Grounding the right to live in the community (CRPD Article 19) in the capabilities approach to social justice

Bannister, Emma Wynne; Venkatapuram, Sridhar

doi:10.1016/j.ijlp.2020.101551

Cited by 8 publications

(5 citation statements)

References 29 publications

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“…Within the mental health literature, families have long been viewed as important assets to promote social inclusion [ 25 ]. Yet, in common with the other studies [ 26 , 62 ], we show that whilst families do, indeed, play a major role in protecting and supporting people living with mental illness, they can also be sites of conflict, coercion, and exclusion, hindering recognition of their agency and rights [ 7 ]. Furthermore, for most families, their ability to provide adequate support was constrained by poverty and competing demands on their resources [ 25 , 62 ].…”

Section: Discussionsupporting

confidence: 86%

“…Importantly, this included a desire for acceptance whilst recognising that there might be ongoing needs related to the illness, or the effects of treatment. This underscores that inclusion should not be predicated on treatment and rehabilitation to remove symptoms but, as argued within the capabilities approach, requires positive action to provide opportunities and support for people to live lives they value as equal and respected members of society, regardless of disability [ 7 , 65 ]. As we have shown, what makes up this ‘good life’ is shaped by context, including gendered roles and aspirations [ 66 – 68 ].…”

Section: Discussionmentioning

confidence: 99%

“…The Convention draws on the social model of disability that “concentrates the disability experience not in individual deficiency, but in the socially constructed environment and the barriers that impede participation” [ 3 ]. 1 Hence, social inclusion, as conceptualised in the CRPD, requires support and services to enable people with disabilities, including psychosocial disabilities, to live and participate meaningfully in the community [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The ambiguities of social inclusion in mental health: learning from lived experience of serious mental illness in Ghana and the occupied Palestinian territory

Read,

Kienzler,

Mitwalli

et al. 2023

Soc Psychiatry Psychiatr Epidemiol

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Purpose Social inclusion of people living with serious mental illness is widely promoted. However, only limited consideration has been given to the meanings of social inclusion within different settings and the ways in which it is envisioned, negotiated, and practised. In this paper, we explore meanings and practises of social inclusion from the perspectives of people living with serious mental illness and their families in Ghana and Palestine and how this is shaped by differing political and socio-cultural contexts. Methods This paper draws on comparative ethnographic research including participant observation and interviews with people living with mental illness and family members in Ghana and the occupied Palestinian territory. Data were triangulated and analysed using thematic analysis. Results Participants described experiences of social inclusion and participation within communities, home and family life, friendships and social life, and work and livelihoods. This revealed how such experiences were variously shaped by differing political contexts and socio-cultural norms and expectations within the two settings. These in turn intersected with aspects such as gender roles, age, and socio-economic status. Aspirations for inclusion included greater awareness and understanding within society, accompanied by opportunities and support for meaningful inclusion at the political as well as community level. Conclusion Findings point to the value of a contextual understanding of social inclusion, taking account of the impact of the wider socio-cultural, political, and economic environment. They also point to the need for an intersectoral approach, beyond communities and mental health services, to provide meaningful opportunities and support for social inclusion.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The ambiguities of social inclusion in mental health: learning from lived experience of serious mental illness in Ghana and the occupied Palestinian territory

Read,

Kienzler,

Mitwalli

et al. 2023

Soc Psychiatry Psychiatr Epidemiol

View full text Add to dashboard Cite

show abstract

“…While initial work was focused on women, the central list of capabilities can be adapted to fit other contexts; Nussbaum (2002) has also applied her theory to people living with disability and suggests that society should support people with disability to achieve their full potential. Indeed, Wynne Bannister and Venkatapuram (2020) argue that Article 19 of the United Nations Convention on the Rights of Persons with Disabilities and Optional Protocol (UNCRPD) (United Nations, 2006), the right to live a community as an equal member, is grounded in Nussbaum's capabilities approach. Burchardt (2004) points out that the capabilities framework is also complimentary to the social model of disability, which emphasises the need to change society (e.g.…”

Section: Contextmentioning

confidence: 99%

VET career pathways for school students living with disability: Working with employers

Fischer,

Kilpatrick

2023

JTLGE

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Research has shown that employers and industry are key partners in work-based learning and can hinder or enhance access to vocational education training (VET). Our capabilities approach focus concerns increasing employer understanding of what is involved in engaging in the work-based component of school-based VET for students with disability. It seeks to identify enhancers and barriers to both employer and student participation in work-based learning in workplaces and strategies to address the barriers. Using a qualitative approach, this interpretive research aims to answer the following principal question: How can employers, students, teachers and other influencers of student education and career pathway choice work together to increase opportunities for successful participation of students with disability in the work-based component of school-based VET? Employers and staff at organisations that support/place school-based VET students with disabilities were interviewed and inductive content analysis was used to code interview transcripts. Findings indicate that while communication and relationships are key factors in ensuring successful work-based learning placements, lack of understanding related to the spectrum of disability can be a barrier. Interview participants also identified workplace and policy barriers. Addressing the implications of our research findings will assist in increasing the willingness of employers to engage in work-based learning for school VET students with disability. This shift in practise has the potential to develop the workforce of the region and create greater breadth of opportunities for work-based learning in the community for school VET students with disability, leading to improved employment outcomes for people with disability.

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“…The unique contribution of this research is in the use of the capability approach framework to theorise support services for persons with disabilities. The capability approach has been used by several disability scholars and this research adds to that existing body of research that considers the CA, a normative framework about social justice and development and about human well-being, well framed to operationalise international human rights laws such as the UNCRPD and the rights of persons with disabilities [6,12,19,20,38]. Furthermore, the CA gives an opportunity to evaluate beyond functionalities, and consider the choice of people based on their agency, which goes beyond the ICF that considers functionalities in the social context of the individual or the social model of disability that focuses on external barriers.…”

Section: Contribution Limitations and Further Researchmentioning

confidence: 99%

Using the Capability Approach to Review the National Legislative Frameworks for Support Services for Persons with Disabilities in Four Countries in Asia

Gupta

Meershoek²,

Witte³

2022

Societies

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Implementation of the United Nations Convention on the rights of persons with disabilities (UN CRPD) requires countries to harmonise their legislative frameworks with it. This paper investigates the national legislative frameworks of four Asian countries to see the extent to which they provide support services in accordance with Article 19 of the UN CRPD. The UN CRPD requires persons with disabilities to have access to and choice and control over support services. To analyse the policy alignment with the UN CRPD, an analytical framework based on the Capability Approach (CA) was developed. The results show that most countries address support services, including assistive devices, only from the perspective of a social security measure for persons with disabilities living in poverty, failing to uphold the rights of those not meeting those eligibility criteria. However, while support services are inseparably linked to social security, they also are a right for persons with disabilities. Therefore, a paradigm shift is required in the approach of support services and the distributive systems of countries, from one that addresses persons with disabilities as those requiring care considered a burden, to one that considers them rights holders with equal opportunities, for which, support services are a pre-requisite.

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Grounding the right to live in the community (CRPD Article 19) in the capabilities approach to social justice

Cited by 8 publications

References 29 publications

The ambiguities of social inclusion in mental health: learning from lived experience of serious mental illness in Ghana and the occupied Palestinian territory

The ambiguities of social inclusion in mental health: learning from lived experience of serious mental illness in Ghana and the occupied Palestinian territory

VET career pathways for school students living with disability: Working with employers

Using the Capability Approach to Review the National Legislative Frameworks for Support Services for Persons with Disabilities in Four Countries in Asia

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