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Elizabeth Barnes argues compellingly that disability is primarily a social phenomenon- a way of being a minority, a way of facing social oppression, but not a way of being inherently or intrinsically worse off. This is how disability is understood in the Disability Rights and Disability Pride movements; but there is a massive disconnect with the way disability is typically viewed within analytic philosophy. The idea that disability is not inherently bad or sub-optimal is one that many philosophers treat with open skepticism, and sometimes even with scorn. The goal of this book is to articulate and defend a version of the view of disability that is common in the Disability Rights movement.

This study investigates the impact of financial literacy, financial inclusion, and financial behavior on the performance of micro-businesses in Sikka Regency, Indonesia, in light of the persistent challenges faced by micro-business operators, including limited financial knowledge, restricted access to financial services and poor financial management practices. The research objective is to examine the relationships among these financial factors and their influence on micro-business performance, introducing financial behavior as a moderating variable to provide deeper insights into its role. The study employs a quantitative research approach, utilizing a survey method with a structured questionnaire. The sample was determined using the Slovin formula with a 5% margin of error, resulting in a final sample size of 346 micro businesses drawn from a population of 2,536 micro businesses through five cooperatives. The results indicate that financial literacy has a significant positive effect on micro business performance, financial inclusion significantly enhances micro business performance, financial behavior plays a crucial role in improving micro business performance, financial literacy positively influences financial inclusion, financial inclusion mediates the relationship between financial literacy and micro business performance, and financial behavior moderates the relationship between financial literacy and micro business performance. This study contributes to the literature by confirming the necessity for integrated financial literacy and behavior training programs to enhance the sustainability of micro businesses.

Presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e. g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings (d = 0.35) and no effect on psychosocial outcomes (d = 0.00). Students without general learning difficulties did not differ cognitively (d = -0.14) or psychosocially (d = 0.06) from their counterparts in segregated settings. Several moderators were examined (e.g., design, diagnosis, type of outcome). Possible selection effects as well as implications for future research and practice are discussed. (ZPID).

Examined the cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (mean age 10 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed. (ZPID).

This paper studies how financial inclusion affects wealth accumulation. Exploiting the U.S. interstate branching deregulation between 1994 and 2005, we find that an exogenous expansion of bank branches increases low-income household financial inclusion. We then show that financial inclusion fosters household wealth accumulation. Relative to their unbanked counterparts, banked households accumulate assets in interest-bearing accounts, invest more in durable assets, such as vehicles, have a better access to debt, and have a lower probability of facing financial strain. The results suggest that promoting financial inclusion for low-income populations can improve household wealth accumulation and financial security.

Amid escalating claims about the promises and perils of emergent financial technologies (fintech), critical investigation of the extent to which specific technological changes in global finance are truly 'disruptive' is sorely needed. Yet, IPE has engaged little with the growing focus on fintech in popular and regulatory debates, as well as in Social Studies of Finance (SSF). This article and accompanying special issue foreground 'infrastructures' as a heuristic for injecting nuance into debates on the emergence, limits and implications of technological changes in global finance while bringing IPE into conversation with perspectives on fintech in cognate literatures. Building on insights developed in Science and Technology Studies (STS), we argue that tracing the ways in which infrastructures enabling financial markets to operate are assembled out of multiple old and new socio-technical devices offers productive avenues for addressing key questions arising from several entanglements underpinning technological change. The findings of contributions to this special issue are linked to two key themes in debates on the impacts of technological change: financial inclusion and financial stability. Further avenues are proposed for examining the infrastructures in which technological change occurs in global finance and beyond, while fostering on-going dialogues between IPE, STS and SSF.

In the quest to achieve SDG 1 on eradicating poverty, improving savings rates in East Africa is crucial, as it lays the foundation for reducing financial vulnerability and achieving economic resilience. This paper investigated the determinants of individual savings in selected East African countries. Specifically, internet access, financial inclusion, and borrowing were the covariates while individual savings in East Africa were the predicted. This study utilized data from the Global Findex 2021 World Bank database. This dataset was selected because it is one of the most comprehensive databases on financial inclusion, providing a comprehensive view of adults' savings, borrowing, payments, and risk management across global and regional contexts. This study used a basic framework to explore the factors influencing individual savings by examining production, income distribution, and accumulation. A panel data logistic regression model was utilized, and Instrumental Variables (2SLS) regression was employed to test endogeneity. The Sargan and Basmann tests assessed overidentification restrictions to validate the instruments. Shea’s partial R-squared measured the unique contribution of each instrument in explaining the variation in endogenous variables, accounting for the influence of other instruments and endogenous variables. The Hausman test which model was suitable for panel data modeling. The 2SLS regression showed no evidence of endogeneity, as internet access was insignificant with a high p-value (> 0.05). Overidentification tests confirmed instrument validity with p-values of 0.1018 and 0.1016. However, Shea’s partial R-squared revealed weak instruments, especially for borrowing, with an adjusted value of 0.0328. Results revealed that borrowing is strongly and positively associated with saving. The higher the borrowing, the more the savings. In East Africa, most borrowers are savers. These use the borrowed funds to create an injection of income flow through capital accumulation. Internet access significantly predicts savings in East Africa today. In this digital era, most businesses are run online. Therefore, it is almost impossible to save with no internet access. Similarly, those who use digital payment systems are most likely to enhance their savings. Age and gender do not influence the saving of an individual in East Africa. Likely, owning a financial account does not translate to more savings. Most East Africans have non-functional bank accounts. Education levels significantly influence the savings of individuals in East Africa. Highly educated people utilize financial literacy skills to save more. Being out of the workforce reduces individual savings since most of these are out of the working age. 

PurposeThis study aims to examine the literature on consumer financial capability. By analyzing the research trends, theories, definitions and themes, the literature on financial capability is synthesized, and agenda for future research is suggested. A framework is presented that portrays the antecedents as well as the outcomes of financial capability and their interlinkages.Design/methodology/approachFollowing a systematic approach, the review is based on 215 articles published during January 2007 and–March 2022, retrieved from Scopus. It presents the definitions and theories of financial capability, publication trends, influential articles, prominent authors, prolific journals and countries publishing on financial capability. Using bibliographic coupling, the intellectual structure of the topic is explored, along with offering a framework through content analysis.FindingsThe bibliographic coupling analysis identifies four major clusters of research themes and capability theory appeared to be the most prominent theory. The synthesis draws upon five conceptual definitions of financial capability. Based on the discussion, in this review, financial capability is defined as an individual ability to apply appropriate financial knowledge, perform desirable financial behaviors and take available financial opportunities for achieving financial well-being. A conceptual framework delineates the synthesized literature and propositions based on this framework and relevant research are proposed. Finally, directions for future research are discussed.Originality/valueThis paper is an attempt to offer a comprehensive synthesis of the scholarship on financial capability and its conceptualization. It further proposes an extensive future research agenda. The study has implications for financial services providers relating to retail bank marketing.

While much progress has been made in promoting inclusive finance through the ownership of a basic personal account, billions of people in developed and emerging markets are still underrepresented in financial services. Also, they are unable to contribute to the provision of better access to financial services. The purpose of this study was defined as to explore the contribution of digital financial services (DFSs) in promoting inclusive finance in China. This study presents a theoretical discussion on how DFSs play an important role in promoting China’s inclusive finance. This study uses the systematic review method of qualitative sampling to achieve the goal of this study. Different forces play different roles behind the promotion of inclusive finance. However, DFSs are considered to be one of the most influential forces in the development of inclusive finance in the present world. Many examples of how DFS can improve inclusive finance are discussed in the literature. In addition, different contributions to DFS usage are presented here to achieve the objectives of this study. The contents of the study contributed to a better understanding of the practical impact and implication of DFS tools in transforming the financial sector. In this study, first, a structured review method is followed; second, most important discussion on the contribution of DFS in promoting inclusive finance is presented and third, the relation between the topic and related research is identified.

Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers (d = 0.41). Training and interventions related to improved cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.