From ‘Invisible Problem’ to Global Priority: The Inclusion of Mental Health in the Sustainable Development Goals

Perceptions regarding the importance of mental health are shifting at a global level. Once described as an ‘invisible problem’ in international development, mental health is now being framed as one of the most pressing development issues of our time. Concern over the historical absence of mental health from the development agenda — despite its being regarded as a major obstacle to development — has led to its recent inclusion in the UN Sustainable Development Goals (SDGs). This article critically examines three intersecting axes key to its inclusion in the SDGs: 1) the conceptualization and calculation of the contribution of mental disorder to the global burden of disease; 2) the quantification of mental disorder as an economic burden; and 3) the relationship between mental distress and poverty. The article highlights the urgent need to foster a more nuanced understanding of the interplay between mental health and development, and shows how, at times, interventions in the two fields work together in producing reductionist, economistic, individualized and psychologized responses to poverty

Building Momentum to Sustain Social Change Evaluation of the of Katrina Women's Response Fund

In the time that has passed since powerful hurricanes decimated the Gulf Coast region in 2005, the recovery and rebuilding process continues to expose the deep vulnerabilities of a society that has not effectively addressed the legacy of racism. In response to the injustices, human suffering, destruction, and massive displacement caused by Hurricanes Katrina and Rita, the Ms. Foundation for Women, WFN and its partner funds, with the $1.3 million support of the W.K. Kellogg Foundation, continued to strengthen the Katrina Women's Response Fund (KWRF)

The Political Economy of Education Systems in Conflict-Affected Contexts: A Rigorous Literature Review

This report is a rigorous literature review on the political economy of education systems in conflict-affected contexts and is aimed at education advisers and agencies, development practitioners and Ministry of Education policy makers working in conflict-affected contexts. The report seeks to provide theoretically informed and policy relevant insights on the global, national and local governance of education systems in conflict-affected contexts garnered from a rigorous review of the academic and policy literature on the political economy of education in conflict-affected contexts.<p></p> The review was driven by three main questions: (1) What are the underpinning assumptions of the main bodies of political economy research in education and conflict? (2) What can the political economy of education literature since 1990 inform us about educational change and reform in conflict-affected contexts? (3) What are the strengths, weaknesses, blind spots and research gaps in the political economy of education literature exploring the governance of educational change and reform in conflict-affected contexts?<p></p> Chapter 1 outlines the rationale and aims of the review. Chapter 2, describes the theoretical and conceptual framework and presents the framing of the key issues under review, and Chapter 3 outlines the review methodology. Chapter 4 presents the main characteristics and an assessment of the quality of the studies selected for the in-depth review, and Chapter 5, discusses the review’s main findings. Chapter 6 presents the conclusions of the study, outlines a theory of change that emerges from the findings and draws out the policy insights and research gaps for future study

The political economy of education systems in conflict-affected contexts

This report is a rigorous literature review on the political economy of education systems in conflict-affected contexts and is aimed at education advisers and agencies, development practitioners and Ministry of Education policy makers working in conflict-affected contexts. The report seeks to provide theoretically informed and policy relevant insights on the global, national and local governance of education systems in conflict-affected contexts garnered from a rigorous review of the academic and policy literature on the political economy of education in conflict-affected contexts. The review was driven by three main questions: (1) What are the underpinning assumptions of the main bodies of political economy research in education and conflict? (2) What can the political economy of education literature since 1990 inform us about educational change and reform in conflict-affected contexts? (3) What are the strengths, weaknesses, blind spots and research gaps in the political economy of education literature exploring the governance of educational change and reform in conflict-affected contexts? Chapter 1 outlines the rationale and aims of the review. Chapter 2, describes the theoretical and conceptual framework and presents the framing of the key issues under review, and Chapter 3 outlines the review methodology. Chapter 4 presents the main characteristics and an assessment of the quality of the studies selected for the in-depth review, and Chapter 5, discusses the review’s main findings. Chapter 6 presents the conclusions of the study, outlines a theory of change that emerges from the findings and draws out the policy insights and research gaps for future study

Disabled Autonomy

Disability law is still undertheorized. In 2007, Ruth Colker wrote that disability law was undertheorized because it conflated “separate” with “unequal,” and because disability was largely ignored or poorly understood within theories of justice. The solution for Colker was to attach the anti-subordination perspective, which was developed to apply to race and sex, directly to disability. This Article argues that this transportation from the race and sex contexts was a partial solution, but is not sufficient to give full substance to disability law theory. Concepts from critical race theory and feminist jurisprudence have long been simply transported into the disability context, acting as an imperfect facsimile. The primary purpose of those concepts was to describe, analyze, and remedy problems primarily related to race and gender, not disability. While disability law has benefitted to some extent from inclusion in these legal theories, many of the unique features and complexities of disability law have been left on the table. This Article explores those complexities. Autonomy, usually thought of as an uncomplicated social good for other groups, is challenged in disability theory by two competing values. The value of anti-subordination is critical because it seeks to address, and redress, discrimination, sigma, and stereotyping. An anti-subordination perspective gives a voice and supplies resources to people with disabilities, and will counsel against choices that support stigma and stereotyping. An anti-subordination perspective might seek to limit a right to physician-assisted suicide, for example, because of concerns about exploitation and the messaging that disabled lives are not worth living. This runs counter to an autonomy-focused perspective, which would support the choice to end one’s life in the end stages of a terminal disease. An anti-eliminationism perspective advocates for the preservation of, and resources for, disabled lives. This comes to mean that not only are people with disabilities valued, but their disability is valued too. Instead of seeking to end Autism, for example, an anti-elimination perspective seeks to support Autistics. However, an anti-eliminationism perspective might also support the restriction of choice, and therefore come into conflict with autonomy, where there is a choice that results in the end of a disability. An anti-elimination perspective could seek to restrict the ability to selectively terminate pregnancies when a disability is found, for example. Anti-eliminationism inherently challenges the notion that getting rid of disability is a good thing. Parts I, II, and III of this Article describe the values of autonomy, anti-subordination, and anti-eliminationism in the disability context, and argue that these values are each critical components of disability law and theory. Part IV of this article provides an overview of some real-world examples where these values come into immediate conflict

Wrongful Birth Claims and the Paradox of Parenting a Child with a Disability

“Wrongful birth” is a controversial medical malpractice claim raised by the mother of a child born with a disability against a medical professional whose failure to provide adequate prenatal information denied her the chance to abort. Plaintiff-mothers are required to testify that, but for the defendant’s negligence, they would have terminated their pregnancy. Accordingly, alongside pro-life activists, disability rights advocates have opposed “wrongful birth” claims for stigmatizing and discriminating against people with disabilities by framing their very existence as a harm. Despite plaintiff-mothers’ need for caretaking resources, scholars have recommended solutions ranging from the wholesale elimination of the wrongful birth claim to the curtailment of damages. To the extent scholars and the media have acknowledged mothers in the wrongful birth discourse at all, often it has been to blame and shame them for allegedly rejecting their children. They have paid little attention to the ways wrongful birth jurisprudence forces mothers to disavow their children in court, and thereby to forfeit the “good mother” ideal, in exchange for the possibility of securing necessary resources for their children. Commentators who question plaintiff-mothers’ maternal devotion exacerbate the psychological toll the law already imposes. This Article shifts the blame from mothers to the legal system. While wrongful birth proceedings portray mothers’ feelings about their children as categorically negative, real life accounts and social science findings reveal the true paradoxical experiences of all mothers, including plaintiff-mothers raising children with disabilities. To acknowledge this complex reality and mitigate the emotional strain of bringing a wrongful birth claim, this Article proposes several legal reforms: (1) broadening the analysis of emotional distress to reflect and legitimize mothers’ paradoxical feelings about their children; (2) reframing the harm to mothers as loss of reproductive choice rather than as the birth of a flawed child and, accordingly, expanding available economic damages to include plaintiff-mothers’ unexpected childcare responsibilities; and (3) educating plaintiffs’ attorneys to empathize with the emotional aspects of mothers’ litigation experiences and to counsel mothers accordingly. Today’s approach to “wrongful birth” claims, which both stigmatizes disability and strains caretakers, demands urgent reform

Cohesion, commonality and creativity: youth work across borders

No abstract available

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation