Posterous theme by Cory Watilo

Developing new conceptual and methodological approaches to promote, protect and ensure the successful implementation of the CRPD on the local level.

I have recently started two teaching appointments in the field of disability policy (Lecturer in the Department of City and Regional Planning, UC Berkeley as well as Advisory Board Member and Adjunct Professor for the Comparative Master's in International Disability Policy at the School for International Service, American University). 

Starting July 1st, I will be transitioning into my new post as the Chancellor's Fellow for Academic Diversity at UC Berkeley and through this new position, I will be developing a set of critical case studies based on the CMDP Framework, a policy-based framework offers development-based conceptual and methodological approaches. I developed the framework to assess the Implementation of the CRPD on the Local Level by analyzing five key pillars of local policy implementation: (a) content of legislative measures, (b) executive and budgetary support, (c) administrative and coordinating capacity of the implementing agencies, (d) scaled attitudes and beliefs, (e) political and public participation of persons with disabilities. My goal is that this research will provide a comprehensive list of indicators, instruments, and tools that can support and assess the local implementation of international disability rights laws.

Do you have an interested in these topics? What researcg or readings in these areas do you find particularly helpful and enlightening?

Convention receives 100th ratification and unlocks Capabilities

Advocates around the world are celebrating the 100th ratification of the UN Convention of the Rights of Persons with Disabilities.  Yet the underlying values of the treaty are far from being practiced.  These values are and should be universal in spirit but yet in many parts of the world are not equally extended to persons with disabilities.  Persons like myself who live with severe physical disabilities are still seen as "unemployable" and as "invalids" or having no economic or social value.  

While living at the International house at UC Berkeley, I discovered (by way of a t-shirt) the basic elements of human co-existance.  The particularly illuminating I-house t-shirt depicted the five elements necessary for co-existance.  These words were surrounding an image of the I-House dome: understanding, respect, peace, friendship, tolerance.

As reflect on these words, I remember that through the hundreds of interviews that I conducted with advocates in Serbia, Thailand, Yemen, Syria and elsewhere,  these same were repeatedly brought up.  Advocates sought new capabilities through understanding of themselves as persons with disabilities and of the greater population.  Advocates sought new capabilities through respect for their brothers, sisters and neighbors.  Advocates sought the capability for peace and security to live the way you choose and with supports.  Advocates sought new capabilities through friendships and community inclusion and collaboration, and tolerance of differences and diversity of the human family.  The human condition is determined by the quest for increased capabilities.  The treaty does allow us to go down this path towards improving human capabilities, human dignities and human potential.

 

Disability Convention Receives 100th Ratification

More countries Commit to Realizing Rights of World’s Largest Minority

NEW YORK, 12 May – The Convention on the Rights of Persons with Disabilities is the first international human rights treaty of the twenty-first century.  On 10 May, Colombia became the 100th country to ratify this Convention.  In doing so, it joins the ranks of those countries that now support greater access, backed by their legal systems, for citizens with disabilities to fully participate in the lives of their communities, including the political process and health and education services.

“This is an important milestone for Colombia and for the global community.  The Convention on the Rights of Persons with Disabilities is a powerful tool for inclusion and development.  Let us use it to make concrete improvements in the lives of persons with disabilities,” said United Nations Secretary-General Ban Ki-moon, commenting on the 100th ratification.

Around 10 per cent of the world’s population, or 650 million people, live with a disability.  They comprise the world’s largest minority who are excluded from fully participating in the economic, social, political, legal and cultural life of their communities.  To address this inequality, in 2006, the United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities, which was drafted along with the participation of persons with disabilities and their organizations.  At its core, the Convention ensures that persons with disabilities enjoy the same human rights as everyone else.  A record number of 82 countries — the highest in the history of a United Nations treaty — signed it on the opening day.

The Convention marks a shift away from the old “medical” view of disability towards a more “social” view that “disability” is a result of the interaction between a person and his/her environment, and not something that resides in the individual as the result of an impairment.  An estimated 386 million of the world’s working-age population are disabled, but unemployment among the persons with disabilities is as high as 80 per cent in some countries.

Sha Zukang, the United Nations Under-Secretary-General of the Department of Economic and Social Affairs, which serves as the secretariat for the Convention on the Rights of Persons with Disabilities, said:  “We are greatly encouraged by this 100th ratification of the Convention.  This is a great achievement by the international community in working towards a just and equitable society, based on equality and equal opportunity for all, including persons with disabilities.”

For more information, contact Vikram Sura, United Nations Department of Public Information, tel.:  +1 212 963 8274, e-mail:  sura@un.org.

For more information on the work of the United Nations for persons with disabilities, as well as a list of countries that have ratified the Convention, please see www.un.org/disabilities.

Scaling person centered learning (for all learners)

MUST SEE: After teaching a high school class of twenty students, I have developed a new appreciation for the mechanics of learning.  I spent two hours today getting to know Sal Khan and the work of the Khanacademy.  The academy provides lessons and exercises for all learners (with captioned videos) and is revolutionizing education by increasing a (coaching) teacher's quality time with students and decreasing bureaucracy.  Through these powerful new approaches Sal is paving the way for new approaches to person centered learning!  Watch who supports him at the end...

If knowledge is power, then empowerment is the process of exchanging and ultimately gaining knowledge

As I think about the challenges that persons with disabilities face in getting into and through the education system, I feel challenged and excited by the prospects of teaching. Giving back knowledge that gained from our community and from our movement is in many ways both a personal goal and a dream. Although I have had the great fortune of conducting research, lecturing, presenting at international conferences and engaging with government and industry collaborations in executing studies and disseminating findings, I know that I am in the minority. More young scholars should pursue the path to teaching. As I do the same, I thought I would share an article that contained some practical advice on how to approach and think about your next steps. Doing so can help our community strengthen our voice and sharpen our reasons for promoting and ensuring dignities, rights, equal opportunities and freedoms for all.

Becoming a University Professor
Yeva Ragauskayte

If you have taken a college class, you are probably familiar with the people we call professors. These gifted men and women continue the process of learning in post-secondary education for young minds everywhere. They carry a semblance of the teachers from our past in that they dispense new knowledge to us, lecturing and testing us, and constantly pushing us to excel in a given subject; however, there is an added intrigue to them because, for most, teaching is not their only focus, but rather a complement to their research. Professors have a passion for acquiring and disseminating new knowledge in their field of specialty. They have numerous responsibilities, from teaching students and assistants to research and administration. Acquiring job security in a tenure-track position is a highly sought after prize for those seeking a career in academia. Tenure provides professors with a life of learning, flexibility, a stimulating work environment, opportunities in different sectors, and the reward of working with young minds.
For those who find this lifestyle attractive and are considering professorship as a career, it is important to understand the skills, characteristics, and abilities required of a professor. First, teaching in any field requires the ability to pass on sometimes-complicated information by fragmenting it into parts that students can understand and retain. Skills in oral and written communication, attentiveness, and a strong understanding of the subject matter are all required of teachers. These skills are learned and refined during graduate school, post-doctoral work, teaching experiences and even in other types of careers.Preparing for Professorship


The journey toward professorship starts during the undergraduate years, when students explore their interests and skills. Different classes help students narrow down career choices, while extracurricular activities, such as lab work, summer internships, and volunteer projects, help students find work environments in which they perform well. The undergraduate years are also the time to research different options for careers and their corresponding educational requirements. These days, professorships usually require a Ph.D. and some post-doctoral experience; however, secondary schools, community, technical, and engineering technology colleges only require a Master’s degree. The decision of whether or not to pursue professorship should be made carefully; the road to tenure-track positions at a university can take up to fifteen years from the beginning of graduate school. Undergraduate students who decide to go to graduate school must then find a leading institution in the field of their interest. The logic behind such selectivity is that a school that specializes in and has better resources for a certain field will be better able to train its graduate students. Graduate schools are ranked according to specialty by a number of sources, including USNews and The Princeton Review.
Once accepted to graduate school, the road toward a Ph.D. can be long and arduous. A doctor of philosophy degree (Ph.D.) is the highest academic degree that you can attain in North America. Ph.D. programs produce scholars who seek to discover, integrate, and apply knowledge, and then communicate and disseminate it. Doctoral programs consist of lecture or laboratory courses, seminars, examinations, discussions, independent study, research, and, in many cases, teaching. A probationary period, during which evaluation and examination of the student is required, occurs in the first two years. After that, the student is eligible for Ph.D. candidacy, during which most of his or her research toward a dissertation will take place. Dissertation research can take a few years under the supervision and advice of a faculty member called an advisor. When deciding on an advisor, it is imperative to find a well-known, respected advisor in your field since he or she will help to shape your academic reputation. Advisors also help you prepare for the final oral defense of your dissertation for Ph.D. candidacy. Your work will be more valuable than that of other graduates with less prominent advisors. Multiple advisors can broaden your experiences and expose you to new opportunities.
A professor works with undergraduate research students in a mine in South Africa. Image courtesy Susan Pfiffner, University of Tennessee.
Graduate school is also the time to become a positive contributor in the department and the advisor’s program by making your research novel. Innovation and contribution will help you stand out in recommendation letters. Graduate students choose a specific topic for a dissertation, which generally marks them as a certain type of scientist (i.e. theorist or experimentalist), sometimes limiting future career options. Therefore, a dissertation should also be chosen wisely, taking into account all of one’s interests. After completing research, the next step is to get published, especially in prestigious journals. Publication demonstrates your ability to conduct research and communicate results effectively to the science community. Academic institutions take publications into serious consideration during the hiring process for professorships (hence the phrase “print or perish”). Finally, students must strive to be at the top of their field by keeping up with major breakthrough and key players. Conferences and national meetings are excellent places to network, collaborate and exchange ideas. Networking opens the door to many more career opportunities.
Currently, more and more students fresh out of graduate school choose to do post-doctoral work before applying for teaching positions at universities. Post-doctoral work is a continuation of research and training in a lab outside of the graduate lab. These positions are harder to come by now that they are not the “fallback job” they used to be. People see post-docs as valuable experience in addition to their graduate work, also giving them more time to get published before applying for professorships. On the other hand, according to a study conducted by the National Science Foundation in the 1990s, one drawback to post-doc positions is that, by extending the time between earning a Ph.D. and applying for professorship, they lower the likelihood of getting a tenure-track appointment, especially in sciences outside of biology. Thus, there is a balancing act to be played: get extra experience to be competitive in the applicant pool, yet do not prolong your post-doc experience longer than necessary to attain a teaching position.
Finally, a solid base in teaching experience increases your chance of being accepted for a teaching position at colleges and universities. Great researchers will benefit their institutions more if they can also teach students effectively. There are many ways to gain such teaching experience. Graduate students can work as teaching assistants (TAs) to master routine yet essential teaching responsibilities such as problem sessions, examinations, office hours, experiment preparation, and grading. Sometimes, graduate students can teach classes during the summer term, either at their home or other institutions. One useful tactic to land any of these opportunities is to let people know you are interested in teaching and line up for opportunities that open up when other graduates or post-docs leave.Getting Competitive


Once you have acquired the necessary degree, research and publication base, and teaching skills, the next step is to apply. Professorships are highly competitive; most applicants apply to many schools, and they often reapply if they do not get a position on the first try. Once hired, candidates start as assistant professors or the equivalent in order to build up experience and respect at their institution. After a few years, candidates may be promoted to a tenure-track professorship, which guarantees job stability, health benefits and a rigorous working environment. According to the 2002-2003 survey by the American Association of University Professors, the average salaries were $86,437 for professors, $61,732 for associate professors, and $51,545 for assistant professors. Tenured professors usually have their own office and research lab. They can devote more time to teaching, or limit their focus on teaching and concentrate more on their research. Some professors can take a leave of absence from teaching in order to concentrate solely on important research or writing. Professors also serve on department committees, advise students (undergraduate, graduate, and post-doc), and work on administrative matters.
A professor collaborates with students on a research project. Image courtesyIdaho EPSCoR Program.
For those who are unable to earn tenure at a university but are still passionate about teaching, there are other options. A growing trend in the education market is the hiring of adjunct professors. Adjunct professors, or “freeway flyers” as they are commonly called, must straddle multiple colleges at the same time, teaching one class here and one or two there. They are only hired one quarter, one semester, or a year at a time, according to the fluctuating needs of the universities. This type of job used to be only for local professionals who taught occasional classes part time, but now that the funds for education are rising, schools are trying to find ways of keeping the cost of tuition down. They are increasingly hiring adjunct professors instead of fully tenured professors in order to be more cost-efficient. Some universities pay adjunct professors a few thousand dollars per class with no benefits. Such a situation is far from the ideal that graduate students may envision when working toward their Ph.D., but some may have to take such positions if nothing else is available.
The typical age trajectory from graduate school to tenure track is approximated as: 22 after your B.S., 25 after your M.S., 28 after some work in industry or lab, 33 after your PhD, 35 after a post-doc and around 40 by the time you get tenure (and job security). The career training for this includes research, technical reviewing, proposal writing, supervision of other students, publishing, conference presentations, relations with industry, and teaching. Industry and government relations are helpful in this career because academic institutions want people who can work with the other two sectors to promote collaboration and idea exchange.
There are many different paths toward a professorship in academia; the key is perseverance, passion and information. Like any career, the best-informed and best-trained have better chances of succeeding.For more information:


“Advice on Pursuing a Career as a Professor in the Sciences”—Bruce M. Railsback

Tomorrow’s Professor: Preparing for Academic Careers in Science and Engineering--Richard Reis (IEEE Press, 1997)


“Preparing for a Career in Academics”—Rita Cydulka
“How to Get All-Important Teaching Experience”—Richard Reis
Ph.D.


“Career Outlook”

“What Follows the Postdoctorate Experience? Employment Patterns of 1992 Postdocs in 1995”—Mark C. Regets (National Science Foundation)


“Professor of Desperation”--Eric L. Wee

“Teaching as a Career", National Post-Doc Organization
Occupational Outlook Handbook (2004-2005 Edition), U.S. Department of Labor

Thoughts on YEMEN and YOUTH INCLUSION

With our partners at UNICEF and Save the Children Sweden, I helped conduct a youth focused human rights training in Yemen.  Saana, the capital, and Camp Kharaz (refugee camp in the south of Yemen) left a huge impact on me, its so sad to know our disabled youth are going through so much turmoil.  I know that the entire region was facing such paralysis that all people were being deprived of developing their basic capabilities.  This is even more true for disabled youth there.  I only hope that the trainings that we did sparked in our participants a fire for justice and disability inclusion.  As one twelve year old Yemeni girl told me, "We did not know we had rights, today is a festival!  The sun is smiling, even the flowers are smiling!" 

I feel good knowing that in a small way, we participated in planting seeds of justice in disabled youth, they'll need strength and courage to rebuild a more inclusive Yemen.  In the meantime there is still a harsh battle to be won for political control.

Islamist Militancy in a Pre- and Post-Saleh Yemen

Enabling Justice: Spatializing Disability in the Built Environment

This was my first published article in a peer-reviewed journal. It lays the basic conceptual building blocks for my Capability Model of Disability Policy that was further developed in my doctoral dissertation.

Enjoy the read.

Click here to download:
Pineda-Enabling Justice.pdf (3.09 MB)
(download)

Embracing free fall...

We're in a freefall into future. We don't know where we're going. Things are changing so fast, and always when you're going through a long tunnel, anxiety comes along. And all you have to do to transform your hell into a paradise is to turn your fall into a voluntary act. It's a very interesting shift of perspective and that's all it is... joyful participation in the sorrows and everything changes. - Joseph Campbell via Elizaveta's Website

The value of inclusive education highlighted by Amartya Sen

In promoting friendship and loyalty, and in safeguarding the commitment to freedom and peace, basic education can play a vital part. This requires, on the one hand, that the facilities of education be available to all, and on the other, that children be exposed to ideas from many different backgrounds and perspectives and be encouraged to think for themselves and to reason. Basic education is not just an arrangement for training to develop skills (important as that is); it is also a recognition of the nature of the world, with its diversity and richness, and an appreciation of the importance of freedom and reasoning as well as friendship. The need for that understanding – that vision – has never been stronger.

 Sen 2004 

The value of inclusive education was highlighted by Amartya Sen in his address to the 15th Conference of Commonwealth Education Ministers:

With each new ratification human potential approaches reality

With each ratification of the UN Convention on the Rights of Persons with Disabilities, humanity takes a small step forward from thousands of years of oppression. With each step, promises become more binding, more tangible and more important to uphold. A core group of about 200 advocates and 200 state delegates, turned out year after year to the UNHQ in New York to develop a comprehensive and integral convention protecting and promoting the rights and dignities of persons with disabilities. I was luck to have been part of this historic human achievement. We declared an end to pity, an end to oppression, and end to voicelessness, and an end to ignorance. We challenged norms and stigma, we were organized, we were proud and we were one. Uganda, Serbia, Mexico, New Zealand, China or Ecuador each showed the world in its own way that we are more alike than we are different and that disability touches the entire human family. Each region participated in caucuses and NGOs promoted innovative approaches, solutions and representative leadership. Throughout the experience I realized that my own capabilities were being realized and the capabilities to protect, promote and ensure human rights and human dignity would soon soon blossom and bear fruit. No other score card makes my heart beat stronger than the following one:

STATUS OF THE CONVENTION (CRPD)

99 ratifications of the Convention
147 signatories to the Convention

Optional Protocol to the Convention

60 ratifications of the Optional Protocol
90 signatories to the Optional Protocol

Togo Ratified the Convention and Optional Protocol on 1 March
Romania ratified the Convention on 31 January 2011
Fourth Conference of States Parties to be held from 7-9 September 2011

CONGRATULATIONS TO ALL OF THE ADVOCATES FOR JUSTICE, DIGNITY AND FREEDOM. AS THE AMERICAN CIVIL RIGHTS LEADER JUSTIN DARS JR FAMOUSLY SAID, "WE MUST LEAD AS OUR LIFE DEPENDS ON IT BECAUSE IT DOES."

Ed Roberts - Creating Capabilities

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Ed Roberts (1939-1995), often called the father of the disability rights movement, became disabled with polio as a teenager. With his mother’s support they fought the school district when he was denied a diploma because he did not pass physical education or driver’s education. Roberts continued the battle with the California Department of Vocational Rehabilitation when denied his right to attend college at my own alma mater, UC Berkeley.  It was at Berkeley where I first felt his presence.  Photos of cranes lifting an iron lung into Cheney Hall revealed to me that he was in many ways responsible for "elevating" disabled students rights to a new hight.  His example and his story hit close to home.  Not only did I tread in his tracks, his friends and even his mother Zona Roberts commented years later that I looked and talked like him.

Learning about the facts of his life was easy.  Dozens of people who knew him and worked with him were interviewed between the 1990s=2000s, in what is the UC Berkeley Bancroft California Oral History (Independent Living / Disability Rights Movement) Archive.

Roberts not only inspired countless numbers of people with disabilities but went on to help found the Berkeley Center for Independent Living and the famous World Institute on Disability, both leading organizations that set policy and developed cutting edge approaches to inclusion.  Approaches that transformed my life and opened a world of potential.  

The Ed Roberts Campus, opened recently in Berkeley, CA, commemorates the life and work of Roberts. The Campus, a national and international model dedicated to disability rights and universal access, houses the offices of collaborating organizations as well as fully accessible meeting rooms, a computer/media resource center, a fitness center, a cafe, and a child development center.

In 2010 California Governor Arnold Schwarzenegger signed into law a bill by State Senator Loni Hancock that declared January 23rd (Ed Roberts’ birthday) of every year to be a day of special significance.  We must remember our civil rights leaders and hold a light a candle in honor of their efforts to make the world brighter for us all.

VP