How context influences the ideologies and strategies of disabled people’s organisations: a case study from Cambodia

Abstract

Studies of disability movements have centred on exploring how movements have emerged and how their strategies have been devised to effectively advocate for the rights of the people with disabilities they represent. However, little attention has been focused on examining their organisational contexts and how they shape ideologies and choice of strategies, which have implications for the success of their advocacy endeavours. This article seeks to contribute to knowledge in this area by studying the case of a disabled people’s organisation in Cambodia. The resource dependency of disabled people’s organisations on international development partners results in their ideologies and strategies being driven by the latter. This has not only fragmented their resources, but also made their endeavours less relevant to the needs of people with disabilities. This may act to prevent such organisations from building a common ground for collective action, and from effectively pressing for social change.     

Lights of disenchantment: a study of Max Weber’s thesis on the ‘disenchantment of the world’ from the perspective of visual studies

At the end of 1917, during a conference at Munich University, the German sociologist Max Weber (1864–1920) made a bold announcement: ‘The fate of our times is characterized by rationalization and intellectualization and, above all, by the “disenchantment of the world”.’ In this article, I provide an interpretation of the notion of ‘disenchantment of the world.’ Subsequently, I present visual material that might further illuminate Weber’s idea. In the third part, I strictly concentrate my attention on one argument suggested by Weber: in ‘disenchanted’ societies ‘mysterious incalculable forces do not come into play anymore.’ Through two exemplary sculptures by the Danish artist Bertel Thorvaldsen (1770–1884), I continue my visual excursus on the ‘disenchantment’ thesis by connecting Weber’s account on the intellectualisation of religious world-views with the autonomisation of the aesthetic sphere. The overall ambition of this article lies in providing an introductory account to an important intellectual problem and historical process through visual and textual analysis.     

‘A frog in a well’: the exclusion of disabled people from work in Cambodia

Based on ethnographic research conducted in north‐west Cambodia in 2000–2001, this paper examines why disabled people experience systematic marginalisation in the labour market. Although there are no official data on the relationship between disability and employment status in Cambodia, this research suggests that disabled people are more likely than their able‐bodied counterparts to be unemployed, in low status occupations, earn less or be out of the labour market altogether. Consequently, disabled people are more likely to live in poverty, experience social isolation and poor mental health. I argue that disabled people’s social status effectively shapes their work patterns through (mis)conceptions that associate ‘disability’ with ‘inability’ to work and to be employable. This paper illustrates how geographical processes fix disabled people in their socio‐spatial place, which together with ideological and structural inequalities distinguish and entrench their poverty from that of other social groups.     

The shifting ‘stages’ of performance: a study of ‘Chavang Kut’ festival in Manipur

Chavang Kut, a post-harvesting festival in Manipur, represents an important cultural expression of the Chin-Kuki-Mizo group of people. The article looks at the participation of the Thadou community in the celebration by tracing their performative historiography. In the past, the celebration was primarily important in the religio-cultural sense. The rhythmic movements of the dances in the festival were inspired by animals, agricultural techniques and showed their relationship with ecology. Today, the celebration witnesses the shifting of stages and is revamped to suit new contexts and interpretations. The traditional dances which forms the core of the festival is now performed in the out-of-village settings and are staged in a secular public sphere. While used by the state as a political project to bring unity amongst the different communities of Manipur, recent socio-political occasions showed how it is used as a site of contestations against the state.     

‘A mockery of equality’: an exploratory investigation into disabled activists’ views of the Paralympic Games

This article offers an exploratory analysis of the opinions of disabled activists towards the Paralympic Games. With the use of a qualitative online survey, the work focuses on the perceptions of disabled individuals (n = 32) who are not Paralympic athletes but are affiliated to the disability rights group, the United Kingdom Disabled People’s Council. Working on the premise that the views of disabled activists have been excluded from Paralympic sports discourse to date, the results illustrate a nuanced yet negative view of the Games to contrast with an existing, yet overly positive, academic narrative. Participants were particularly cynical of the portrayal and production of the Games and its Paralympic athletes as they perceived that the wider population of disabled people is misrepresented. The overwhelming perception in this preliminary analysis suggests that the Paralympic Games can be counterproductive to disability rights beyond sport.     

Toward a ‘paideia of the soul’: education to enrich America’s multicultural democracy

What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of paideia and an educated, enlightened citizenry to shape a multicultural democratic education. Multicultural democratic education cultivates the full and flourishing lives and minds of all citizens in American democracy rather than focusing on narrow preparation for voting. It does this through the practice of critical and authentic caring, the cultivation of community across difference, the connection to a global context, and the opportunity for social action. Most importantly, multicultural democratic education takes as its starting point equity and justice in a pluralistic society by committing to the cultivation of the minds and intellects of all students – in stark contrast to the unequal and mind-numbing education that most marginalized and minority students receive.     

‘It's afforded us a huge flexibility’: the impact of ‘Disabled Children's Access to Childcare Pilots’ on families with a disabled child in England

For many parents of disabled children, finding affordable and suitable childcare that meets their needs is very challenging. Research in the UK has shown that parents with disabled children experience barriers not just with cost, but also accessibility, the attitudes of childcare providers and in getting good information about sources of childcare. The Disabled Children's Access to Childcare (DCATCH) pilots was an initiative designed to improve access to childcare for disabled children in England. As part of an evaluation of DCATCH, qualitative interviews were carried out with 38 members of 22 families who had received support from the initiative. All of the families reported positive outcomes and highlighted: a beneficial impact on the parents' capacity to work; enjoyable experiences for the disabled child; increased confidence and independence for both parents and children; and the creation of time for parents to pursue other activities. The results of the DCATCH initiative support other research which argues that whilst cost is a significant factor around childcare choices for families with a disabled child, having confidence in the childcare provider's ability to meet specific needs (including complex health care needs) and providing positive experiences for the disabled child are also key, determining factors.     

‘Special offices’: parenthood of disabled children on public display

Based on my own experience of parenting a child with mental disability, I raise the question of how disability unfolds in the spatial organization of work environments, specifically that of academic offices. I scrutinize the role of family pictures placed in offices for public display, and the way this element functions when pictures show your child is disabled. I do so in a provocative and contrasting manner to highlight the point that families with a disabled relative, especially a child, are deprived of a presence in a collectively shared symbolic reality that supplies structure, meaning, and meaningfulness to individual workplace lives. I argue that non-disabled spaces require daily repeated practices and narratives which images of disabled children disrupt.     

Saving for Children’s College Education: An Empirical Analysis of the Trade-off Between the Quality and Quantity of Children

This paper examines the effect of children’s college expenses on household savings. The theoretical model introduces life-cycle savings into the quality–quantity model of fertility and derives predictions for the impact of expected expenses on parents’ savings. Using the actual amount of parents’ financial support reported in the Survey of Consumer Finances, the empirical model estimates the expected expenditures on children’s college education and investigates the effect of expected expenditures on parents’ savings. The results show that parents’ support for each of their children’s college expenses decreases with the number of children. The results are consistent with the predictions of the life-cycle theory of saving and consumption that households save in advance for expected expenses to smooth their consumption.

Japanese Children’s Knowledge of the Facial Components of Basic Emotions

While numerous studies have investigated children’s recognition of facial emotional expressions, little evidence has been gathered concerning their explicit knowledge of the components included in such expressions. Thus, we investigated children’s knowledge of the facial components involved in the expressions of happiness, sadness, anger, and surprise. Four- and 5-year-old Japanese children were presented with the blank face of a young character, and asked to select facial components in order to depict the emotions he felt. Children’s overall performance in the task increased as a function of age, and was above chance level for each emotion in both age groups. Children were likely to select the Cheek raiser and Lip corner puller to depict happiness, the Inner brow raiser, Brow lowerer, and Lid droop to depict sadness, the Brow lowerer and Upper lid raiser to depict anger, and the Upper lid raiser and Jaw drop to depict surprise. Furthermore, older children demonstrated a better knowledge of the involvement of the Upper lid raiser in surprise expressions.     

Parent’s Perceptions of Involvement in Children’s Education: Findings from a Qualitative Study of Public Housing Residents

Parent involvement in children’s education is an important element in enhancing academic achievement and promoting positive behavior in young people. This qualitative study uses a Grounded Theory approach to examining parent’s perceptions of their ability or inability to be involved in their children’s education by querying about factors impacting involvement and their experiences overcoming barriers. A semi-structured interview guide was used to collect data on parents (N = 12) of youth who participate in a public housing after-school program by way of focus groups. Results suggest that parents are hopeful about engaging in education, but often fail to become actively involved because they feel marginalized. Furthermore, tangible barriers, a hurdle they were previously able to combat, was more challenging for them to overcome in the face of oppression. Marginalization is manifested cyclically for these parents. Implications for strategies helping parents become more involved in the educational process are identified.     

‘Us’ and ‘them’: the limits and possibilities of a ‘politics of neurodiversity’ in neoliberal times

The neurodiversity movement claims that there are neurological differences in the human population, and that autism is a natural variation among humans – not a disease or a disorder, just ‘a difference’. A ‘politics of neurodiversity’ is based on the claim that the ‘neurodiverse’ population constitutes a political grouping comparable with those of class, gender, sexuality or race. This paper considers the limits and possibilities of neurodiverse political activism, and concludes by calling for a politics of identity that does not depend on a politics of ‘us’ and ‘them’.     

‘That’s definite discrimination’: practice under the umbrella of inclusion

Inclusive practice is well embedded across society and has developed over time. However, although policy and public view have moved forward, the way organisations address the agenda for inclusion often represents a superficial interpretation of this concept. Qualitative data were gathered using new ethnography to explore the experiences of a library-based reading group for visually impaired readers. The voices of the individuals shed light on the individual and collective experience of reading. These insights challenge the traditional views of distinct provision that are designed to address targets for inclusion of individuals with disabilities. We argue for a clearer focus on the unintentional consequences of practice in the name of inclusion that leave individuals feeling marginalised. This paper suggests the alternative focus on social justice as offering a discourse that focuses on society and away from the individual.     

Is a good example the best sermon? Children’s imitation of parental reading

We use the last two waves of the Italian Time Use Survey to analyse whether children imitate the reading habits of their parents. As reading is crucial for continuous investment in human capital throughout a person’s life, it is important that children acquire the habit of reading. This habit may be developed through both cultural and educational transfers from parents to children, and through imitative behaviours. Imitation is of particular interest, as it suggests that parents can have a direct influence on the formation of their children’s preferences and habits, and that active policies promoting good parenting behaviours might therefore be desirable. We investigate the short-run imitative behaviour of children using a household fixed-effects model in which we identify the impact of the parents’ role model by exploiting the differences in the exposure of siblings to their parents’ example within the same household. We find robust evidence of the existence of an imitation effect: on the day of the survey, children were more likely to had read after seeing either their mother or their father reading.     

Exploring the Potential of Shadow Controls in the Evaluation of Children’s Services

This article describes and presents a framework for an under‐used evaluation technique in the context of an evaluation of a programme for disaffected young people. Shadow controls—the use of expert judgement to estimate the success of a programme—are often dismissed in research design as an unreliable form of comparison, but can be useful in situations where there is limited scope for a control group or to enhance the causal inference attributable to non‐experimental evaluations. The exercise described uses a practice tool as a structure for making predictions about the situations of the young people on the programme, assuming they do not receive an intervention. These predictions (shadow controls) are then compared to outcome data for the young people at the end of the programme. The results of the exercise provide some important messages about the programme’s effectiveness and the potential for strengthening non‐experimental evaluation methods. The article also discusses how the method can usefully inform evaluations of social programmes and encourage agency and user collaboration.     

What’s in a name? Exploring use of the word queer as a term of identification within the college-aged LGBT community

ABSTRACT

The language one uses for self-identification can be instrumental in the development and integration of one’s sense of self. This is particularly true regarding gender, gender identity, and sexual orientation. This seems to be particularly marked with use of the term “queer.” This research project explored terms that college-aged people use for self and other reference, especially use of the word queer. The results from this study provide empirical evidence that college-aged people have reclaimed the word queer as acceptable for gender or sexual orientation identification, although it is not the most frequent term used for their own self-identification.     

‘The Castaways of Life’: A study of organizational remembering within the context of a Chilean Geriatric Hospital

This paper explores the phenomenon of organizational memory within the context of a Chilean Geriatric Hospital that has undergone profound institutional transformations during the last 40 years. The effects of such transformations have reinforced an emphasis on progress at the expense of remembering and integrating the past of the institution as a hospice. The study reveals that this institutional past reverberates in the hospital's working dynamics, which contributes to generating confusion in collective identity, as well as to affect the accomplishment of primary tasks and people's well-being. Access to organizational memory is carried out by the registration of some members' remembering practices about the hospital's past, which are analysed through a hermeneutic method. The study is ethnographic and interpretative, and the recollection of data combines interviews, methods of observation, and the revision of documents.