Fitting in and looking pretty: experiences of students with visual impairment participating in ‘inclusive’ ballroom dance classes

Abstract

Greater participation in social, sporting and cultural activities by disabled people is important for inclusion. We discuss the experiences of four students with visual impairment who are partnered with sighted dancers in an inclusive ballroom dancing project. Their talk is discussed against the background of common images about dance, disability and performance. Participants experienced inclusive ballroom dancing as enjoyable. They also indicated the ways in which the dancing involved acting to conceal their impairments and to reinforce norms of non-disabled heteronormativity. We discuss the contradictions inherent in projects which espouse inclusion and are appreciated but which perpetuate exclusionary stereotypes.     

Unsettling research versus activism: how might critical disability studies disrupt traditional research boundaries?

Abstract

This article responds to the call for producing activist-oriented scholarship by engaging with theoretical and methodological approaches that explore the inclusion of women and girls with disabilities in Vietnam. We consider possibilities for connecting different forms of knowledge and activism by reflecting on research practices designed to foster social change. Specifically, we ask: how can critical disability studies be more reflexive about knowledge which privileges particular ways of knowing from the Global North? What alternative possibilities can exist to foster more inclusive and transformative knowledge that tackles systemic forms of oppressions in colonial and postcolonial contexts? Reflecting on an ongoing collaborative project in Vietnam, we argue that critical disability studies which engages with different forms of activism through critical reflections on our privileges can tackle exclusion by opening a new platform for debating social justice transnationally.     

Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice

ABSTRACT

With efforts to create and sustain racial diversity and inclusive practices at institutions of higher education, a corollary emphasis on proactive implementations to support students of color in these environments is essential. Informed by a commitment to social justice, there are rich opportunities for social work to take leadership in strategizing new ways of approaching and prioritizing the wellness and success of students of color. This paper serves to explore the impact of racism specific to Black students by applying the theoretical lens of Racial Battle Fatigue (RBF) to challenge social work education in confronting racialized experiences within their programs. A modified, context-specific framework is proposed that (1) defines microaggressions in social work education programs, 2) prompts critically informed dialogue to enhance how social work as a profession understands the prevalence and role of microaggressions in social work educational contexts, and (3) explores considerations for the unique needs and challenges of Black social work students in an effort to inform strategies to most effectively recruit, retain, support and empower.     

Building Solidarity Through Difference: A Practice Model for Critical Multicultural Organizing

ABSTRACT

Building solidarity is perhaps the most crucial, yet under-theorized, process in organizing for social change. Traditional models of union and neighborhood-based organizing associate solidarity with commonality, as opposed to difference. However, this traditional organizing model is being forced to adapt to an increasingly multicultural context, presenting a need for rethinking past practices and creating new frameworks for multicultural organizing. Theoretical work on the topic has been relatively detached from action on the ground, with few efforts to translate it into community organizing practice. This article develops a practice model for critical multicultural organizing drawing on a five-year qualitative, participatory evaluation of youth participation in grassroots community organizations. As well as offering insight into the efforts of young people to organize around neighborhood issues in largely low-income and racially diverse communities of color, the cases highlight inclusive practices that will help any organization become more sustainable and effective.     

Cultural production in the working-class resistance: labour activism,gender politics,and solidarities

ABSTRACT

Against the backdrop of China as a seemingly ideal model to justify and normalize capitalist globalization, this article seeks to demonstrate how grassroots and bottom-up resistance can disrupt hegemonic ideologies and dominant values. Based on ethnographic fieldwork with a local NGO and an activist group from March 2016 to July 2017, my study demonstrates that labour activism through cultural production becomes an important constitution of contemporary working-class resistance in China. Collective cultural production, such as advocacy songs, live shows, and writing endorsement articles, expresses a working-class subjective position and an anti-capitalist standpoint. Rural migrant workers’ inequality serves as a political and ideological stance from which different social actors join together in activism and resistance to construct imaginations of a new socialist China where there are equal relations in production and distribution, and social inclusion and respect. In the process of forming solidarities, feminist agendas for gender equality are marginalized in working-class resistance and gendered power relations greatly shape activists’ subjectivities, practices, and experiences. This study contributes to the intersection of labour studies, cultural studies, and feminist studies in China. I argue that grassroots labour cultural production contributes to the discursive formation of counter-hegemonic power; yet a more inclusive activist agenda is still required to imagine and build an equal and just society.     

Editorial

Abstract

This comprehensive research study examined how schools of social work in Canada have responded to disability issues. The study focused upon specific policies and practices ofthe Canadian schools of social work which have been developed to create a more inclusive environment for students, staff, and faculty members with disabilities and to prepare students for practice in dealing with individuals who are disabled. A ten page survey consisting of closed and opened-ended questions was sent to the deans and directors of the thirty-five schools of social work in Canada. This study found that although there have been significant changes in these schools over the last ten years, there are many barriers to disability inclusion from recruitment and admissions; accommodations; retention, graduation, and employment; curriculum; hiring faculty and staff with disabilities; and university relations/resources. It concludes with recommendations for schools of social work.     

Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement

Abstract

This article explores unaccompanied young refugees’ participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of learning. The refugees originate from countries where access to formal schooling was difficult or disrupted. Many of them have been exposed to traumatic events prior to arrival. As the educational and psychosocial needs of resettled refugees are diverse and complex, it is unlikely that schools are able to meet them all. Participation in diverse settings, activities and practices beyond school may expand young refugees’ opportunities for meaningful learning as well as promote their social inclusion. Facilitating access to adequate learning contexts, along with supporting their own commitment to succeed, is decisive for young refugees’ educational achievement, psychosocial adjustment and inclusion in society. The paper emphasises the need for reconceptualising refugee education as inclusive of diverse learning contexts in and outside of school. Enhanced collaboration between schools, local community organisations and wider society will facilitate and support resettling young refugees’ opportunities to achieve their fullest potential.     

Program Design and Planning Strategies in the Delivery of Culturally Competent Health and Mental Health Prevention and Treatment Services to Latino Communities

SUMMARY

It is important that the delivery of health and mental health prevention and treatment services within Latino communities be culturally sensitive. This article outlines several ways in which agencies can develop programs that can meet the needs of Latino communities. The most important aspect of the provision of health prevention and treatment services is that the organization integrates itself into the community through outreach, recruitment, and inclusion in decision-making. In addition, the organization needs to be structured so communication and participation from the community and health professionals are open and mixed. Otherwise, the likelihood of success of the provision of services in the community will be diminished.     

Empowered inclusion: theorizing global justice for children and youth

ABSTRACT

This paper argues that contemporary child and youth experiences of globalization call for retheorizing global justice around a new concept of empowered inclusion. The first part of the paper examines three case studies in globalization – child labour movements, child and youth migration, and young people’s organization around climate change – and shows how, in each case, young people, through their struggles against injustice, are simultaneously disempowered and empowered by their deep global interdependency. The second part proposes new theoretical advances in global justice that better respond to child and youth experiences through a childist concept of the empowered inclusion of both children and other marginalized groups. And the third part advances some preliminary suggestions about how a more child-responsive conception of global power and justice might be operationalized in practice across global policies, institutions, and culture.     

How Rehabilitation Professionals Define the Concepts of Spirituality and Religion When Working with Individuals with Disabilities

ABSTRACT

Recently, some helping professionals have called for the inclusion of spirituality and religion in practice. This has created an important debate. As a result, it has become apparent that individual educators and practitioners are unclear about what is meant by these concepts as they relate to practice. This study utilized in-depth interviews to understand the essential meanings that fifteen rehabilitation professionals assigned to the concepts of spirituality and religion in their practices with individuals with disabilities. Two essential themes developed for spirituality, and three developed for religion. Implications for the future use of these concepts in practice are discussed.     

Exploration of the Relationship between Severe and Complex Disabilities and Child Sexual Abuse: A Call for Relevant Research

ABSTRACT

Despite the awareness that children with severe and complex difficulties experience child sexual abuse (CSA), the development of research in this area is still in its infancy. This call for relevant research seeks to identify the main gaps in knowledge in order to inform future debate, potential research questions, and raise issues for practice. Themes are identified relevant to researchers and practitioners globally. These include the complexity and duality of definition: recognition of CSA; barriers to communication with children and between services; diversity of segregated and inclusive settings; interaction of age and gender; adult and peer abuse in institutions; sexuality and disability; and intrusive care and medical practices. Recommendations for future research and practice in creating safe environments are provided.     

Black Immigrants in the United States and the "Cultural Narratives" of Ethnicity

This article argues that social science representations of post-1965 Black immigrants in the United States employ the concept of "ethnicity" in ways that reinforce the racialist myth of Black (American) cultural inferiority. Specifically, the discursive use of Black immigrant "ethnic" and "cultural distinctiveness," while admittedly reflecting an important recognition of the heterogeneity of the United States Black populations, is in fact predicated upon a repackaged "culture of poverty" discourse that serves to reaffirm the overarching racial order. In a discussion of the theoretical and historical development of the concept, I show how the current discourse of "ethnic distinctiveness" perpetuates a form of racism under a theory that denies the relevance of race while it continuously recodes the biological notions of race as "culture." Thus, Black immigrant distinctiveness, when presented through the prism of the cultural narratives of ethnicity, allows for the perpetuation of a "cultural racism" that adversely affects all Blacks in this country. I therefore call for a rejection of ethnicity theory as it is currently conceptualized and suggest the need to ground theories of Black distinctiveness within analyses of power relations and ongoing practices of racial subjugation.     

Inclusive schooling: fostering citizenship among immigrant students in Europe

Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes and behaviours typically associated with an inclusive society, particularly among immigrant students. Our study is able to tease out some of the differences related to social class among immigrant students, opening up important avenues for discussion and future research. According to our findings, first generation immigrant students from higher socio-economic status backgrounds tended to have significantly more negative attitudes toward their resident country. Findings also collectively suggest that local-level practices, such as improving immigrant student participation in schools and positive relations between immigrant students and teachers, could be significant factors in fostering an inclusive society. Based on these results, we describe several education policies and practices that can promote greater inclusion, such as encouraging increased civic participation within the school and community, and providing a forum where students can contribute to school governance.     

Translating Inclusion into Influence in New Zealand: The Conundrum of Engaging Gender Organizations in Public Policy

ABSTRACT

Women’s and gender organizations in New Zealand, like the rest of the community sector, capitalized on opportunities to engage with government as part of an inclusive turn in policymaking in the last decade. For the local women’s movement, inclusion offered the promise of strategic policy involvement at a time when the women’s movement was in “abeyance.” While governmental rhetoric emphasizes trusting and open relationships, the reality of engagement for organizations is complex, and the lasting influence they have on policy processes and outcomes is questionable. This article, based on the qualitative empirical analyses of interviews with over 30 representatives of community organizations, activists, scholars, and policymakers, identifies the opportunity structures of influence in the inclusive policy relationship. Emergent themes from the interviews showed that influence was tied to three key characteristics: fiscal autonomy, organizational legitimacy, and discursive alignment with the state’s discourses. Overall, the analysis points to new opportunities of influence created by the inclusive agenda, yet they are strained by the need to maintain ongoing collaborative relationships between the women’s sector and the state.     

Governability and Women's Citizenship

SUMMARY

The fragility of Latin American democracies places the subject of gendered citizenship as an important issue in the context of a most needed democratic governability. This article first develops a proposed nexus between democratic governability and gender equality and assumes the need to place women within a universe of citizenship, as an inherently inclusive democratic perspective would require. We emphasize what we see as women's citizenship deficit according to a traditional definition of the political. The second part of the article analyzes the insertion of Mexican women in the construction of citizenship on the basis of empirical material drawn from the second National Survey on Political Culture and Practice of Citizenship. We then present some conclusions, with an eye on what Victoria Camps has called the public virtues, such as solidarity, responsibility and tolerance, as democratic values of the first order and as characteristics of a gendered citizenship within new political spaces. We believe the fragile democracies of Latin America and the important quality of democratic governability can be strengthened if a new form of gendered citizenship, more inclusive of women's concerns and practices, is recognized and nurtured.     

‘Joy is resistance’: cross-platform resilience and (re)invention of Black oral culture online

ABSTRACT

Existing research has affirmed that Black people historically mastered oral communication strategies to resist subjugation and oppression by dominant groups, and have emerged as leaders in technological innovation. This article takes seriously Black users’ social media engagement and focuses particularly on Black joy online. We analyze a rich collection of discourse spanning both Twitter and Vine through which Black users utilize the affordances of both platforms to challenge dominant narratives that demean and dehumanize Black people. We argue that Black users seize upon the interplay of the applications to not only express and foster joy, but to extend historic legacies of Black oral culture and further cultivate contemporary strategies that leverage – but also transcend – the affordances of each platform.     

The logic of sacrifice in the book of job: Philosophy and the practice of religion

Abstract

The relation between truth and violence is explored through the logic of sacrifice presented in the Book of Job. Job, as an arbitrary sacrificial victim, learns the truth of the violence perpetrated against him. Such violence is also shown to be constitutive of Western reasoning, including its practices of the truth.     

Language as an Exclusive or Inclusive Concept: Reaching beyond the verbal

Language is a primary means by which practices of inclusion and exclusion are determined in our society. As language is also the primary medium of most narrative family therapies, the politics of our practices with regard to inclusion and exclusion require examination, particularly when working with children for whom language is neither a strength nor a preferred processing mode. In this paper, some young people showing language-based learning difficulties will be introduced. Children's experiences with oppression and colonization will then be briefly considered, followed by the particular experiences of children showing language-based learning difficulties. The interrelationship between language, social-emotional development and social competence will be considered and ways to ‘scaffold’ these children during the therapy process to facilitate their inclusion will be addressed. Throughout the discussion, the implications for narrative family therapists will be explored as we consider whether our fascination with language is wielded in inclusive or exclusive ways and whether we can competently reach beyond the verbal in our practice.     

A partnership forged: BSW students and service learning at a historically Black college and university (HBCU) serving urban communities

ABSTRACT

Historically Black colleges and universities (HBCUs) have a long-standing history of engaging the African-American community. In most instances, these institutions are located in predominantly African-American communities. This article intends to offer a discussion of a pedagogical approach used at an HBCU, located in a large mid-Atlantic city. The purpose of this macro-assignment was an effort designed to prepare BSW students for macro-practice with communities through participation in service-learning projects that involved community engagement with urban communities. Outcomes reflect that students have a vested interest in working with underserved communities, which exemplifies the School of Social Work’s mission; said mission is to fully prepare urban social work leaders who are committed to the alleviation of human suffering, social justice, and the improvement of the quality of life for diverse urban populations.