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Education and empowerment: a case study of blind social activists in Hong Kong.

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

Identiferoai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_321572
Date January 1996
ContributorsTsui, Kai-ming., Chinese University of Hong Kong Graduate School. Division of Education.
PublisherChinese University of Hong Kong
Source SetsThe Chinese University of Hong Kong
LanguageEnglish
Detected LanguageEnglish
TypeText, festschrift, biography
Formatprint, 127 leaves ; 30 cm.
CoverageChina, Hong Kong
RightsUse of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

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