Plotting Confucian and disability rights paradigms on the advocacy–activism continuum: experiences of Chinese parents of children with dyslexia in Hong Kong

Poon-McBrayer, Kim Fong; McBrayer, Philip

doi:10.1080/0305764x.2013.860084

Cited by 19 publications

(11 citation statements)

References 57 publications

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“…A past study has shown that parents of students without SEN in Hong Kong have relatively low acceptance levels towards students with disabilities . In a culture that heavily emphasises academic achievement (Poon-McBrayer and McBrayer 2014), parents of students without SEN worry that their child's learning progress would be affected if extra resources and effort are allocated to support students with SEN . Studies have also shown that parents of students without SEN are concerned that students with SEN would take up more attention from teachers (Dyson et al 2004), and that consequently the general academic requirement and standard of education would be lowered (Huber, Rosenfeld, and Fiorello 2001).…”

Section: Perceived Social Normmentioning

confidence: 98%

Knowledge and perceived social norm predict parents’ attitudes towards inclusive education

Lui

Sin

Yang

et al. 2015

International Journal of Inclusive Education

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Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents' attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents' concerns about inclusive practice are discussed.

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Section: Perceived Social Normmentioning

confidence: 98%

Knowledge and perceived social norm predict parents’ attitudes towards inclusive education

Lui

Sin

Yang

et al. 2015

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…For example, in the United States, parent advocacy groups spearheaded the passage of the special education law, the Individuals with Disabilities Education Act (IDEA) (Turnbull, Shogren, & Turnbull, ). Abroad, parents of individuals with disabilities are also tremendous advocates for the human rights of individuals with disabilities (Chang, ; Poon‐McBrayer & McBrayer, ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Efficacy of a Special Education Advocacy Training Program

Burke

Goldman

Hart

et al. 2016

Policy Practice Intel Disabi

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Increasingly, parents are relying on advocates to ensure that children with disabilities receive appropriate educational services. As agencies begin to train advocates to work with families, it is necessary to evaluate the efficacy of such advocacy training programs. This study evaluated the efficacy of the Volunteer Advocacy Project (VAP), a 40‐h training workshop that has been delivered since 2008 to six cohorts live and via webcasts. The aim of the study was to determine whether the VAP increased the knowledge and advocacy skills of its trainees and how trainee and training characteristics related to the effectiveness of the training. This study examined changes from pretest to posttest knowledge and advocacy skills of 90 trainees of the VAP. We also examined interactions between pre/post change and trainee and training characteristics. Participants demonstrated significant gains from pre‐ to posttests in their knowledge of special education and in their advocacy skills. Those participants who partook of the training in latter cohorts and at distance sites showed more progress in special education knowledge. Increases in advocacy skills differed by type of participant: compared to parent participants, professionals demonstrated significantly greater pre/post test increases in advocacy skills. This study has important implications for researchers, practitioners, and policymakers.

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“…This phenomenon, called 'Han', which is defined as an uncontrollable emotional state of frustration caused by the cognitive appraisal of unfair discrimination and oppression (Choi, Haslett, & Smith, 2019), led disabled athletes to be silent on social injustice in the sports environment. As another example of social hierarchy in the relationship between athletes and their parents, the Confucian influence (e.g., children should follow parents' directions) and negative stereotypes (e.g., disability is conceived as a tragic medical problem) dominate disabled athletes for home-adjustment life by their parents' intention, whereas the Western rights-based paradigm primarily contributes to supporting disabled children's independence outside the home (Poon-McBrayer & McBrayer, 2014). This led disabled elite athletes' voices to be oppressed and often filtered through the views of their family members.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Confucianism on Para-Sport Activism

Choi¹,

Haslett²,

Monforte³

et al. 2021

Sociology of Sport Journal

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Academics and sport organizations have recently recognized Para-sport as a powerful platform for disability activism. However, little attention has been given to Para-sport activism in non-Western cultures. This study explored the influence of Confucianism on South Korean Para-sport activism. Data were collected through interviews conducted with four stakeholders from the Korea Paralympic Committee and 18 Para-athletes. Through a reflexive thematic analysis, the authors crafted five themes corresponding to Confucian values: position hierarchy, age hierarchy, parent–child relationship, factionalism, and collectivism. All values had the capacity to encourage and discourage participants toward engaging in activism. These findings contribute to the field of Cultural Sport Psychology by highlighting a multitude of cultural factors affecting Para-sport activism. Practical suggestions to promote Para-sport activism are offered, including sociocultural and organizational legacy.

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Plotting Confucian and disability rights paradigms on the advocacy–activism continuum: experiences of Chinese parents of children with dyslexia in Hong Kong

Cited by 19 publications

References 57 publications

Knowledge and perceived social norm predict parents’ attitudes towards inclusive education

Knowledge and perceived social norm predict parents’ attitudes towards inclusive education

Evaluating the Efficacy of a Special Education Advocacy Training Program

The Influence of Confucianism on Para-Sport Activism

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