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

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

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This goal of this study is to discern the ways in which women's subjectivities have changed through the processes of decolonisation, modernization, and nation building between the 1930s and 2000 in rural Dominica. The relationship between the shifting conditions of colonial and postcolonial life in its material, political, social, and cultural aspects, and the change in the discourses that relate to proper behaviour (moral discourses) are examined. I have explored the ways in which women position themselves with relation to these discourses (which could be called moral discourses), through how they employ them in their representations, and how they negotiate them, engaging them in the creation of what could be called an 'ethics of self.' The research, carried out over a one-year period in the village of La Plaine in Eastern Dominica, involved participant observation in the village; life history interviews with women of three generations; the analysis of skits and pageants; and documentary research involving primary and secondary sources. Several discursive themes emerged in the analyses: women's use of accounts of the past to critique the present, in what I have called critical nostalgia; the change in values epitomized by the notion of respect that formed the basis of local relations and which has begun to disappear with the change in governance and economic relations; the ambivalences involved in gender relations, especially those associated with expectations of women towards men and women's autonomy from men that derive from historical circumstances of colonization and decolonization; and the celebration and discursive dissemination of values that associate femininity with the political entity that Dominica has become. Differences found between women's expressions in both the discourses they engaged with, and in the particular ways they used them to frame their experiences, were related mainly to age and socio-historical changes, but also to socio-economic background.

The purpose of this study is to explore the adjustment experiences of McGill University graduate students from the People's Republic of China (PRC). Following a qualitative approach to research, interviews were conducted with 10 graduate students from the PRC using semi-structured and open-ended methods. More structured interviews with McGill University administrative staff provided background to the study as did government and university registration statistics. This study explores student involvement and interaction with Canadian society, avenues and barriers to interaction, and communication between professors/supervisors and students. It focuses on the overlapping relationship between communication skills and culture learning as part of how students define adjustment. Students identify the particular challenges in adjusting to Canadian society as becoming more self-reliant and feeling comfortable with uncertainty in their futures. Women students discuss issues of independence and freedom and how these factors sometimes conflict with their traditional social roles. This study also includes some recommendations for further research.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves [391]-407. / Photocopy. / Microfilm. / xiii, 407 p., bound maps 29 cm

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In the literature on immigrants, the focus has been mostly on the migrants themselves or the way receiving societies react to their arrival. In sociology, there is also a long tradition dedicated to studying how residential contexts and neighborhoods impact the opportunities of the disadvantaged. Less attention, however, has been paid to the connection between these two areas of study. Despite the obvious parallel challenges that immigrants face for achieving social mobility in America’s cities and towns, we know less about how arriving to particular places impacts immigrant integration. This gap has grown larger by the tendency to recurrently study immigrant life in exceptionally populous and diverse cities like New York and Los Angeles, or in equally exceptional small, rural destinations. This dissertation seeks to answer one key question: How do different aspects of local context affect immigrant life chances and their ability to fully participate in the social life of their places of residence? The first chapter of my dissertation shows that the literature in migration studies is not fully examining the range of immigrant destinations. I show these tendencies in the literature by conducting a bibliometric analysis of integration studies published in major immigration journals and books from 2008 to 2018. To address the conceptual problems created by this tendency, I propose a framework that moves past populational criteria for case selection and focuses instead on components of context that existing research shows matter for intergenerational mobility and integration. I also introduce a typology of contexts based on possible combinations of these components and offer some hypotheses of how these types might affect integration. This first chapter sets up the principles that guide the rest of the dissertation. In the second, third and fourth chapters, I introduce an original survey and interview study (MATIS) examining the impact of one aspect of context – institutions – on Mexican integration in Albuquerque, New Mexico and Tucson, Arizona. These cities are selected because they are maximally similar with respect to relevant contextual features other than their institutions, and have comparable flows of Mexican immigrants. The study surveys 1.5 and second-generation Mexican immigrants in both cities, and triangulates this data with follow-up interviews on a subsample of second-generation survey respondents with low and high educational attainment. The results reveal that the generosity of college funding that exists in New Mexico through the lottery scholarship, a program that does not have an analogue in Arizona, facilitates entry and completion of college degree for the children of Mexican immigrants. Respondents in both cities explained their educational attainment in a variety of ways, including as a result of their parent’s education, their relationships in their communities and schools, and events in their lives, but only the generosity of college funding stood out as being different across cities. These explanations, and others, are explored using regression analysis which finds that Mexicans that attended high school in New Mexico are more likely to complete college than their counterparts in Arizona even when accounting for individual and family characteristics. Beyond demonstrating the important part that contextual features of place, in this case local institutions, can have on the mobility outcomes of immigrants these empirical findings have clear policy implications. The immediate finding is that increased generosity in educational funding for immigrants in college has direct and observable returns on college attainment, a finding which is aligned with a vast literature connecting college affordability and completion. Additionally, I discuss how the structure of the lottery scholarship, which de-emphasizes merit aid, may have egalitarian consequences for disadvantaged groups.

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