This study highlights climate-induced migration to be a driver of global inequality, disproportionately impacting the vulnerable regions of the Global south least responsible in the crises. Analysis of Bangladesh, Tuvalu, and the Sahel shows how environmental pressures like floods and desertification interact with socio-economic disparities, and historical injustices. This research finds that structural inequalities, and limited legal protection as 1951 Refugee Convention does not recognize “Climate migrants”, adds to the crisis. Critiquing the framing of migrants as threats, study recommends rights-based policies that promote mobility, and inclusion. It recommends integrating climate mobility within national adaptation plan, creating updated legal frameworks sensitive to local knowledge, and ensuring high-emitting nations provide financial and technological support. Finally, this study also touches upon the ethical responsibility which is crucial in designing future policies, being more attentive to shift from border patrolling and restricting the movement to cooperative, human-sensitive and rights-based solutions.
This article examines the pivotal role of human dignity in shaping legal norms and principles. Beginning with its philosophical origins, including perspectives from Kant and Aristotle, we explore how human dignity is incorporated into legal theory and jurisprudence. Through case studies and analyses, we investigate its practical implications across various legal contexts. By synthesizing insights from philosophy, law, and ethics, this study contributes to a deeper understanding of the foundational principles that underpin our conception of rights and justice within society. DOI:https://doi.org/10.52783/rlj.v12i1.4053
This study examined factors relating to inclusive education implementation in the Cebu Province, Philippines. A semi-structured survey was administered to 104 general education teachers from selected three special education centers to gather information on their profile, perceived readiness, and level of challenges. Descriptive and correlational analyses provided insight into teachers' experiences. While they felt prepared overall, more training was needed in collaboration skills. Profile suggested specialized inclusion training could help. Major difficulties included limited resources like specialist roles and facilities. Interestingly, readiness and challenges had a negligible link, implying multi-pronged solutions were warranted. Both improving teacher competencies and addressing resource constraints merit focus. As factors interact complexly, a comprehensive long-term approach spanning pre-service training and systemic support were recommended based on teachers’ input. The findings offered a perspective on strengthening implementation. Targeted readiness development particularly in applied collaboration was identified as beneficial. Resource deficiencies emerged as serious impediments necessitating attention. A coordinated, evidence-informed strategy involving reforms at all educational levels showed promise for advancing inclusion according to study participants. Insights aimed to inform practical, sustainable solutions through a deeper understanding of realities on the ground.
The purpose of this research article is to interpret security as an urban social imaginary linked to the social relations of closed residential complexes in Valledupar. The methodology of the text is oriented from the parameters of the interpretive paradigm and the use of the ethnography method to understand the different texts, images, and interviews related to the research topic. The theoretical arguments are supported by the contributions proposed by Berger and Luckmann, (1986), Castoriadis (1989), Roitman (2003), Pinto (2005), Foucault (2006, 2010), Baeza, (2004), Castells, (2004)., Guerrero, (2006), Martinez (2013), Busto, (2014), Martinez (2021), among other authors, who conceptualize and theorize about urban security and social reality.
The purpose of this review article is to reflect on the state of the art as a methodological tool, describe its meaning, present its objectives, present notes for its elaboration, propose a structure and finally present an example of construction. The methodology of the text is oriented, from the parameters of the interpretive paradigm and the use of the hermeneutic method to understand and interpret the arguments proposed by Bojacá (2004), Jiménez (2006), Baeza (2008), Guevara (2016), Saldarriaga (2019), Duque (2021), Rivas (2023), among other authors, who conceptualize and theorize about the state of the art as a methodological instrument. DOI: https://doi.org/10.52783/rlj.v12i1.3931
