada was accredited by NAAC on 16 September 2004 and was given the Grade C++ (Institutional Score between 65-70%). On 26 February 2010 Salesian College has been conferred the status of a College with Potential for Excellence (CPE) by UGC, New Delhi, and into its 2nd Cycle from 1st April 2014. In March 2012, the College was re-accredited by NAAC with ‘A’ Grade (CGPA of 3.16 out of 4) to be the first College to receive such grade under the University of North Bengal.
The College retained its A Grade under the New stringent Format of Accreditation in May 2019 and it is valid till 2024.
Salesian Publications, Salesian Research Institute, and Salesian Translation Centre offer opportunities for capacity building for aspiring teaching and research personnel of the region. Salesian College Extension Activities Centre has trained and placed over 600 youth of the region in collaboration with the Ministry of Rural Development and Don Bosco Tech, New Delhi. Salesian College invites young people and their parents to partner in nurturing an ideal society.