Society for Disability Studies

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DHD 535
ADVOCACY AND EMPOWERMENT IN DISABILITY
FABRICIO BALCAZAR, Ph.D. Tel 312-413-1646; e-mail: fabricio@uic.edu 3:30 to 6:00 pm Mondays
Room 448 DHSP
SPRING 2008
This seminar will allow you to review several central themes that have been associated with the construct of advocacy and empowerment from the perspective of social justice and political activism in the disabilities field. We will relate discussion topics to the disability rights movement and the struggle for equality of people with disabilities. This class is an opportunity to reflect on your own political and ideological grounding, and on your social responsibility as individual, professional, community member, and citizen.
In order to become familiar with the historical elements of the empowerment process, as well as with the theories and research, we will read and discuss relevant literature. We will select discussion group leaders to introduce the readings for each class. The group leaders should prepare a brief summary of the reading materials and some key insights and discussion questions for the group. I would like group leaders to share copies of their notes with the class in order to facilitate the discussion.
Students will be expected to prepare a major paper that summarizes their own ideas about possible strategies to promote empowerment in a disability-related problem area. Students could relate their project to a specific organization or context with which they are associated. The paper should include a root-cause analysis of the factors involved in maintaining the situation (unequal distribution of power), a review of relevant literature, and specific strategies that could be used to promote empowerment in the particular context of the problem. This project includes both a paper of up to 20 pages and a class presentation. By the 4th week, students should present a brief summary of their project idea, including the major purpose and objectives, rationale, primary references you will draw upon, and your plan for completing the project in a timely way. Please consult with the instructor as you develop your project ideas.
Grading will be determined by class attendance and participation (peer-
evaluation, 40%), class presentation of the paper (peer-evaluation, 30%) and final paper evaluation (instructor 30%). Grade distribution: A (100-91); B (90-81); C (80-71) CLASS SCHEDULE
WEEK TOPIC ASSIGNMENT
January 14 Introduction The role of advocacy in the disability rights movement Barnartt, Schriner & Scotch (2001)
January 28 The forms of power (Bertrand Russell); Domination by economic power (Max Weber) Power as the control of behavior (Robert Dahl) Foundations of the critical Approach Lukes, p. 19-28 Lukes, p.29-36 Lukes, p. 36-58 Prilleltensky & Nelson, Chap. 1 and 2
February 4 The Marxist position: Class, class conflict and the development of capitalism Unmasking power Manifesto of the Communist party Held (1980) chapter 2. Brookfield (2005) chap. 5 Marx & Engels (1888)
February 11 Empowerment Theory Overcoming Alienation Critical Approach Training Zimmerman (1995) Brookfield (2005) chap. 6 Prilleltensky & Nelson, Chap. 3, 4, and 5
5. February 18 Empowerment and disability research Fawcett et al (1994) Balcazar et al (1994) Balcazar, Keys, Bertram & Rizzo (1996)

WEEK TOPIC ASSIGNMENT
February 25 Strategies for promoting empowerment Altman, Balcazar, Fawcett, Seekins & Young (1994) Balcazar, Keys, & Suarez (2001)
March 3 Education for critical consciousness Freire (1970) p.11-67 Chapters 1 and 2
March 10 Education for critical consciousness Freire (1970) p. 68-164 Chapter 3 and 4
March 17 Learning liberation Critical professional applications Brookfield (2005) chap.? Prilleltensky & Nelson, Chap. 6,7,8,9,10
March 24 SPRIN BREAK -NO CLASS
March 31 Roots for radicals: Organizing for power, action and justice Chambers ((2005) Intro. Chaps. 1 and 2 Chaps. 3, 4 and 5 Chaps. 6, 7 and 8
April 7 Participatory action research and social change Selener (1997) p 11-53 Balcazar, Keys, Kaplan, & Suarez-Balcazar (1998) Balcazar et al., (2004)
April 14 The dimensions of disability oppression Observations on everyday life: personal reflections Charlton (1998) p 21-82 Charlton (1998) p. 83-111
April 21 Empowerment and organization/ conclusions Charlton (1998) p.115-168
April 28 PROJECT PRESENTATIONS
16. May 5 PROJECT PRESENTATIONS (if needed)

Required Readings
Altman, D. G., Balcazar, F. E., Fawcett, S. B., Seekins, T. W., & Young, J. Q. (1994). Public health advocacy: Creating community change to improve health. Stanford Center for research in Disease Prevention, Palo Alto, CA.
Balcazar, F. E., Taylor, R., & Kielhofner, G. W. (2004). Participatory action research (PAR): General principles and a case study with chronic fatigue syndrome. In L. Jason L. A., Keys, C. B., Suarez-Balcazar, Y., Taylor, R.R., Davis, M., Durlag, J. & Isenberg, D. (Eds). Participatory Community Research: Theories and Methods in Action. American Psychological Association, Washington, DC.
Balcazar, F.E., Keys, C.B., & Suarez-Balcazar, Y. (2001). Empowering Latinos with disabilities to address issues of independent living and disability rights: A capacity- building approach. Journal of Prevention and Intervention in the Community, 21(2) 53- 70,
Balcazar, F. E., Keys, C. B., Kaplan, D., & Suarez-Balcazar, Y. (1998). Participatory action research and people with disabilities: Principles and challenges. Canadian Journal of Rehabilitation, 12, 105-112.
Balcazar, F.E., Keys, C. B., Bertram, J., & Rizzo, T. (1996). Advocate development in the field of developmental disabilities: A data-based conceptual model. Mental Retardation, 36, 341-351
Balcazar, F. E., Mathews, R. M., Francisco, V. T., & Fawcett, S.B. (1994). The empowerment process in four advocacy organizations of people with disabilities. Rehabilitation Psychology, 39(3), 191-206.
Barnartt, S., Schriner, K., & Scotch, R. (2001). Advocacy and political action. In G. L. Albrecht, K. D. Seelman, & M. Bury (Eds.). Handbook of Disability Studies. Thousand Oaks, CA: Sage Publications.
Brookfield, S. D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass
Charlton. J. I. (1998). Nothing about us without us: Disability Oppression and Empowerment. University of California Press: Berkeley.
Chambers, E. T. (2004). Roots for radicals: Organizing for power, action and justice. New York: Continuum International.
Fawcett, S. B., White, G. W., Balcazar, F. E., Suarez- Balcazar, Y., Mathews, R. M., Paine, A. L., Seekins, T., & Smith, J. F. (1994). A contextual-behavioral model of empowerment: Case studies with people with physical disabilities. American Journal of
Community Psychology, 22, 475-496.
Freire, P. (1970). Pedagogy of the oppressed. Continuum, New York
Held, D. (1980). Introduction to critical theory: Horkheimer to Habermas. Berkeley, CA: University of California Press.
Horkheimer, M. (1972). Critical theory: Selected essays. New York: The Seabury Press.
Lukes, S. (1986). Power. New York University Press.
Marx, K. (1988). Economic and philosophic manuscripts of 1844. Prometheus books, NY.
Prilleltensky, I. & Nelson, G. (2002). Doing Psychology Critically: Making a difference in diverse settings. New York: Palgrave Macmillan.
Selener, D. (1997). Participatory action research and social change. Cornell University: The Cornell Participatory Action Research network, Ithaca, NY
Zimmerman, M. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23, 581-599.