International cooperation and the inclusion of persons with disabilities: the Italian system

Two key themes emerging from recent studies on disability are the shift in the conception of persons with disabilities, expressed in the UN Convention on the Rights of Persons with Disabilities (CRPD), from objects to subjects of policies concerning them and the recognition of the close interconnections between disability and poverty. Both themes have clear implications for international development cooperation. It is essential that the high number of persons with disabilities in developing countries is recognised and that the programmes implemented by non-governmental organisations (NGOs), including those in emergencies and disasters, are made fully inclusive of them. Community-based rehabilitation (CBR) programmes are important in achieving inclusiveness and fulfilling the rights of persons with disabilities. Italian NGOs such as AIFO (Associazione Italiana Amici di Raoul Follereau) have played an important role in helping launch CBR, most notably in Mongolia. Two sets of research data published in 2008 have measured the impact of Italian action on disability in international development cooperation. The reports on the one hand reveal inadequate levels of funding in general, and funding by banks and private companies in particular, and insufficient involvement of disabled persons' organisations, but on the other suggest that Italy's domestic experience of advanced disability legislation can be productively applied in international contexts to include and empower persons with disabilities.     

Spaces of Wellbeing for People with Learning Disabilities

Abstract

There is a growing interest in the geography of health in the concept of ‘wellbeing’, as it provides a fuller understanding of health, builds in embodied experiences, and accounts for the socio-spatial relations and contexts that shape health. The paper sets out the case for using ‘wellbeing’ to rethink the poor health outcomes experienced by people with learning disabilities, which conventional tools of healthcare and health promotion have failed to address. Shifting the focus of concern from the individualised objective ill-health of people with learning disabilities to a broader sense of emotional and social wellbeing and happiness, the paper argues that there is potential within learning disability spaces and networks for wellbeing to flourish, through greater self-determination and presence in and attachment to local places. The outcome is people with learning disabilities being able to find stability and build resilience in difficult bodily and social circumstances.     

The Implications of Parenting Standards in Child Protection: A Paradox in Disability Policy

Contemporary parenting standards in the field of child protection produce a paradox in disability policy. Focusing on the protections necessary for child safety, child protection workers are apt stereotypically to discount the abilities of parents with disabilities to raise their children. This situation runs a wide spectrum. It includes parents fully capable of parenting with no outside assistance who are nevertheless denied their children on the basis of completely baseless stereotypical assumptions. It includes parents who are mentally fully capable of parenting, but who are denied the necessary personal assistance services to perform the physical tasks of child care. This article, however, focuses on yet another situation: parents with mental, emotional, or cognitive disabilities who, without assistance to perform the cognitive tasks necessary for safely raising children, could neglect their children. It discusses this situation in light of the Americans with Disabilities Act and various state laws that protect the civil rights of persons with disabilities.     

Introducing humanistic geography through fieldwork

Abstract

One challenge of teaching humanistic geography is to encourage students’ responses to landscapes in ways which may be different from their previous experience. Conventional wisdom about successful field teaching suggests that students should be prepared beforehand with the skills and techniques to be employed. The author questions how appropriate this is in humanistic geography and the article describes and evaluates an alternative approach using fieldwork as the introductory activity.     

From the Holiday to the Academy: Implications for physical geography in higher education arising from 'popular' field-based geography in Dorset

The popularity of physical geography at all levels of formal education is declining. This paper argues that a key factor in the decline may be the disparity between geographies studied within formal education and the popular geographies encountered during leisure pursuit. Through the example of the Jurassic Coast Project, an initiative for the interpretation of Dorset's coastal landscape, approaches towards the integration of popular and academic geographies are explored. Drawing explicit links between popular experiences and academic knowledge may benefit physical geography, improving its status amongst public and student audiences, and addressing the concerns that surround its decline within higher education.     

Models of disability,ideas of justice,and the challenge of full participation

The definitions of disability adopted in the UN Convention on the Rights of Persons with Disabilities (CRPD) necessitate an important change in the way disability is assessed and introduce a new idea of justice in relation to persons with disabilities. The article starts by reviewing the various ‘models of disability’ prevailing in the past and the respective ideas of justice underlying them. The charity model, for instance, was rooted in ideas of divine justice and human beneficence, where care for the disabled led in practice to their being segregated from the rest of society, while the medical model saw justice in terms of treatments or compensations for individual pathologies rather than of positive enablement for active living. The CRPD overturns these models and the related conceptions of justice by emphasising society's obligations towards persons with disabilities and, above all, their human right to full inclusion and participation in society. The key concepts are empowerment and capability. In Italy these concepts and this new conception of justice have started to be applied by the Osservatorio nazionale sulla condizione delle persone con disabilità, the body created to monitor the effective application of the CRPD in Italy, and they are included in the two-year action programme on disability, approved by the Italian government in October 2013.     

Disability and work inclusion in Italy: between unfulfilled promises and new disability culture

This article outlines the existing provisions in Italy for inclusion in workplaces for persons with disabilities. It reports available statistics on the numbers of persons with disabilities in paid employment by sector, those seeking work and drawing pensions and those employed according to educational qualification. It considers the different channels, both formal and informal, through which persons with disabilities are able to gain access to paid employment and the concrete effects of Law 68/1999 on access to work and collocamento mirato (targeted work placement). One of the problems with the Italian legislation on compulsory work placement of disabled persons is that it applies only to employers who have at least 15 employees, whereas the vast majority of employers in Italy have fewer than 10. Lastly, the article reflects on the current situation and the challenges posed by new ways of conceiving of disability and of work. Work needs to be understood not simply as an occupation or position for which one receives payment but as a set of social relations between people, which has value in itself.     

Associations of people with disabilities in Italy: a short history

Voluntary associations of persons with disabilities have played an important role in bringing issues related to disability onto the national agenda in Italy in the absence of effective provision by the state or representation by other bodies, such as the political parties and trades unions. At the same time, the nature of Italy's welfare state – weak, clientelistic, particularistic – and its way of conceiving disability as a set of bodily deficits has also shaped the character of disabled persons' organisations in Italy and the ways in which they have framed their demands and policies. These organisations have tended either to represent fragmented subsets of people with disabilities or, more recently, to form large federations that, while they reflect a more comprehensive understanding of disability, have left some categories of people with disabilities feeling excluded or under-represented     

Internships in the applied geography curriculum

Abstract

The internship is a necessary and important part of an applied geography curriculum. At Ryerson, this takes the form of a three‐month placement with a sponsoring agency whose area of operation relates directly to a student's field of specialisation. At the same time, non‐academics are encouraged to participate in the organisation, design and teaching of the formal undergraduate programme. This helps to develop a closer integration of course material and placement experience.     

Image is everything: educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs

ABSTRACT

This exploratory pilot study builds on the image issues associated with geoscience degrees (namely physical geography and geology) and the potential obstacles this creates for prospective applicants with physical disabilities; departmental faculty may not be aware of the exclusive image projected that is thought to attract more students. While the industry has moved from field-based data collection to more office-based observation and interpretation of those data, universities still heavily rely on “adventurous geoscience” in their marketing, depicting students tackling challenging environments. The context of perception issues within the geoscience discipline is illustrated through selected program promotional materials, and student registration data. These issues were used for the basis of our study survey, sent out to higher education geoscience educators, which asked questions reading fieldwork and accessibility of the curriculum. These surveys were followed up with semi-structured interviews, investigating educator awareness of the perceived importance of fieldwork within the curriculum. The awareness of accessibility issues were connected with opportunities to lower perceived barriers sufficiently to encourage students with disabilities to apply for geoscience degrees. Outcomes of this exploratory investigation are hoped to provide the springboard for further conversations amongst the geoscience community.     

Hungarian feminist geography in a curved space?

Abstract

The history of feminist geography in Hungary coincides with the 25?year-long history of Gender, Place and Culture. Authorities denied the existence of gender inequality in the era of state socialism, which was the primary obstacle to the spread of gender studies. The political changes that had occurred after 1989 had removed most obstacles, but feminist geography emerged with a delay relative to other disciplines. Its first two decades was characterised by struggles and compromises within and against the geographical discipline in order for it to win recognition. The 25?year-long history of feminist studies has, however, been completely broken by legislation proposed by the current government suggesting a ban on masters programs in gender studies. In this article, I trace the situation of feminist geography in Hungary by applying the concept ?curved space?. This concept adapted from modern physics claims that mass creates a gravitational field, i.e. it bends 4-dimensional ?spacetime?. My argument is that the situation of feminist geography in Hungary can be interpreted as an embodiment of ?curved space?. Using this analogy, I argue that the current Hungarian government has amassed such a huge amount of power that has enabled it to curve the space of feminist geographical knowledge production. It has established a quasi-dictatorship that resembles the one that impeded the evolution of gender/feminist geography in the state socialist era. Therefore, only broad-based solidarity can help create opposition to the current government’s attacks against gender studies.     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

Mapping gender and feminist geographies in the global context

Abstract

As a way to commemorate the 25th anniversary of Gender, Place and Culture: A Journal of Feminist geography, the journal sought to highlight the status of feminist geography across the globe. This special issue gives an overview of feminist geography as a praxis and an intellectual field across 39 countries. This process has highlighted the contemporary nature of feminist geographical knowledge construction across multiple scales and diverse contexts. What is evident is that with feminist geography spreading beyond Anglo-American countries, what and who defines the field has drastically changed. We suggest that this means paying much closer attention to the unequal plains of knowledge construction while engaging with transnational dialogue that fosters networks of solidarity. The plurality of feminist geographies that exist today enriches the field in ways that are just becoming apparent, we hope that this special issue will contribute to a fruitful and ongoing discussion towards this aim.     

Canadian feminist geography in the 21st century

Abstract

In this country report, I offer a resident-outsider’s perspective on the recent history and current landscape of Canadian feminist geography. I highlight the institutional framework that showcases Canadian feminist geography: the Suzanne Mackenzie Memorial Lectures, the biennial events put on at the Canadian Association of Geographers meeting with the support of the Canadian Women and Geography Study Group/Groupe d'étude sur les femmes et la géographie (CWAG). I discuss recent community-building efforts, including the Great Lakes Feminist Geography Collective, and scholarly workshops, and point to the creative outputs that have emerged from these collective workspaces. I point to a variety of Canadian feminist geographers who have laid the groundwork for the diverse field that exists today, as well as some who are re-making the field through the use of other ontological and methodological frameworks. I conclude with a commentary on the importance of community- and alliance-building, especially in the face of challenges like structural injustice, generational transition, and even physical distance.     

Geography and values in higher education: 1

Abstract

The recent debate on relevance and social responsibility in geography has directed our attention to the nature and limitations of empirical knowledge, and the ethical foundations which underlie our various professional roles. Instability within human ecosystems is the result of a deficient world view which has caused knowledge to become detached from traditional humanistic values. Man's survival now depends upon the adoption of an environmental ethic, formulations of which have much in common with a distinct humanistic tradition in geography. This must be revived if excesses of empiricism are to be controlled and geography is to realise its potential in the field of environmental education.     

The emergence and institutionalization of feminist geography in Ghana

Abstract

The emergence and institutionalization of feminist geography in Ghana was in tandem with the global feminist movement in the 1970s and its subsequent international women’s conferences. This paper discusses the pioneering work and research at the Department of Geography and Resource Development, University of Ghana, and its effect on the institutionalization and diffusion of feminist geography in Ghana. Through research and external collaborations, the need for gender as an academic discipline was strongly argued for and instituted as an undergraduate course at the Department of Geography and Resource Development, University of Ghana. These external collaborations with other feminist geographers in international geography associations and universities served as a boost as they created opportunities for highlighting the spatial variations in the role and situation of particularly women’s lives in Ghana. Subsequently, there was a diffusion of feminist geography research and its institutionalization as an academic sub-discipline in Geography departments in other Ghanaian universities. These notwithstanding, the departments of Geography in Ghanaian universities are still dominated by male faculty members. Moreover, research work has been mainly in the field of human geography more than the physical aspects calling for the mainstreaming of gender issues in all the systematic branches of the discipline.     

Feminist geography in Ecuador

Abstract

Latin American feminist geography exists in historically strong academic centers in the region, such as Brazil, Mexico and Argentina with an incipient tradition in Colombia, Chile and now Ecuador. In countries like Ecuador, where institutionalized human geography perspectives are lacking, the rise of feminist geography provides the field with important reflections regarding the flow of knowledge and practice. This paper addresses two ways in which feminist geography has entered Ecuadorian academia and activist-research circles. The first is through the work of the Critical Geography Collective of Ecuador and the second, through an incipient interest in feminist geography from different universities.     

Travelling down the road to postdisciplinarity? Reflections of a tourism geographer

Like many other forms of scholarship in geography, tourism geography has evolved as a distinct subfield of inquiry within the discipline, although the contributions of tourism geographers are perhaps more readily acknowledged in the multidisciplinary realm of tourism studies. I trace the evolving relationship of tourism geography to both the discipline of geography and to the field of tourism studies. In doing so, I reflect on such influences as the role of institutions, paradigm shifts, technology, and other factors that affect the creation and management of geographic knowledge in the twenty‐first century. The intent of this article is two‐fold: first, to appeal to geographers for greater recognition of the importance of tourism as a quintessential component of geographic study that in today's world warrants integration into core aspects of geographic enquiry; second, to use current debates within both tourism studies and geography to reflect on issues of disciplinarity, interdisciplinarity, transdisciplinarity, and even postdisciplinarity.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.