Sunday, September 29, 2024

Gender Dimension of Disability

 Gender Dimension of Disability


### Unit V: Gender Dimension of Disability (9 hours)


This unit explores the gendered experiences of individuals with disabilities, with a focus on the intersectionality of gender, disability, and sexuality. It delves into the specific challenges that women with disabilities face, including violence and issues related to sexuality. The unit addresses how social, cultural, and legal frameworks shape the lived experiences of disabled women, and emphasizes the importance of recognizing their unique struggles and rights.



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### **A. Experience of Women with Disabilities**


1. **Exclusion from Feminist Agendas**

   - **Ghai (2002)**, in *Disabled Women: An Excluded Agenda of Indian Feminism*, discusses the ways in which disabled women have been marginalized both within the feminist movement and in broader society. Feminism often overlooks the specific challenges that disabled women face, such as social isolation, economic dependency, and limited access to education and employment. Ghai argues that disabled women’s experiences need to be integrated into mainstream feminist discourse in order to build an inclusive movement that addresses the needs of all women.

   

2. **Vulnerability Without Support in Nepal**

   - **Dhungana (2006)** examines the experiences of disabled women in Nepal in *The Lives of Disabled Women in Nepal: Vulnerability Without Support*. Disabled women in Nepal often face extreme vulnerability due to the lack of social support, economic independence, and adequate healthcare. They are more likely to be excluded from educational opportunities and suffer from a lack of employment prospects, making them dependent on their families or the state. Dhungana emphasizes the need for stronger social protection systems and community support for disabled women in Nepal.


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### **B. Violence Against Women with Disabilities**


1. **Silence and Paradox**

   - **Chenoweth (1996)**, in *Violence and Women With Disabilities: Silence and Paradox*, discusses how violence against women with disabilities is often ignored or underreported. Disabled women are more vulnerable to abuse due to their dependency on caregivers, social isolation, and the societal perception that they are weak or incapable. Chenoweth highlights the paradoxical situation where disabled women are often silenced and their abuse goes unnoticed or is dismissed as less significant.

   

2. **Domestic Violence and Disability**

   - **Mays (2006)** explores the intersection of disability and domestic violence in *Feminist Disability Theory: Domestic Violence Against Women with a Disability*. Disabled women are more likely to experience domestic violence, and they face unique barriers in seeking help, such as inaccessible shelters and services that do not cater to their specific needs. Mays calls for an expansion of feminist disability theory to address the prevalence of violence against disabled women and the need for inclusive, accessible services.


3. **CREA Research Report**

   - The **CREA (2011)** report, *Count Me In: Violence Against Disabled, Lesbian, and Sex-Working Women in Bangladesh, India, and Nepal*, highlights the compounded marginalization faced by disabled women who belong to other marginalized groups, such as lesbian and sex-working communities. The report reveals that these women face intersecting forms of violence and discrimination and calls for a more inclusive approach to addressing violence that takes into account these overlapping vulnerabilities.


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### **C. Disability and Sexuality**


1. **Rights and Recognition of Disabled Sexuality**

   - **Shakespeare (2000)** in *Disabled Sexuality: Toward Rights and Recognition*, advocates for the recognition of the sexual rights of disabled individuals. Disabled people, particularly women, are often desexualized by society and denied the opportunity to express their sexuality freely. Shakespeare argues that sexuality is a human right and that society must recognize the sexual agency of disabled individuals and create an environment where they can experience fulfilling sexual lives without stigma.


2. **The Sociopolitical Economy of Disability and Sexuality**

   - **Shildrick (2007)**, in *Contested Pleasures: The Sociopolitical Economy of Disability and Sexuality*, explores the complex ways in which disabled sexuality is regulated and controlled. Disabled people are often seen as asexual or hypersexual, depending on societal prejudices. Shildrick discusses how these perceptions shape the sexual experiences of disabled individuals, particularly women, and emphasizes the need for policies and practices that respect the sexual autonomy of people with disabilities.


3. **Experience of Motherhood for Disabled Women**

   - **Khanal (2012)**, in *Experience of Motherhood of Disabled Women*, explores the experiences of disabled women who are mothers. Motherhood is often seen as incompatible with disability, and disabled women who become mothers face significant challenges, including societal stigma, inadequate healthcare, and a lack of support services. Khanal emphasizes that these women’s experiences must be recognized and supported, and that disability should not be seen as a barrier to motherhood.


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### **Conclusion**


Unit V on "Gender Dimension of Disability" emphasizes the intersection of gender and disability, focusing on the unique challenges that disabled women face. It highlights their experiences of marginalization, vulnerability to violence, and the complex relationship between disability and sexuality. The readings in this unit provide insights into the ways that disabled women are excluded from feminist discourses, subjected to violence, and denied their sexual and reproductive rights. By understanding these issues, scholars and practitioners can work toward creating more inclusive policies and practices that address the specific needs of disabled women.


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### Key Readings:


1. **Experience of Women with Disabilities**:

   - Ghai, A. (2002). Disabled Women: An Excluded Agenda of Indian Feminism.

   - Dhungana, B. M. (2006). The Lives of Disabled Women in Nepal: Vulnerability Without Support.


2. **Violence Against Women with Disabilities**:

   - Chenoweth, L. (1996). Violence and Women With Disabilities: Silence and Paradox.

   - Mays, J. M. (2006). Feminist Disability Theory: Domestic Violence Against Women with a Disability.

   - CREA (2011). Count Me In Research Report: Violence Against Disabled, Lesbian, and Sex-Working Women in Bangladesh, India, and Nepal.


3. **Disability and Sexuality**:

   - Shakespeare, T. (2000). Disabled Sexuality: Toward Rights and Recognition.

   - Shildrick, M. (2007). Contested Pleasures: The Sociopolitical Economy of Disability and Sexuality.

   - Khanal, A. N. (2012). Experience of Motherhood of Disabled Women.


Here are **top 10 potential exam questions** based on the topics from the units you've covered:


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### **Unit I: Understanding Ageing**

1. **Population dynamics**: Discuss the global and national trends in population ageing from 1950 to 2050. What are the political, economic, and social implications of these trends?

2. **Definitions of ageing**: Compare and contrast the varied definitions and applications of ageing, including the concept of active ageing and its determinants.

3. **Gerontology and geriatrics**: Outline the history of gerontology and geriatrics and discuss their significance in the study of ageing.

4. **Theoretical perspectives**: Evaluate different theoretical perspectives on the sociology of ageing. How do these perspectives contribute to understanding the ageing process in society?


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### **Unit II: Legal Frameworks and Implementations**

5. **International frameworks on ageing**: Analyze the significance of international conferences such as the First and Second World Assemblies on Ageing, the Madrid International Plan of Action (MIPAA), and the UN Principles for Older Persons in shaping global ageing policies.

6. **National frameworks on ageing**: Assess the effectiveness of Nepal's **National Action Plan for Senior Citizens (2006)** and **Senior Citizens Act (2007)** in addressing the needs and rights of older people. How do these frameworks compare to global standards?


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### **Unit III: Emerging Issues and Challenges of Ageing**

7. **Challenges of ageing populations**: Identify the key challenges posed by an ageing population globally and in Nepal. How do these challenges impact healthcare, social security, and economic stability?

8. **Elder abuse and violence**: Discuss the prevalence and forms of elder abuse and violence in Nepal. What legal and social measures are in place to protect older people, and how effective are they?


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### **Unit IV: Understanding Disability**

9. **Beyond medical and social models**: Critically evaluate the limitations of both the medical and social models of disability. What alternative perspectives have emerged to better address the complexity of disability in contemporary society?

10. **Feminist disability theory**: Explain the contributions of feminist disability theory. How does it address the intersection of gender and disability, particularly in relation to body image, sexuality, and the experiences of disabled women?


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These questions encourage both theoretical understanding and practical analysis of ageing and disability issues, helping you prepare for critical discussions and written exams.

Understanding Disability

 Understanding Disability


### Unit IV: Understanding Disability (9 hours)


This unit provides a critical understanding of disability from various perspectives, moving beyond the traditional medical and social models to explore international and national legal frameworks and feminist disability theory. It aims to deepen the understanding of disability as a complex socio-political issue and highlights the significance of inclusive approaches to disability in both global and local contexts. 



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### **A. Beyond Medical and Social Models of Disability**


1. **Medical Model of Disability**

   - The medical model views disability as an individual problem caused by physical, sensory, or mental impairments. It emphasizes diagnosis, treatment, and rehabilitation. From this perspective, disability is something to be "fixed" or "cured" through medical intervention. Historically, this model dominated both policy and public perception, reinforcing the idea that people with disabilities are "sick" or "abnormal."

   

2. **Social Model of Disability**

   - In contrast, the social model argues that disability is not just a medical condition but a societal construct. According to this model, the barriers that disabled people face—such as inaccessible buildings, discriminatory practices, and exclusion from societal activities—are the real sources of their disability. **Crow (1996)** in *Including All of Our Lives: Renewing the Social Model of Disability* calls for renewing and expanding this model to address a wider range of issues, such as the experiences of people with mental health disabilities and those from marginalized communities.

   - **Shakespeare & Watson (2001)** question the limitations of the social model, arguing in *The Social Model of Disability: An Outdated Ideology?* that while it has been instrumental in shifting the focus away from impairment, it does not fully address the personal experiences of disabled individuals, particularly those who deal with chronic illness or pain.

   

3. **Critique and Expansion of Disability Models**

   - Scholars like **Taleporos & McCabe (2002)**, in *Body Image and Physical Disability—Personal Perspectives*, offer an expansion of the debate by focusing on the psychological and personal aspects of living with a disability. They argue that body image and identity are crucial areas often overlooked in both the medical and social models. While the social model highlights structural barriers, it does not always account for the internal struggles disabled people face in societies that stigmatize physical differences.


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### **B. International and National Legal Frameworks**


1. **United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006)**

   - The **UNCRPD (2006)** is a groundbreaking international legal instrument that shifts the understanding of disability from a charity-based or medical model to a human rights-based approach. It seeks to ensure that people with disabilities enjoy the same rights and opportunities as everyone else. The convention covers civil, cultural, economic, political, and social rights, and emphasizes dignity, individual autonomy, and participation in society.

   - Key principles include:

     - Respect for inherent dignity and individual autonomy.

     - Non-discrimination.

     - Full and effective participation and inclusion in society.

     - Accessibility.

     - Equality of opportunity.

     - Respect for difference and acceptance of people with disabilities as part of human diversity.

   

2. **National Legal Frameworks: Nepal**

   - In Nepal, the **Disabled People's Welfare and Protection Act and Regulation** provides a legal framework to safeguard the rights and welfare of people with disabilities. Despite these legal protections, implementation has been slow, and access to education, employment, and healthcare remains limited. The **UNICEF (2001)** report, *A Situation Analysis of Disability in Nepal*, highlights the social and institutional barriers that continue to marginalize disabled people in Nepali society.

   - The Disabled People's Welfare and Protection Act seeks to address these inequalities by mandating the state to provide appropriate services, but gaps in enforcement, awareness, and resource allocation remain critical issues.


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### **C. Feminist Disability Theory**


1. **Integrating Disability with Feminist Theory**

   - **Garland-Thomson (2002)**, in her seminal paper *Integrating Disability, Transforming Feminist Theory*, argues for the integration of disability into feminist scholarship. She points out that disability, like gender, is socially constructed and rooted in power dynamics that reinforce norms of able-bodiedness. Feminist disability theory critiques the assumption that disability is inherently negative or undesirable, challenging societal standards of beauty, normalcy, and ability.

   - The theory builds on the idea that both women and people with disabilities experience marginalization due to their perceived departure from societal norms. It also examines how gender and disability intersect to create unique experiences of oppression for disabled women. For instance, women with disabilities often face dual discrimination in healthcare, employment, and personal relationships, as their gender and disability status compound their exclusion.


2. **Feminist Disability Studies**

   - **Garland-Thomson (2001)**, in *Reshaping, Re-thinking, Re-defining: Feminist Disability Studies*, emphasizes that disability studies and feminist theory should work together to reshape society's understanding of both disability and gender. She argues that the experiences of disabled women can offer new insights into feminist concepts such as embodiment, autonomy, and agency. For example, a feminist disability perspective might examine how the medicalization of women's bodies, particularly in areas such as reproductive health, intersects with the medicalization of disability to reinforce patriarchal and ableist norms.

   - Feminist disability theory calls for an inclusive approach that recognizes the diversity of human experiences, challenging both traditional disability models and feminist discourses that fail to account for the experiences of disabled individuals.


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### **Conclusion**


Unit IV on "Understanding Disability" expands the scope of disability studies by moving beyond the medical and social models to explore legal frameworks and feminist perspectives. The medical and social models provide important lenses, but they are limited in capturing the full experience of disability. The human rights-based approach, as emphasized by the UNCRPD, and the feminist disability theory proposed by scholars like Garland-Thomson, provide deeper and more inclusive ways to understand and address disability.


By integrating feminist theory with disability studies, this unit highlights the intersectional challenges that disabled individuals, particularly women, face in society. It also underscores the importance of implementing both international and national legal frameworks to ensure that people with disabilities are granted equal rights and opportunities in all areas of life.


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### Key Readings:


1. **Beyond Medical and Social Models of Disability**:

   - Crow, L. (1996). Including all of our lives: Renewing the social model of disability.

   - Shakespeare, T., & Watson, N. (2001). The social model of disability: An outdated ideology?

   - Taleporos, G., & McCabe, M. P. (2002). Body image and physical disability—personal perspectives.


2. **International and National Legal Frameworks**:

   - UNCRPD (2006). Convention on the Rights of Persons with Disabilities.

   - UNICEF (2001). A situation analysis of disability in Nepal.


3. **Feminist Disability Theory**:

   - Garland-Thomson, R. (2002). Integrating disability, transforming feminist theory.

   - Garland-Thomson, R. (2001). Reshaping, re-thinking, re-defining: Feminist disability studies.


Emerging Issues and Challenges of Ageing

 Emerging Issues and Challenges of Ageing


### Unit III: Emerging Issues and Challenges of Ageing (6 hours)


This unit addresses the current and emerging issues related to ageing, focusing on the challenges of an ageing population, abuse and violence against older people, and new research agendas on ageing. It explores the complexities that come with an increasing elderly population and highlights the need for thoughtful policy responses and social awareness. Below is a detailed explanation of each section in this unit.



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### **A. Challenges of an Ageing Population**


1. **Global Population Ageing**

   - According to the **WHO's Active Ageing: A Policy Framework (2012)**, population ageing is one of the most significant demographic trends of the 21st century. By 2050, the number of older people globally is expected to surpass the number of children, creating unprecedented social, economic, and political challenges. 

   - The transition to an ageing society presents challenges in terms of providing adequate healthcare, pension systems, social services, and infrastructure. Older adults require specific care services, which are often lacking, particularly in low- and middle-income countries like Nepal.

   

2. **Economic Implications**

   - An ageing population can strain a country’s economic resources. The **Parker & Pant (2009)** study on "Ageing in Nepal: Emerging Issues and Challenges" highlights that in Nepal, a majority of older adults depend on their families for economic support. However, with increased migration of the younger population and the erosion of traditional family support structures, this dependency becomes a significant challenge. Older people may find themselves in poverty, without adequate financial resources or social security systems.

   

3. **Healthcare Needs**

   - The ageing population has unique healthcare needs, including management of chronic diseases, access to specialized geriatric care, and mental health services. However, many developing countries, including Nepal, lack sufficient infrastructure and medical personnel trained to address these needs. This leads to gaps in care, making it difficult for older persons to receive the appropriate health interventions they require.


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### **B. Abuse and Violence Against Older People**


1. **Elder Abuse in Nepal**

   - Elder abuse, a growing concern globally, is also a significant issue in Nepal. Abuse may take various forms, including physical, emotional, financial, and neglect. According to the **Geriatric Centre Nepal (2010)** report, cases of elder abuse are often underreported due to the stigma associated with disclosing abuse, as well as the reliance on family members for care. The **baseline study on elder abuse in the Nepali press** highlighted that elder abuse is often perpetrated by family members, caregivers, or close acquaintances, making it difficult for victims to seek help.

   

2. **Types of Abuse**

   - **Ageing Nepal (2011)** documented cases of elder abuse and neglect between 2009 and 2011. The study found that financial exploitation was one of the most common forms of abuse, with many older adults being denied their financial rights by family members or others. Physical and emotional abuse were also frequently reported, often stemming from social and economic tensions within families.

   

3. **Addressing Elder Abuse**

   - To combat elder abuse, both policy interventions and public awareness are necessary. There needs to be stronger enforcement of existing laws and regulations, such as Nepal’s **Senior Citizens Act (2007)**, which provides legal protection for older adults. Additionally, social support systems must be strengthened to provide alternative care options for older people who are vulnerable to abuse within their families.


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### **C. New Research Agendas on Ageing**


1. **UN Research Agenda on Ageing for the 21st Century**

   - The **UN Programme on Ageing (2007)** outlined the **Research Agenda on Ageing for the 21st Century**, a joint initiative of the United Nations Programme on Ageing and the International Association of Gerontology and Geriatrics (IAGG). The agenda highlights key areas where further research is needed to address the complex issues associated with an ageing population.

   - The main objectives of this research agenda include:

     - Understanding the diverse experiences of ageing in different cultural and socio-economic contexts.

     - Examining the effects of social and economic policies on the well-being of older adults.

     - Investigating the impact of migration and globalization on the ageing process.

     - Promoting age-friendly environments and addressing social isolation among the elderly.

   

2. **Emerging Research Topics**

   - **Intergenerational Relations**: As families change due to migration and modernization, research is needed on how these shifts affect relationships between generations. In many societies, older adults rely on their children for economic and emotional support, but with the younger generation moving away for employment, these traditional support systems are being strained.

   - **Technology and Ageing**: The role of technology in improving the lives of older persons is another emerging area of research. Access to technology can help older adults stay connected with family members, access healthcare services remotely, and manage daily tasks. However, there is a growing digital divide, particularly in developing countries like Nepal, where many older adults may not have access to or familiarity with technology.

   - **Gender and Ageing**: Research has shown that the experience of ageing can differ significantly between men and women. Older women, in particular, may face greater challenges due to longer life expectancy, economic dependency, and gender-based discrimination. Studies like those in the UN research agenda emphasize the need to understand the gendered dimensions of ageing and formulate policies that address these inequalities.


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### **Conclusion**


Unit III on "Emerging Issues and Challenges of Ageing" provides an essential understanding of the complexities surrounding an ageing population. From the challenges of healthcare and economic dependency to the critical issue of elder abuse, this unit emphasizes the urgent need for policy interventions and social support systems that cater to the unique needs of older adults.


The international research agenda highlights that more academic work is needed to address these emerging issues, focusing on intergenerational relations, gender dimensions of ageing, and the potential of technology to improve the quality of life for the elderly.


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### Key Readings:


1. **Challenges of Ageing Population**:

   - **WHO (2012)**. Active ageing: A policy framework. pp. 33-43.

   - **Parker, S., & Pant, B. (2009)**. Ageing in Nepal: Emerging Issues and Challenges.


2. **Abuse and Violence Against Older People**:

   - **Geriatric Centre Nepal (2010)**. A baseline study on reported cases of elder abuse in Nepali press.

   - **Ageing Nepal (2011)**. Cases of elder abuse and neglect 2009-2011.


3. **New Research Agendas on Ageing**:

   - **UN Programme on Ageing (2007)**. Research agenda on ageing for the 21st century, a joint project of the United Nations Programme on Ageing and the International Association of Gerontology and Geriatrics.

Legal Frameworks and Implementations

Legal Frameworks and Implementations


 ### Unit II: Legal Frameworks and Implementations (12 hours)


This unit covers the international and national legal frameworks related to ageing and their implementations. It also examines the status of older people and the social perception of ageing, with a particular focus on Nepal. Below is a detailed analysis of each section.



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### **A. International Conferences and Legal Frameworks**


1. **First World Assembly on Ageing (Vienna, 1982)**

   - The **First World Assembly on Ageing** was convened in Vienna in 1982, marking the first time the global community came together to address the ageing population. The assembly emphasized the need for international cooperation to ensure the well-being of older people, focusing on areas such as health, housing, and social welfare. The assembly adopted the **Vienna International Plan of Action on Ageing**, which laid down recommendations for enhancing the lives of older persons worldwide. 

   - This action plan encouraged countries to develop national policies focusing on ageing and integrate older persons into society, advocating for their health care and income security.


2. **United Nations Principles for Older Persons (1991)**

   - Adopted by the **UN General Assembly** in 1991, these principles outline five key areas where older persons should have rights:

     - **Independence**: Older persons should have access to income, healthcare, and work opportunities.

     - **Participation**: Older persons should remain integrated into society and participate in decision-making.

     - **Care**: Older persons should have access to social, legal, and healthcare services.

     - **Self-fulfillment**: They should be able to pursue personal growth.

     - **Dignity**: Their rights and freedoms should be respected.

   - These principles provided a framework for national governments to formulate policies aimed at improving the quality of life for older persons.


3. **Year of Older Persons (1999)**

   - The **United Nations International Year of Older Persons** was declared in 1999, bringing attention to the contributions and challenges of ageing populations. It aimed to promote awareness about the issues older adults face and called for a global focus on improving their quality of life.


4. **Second World Assembly on Ageing (Madrid, 2002) & Madrid International Plan of Action on Ageing (MIPAA)**

   - The **Second World Assembly on Ageing** took place in Madrid in 2002. It built upon the Vienna Plan of Action and launched the **Madrid International Plan of Action on Ageing (MIPAA)**, a comprehensive global policy framework aimed at addressing the challenges of an ageing population. MIPAA focused on three priority areas:

     - **Older persons and development**: Promoting the integration of older persons in society.

     - **Advancing health and well-being**: Improving access to healthcare and social services.

     - **Ensuring supportive environments**: Advocating for age-friendly housing and infrastructure.

   - MIPAA emphasized the importance of incorporating ageing into development policies, particularly in low- and middle-income countries.


5. **UN Resolution on the Rights of Older People (2011)**

   - In 2011, the **UN General Assembly** adopted a resolution calling for the recognition of the rights of older persons. It aimed to protect older adults from discrimination and violence and stressed the need for comprehensive legal protections at both national and international levels.

   - The resolution also called for governments to ensure that older persons have equal access to employment, social protection, and healthcare.


6. **Review of MIPAA (2012)**

   - The **MIPAA Review (2012)** assessed the progress made since the adoption of the Madrid Plan of Action. The review highlighted some of the achievements in implementing ageing-related policies but also pointed out the need for more robust efforts, particularly in addressing the vulnerabilities of older persons in developing countries.


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### **B. National Plans and Acts on Ageing in Nepal**


1. **National Action Plan for Senior Citizens (2006)**

   - Nepal's **National Action Plan for Senior Citizens (2006)** was formulated to address the growing needs of the elderly population in Nepal. It aligns with global frameworks such as MIPAA and aims to improve the well-being of older persons by enhancing their access to social services, health care, and legal protections.

   - The plan focuses on key areas such as:

     - Establishing old-age homes and day-care centers.

     - Providing healthcare services tailored to the needs of older people.

     - Supporting income-generating activities for senior citizens.

     - Promoting the participation of older persons in social and political life.


2. **Senior Citizens Act (2007) and Senior Citizens Regulation (2009)**

   - The **Senior Citizens Act (2007)** marked a significant legal step in protecting the rights and welfare of older people in Nepal. The act provides a legal framework for the establishment of care homes, social security measures (such as pensions), and special concessions for senior citizens.

   - The **Senior Citizens Regulation (2009)** builds upon the act, specifying the rights of older persons and outlining the responsibilities of the government in providing support and services. The regulation mandates that public transport and healthcare services offer discounts and prioritization for elderly individuals.


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### **C. Status of Older People in Nepal**


1. **Demographic Overview**

   - The elderly population in Nepal is growing due to an increase in life expectancy and a decline in fertility rates. According to **Ageing Nepal and CDPS (2012)**, older persons face several challenges, including limited access to healthcare, inadequate social protection, and dependence on family members for care. 

   - Nepal's socio-economic structure is still largely family-based, and elderly individuals often live with their children. However, this traditional support system is eroding due to migration, urbanization, and changing family dynamics.


2. **Challenges in Health and Social Care**

   - A joint study by **Ageing Nepal and CDPS (2012)** highlights that Nepal's healthcare infrastructure is not well-equipped to handle the specific needs of its ageing population. The study recommends piloting community-based care programs and improving access to geriatric services.


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### **D. Social Perception of Ageing in Nepal**


1. **Cultural Views on Ageing**

   - In Nepal, ageing is traditionally viewed as a respected stage of life. Older people are often seen as the custodians of cultural and religious values, and respect for elders is an integral part of societal norms.

   - However, **Uprety (2010)** and other studies indicate that this respect is not always accompanied by adequate social and economic support. Some elderly people face neglect, particularly as family structures change due to modernization and migration.


2. **Work and Dependency**

   - **Beall and Goldstein (1982)** examined the work and dependency of older Sherpas in Nepal, highlighting that older people continue to contribute to their households even as they age. However, with increasing economic pressures and migration of younger family members, many elderly individuals are left without sufficient support.


3. **Elderly Homes and Social Isolation**

   - According to **Acharya (2008)**, there has been a growing trend in the establishment of elderly homes in Nepal. While these homes provide necessary shelter and care, they often lead to the social isolation of older persons, who are separated from their families and communities. The study suggests that the rise of elderly homes reflects the changing social fabric of Nepalese society, where traditional family support structures are weakening.


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### Key Readings:


1. **International Frameworks**:

   - **UN (1982)**. Report of the world assembly on ageing, Vienna, 26 July to 6 August 1982.

   - **UN (2002)**. Political declaration and Madrid International Plan of Action and Ageing, Second World Assembly on Ageing, Madrid, Spain.

   - **UN Resolution on Rights of Older People (2011)**.


2. **National Plans and Acts**:

   - **Parker, S., & Pant, B. (2011)**. Longevity in Nepal: Health, policy and service provision challenges.

   - **Senior Citizens Act (2007)** and **Senior Citizens Regulation (2009)**.


3. **Status of Older People in Nepal**:

   - **Ageing Nepal and CDPS (2012)**. Health and social care needs assessment of elderly.

   - **Uprety, L.P. (2010)**. Effectiveness of non-contributory social pension in Nepal.

   - **Acharya, Pradeep (2008)**. Senior citizens and elderly homes: A survey from Kathmandu.


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This unit provides a comprehensive understanding of the legal frameworks and the status of older persons both globally and in Nepal. By studying the international conferences, national action plans, and acts related to ageing, students gain insights into how various policies shape the lives of older persons. Additionally, understanding the social perception of ageing in Nepal is essential for analyzing the cultural and structural challenges faced by older people in a rapidly changing society.


Understanding Ageing

 Understanding Ageing



### Unit I: Understanding Ageing (12 hours)


This unit delves into the essential sociological understanding of ageing, examining population trends, definitions, the historical context of gerontology and geriatrics, and theoretical perspectives in the sociology of ageing. Below is a detailed breakdown of each topic:



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### **A. Population Dynamics and Global and National Trend (1950–2050): Political, Economic, and Social Implications**


#### 1. **Global Trends (1950–2050)**

- The global population is ageing at an unprecedented rate. Between 1950 and 2050, the population of people aged 60 and above will increase significantly. According to the **Population Reference Bureau (2011)**, by 2050, it is estimated that older adults will make up more than 20% of the global population.

  

#### 2. **National Trends in Nepal**

- Nepal is also witnessing a significant shift in its age demographics. **Chalise (2006)** outlines how Nepal is becoming an ageing society, with its elderly population (those aged 60 and above) growing rapidly. This change has crucial implications for the country's economic development, healthcare infrastructure, and social welfare systems.

- The **Central Bureau of Statistics (2011)** provides a detailed overview of the population structure, indicating that the share of older adults in Nepal has steadily increased, which presents challenges such as pension sustainability, healthcare access, and family-based care systems.


#### 3. **Political, Economic, and Social Implications**

- **Political Implications**: Governments worldwide are adopting policies to address the challenges posed by an ageing population, such as pension reforms, age-friendly employment policies, and healthcare initiatives.

- **Economic Implications**: Ageing populations lead to shifts in the workforce, with fewer younger individuals supporting more older adults, thereby affecting economic productivity, public spending on pensions, and healthcare.

- **Social Implications**: Ageing societies face the challenge of caring for an increasing number of older adults, requiring changes in social support systems, intergenerational relationships, and housing arrangements.


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### **B. Varied Definition and Application of Ageing, Active Ageing, and its Determinants**


#### 1. **Definitions of Ageing**

- The concept of ageing varies across cultures and disciplines. According to the **WHO**, older persons are typically defined as individuals aged 60 or 65 and above, though this threshold can vary by country due to differences in life expectancy and social norms.

  

#### 2. **Active Ageing**

- **Active ageing** is a concept introduced by the **World Health Organization (WHO, 2012)**, which emphasizes the importance of optimizing health, participation, and security to enhance the quality of life as people age. Active ageing encourages older individuals to remain engaged in social, economic, cultural, and civic affairs rather than simply focusing on being free of disease or disability.

  

#### 3. **Determinants of Active Ageing**

- The **WHO Active Ageing Framework** (2012) identifies several determinants that influence the ability of older adults to age actively:

  - **Health services**: Access to health care is essential to promote active ageing.

  - **Economic determinants**: Income security and employment opportunities for older adults.

  - **Social determinants**: Social support networks and opportunities for social engagement.

  - **Physical environment**: Safe housing and transport facilities.

  - **Behavioral determinants**: Lifestyle choices like physical activity and healthy eating.

  - **Personal determinants**: Genetics, personal resilience, and adaptive capabilities.

  - **Gender and culture**: Gender-based and cultural factors also influence ageing experiences.


---


### **C. History of Gerontology and Geriatrics**


#### 1. **Gerontology**

- **Gerontology** is the study of the biological, psychological, and social aspects of ageing. According to **Bengtson et al. (1997)**, gerontology emerged as a distinct field in the early 20th century, with the focus initially on the biological aspects of ageing but later expanding to include psychological and sociological dimensions. The field has evolved through three generations of theoretical development, moving from descriptive to more critical and interdisciplinary approaches.


#### 2. **Geriatrics**

- **Geriatrics** is the branch of medicine that focuses on the healthcare needs of older adults. It is concerned with the diagnosis, treatment, and prevention of diseases in ageing individuals. **Gautam (n.d.)** discusses the distinction between gerontology and geriatrics, noting that while geriatrics is primarily clinical, gerontology is more holistic, considering the social and psychological impacts of ageing.


#### 3. **Development of Gerontology and Geriatrics**

- The historical development of these fields has contributed significantly to how societies understand ageing and how older adults are treated within healthcare and social systems.


---


### **D. Theoretical Perspectives on Sociology of Ageing**


#### 1. **Disengagement Theory**

- One of the earliest sociological theories of ageing, **disengagement theory**, posits that as people age, they naturally withdraw from social roles and relationships, which is viewed as beneficial for both the individual and society.


#### 2. **Activity Theory**

- In contrast, **activity theory** argues that staying active and engaged in social roles leads to greater life satisfaction in old age. According to this perspective, older adults who maintain social, physical, and mental activities can experience a more fulfilling and productive life.


#### 3. **Age Stratification Theory**

- **Age stratification theory** examines how society is structured by age groups, and how roles and expectations change as individuals transition through different stages of life. This theory emphasizes the impact of social institutions and policies on the ageing process.


#### 4. **Life Course Perspective**

- The **life course perspective** emphasizes that ageing is a lifelong process shaped by historical, social, and cultural factors. It recognizes that earlier life experiences can influence outcomes in later life, such as health, income, and social connections.


#### 5. **Critical Gerontology**

- **Critical gerontology** challenges traditional notions of ageing and advocates for examining how structural inequalities, such as class, race, and gender, shape the experiences of older adults. It emphasizes the importance of understanding the social, political, and economic contexts that impact ageing.


#### 6. **Intersectionality in Ageing**

- **Intersectionality** in ageing studies explores how age interacts with other social categories such as gender, race, and socioeconomic status, shaping the diverse experiences of ageing.


---


### Key Readings:


1. **Global and National Trends**:

   - **Population Reference Bureau (2011). 2011 World Population Data Sheet**. Population Reference Bureau.

   - **Chalise, H. N. (2006)**. Demographic situation of population ageing in Nepal.

   - **CBS. (2011)**. Preliminary report-census 2011. Center Bureau of Statistics, Nepal.


2. **Definitions of Ageing and Active Ageing**:

   - **WHO (n.d.)**. Definition of an older or elderly person.

   - **WHO (2012)**. Active ageing: a policy framework.


3. **Gerontology and Geriatrics**:

   - **Bengtson, V. L., Burgess, E. O., & Parrott, T. M. (1997)**. Theory, explanation, and theoretical development in social gerontology.

   - **Gautam, M. K. (n.d.)**. Basic Concept of Gerontology and Geriatrics.


4. **Theoretical Perspectives on Ageing**:

   - **Marshall, V. W., & Bengtson, V. L. (2011)**. Theoretical perspectives on the sociology of aging.

   - **Bengston, V.L et al (1999)**. Handbook of Theories of Aging.


---


This unit provides the foundational knowledge necessary for understanding ageing from both a sociological and interdisciplinary perspective. By exploring population trends, key concepts like active ageing, the history of gerontology and geriatrics, and theoretical frameworks, students will be equipped to critically engage with the social and policy issues related to ageing in both global and local contexts.

The sociology of ageing and disability

 The sociology of ageing and disability


The sociology of ageing and disability is an essential subfield within sociology that examines the social, cultural, economic, and political dimensions of ageing and disability. These two concepts often intersect, as many individuals experience disability as they age. In preparing for your Master's examination, it's important to grasp the key theoretical frameworks, the social and policy contexts, and the lived experiences of ageing and disability. Below is a comprehensive exploration of these topics, focusing on the sociological approach to understanding both.



### 1. **Concept of Ageing**


Ageing refers to the process of growing older, marked by physical, psychological, and social changes. While biological ageing is inevitable, sociologists are more interested in how societies structure the experience of ageing and how individuals navigate this life stage.


#### Key Sociological Perspectives on Ageing


1. **Functionalism and Disengagement Theory**:

   - Functionalists view society as a system with interdependent parts that work together for stability and cohesion. From this perspective, ageing is a natural part of the life cycle.

   - **Disengagement Theory** (Cumming and Henry, 1961): This theory posits that as people age, they gradually withdraw from social roles and responsibilities. This withdrawal is seen as functional for society because it allows the transfer of roles and resources to younger generations. While this theory has been critiqued for assuming that withdrawal is always beneficial or inevitable, it still serves as a starting point for understanding ageing in functionalist terms.


2. **Conflict Theory and Age Stratification**:

   - Conflict theory, which focuses on power dynamics and inequalities, offers a critical perspective on ageing. According to this view, older adults may face systematic disadvantages due to ageism (discrimination based on age), economic inequalities, and marginalization.

   - **Age Stratification Theory** (Riley et al., 1972): This theory suggests that society organizes people into categories based on age, and these categories are treated differently in terms of access to resources, power, and status. Age stratification highlights inequalities between age groups and the challenges faced by older people in maintaining their societal roles and identities.


3. **Symbolic Interactionism and Activity Theory**:

   - Symbolic interactionists focus on the meanings and definitions that people give to ageing. From this perspective, ageing is seen as a social construct influenced by cultural norms, personal choices, and interactions.

   - **Activity Theory**: Developed as a response to disengagement theory, activity theory argues that remaining active and engaged in social roles can lead to a more satisfying and fulfilling life for older adults. It suggests that the continuation of social, physical, and emotional activities is crucial for maintaining well-being.


4. **Critical Gerontology**:

   - This perspective emphasizes that ageing is not just a biological process but also shaped by broader social, political, and economic factors. Critical gerontologists critique the marginalization and devaluation of older people in capitalist societies, focusing on how race, gender, class, and other factors intersect to affect the ageing process.


#### Key Issues in Ageing


- **Ageism**: Stereotypes and discriminatory practices towards older individuals are pervasive in many societies. Ageism can manifest in various forms, such as workplace discrimination, social exclusion, and limited access to healthcare.

- **Economic and Social Inequality**: Older adults often face financial insecurity, especially if they have retired or are unable to work due to health reasons. Pension systems, access to healthcare, and family support play critical roles in their quality of life.

- **Healthcare and Social Support**: As people age, their healthcare needs often increase. The quality and availability of healthcare services for older adults, including long-term care and geriatric care, are important social issues.

- **Social Roles and Transitions**: Retirement, widowhood, and changes in family structure (such as becoming a grandparent) are significant social transitions in old age. These transitions can either enhance or diminish an individual's sense of identity and belonging.


### 2. **Concept of Disability**


Disability refers to physical, mental, or sensory impairments that, in interaction with social and environmental barriers, can limit an individual’s full participation in society. Like ageing, disability is both a biological and a social phenomenon, and sociologists are particularly concerned with how society treats people with disabilities.


#### Key Sociological Perspectives on Disability


1. **The Medical Model of Disability**:

   - The medical model views disability as a problem that resides within the individual. From this perspective, disability is seen as a deviation from the norm that requires medical treatment or rehabilitation. This model has been critiqued for focusing too narrowly on physical or mental impairments and for neglecting the social and environmental factors that contribute to disability.


2. **The Social Model of Disability**:

   - In contrast, the social model argues that disability is created by social, cultural, and environmental barriers rather than the individual's impairment. For example, a person with a mobility impairment is disabled not because of their condition but because of a lack of accessible infrastructure, such as ramps or elevators. This model shifts the focus from the individual to society and advocates for changes that promote inclusion and accessibility.


3. **Critical Disability Theory**:

   - Critical disability theory draws on insights from feminist theory, queer theory, and critical race theory to explore how disability intersects with other forms of social inequality. It critiques ableism (discrimination in favor of able-bodied individuals) and examines how societal norms and institutions marginalize people with disabilities. It also explores how concepts of normalcy are socially constructed and how they affect people’s lived experiences.


#### Key Issues in Disability


- **Ableism**: Discrimination and prejudice against people with disabilities is a significant issue. Ableism manifests in many ways, including limited access to employment, education, and public spaces, as well as social stigma and exclusion.

- **Access and Inclusion**: A major concern for people with disabilities is the lack of access to physical, social, and technological resources. The push for universal design, which advocates for environments and products that are accessible to everyone, is one response to this issue.

- **Economic Disadvantage**: People with disabilities often face higher rates of unemployment and poverty. Structural barriers in the labor market, education, and healthcare contribute to their marginalization. Policies aimed at promoting employment opportunities and social security for people with disabilities are essential to addressing this inequality.

- **Healthcare and Social Support**: People with disabilities often have specialized healthcare needs that may not be adequately met by existing healthcare systems. Access to assistive technologies, rehabilitation services, and disability-friendly healthcare providers is crucial for their well-being.


### 3. **Intersection of Ageing and Disability**


Ageing and disability intersect in multiple ways. As people age, they are more likely to experience impairments that can lead to disability, such as vision or hearing loss, mobility challenges, or cognitive decline. This overlap raises several important issues:


1. **Ageing with a Disability**:

   - Many people with disabilities live into old age, often facing unique challenges related to healthcare, financial support, and social isolation. Older adults with disabilities may encounter compounded discrimination due to both ageism and ableism.


2. **Onset of Disability in Old Age**:

   - As individuals age, they may develop disabilities, which can affect their quality of life, autonomy, and social participation. Addressing the needs of older adults who develop disabilities is a growing concern in many societies, particularly as populations age.


3. **Caregiving**:

   - Older adults with disabilities often rely on family members or professional caregivers for support. Caregiving can be physically and emotionally demanding, and caregivers themselves may face social and economic disadvantages. Sociologists study the dynamics of caregiving, including the gendered nature of caregiving (as women are often the primary caregivers) and the policy implications of providing support for caregivers.


4. **Policy and Social Support**:

   - Addressing the needs of ageing populations and individuals with disabilities requires comprehensive policies related to healthcare, housing, social security, and community support. Many countries have implemented policies like the **Americans with Disabilities Act (ADA)** or the **Convention on the Rights of Persons with Disabilities (CRPD)** to protect the rights of people with disabilities. Similarly, **pension systems**, **universal healthcare**, and **accessible infrastructure** play important roles in supporting older adults.


### 4. **Policy Responses to Ageing and Disability**


In many societies, governments and organizations have developed policies and programs to address the needs of older adults and people with disabilities:


- **Social Security and Pensions**: Providing financial security to older adults and people with disabilities is a key social policy concern. Pensions, disability benefits, and other forms of social security help to reduce poverty and social exclusion.

- **Healthcare Systems**: Ensuring that healthcare systems are accessible and responsive to the needs of older adults and people with disabilities is crucial. This includes providing access to long-term care, assistive technologies, rehabilitation services, and disability-friendly healthcare facilities.

- **Accessibility Laws**: Laws that mandate the accessibility of public spaces, transportation, and communication technologies are essential for ensuring that people with disabilities can participate fully in society. These laws also benefit older adults, many of whom develop impairments as they age.

- **Anti-Discrimination Laws**: Legal protections against ageism and ableism help to combat discrimination in employment, education, housing, and other areas. In many countries, anti-discrimination laws include provisions that prohibit discrimination based on age or disability.


### Conclusion


The sociology of ageing and disability explores how these two conditions are not just biological but deeply social. Ageing and disability are shaped by societal norms, economic structures, and political policies. Understanding how these intersect and how they are influenced by gender, class, race, and other factors helps sociologists and policymakers create a more inclusive and equitable society for older adults and people with disabilities.


The **Course on Ageing and Disability Studies** offers a foundational understanding of the social, economic, and political aspects of ageing and disability. The course focuses on key concepts, theories, and policy frameworks that shape our understanding of these topics, particularly within the context of global demographic changes and disability rights movements. Below is a breakdown of the **course objectives** based on the description you provided:


### 1. **Introduction to Key Concepts and Theories on Ageing and Disability**


The first goal of the course is to familiarize students with the basic concepts and sociological theories that explain both ageing and disability:


- **Ageing**: The course introduces students to different sociological theories of ageing, such as disengagement theory, activity theory, age stratification, and critical gerontology. Students will gain insights into how ageing is not only a biological process but also shaped by social structures, cultural norms, and economic forces. The course will examine how society treats older individuals and how this treatment varies across different cultural and economic contexts.

  

- **Disability**: Students will also explore key theories in disability studies, including the medical model, social model, and critical disability theory. This will help students understand disability not simply as an individual condition but as a socially constructed phenomenon that is deeply influenced by structural inequalities and societal attitudes.


### 2. **Global and National Population Dynamics on Ageing**


Ageing is increasingly becoming a global issue due to shifts in population demographics. The course helps students understand:


- **Changing Population Dynamics**: With increased life expectancy and declining birth rates, many countries are witnessing a growing proportion of older adults in their populations. The course will provide a comprehensive overview of global ageing trends, highlighting the challenges and opportunities that arise from these demographic shifts.


- **Global and Local Contexts**: The course will focus on how ageing plays out differently in various parts of the world, such as in high-income vs. low- and middle-income countries. It will examine how ageing is addressed through social policy, healthcare, and family support systems in diverse cultural and national contexts.


### 3. **Understanding International and National Policies on Ageing**


Students will be introduced to key **international and national policy frameworks** that address the needs of older adults:


- **International Policies**: The course will cover global agreements and conventions such as the United Nations' **Madrid International Plan of Action on Ageing (MIPAA)**, which addresses key issues like poverty, health, and active participation in society for older adults. It may also discuss the role of organizations like the World Health Organization (WHO) and its efforts in promoting age-friendly environments.


- **National Policies**: At the national level, students will learn about government initiatives and legislation focused on ageing populations. This might include pension systems, healthcare access, and social security for older adults. The course will also explore policies in the context of Nepal and how the country is preparing for its ageing population.


### 4. **Researching Emerging Issues on Ageing**


An important objective of the course is to equip students with the tools to **undertake research on emerging issues related to ageing**:


- **Emerging Challenges**: Students will investigate contemporary issues such as the rising demand for elderly care services, the economic pressures of supporting an ageing population, social isolation, ageism, and intergenerational conflict.

  

- **Research Methods**: The course aims to introduce students to research methodologies specific to the study of ageing, including qualitative and quantitative approaches to understanding the lived experiences of older adults, policy analysis, and demographic research.


### 5. **Introduction to Concepts and Theories of Disability**


In addition to ageing, the course provides an in-depth understanding of **disability theories and concepts**:


- **Theoretical Frameworks**: Students will explore how disability has been conceptualized across time and societies. The course will emphasize the **social model of disability**, which shifts the focus from the individual's impairments to societal barriers, as well as **critical disability theory**, which explores how disability intersects with other social inequalities like race, class, and gender.


- **Historical Context**: The course will also introduce students to the history of the disability rights movement, both globally and in the Nepalese context, covering key milestones such as the **United Nations Convention on the Rights of Persons with Disabilities (CRPD)**.


### 6. **Gender Dimension of Disability**


Understanding the **gendered nature of disability** is another key objective of the course:


- **Intersection of Gender and Disability**: The course explores how gender and disability intersect, recognizing that women with disabilities often face additional layers of marginalization and discrimination. Students will examine how traditional gender roles, cultural norms, and social expectations shape the experiences of men and women with disabilities differently.


- **Gender-Based Inequalities**: Through case studies and readings, students will learn how women with disabilities may have less access to education, employment, and healthcare compared to men with disabilities or non-disabled women. The course will also touch upon issues such as reproductive rights, caregiving, and violence against women with disabilities.


### Summary of Course Objectives


In summary, this introductory course aims to:


1. Introduce basic sociological concepts and theories related to ageing and disability.

2. Help students understand the global and national trends in population dynamics, particularly concerning the increasing importance of ageing as a global concern.

3. Familiarize students with international and national policies on ageing, helping them to analyze how these policies impact older adults in various societies.

4. Enable students to conduct research on emerging issues related to ageing, focusing on contemporary challenges and future policy needs.

5. Provide a comprehensive understanding of disability concepts, including the medical and social models of disability, with attention to the broader societal and cultural contexts that shape these experiences.

6. Offer a gender-sensitive perspective on disability, emphasizing the intersection of gender and disability, and the additional challenges faced by women with disabilities.


By achieving these objectives, students will be better equipped to critically analyze ageing and disability issues and contribute to research, policy, and advocacy in these fields.



Saturday, September 28, 2024

Social and Political Movements, Transition, and Change

 Social and Political Movements, Transition, and Change


### **Unit V: Social and Political Movements, Transition, and Change** (9 hours)


This unit focuses on *social and political movements* as significant forces for change within societies, particularly in relation to the transition and consolidation of democratic processes. Social and political movements have played key roles in challenging existing power structures, advocating for rights, and transforming societies. The unit explores the definitions, types of movements, and their role in political transitions, especially toward democracy.



---


### **Key Concepts:**


#### 1. **Definition of Movements**

A *movement* refers to a collective effort by a group of individuals or organizations working towards a common goal, often aimed at bringing about social or political change. Movements are characterized by their organized nature, long-term objectives, and focus on addressing perceived injustices or inequalities.


- **Social Movements:** Social movements seek to change cultural or social norms, values, or practices. These movements often emerge from marginalized or disadvantaged groups aiming to address issues such as gender equality, racial justice, or labor rights.

  

- **Political Movements:** Political movements are aimed at changing government policies, political institutions, or leadership. These movements may advocate for democratic reforms, challenge authoritarian regimes, or push for new political ideologies and systems of governance.


##### **Key Features of Movements:**

- **Collective Action:** Movements involve coordinated efforts by individuals or groups with shared goals.

- **Ideological or Grievance-Based Motivation:** Movements are often motivated by shared ideologies or specific grievances against the state, society, or certain institutions.

- **Organizational Structures:** Movements may have formal or informal leadership, and they often rely on networks of support and communication to mobilize participants.

- **Change-Oriented:** The ultimate goal of movements is to bring about some form of social, political, or cultural change, whether through reform, revolution, or the reshaping of public attitudes and behaviors.


---


#### 2. **Variants of Social/Political Movements**

Social and political movements can take different forms depending on their goals, structures, and the socio-political contexts in which they arise. This section examines three major types of movements: structural movements, populist movements, and new social movements.


##### **A. Structural Movements:**

Structural movements focus on changing the underlying structures of society, particularly its economic, political, and institutional systems. These movements often emerge in response to systemic inequalities or injustices within a society's structures.


- **Key Characteristics:**

  - Aim to transform the *institutional and structural aspects* of society, such as government policies, economic systems, or power relations.

  - May challenge the state, large corporations, or dominant social classes.

  - Often have a revolutionary or reformist agenda.

  

- **Examples:**

  - *Communist and Socialist Movements:* These movements aimed to radically alter the structure of society by overthrowing capitalist systems and replacing them with socialist or communist governance (e.g., the Russian Revolution of 1917).

  - *Anti-Colonial Movements:* Many countries in Africa, Asia, and Latin America experienced structural movements aimed at ending colonial rule and achieving independence (e.g., India's independence movement under Gandhi).


##### **B. Populist Movements:**

Populist movements emerge when political leaders or activists claim to represent the will of the "common people" against a corrupt elite or establishment. Populism can take various forms, both left-wing and right-wing, and tends to focus on mobilizing mass support by emphasizing the divide between the people and the elite.


- **Key Characteristics:**

  - Strong emphasis on the dichotomy between the *"common people"* and the *"corrupt elite."*

  - Often led by charismatic leaders who claim to represent the interests of ordinary citizens.

  - Anti-establishment rhetoric and opposition to traditional political parties or elites.

  

- **Examples:**

  - *Left-Wing Populism:* Movements such as those led by Hugo Chávez in Venezuela or Evo Morales in Bolivia, which focused on redistributing wealth and power to the poor and marginalized.

  - *Right-Wing Populism:* Movements in the U.S. (e.g., Donald Trump's MAGA movement) or Europe (e.g., Brexit in the UK) that focus on anti-immigration, nationalism, and reclaiming power from perceived corrupt elites or foreign influence.


##### **C. New Social Movements:**

*New social movements* (NSMs) refer to a category of movements that emerged in the late 20th century, focusing on issues related to identity, lifestyle, and cultural values rather than purely economic or political concerns. These movements address a wide range of issues including environmentalism, gender rights, racial justice, and LGBTQ+ rights.


- **Key Characteristics:**

  - NSMs are often *decentralized and less hierarchical*, relying on grassroots activism and informal networks.

  - Emphasize *non-material issues* such as human rights, personal identity, environmental sustainability, and cultural recognition.

  - Mobilization through *non-conventional* forms of protest such as social media, civil disobedience, and public campaigns.


- **Examples:**

  - *Environmental Movements:* Movements such as Greenpeace and Extinction Rebellion advocate for addressing climate change, biodiversity loss, and ecological conservation.

  - *Feminist Movements:* The second wave of feminism in the 1960s-70s and subsequent gender equality movements focus on issues of gender identity, reproductive rights, and fighting patriarchal norms.

  - *Civil Rights Movements:* Movements such as Black Lives Matter in the U.S. focus on racial justice, police reform, and ending systemic racism.


---


#### 3. **Transition and Consolidation of Democratic Process**

The transition from authoritarian or non-democratic regimes to democratic governance is a complex process that involves both *political* and *social movements* pushing for change. Once the transition begins, the consolidation of democratic institutions and processes becomes critical for ensuring the long-term stability and functioning of democracy.


##### **A. Transition to Democracy:**

The transition to democracy refers to the process through which a non-democratic regime, such as an authoritarian or colonial government, transforms into a democratic system. This process is often driven by social and political movements advocating for democratic reforms and can occur through peaceful negotiations or violent revolutions.


- **Stages of Transition:**

  - *Liberalization:* The regime begins to relax control, allowing for greater political freedoms and civil liberties.

  - *Democratization:* Democratic institutions, such as free elections, independent judiciaries, and accountable governance, are established.

  - *Constitution Building:* A democratic constitution is often drafted to ensure that power is distributed among institutions, rights are protected, and the rule of law is established.


- **Examples:**

  - *South Africa:* The anti-apartheid movement, led by figures such as Nelson Mandela, successfully transitioned the country from a racially segregated authoritarian regime to a democratic system in the early 1990s.

  - *Eastern Europe:* The collapse of communist regimes in countries like Poland, Czechoslovakia, and Hungary in the late 1980s and early 1990s marked a transition to democracy following decades of authoritarian rule.


##### **B. Consolidation of Democracy:**

Consolidating democracy refers to the process of strengthening democratic institutions, norms, and practices after the initial transition. The goal is to create a stable, functioning democratic system that can endure political crises and maintain public trust.


- **Key Elements of Democratic Consolidation:**

  - **Institutionalization:** Establishing strong, independent institutions, such as a judiciary, electoral commission, and legislative body, that function democratically.

  - **Civil Society Engagement:** Civil society, including NGOs, advocacy groups, and grassroots organizations, plays a crucial role in ensuring that democratic processes are upheld and that the government remains accountable to the people.

  - **Rule of Law:** For democracy to be consolidated, the rule of law must be respected, meaning that laws are applied fairly and consistently, and government actions are constrained by legal frameworks.

  - **Electoral Integrity:** Free and fair elections are central to a functioning democracy. Consolidation requires that electoral systems be transparent, inclusive, and credible.

  - **Conflict Management:** Consolidating democracy involves developing mechanisms for peacefully resolving conflicts, such as judicial review, constitutional courts, and political negotiations.


##### **Challenges to Democratic Consolidation:**

- **Corruption:** Corruption can undermine public trust in democratic institutions, leading to disillusionment and weakening the democratic process.

- **Populism and Authoritarian Backsliding:** In some cases, populist leaders or parties may undermine democratic norms and institutions after gaining power, leading to authoritarian backsliding.

- **Economic Inequality:** High levels of economic inequality can erode social cohesion and create discontent, making it difficult to consolidate democracy.

- **Weak Institutions:** If democratic institutions are weak or lack legitimacy, the democratic process may be fragile and prone to collapse.


---


### **Summary of Key Points:**

- **Movements** are collective efforts aimed at bringing about social or political change, with different types such as structural, populist, and new social movements.

- **Structural movements** focus on changing the fundamental institutions of society, **populist movements** mobilize the masses against elites, and **new social movements** focus on identity, culture, and non-material issues.

- The **transition to democracy** involves moving from authoritarian rule to democratic governance, while **democratic consolidation** focuses on strengthening and institutionalizing democracy to ensure long-term stability.

  

This unit provides students with a deep understanding of the role of movements in societal change, particularly in the context of democratization. It highlights the dynamics between collective action, political power, and the challenges of creating and sustaining democratic governance.


### Unit V: Political Movements, Transition, and Change


This unit focuses on the study of **social and political movements**, their variants, and how they influence political transitions and democratic consolidation. The readings provide both theoretical frameworks and historical examples to explain how movements emerge, evolve, and contribute to social change. It also touches on the role of movements in the **democratic transition** and the consolidation of political systems.


---


### **1. Mario Diani (1992). “The Concept of Social Movement” in *The Sociological Review*, Vol. 40, pp. 1-25**


In this article, Mario Diani explores the **definition and characteristics of social movements**, offering a comprehensive analysis of how social movements are distinct from other forms of collective behavior, such as political parties or interest groups.


Key Concepts:

- **Social Movements Defined:** Diani defines social movements as **networks of informal interactions** between individuals, groups, and/or organizations that engage in **collective action** aimed at promoting or resisting social change. These networks are organized around shared beliefs and social solidarity, but they often operate outside formal political institutions.


- **Collective Identity and Action:** One of the key features of social movements is the presence of a **collective identity** that binds participants together, even though they may come from diverse backgrounds. This shared identity fuels collective action and sustains the movement over time.


- **Networks and Resource Mobilization:** Diani highlights the importance of **networks** and the ability of movements to mobilize resources (material, social, and symbolic) as essential for the success of social movements. Movements need to navigate complex political and social environments, often using non-institutional methods such as protests, demonstrations, and campaigns to pursue their goals.


This reading is fundamental for understanding the basic framework of social movements and the factors that contribute to their emergence and success.


---


### **2. Craig Calhoun (1993). “New Social Movements of the Early Nineteenth Century” in *Social Science History*, Vol. 17. No. 3, pp. 385-428**


Calhoun’s article takes a historical perspective, examining the rise of **new social movements** during the early 19th century and drawing parallels to contemporary movements.


Key Concepts:

- **New Social Movements:** Calhoun argues that many of the movements in the early 19th century, such as labor movements, feminist movements, and nationalist movements, can be classified as **new social movements** because they emerged in response to the social transformations brought about by **industrialization** and the development of the modern state.


- **Comparison with Contemporary Movements:** He draws comparisons between these early movements and the **new social movements** of the late 20th century, such as environmental movements, peace movements, and LGBTQ+ rights movements. While both sets of movements challenge existing power structures, **newer movements** tend to focus on issues of identity, culture, and lifestyle, rather than traditional economic or political concerns.


- **Transformation of Society:** Calhoun discusses how these early movements played a crucial role in shaping the political and social landscape of the 19th and 20th centuries. They laid the foundation for many of the **democratic rights and freedoms** that are now considered fundamental in modern societies.


This reading provides important historical context for understanding how social movements evolve and contribute to broader societal changes.


---


### **3. Theda Skocpol (1979). "Explaining Social Revolutions: Alternatives to Existing Theories" in *States and Social Revolutions: A Comparative Analysis of France, Russia, and China*, New York: Cambridge Press**


In this influential work, Theda Skocpol offers a **comparative analysis** of the **social revolutions** in France, Russia, and China, challenging existing theories on why revolutions occur and how they unfold.


Key Concepts:

- **Structuralist Approach to Revolution:** Skocpol argues that social revolutions are not simply the result of collective grievances or ideological movements, as some earlier theories suggested. Instead, they are rooted in **structural conditions**, particularly the relationship between the **state**, the **agricultural economy**, and **international pressures**. Revolutions often occur when states face crises that they are unable to manage, which leads to a breakdown in authority and opens the door for revolutionary change.


- **Role of the State:** Skocpol places the **state** at the center of her analysis, highlighting how the **state's capacity or failure to respond to external and internal challenges**—such as economic crises, wars, and peasant revolts—determines whether a revolution will occur. In this sense, the state's ability to maintain control over its territory and population is key to understanding why revolutions happen.


- **Comparative Analysis:** By comparing the French, Russian, and Chinese revolutions, Skocpol demonstrates how different structural conditions led to similar outcomes—social revolutions that fundamentally transformed the political and economic systems of these countries.


This reading is essential for understanding the **causes and dynamics of social revolutions**, offering an alternative to more agency-focused or ideologically driven explanations.


---


### **4. Juan J. Linz and Alfred Stepan (1996). "Theoretical Overview" in *Problems of Democratic Transition and Consolidation: Southern Europe, South America, and Post-Communist Europe*, Baltimore: Johns Hopkins University Press**


Linz and Stepan’s work focuses on the **processes of democratic transition and consolidation**, offering a theoretical framework for understanding how countries move from authoritarian regimes to stable democracies.


Key Concepts:

- **Democratic Transition vs. Consolidation:** The authors distinguish between **democratic transition**, which refers to the initial phase of moving from an authoritarian regime to a democratic one, and **democratic consolidation**, which is the process of making that democracy stable and sustainable over time. Consolidation requires the establishment of a broad social and political consensus in favor of democracy.


- **Necessary Conditions for Consolidation:** Linz and Stepan identify several conditions that are necessary for the **successful consolidation of democracy**, including:

  - **A functioning state**: The state must be able to maintain order and provide basic services to its citizens.

  - **A vibrant civil society**: Citizens must be able to organize freely and participate in the political process.

  - **A free and competitive political arena**: Political parties and elections must be fair and open to competition.

  - **Rule of law**: Legal systems must be impartial and protect the rights of individuals and groups.

  - **Economic stability**: While economic development is not a guarantee of democratic consolidation, extreme poverty or inequality can undermine the legitimacy of democratic institutions.


- **Challenges to Democratic Consolidation:** The authors also discuss the various challenges that emerging democracies face, such as the **legacy of authoritarianism**, weak state institutions, economic crises, and social divisions. These factors can slow or reverse the process of consolidation, leading to the breakdown of democratic systems.


This reading is crucial for understanding the **complexities of democratization**, particularly in regions that have undergone recent political transitions.


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### **Conclusion:**


Unit V covers a range of critical perspectives on social and political movements, as well as the challenges involved in democratic transitions and consolidation. The readings provide theoretical frameworks for understanding how **social movements emerge, evolve, and contribute to political and social change**. They also highlight the **structural conditions that lead to revolutions** and the processes involved in **democratic transitions**. Together, these readings offer a comprehensive overview of how political movements interact with state power, governance, and social change, providing essential insights into both historical and contemporary cases of political transformation.


Here are ten potential exam questions based on the topics covered in your readings for Unit V of your Sociology course:


### 1. **Theoretical Foundations of Social Movements:**

   - **Question:** Discuss Mario Diani’s concept of social movements. How do social movements differ from other forms of collective action, and what are the essential features that define them?


### 2. **New Social Movements in Historical Context:**

   - **Question:** Compare and contrast the social movements of the early 19th century with contemporary new social movements as explained by Craig Calhoun. How have the goals and methods of social movements evolved?


### 3. **Structuralist Approach to Social Revolutions:**

   - **Question:** Explain Theda Skocpol’s structuralist approach to understanding social revolutions. How does her analysis of revolutions in France, Russia, and China challenge previous theories on revolutionary change?


### 4. **Role of the State in Social Revolutions:**

   - **Question:** Analyze the role of the state in social revolutions according to Theda Skocpol. How do state failures contribute to the conditions that lead to revolutionary change?


### 5. **Democratic Transition and Consolidation:**

   - **Question:** Discuss the distinction between democratic transition and democratic consolidation as outlined by Juan Linz and Alfred Stepan. What are the key factors necessary for the successful consolidation of democracy?


### 6. **Challenges to Democratic Consolidation:**

   - **Question:** What are the major challenges to democratic consolidation, particularly in post-authoritarian regimes, as explained by Linz and Stepan? How can these challenges be addressed?


### 7. **Role of Social Movements in Democratic Transitions:**

   - **Question:** Evaluate the role of social movements in the transition to and consolidation of democracy. How do social and political movements contribute to or hinder the establishment of democratic systems?


### 8. **Populism and Social Movements:**

   - **Question:** Explain the concept of **agrarian populism** as discussed by Akhilesh Gupta. How does agrarian populism influence the development of modern nation-states, particularly in postcolonial contexts?


### 9. **Governmentality and State Governance:**

   - **Question:** Critically assess Michel Foucault’s concept of **governmentality** in relation to the changing processes of state governance. How has the understanding of power and governance shifted over time?


### 10. **Critique of State-Led Development Schemes:**

   - **Question:** Drawing on James C. Scott’s analysis, discuss the **state’s role in projects of legibility and simplification**. Why do certain state-led development schemes fail, and what are the consequences of such failures for the populations involved?


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These questions aim to cover the essential theoretical frameworks and critical discussions within Unit V. They will help you reflect on social movements, political transitions, state power, and the role of governance in development and social change.