Perspectives of elementary school educators in Japan,South Korea,Taiwan and the US on disability,stigmatization and children's developing self Part 1: Defining the problem in cultural context |
| |
| Institution: | 1. University of Minnesota, Twin Cities Campus, School of Social Work, 1404 Gortner Ave, St Paul, MN 55108, USA;2. University of Mississippi, Oxford, Department of Social Work, 108 Longstreet Hall, P.O. Box 1848, University, MS 38677, USA;3. Fu Jen Catholic University, No. 510, Zhongzheng Rd, Xinzhuang District, New Taipei City 242, Taiwan;1. University of Connecticut, School of Social Work, 1798 Asylum Avenue, West Hartford, CT 06117, United States;2. School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI 48202, United States;3. Sungkyunkwan University, Humanities and Social Science Campus, Department of Social Welfare, 61505 Suseon Hall, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, Republic of Korea;4. University of Chicago, School of Social Service Administration, 969 East 60th Street, Chicago, IL 60637, United States |
| |
| Abstract: | The stigmatization of individuals with disabilities is a widespread social justice issue. This paper introduces a study of disability, stigmatization and self for children with disabilities and their typically-developing peers. It is the first of two companion papers. It examines the problem of stigmatization from the perspectives of experienced elementary school educators practicing in diverse cultural contexts. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups described disability and stigma as challenging children's development of self: children with disabilities may experience the self as isolated and inadequate, and typically-developing peers may experience the self as lacking culturally expected values of empathy and respect. Educators' understandings of children's experiences also were culturally nuanced. Educators variously described children with disabilities as experiencing a sense of not belonging Japan], loss of motivation South Korea], too much shame Taiwan], and low self-esteem US]. They variously described typically-developing children as challenged to show empathy Japan], include children with disabilities in their peer group South Korea], develop benevolence Taiwan], and show respect for individual differences US]. We contextualize educators' perceptions within their specific sociocultural-historical contexts. Our second paper will focus on solutions; specifically, educators' perspectives on how to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. Together, these companion papers provide social workers with valuable perspectives for eliminating the stigmatization of children with disabilities in future generations. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
