While Part II of the book focused on social workers’ recognition of the subjectivities of service users as one of the central components of the helping relationship, Part III focuses on the second component: the recognition of the external world and material aspects of poverty. This recognition provides the basis for rights-based practice. Seeing rights-based practice as a necessary complement to relationship-based practice is an organising principle of the PAP. Intervention in the material aspects of poverty and improving them are achieved through four
The French version of this book was the winner of the 2022 Grand Prix de la Protection Sociale.
Over the years, many disability-related rights have been legally recognized, but how has this changed the everyday lives of people with disabilities?
Drawing on biographical interviews collected from individuals with either mobility or visual impairments in France, this book analyzes the reception of disability policies in the fields of education, employment, social rights and accessibility. It examines to what extent these policies contribute to the realization of the associated rights among disabled people. The book demonstrates that the rights associated with disability suffer from major implementation flaws, while shedding light on the very active role of disabled citizens in the realization of their rights.
115 SEVEN Justice, rights and capabilities This chapter is concerned with a central question: how far can the ideas embedded in contemporary views of rights and justice take us in the development of a good life for people with intellectual disabilities? Rights Is there another word for rights. A lot of people (with intellectual disabilities) don’t know what rights mean. (Roberts, 2009) Like many other concepts addressed in this book, ‘rights’ is a generally used term, the meaning of which is seldom unpacked, and, as Bill Roberts says, for people with
THRee Rights There is a general consensus that some individual interests and liberties are so basic that all states and human beings should respect them. Calling them rights means that they should take precedence over the private interests of those in power and the pursuit of other social goals and aspirations, and that societies should seek to secure them, irrespective of traditions, history or levels of economic development (Waldron, 1984, 1993). This belief is expressed in international law, for example in the 1948 Un Declaration of Human Rights, and
The time has come to further challenge biomedical and clinical thinking about dementia, which has for so long underpinned policy and practice. Framing dementia as a disability, this book takes a rights-based approach to expand the debate.
Applying a social constructionist lens, it builds on earlier critical perspectives by bringing together concepts including disability, social inclusion, personhood, equality, participation, dignity, empowerment, autonomy and solidarity. Launching the debate into new and exciting territory, the book argues that people living with dementia come within the UN Convention on the Rights of Persons with Disabilities and therefore have full entitlement to all the rights the Convention enshrines.
A human rights-based approach has not to date been fully applied to interrogate the lived experience and policy response to dementia. With the fresh analytical tools provided in this book, policy makers and practitioners will will gain new insights into how this broader perspective can be used to further promote the quality of life and quality of care for all those affected by dementia.
Denmark is one of the most progressive countries in terms of family support policies. This book, however, reveals a backdrop of diminished rights, inequalities and family violence in the lives of vulnerable lone mothers. If this is the case in Denmark, what is the situation in other countries, including the USA, the UK and other EU member states?
Diminished rights is a unique qualitative study that documents the daily lives of vulnerable lone mothers and their children in Denmark. Loss of rights, gender and ethnic inequality, and family violence all emerge as key themes, with far-reaching international implications. The book:
· presents vivid case stories to illuminate the voices and experiences of the women involved in the study;
· identifies lone mothers as part of an emerging post-modern underclass in Denmark;
· highlights the disturbing prevalence of domestic violence that pervades many lone mothers’ lives;
· raises questions around legal and child custody rights and the lack of redress in a patriarchal justice system.
Policy and practice recommendations are made with wide-ranging applications for an international audience of policy makers, practitioners and academics.
important, it should not be difficult to understand why the right to take part in cultural life needs special protection in the present world of complex borders, ethnically and culturally diverse societies, and rising xenophobia (Belder and Porsdam, 2017 ; Mende, 2016 ; Porsdam, 2019 ). Defining culture as rights Cultural rights are considered an integral part of human rights and are as important as civil, political, economic and social rights. The promotion of and respect for cultural rights is fundamental for the maintenance of human dignity and positive
The UN Global Study on Children Deprived of Liberty detailed many children’s poor experiences in detention, highlighting the urgent need for reform.
Applying a child-centred model of detention that fulfils the rights of the child under the five themes of provision, protection, participation, preparation and partnership, this original book illustrates how reform can happen. Drawing on Ireland’s experience of transforming law, policy and practice, and combining theory with real-life experiences, this compelling book demonstrates how children’s rights can be implemented in detention.
This important case study of reform presents a powerful argument for a progressive, rights-based approach to child detention. Worthy of international application, the book shares practical insights into how theory can be translated into practice.
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high quality education?
This brilliant interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls’ right to education and the role of courts.
This unique book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.
This timely book examines parental rights to ‘welfare state support’ and parental responsibilities for child welfare in relation to recent social policy agendas pursued by the Labour government in the UK in the context of child well-being research, state welfare analysis and sociological research about parental perspectives and the multiple contexts of parenting and childhood. It calls for notions of parental rights and responsibilities which are more responsive to the diversity of parental perspectives and parenting contexts. The book is valuable reading for students, researchers and practitioners in social policy and child and family services.
