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

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 Hong Kong Institute of Education
• McBrayer, Philip Allen University of Guam, USA

Cambridge Journal of Education, 44(1), 93-111, 2014

Routledge

2014

• E Special Education
  • EH Education for Students with Learning Disabilities
• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

Social Conditions and Policy - Marriage and Family Life Education and Education Policy - Educational Psychology and Learning Ability Population Groups, Population Policy, and Demographics - Disabled Population Groups, Population Policy, and Demographics - Children and Youth Business and Service Sector - Business Management Social Conditions and Policy - Social Movements Social Conditions and Policy - Social Values Culture Ethnicity Dyslexia Parents Dyslexia Parents Children Advocacy Authority Social Values Disabled Activism

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This study represents an initial effort to understand the advocacy journey of Chinese parents of children with dyslexia in Hong Kong. Qualitative methods involving individual and group interviews were used to solicit detailed recount and perceptions of the experiences of 25 parents. Findings revealed a largely sequenced three-stage journey of parental advocacy: (1) parents' emotional adjustment which involved self-blame and sorrow; (2) parents moving on to advocacy which comprised home-life adjustments, acquisition of knowledge about dyslexia, and seeking support through parent networks; and (3) parents advancing from advocacy to activism with increased knowledge about dyslexia and their conscious integration of Confucian and disability rights paradigms as strategies to interact and negotiate with authorities. This unique approach offers a conceptual framework for examining the interplay of dual or multiple cultural values affecting parent advocates' actions. Their growth as advocates and activists affirmed the conceptualisation of the advocacy-activism continuum.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2013.860084]

• English

Journal Articles

• 0305764X

• 10.1080/0305764X.2013.860084

https://bibliography.lib.eduhk.hk/en/bibs/ab6ec885

2014-06-30