Participatory and emancipatory approaches in disability research are addressed through three research questions related to: the extent the participatory approach can encourage an active citizenship paradigm for the involvement of disabled people; the extent emancipation through research can contribute to the affirmation of a civil rights model of disability; and the extent it is possible to consider these approaches as tools that can support the design and implementation of socially innovative actions. The paper considers the academic literature and a reviews international documents, assuming a disability perspective
ADD commissioned this review in response to the prioritisation of gender-based violence as a sector-wide development issue. We wanted to collate insight from our gender-based violence work to inform our own practice and to support other agencies in implementing effective interventions.
Development agencies, power holders and service providers need to build into their programmes the right protection for disabled women. It will require sustained global focus, momentum and action. But if we are serious about fulfilling the aspiration to ‘leave no one behind’ then it has to be done. This contextual study aims at building an understanding of the factors and impact of gender-based violence towards women and girls with disabilities in Mkuranga Rural and Kibaha Urban in Pwani Region. The focus is on sexual, physical, and psychological/emotional violence. We hope that this research will act as a catalyst for further exploration, analysis and urgent response actions from a multitude of actors.
ADD look at multiple factors, and others specific to the situation of organisations of People with Disabilities (PWD), to generate certain conditions which inform the choice of capacity building approach. In particular, ADD Cambodia’s commitment to an empowering and participative approach which aims to build sustainable organisations of PWD is a direct response to many of the negative factors. It underpins the ADD Cambodia strategy, as they work to “….help disabled people (sic) have their own ideas and develop their own approaches”. This commitment is critical for working in a new context where international donors are increasingly withdrawing from the country, as they are defining it as a newly emerging middle-income country.
This handbook presents a new participatory approach to impact evaluation of Community Based Rehabilitation and inclusive development programmes focussing on the lives and wellbeing of people with disabilities
In previous research, meeting places have been favourably addressed by service users, but they have also been contested as exclusionary. In this participatory explorative study, we sought to perform a contextual analysis of meeting places in Norway based on a discourse analysis of three focus group discussions with 15 staff members. We asked the following question: how do meeting-place employees discuss their concrete and abstract encounters with service users and their experiences? We focused on service user involvement, which was largely analysed as neoliberal consultation and responsibilisation. Service users were positioned as resisting responsibility trickling down and defending staffed meeting places. Social democratic discourse was identified in the gaps of neoliberal discourse, which is noteworthy given that Norway is a social democracy. This relates to global concerns about displacements of democracy. We suggest that meeting places appear to hold the potential for staff and service users to collaborate more democratically.
The aim of 'Voices of the Marginalised' is to bring the perspectives of those who live in poverty or who are highly marginalised, including those with disabilities, older people and people living with mental health problems, into post-2015 policymaking. Focusing on Bangladesh and Tanzania, people with disabilities and older people were asked to become researchers themselves, and were trained to collect and analyse stories from peers in rural and urban areas.
Calls for evaluations in Community Based Rehabilitation (CBR), in particular those of a participatory nature have stepped up in recent years. Much of this shifting discourse has emerged in response to the fact that evaluations overall remain scarce. Furthermore, very little is known about the impacts of CBR in practice and if/how it benefits persons with disabilities and their families on the ground. Nevertheless, and despite the calls for participatory approaches, the few existing efforts are too often targeted at creating standardised evaluations frequently at the expense of voice, participation and flexibility. This paper reports on a series of critical workshops held in Jamaica with CBR workers and other stakeholders, the objectives of which included discussions and reflections on emerging issues in localised, locally driven and responsive participatory evaluation frameworks. The findings highlight how participants favoured a flexible, adaptive and iterative approach that was not rigid, structured or per-determined by outsiders. Instead, they favoured an approach that created a safe space for sharing and learning, prioritised their narratives, and that was directly linked to and that fed directly into action on the ground. The paper concludes with the call for critical, engaged and bottom-up approaches that move away from control-oriented approaches in CBR towards more experimental and adaptive problem and process-oriented approaches, that embrace complexity and that are consistently responsive to an ever changing context.
Disability & the Global South (DGS), 2016, Vol. 3 No. 2
This article is a presentation of insights gained through critical reflection on the experience of doctoral dissertation research on disability in Western Zambia. The framework guiding this critical reflection is the Principles for Global Health Research released by the Canadian Coalition for Global Health Research (CCGHR) in 2015. These six interrelated principles were developed in order to inform and foster research that better and more explicitly addresses health inequities. The principles are: humility, responsiveness to the causes of inequities, commitment to the future, inclusion, authentic partnering, and shared benefits. Critical reflection on the dissertation fieldwork raises the challenges of fulfilling each of the principles. Additionally, the structural power from a researcher in a position of relative privilege, as well as institutional power through the doctoral researcher’s academic program, was apparent. The exercise of power enabled certain possibilities for action by the researcher and the participants with disabilities while constraining others. The insights generated inform the next steps for this project in Western Zambia and considerations for current and prospective doctoral student researchers.
Disability & the Global South (DGS), 2016, Vol. 3 No. 2
This paper provides one example of forming an inclusion committee in Kenya toward the vision of creating inclusive primary school campuses. We suggest the development of inclusion committees as a potential innovative strategy and a critical element of community reform toward disability awareness, and to increase access to primary school education for students with disabilities. The formation of the inclusion committee followed a member-driven process for identifying barriers to educational access for students with disabilities, prioritizing the needs within their local context, determining a plan of action to address these needs within existing community resources, and gaining access to new resources. Recognizing access to equitable education as a universal human right supported by local and international legislation, this paper works within the tensions that exist between Western constructs of education and how they are applied in post-colonial countries in the global South. Our findings suggest that establishing diverse participation among stakeholders led to even more inclusive representation; that inclusion committee actions led to local and national level involvement with the initiative; and that community-driven progress toward inclusive education presented both strengths and challenges in terms of sustainability. Finally, we discuss implications for under-resourced schools, including those in the global North.
Disability & the Global South (DGS), 2016, Vol. 3 No. 1