by Tsui Kai-ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 126-127). / Acknowledgements --- p.i / Abstract --- p.ii / Contents --- p.iii / Chapter Chapter 1 - --- Introduction --- p.1 / Chapter 1.1 --- The substantive problem - the oppressive life of the blind in the early years of post-Second World War Hong Kong --- p.2 / Chapter 1.2 --- "Context of the study - education, welfare services and self-help movement of the blind in post-Second World War Hong Kong" --- p.4 / Chapter 1.2.1 --- Expansion of education for the blind --- p.4 / Chapter 1.2.2 --- Provision of services for the blind --- p.6 / Chapter 1.2.3 --- Self-help movement of the blind --- p.7 / Chapter 1.3 --- Perspective of the study - interpretation of reality --- p.9 / Chapter 1.4 --- Rationales --- p.10 / Chapter 1.5 --- Research questions --- p.11 / Chapter Chapter 2 - --- Theoretical context of the study: Interpretation of reality and the role of education in empowerment --- p.15 / Chapter 2.1 --- Interpretation of reality --- p.15 / Chapter 2.1.1 --- The social construction of reality --- p.16 / Chapter 2.1.2 --- Meanings and interpretation of reality --- p.17 / Chapter 2.2 --- Empowerment and interpretation of reality --- p.21 / Chapter 2.3 --- The role of education in empowerment --- p.23 / Chapter 2.3.1 --- The liberal theories of education --- p.23 / Chapter 2.3.2 --- Schooling and theories of reproduction --- p.25 / Chapter 2.3.3 --- Schooling and theories of resistance --- p.27 / Chapter 2.4 --- Education and empowerment of the blind --- p.29 / Chapter 2.4.1 --- Special education --- p.29 / Chapter 2.4.2 --- Segregated and integrated education --- p.30 / Chapter 2.4.3 --- Empowerment and education of the blind --- p.32 / Chapter Chapter 3 - --- Historical background of the study: Education and self-help movement of the blind in Hong Kong --- p.36 / Chapter 3.1 --- The development of the education of the blind in Hong Kong --- p.36 / Chapter 3.1.1 --- Introduction --- p.36 / Chapter 3.1.2 --- Missionary as sole provider of education for blind girls (1863-1953) --- p.39 / Chapter 3.1.3 --- Government intervention with coordinating mechanism (1954-) --- p.41 / Chapter 3.2 --- The self-help movement of the blind in Hong Kong --- p.48 / Chapter 3.2.1 --- Human rights and the blind --- p.49 / Chapter 3.2.2 --- Aims and organization of the self-help movement --- p.51 / Chapter 3.2.3 --- Self-help organizations of the blind in Hong Kong --- p.52 / Chapter Chapter 4 - --- Research design --- p.55 / Chapter 4.1 --- Definitions of blindness and related terms --- p.55 / Chapter 4.1.1 --- Visual capacity and the category of people with visual impairments --- p.55 / Chapter 4.1.2 --- "Impairment, disability and handicap" --- p.57 / Chapter 4.2 --- Scope of the study --- p.58 / Chapter 4.3 --- Research methods --- p.60 / Chapter 4.4 --- f)ata collection and organization --- p.63 / Chapter 4.5 --- Sample selection --- p.66 / Chapter 4.6 --- Limitations of the study --- p.66 / Chapter Chapter 5 - --- The profiles of four blind social activists --- p.68 / Chapter 5.1 --- Adam - the eldest son --- p.68 / Chapter 5.2 --- Bill - the youngest son --- p.71 / Chapter 5.3 --- Cain - under the care of housemaid --- p.74 / Chapter 5.4 --- David - to be cradled in the nursery of the Ebenezer --- p.76 / Chapter Chapter 6 - --- Onset of blindness: The formation of an unseen reality in the seeing world --- p.81 / Chapter 6.1 --- The social environment after the onset of blindness --- p.81 / Chapter 6.1.1 --- The influence of parents/carers --- p.82 / Chapter 6.1.2 --- Sibling relationship --- p.84 / Chapter 6.1.3 --- Social interaction with other people --- p.85 / Chapter 6.2 --- The problems and challenges --- p.87 / Chapter 6.2.1 --- The losses and the restrictions --- p.88 / Chapter 6.2.2 --- The problems and the challenges --- p.90 / Chapter Chapter 7 - --- Education and interpretation of reality --- p.93 / Chapter 7.1 --- The unique conditions for the transmission of school knowledge --- p.93 / Chapter 7.1.1 --- The defects of Chinese braille --- p.94 / Chapter 7.1.2 --- Lack of braille textbooks --- p.96 / Chapter 7.1.3 --- Extracurricular activities --- p.97 / Chapter 7.1.4 --- Religious atmosphere --- p.99 / Chapter 7.2 --- The school social interaction --- p.101 / Chapter 7.2.1 --- Superintendents --- p.102 / Chapter 7.2.2 --- Teachers --- p.103 / Chapter 7.2.3 --- Housemothers --- p.105 / Chapter 7.2.4 --- Schoolmates --- p.106 / Chapter 7.2.5 --- Outsiders --- p.107 / Chapter 7.3 --- Vocational training and further studies --- p.109 / Chapter 7.3.1 --- Vocational training --- p.109 / Chapter 7.3.2 --- Further studies --- p.111 / Chapter Chapter 8 - --- The activists and the self-help movement of the blind --- p.114 / Chapter 8.1 --- Embarkation of the self-help movement of the blind --- p.114 / Chapter 8.2 --- Commitment to the self-help movement of the blind --- p.118 / Chapter 8.2.1 --- Enriching the social life of the blind --- p.118 / Chapter 8.2.2 --- Soliciting outside support --- p.119 / Chapter 8.2.3 --- Confronting the dominant ideology in the field of blindness --- p.120 / Chapter 8.2.4 --- The disruptive force of HKBFC --- p.122 / Chapter 8.2.5 --- Innovative projects --- p.125 / Chapter 8.2.6 --- International contact --- p.126 / Chapter 8.2.7 --- Systematization and expansion --- p.126 / Chapter 8.3 --- Withdrawal from the self-help movement of the Blind --- p.127 / Chapter 8.3.1 --- Reasons for withdrawal --- p.127 / Chapter 8.3.2 --- Present situation --- p.130 / Chapter Chapter 9 - --- Education and empowerment --- p.133 / Chapter 9.1 --- Analysis of interpretation of reality of the Blind activists --- p.134 / Chapter 9.1.1 --- The relationship with the physical environment --- p.134 / Chapter 9.1.2 --- The relationship with other people --- p.136 / Chapter 9.1.3 --- The relationship with the social institutions --- p.140 / Chapter 9.2 --- Collective actions against the reality --- p.143 / Chapter 9.2.1 --- The goals of the self-help movement of the blind --- p.144 / Chapter 9.2.2 --- Collective actions to remove barriers --- p.146 / Chapter 9.3 --- The role of education in empowerment --- p.151 / Chapter 9.3.1 --- Characteristic-specific prerequisites --- p.152 / Chapter 9.3.2 --- Transmission of knowledge --- p.153 / Chapter 9.3.3 --- School social interaction --- p.155 / Chapter 9.4 --- Final remarks --- p.159 / Chapter 9.4.1 --- Have the blind benefited from social development? --- p.159 / Chapter 9.4.2 --- The forms of education and empowerment of the blind --- p.161 / Chapter 9.4.3 --- Individual achievement and collective well-being --- p.162 / Appendix - Interview guide --- p.165 / References --- p.166

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