Understanding and Promoting Empowerment

I have been involved in Emancipatory Disability Research (EDR) initiatives in different parts of the world. The goal of Emancipatory Research is to promote empowerment of marginalised people. Therefore, it is important to ask ourselves what is empowerment? Can it be promoted? If yes, how?

This post talks about some ideas of empowerment and how it can be promoted. It includes ideas from some of my discussions with young persons with disabilities in Mongolia during 2017-2020, who had taken part in an emancipatory research.

Emancipatory Research (ER)

Normally the main goal of a research is to gain new knowledge or new understandings. The main goal of a Emancipatory Research (ER) is to help marginalised persons to gain understanding about factors which cause or worsen their marginalisation.

ER can be done by individuals (IER) or by groups or communities (CER) of marginalised persons. My professional experience relates mainly to ER conducted by groups of disabled persons.

From my experiences, my understanding is that each kind of marginalisation and thus, each specific group of marginalised persons (for example, persons with mental health issues, sex workers, persons with alternate sexualities, persons with disabilities, etc.) is associated with specific kinds of barriers - such as attitudinal, social, economic, legal, cultural and physical barriers. Each kind of marginalised group also also needs to understand its own internalised barriers (barriers located in the persons themselves).

 

I would like to see more research in this area of differences and similarities in barriers faced by different marginalised groups.

The ER process can help in promoting a systematic collective examination of the different barriers in understanding how they affect their individual life-experiences. The ER process conducted jointly by a group of persons facing similar marginalisations can also help in finds ways and strategies to overcome those barriers.

Apart from its impact on the barriers, this whole ER process is also expected to promote empowerment of the participants. I asked a group of 34 young persons with disabilities in Mongolia about the meaning and significance of empowerment for them. The following ideas came out from these discussions.

Meanings of Empowerment

Empowerment can be at individual level and collective level (of groups of people or communities) and of their organisations and institutions.  Empowerment of an individual usually means taking control of his/her own life, having opportunities and abilities to make their own life-choices, and, the capacity of speaking out and making their voices heard.

However, persons from different cultures can different expectations from their empowerment because they may make very different life choices. For example, in an individualistic culture, living independently and ability to say whatever we wish may be seen as an important (or even the most important) part of empowerment. In other cultures where family values are seen as more valuable, empowered persons may still prefer to stay with their parents or listen to their elders, instead of insisting on making their own choices, and empowerment may be perceived in their family status and roles.

Zimmerman (1995) proposed that empowerment is both a process and an outcome. He identified different contributing factors of empowerment, such as - control and access to resources, participation with others, and critical understanding of socio-political environment.

I feel that empowerment is a never-ending process and it relates to different facets of life, so that while we may be more empowered in one life-domain, we can still be less empowered in other life-domains. It also means that our life-circumstances can lead to a reduction or strengthening of our empowerment. For example, finding a job or receiving pension and improving our economic independence may strengthen our empowerment.

Meanings of empowerment for Persons with Disabilities

Different groups of marginalised persons may have different ideas about empowerment. For example, for persons with disabilities, physical and material barriers such as lack of wheel-chairs, lack of ramps and lifts, lack of sign language translation, and lack of Braille materials are a very significant barrier and findings ways to overcome these barriers will play an important role in their empowerment.

 

For an Emancipatory Disability Research (EDR) project in Mongolia conducted during 2017-2020, I asked its participants (young adults with moderate to severe disabilities of different kinds) about the meaning of empowerment and what were the barriers to empowerment for them. 

For some of them, empowerment meant overcoming fear of the negative views and opinions of others, in their families, among friends, among peers and in communities. For them the biggest barriers to empowerment were the negative attitudes in the family and in the community.

Others looked at positive qualities to define empowerment, such as having self-confidence, having courage, and to be able to hold responsibility. One person said, “We have to first recognise our own skills and show our skills to others. If we change, we can change attitudes of the society, like Stephen Hawkins did, even if he can’t speak or move.”

For most of them, making independent decisions was a key to empowerment. Most felt that having a work and being financially independent helped in the process of empowerment.

Some persons shared their life stories to explain how they had fought against family attitudes to assert their need for making their own life-decisions. This raised the question about the links between personalities of the persons and their empowerment. Some persons are born fighters, they do not give up and insist on following their decisions, so they are naturally empowered. Others do not have fighting personalities and need help in developing their empowerment skills.

For some persons, parents' love and protectiveness were the barriers to their empowerment. One person said, “Barriers are also inside us, we are sensitive and feel hurt. Lack of accessibility restricts us, forcing us to depend upon others. Going to school is important for empowerment, not only to learn to read and write, but it is an opportunity of meeting others, talking, expressing ourselves, and having friends.”

How would you define empowerment?

Some Questions

One question in my mind is: does collective empowerment automatically lead to individual empowerment? If a group of persons undertakes a joint action to correct an injustice and through their efforts they manage to change the situation, I think that it will promote feelings of value and self-confidence among all members of the group. Thus, it will promote both collective empowerment and individual empowerment. However, I feel that those persons who play a more active role will gain more self-confidence and become more empowered. Therefore, group action may promote different levels of empowerment among the group members.

On the other hand, I think that when unjust situations change, this may help other persons to become empowered by showing that a change is possible, even if they did not take part in the fight to change the situation.

Another question I ask is: does individual empowerment automatically lead to collective empowerment? If a group of empowered persons agree and come together to fight, then they can be more effective in changing the unjust situation. However, if persons are individually empowered but do not agree with each other, and do not come together to change the situation, then probably there will not be any collective empowerment. I see collective empowerment as a process of inter-action and exchange between persons.

Conclusions

Empowerment can have different meanings for different groups of marginalised persons and across different countries and cultures. It is not a question to which you can answer with a yes or no - it is a process. It starts when we become aware that we can also make our own decisions. It is easier for us if we are economically independent and educated, but that does not mean that without education or financial independence we can’t be empowered.

Empowerment means not just getting respect for your decisions, but also respecting the others by listening to them and allowing them to make their decisions. It also means accepting that sometimes, some of us can also decide that we do not wish to make our own decisions.

 

 

Meeting others, learning from their life experiences, sharing our doubts and fears are all steps towards empowerment.

As Zimmerman (1995) wrote, “asking why” is a key part of promoting empowerment. Emancipatory Research (ER) approach facilitates groups of marginalised persons to come together, ask questions and understand the reasons behind their life situations, to discuss how to overcome the obstacles they face and thus promotes empowerment.

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Planning Emancipatory Research

My first 4 posts introduced some basic concepts related to emancipatory research (ER). With this 5th post, we are now going to look at more practical aspects of ER – how to plan an ER.

I believe that the ER can be a useful approach for promoting empowerment of different marginalised groups. However, all my experiences are in Emancipatory Disability Research (EDR). If you have used a similar approach for conducting research with other marginalised groups, I would love to exchange views with you. You can check the full list of my posts on emancipatory research.

Selecting the Research Themes

Identifying the research questions or the themes is fundamental for ER. The research questions should be such that they promote empowerment. ER needs to identify problems that are felt as important by the marginalised groups themselves.

For promoting empowerment, the research needs to focus on those problems in such ways so that the marginalised groups can understand the different dimensions and contributing factors of the issues. They need to ask why and understand why things happen in the way they do, and how do environment, state, society, community, families and they themselves contribute to it.

Using a human rights approach, which means focusing on peoples’ rights and how these rights are violated or not respected, is one way to stimulate people to fight for those rights and promote empowerment.

In Emancipatory Disability Research, this also means looking at issues through the social model approach focusing on the way different kinds of barriers (attitudes, resources, physical, legal, social, cultural) surrounding the persons with disabilities create and increase disablement, and limit their participation and inclusion.

Prerequisites for starting Emancipatory Research

Normally the desire for conducting ER will not come from the community of the marginalised persons – they do not understand it and how it can help them. Thus, ER has to be stimulated and supported by outsiders.

ER can only be a part of an on-going community-based programme or activities. You cannot just go as an outsider to a community and think of doing emancipatory research.

ER is conducted by the marginalised persons themselves, so if you are facilitating the ER process, be ready to give up control. Be willing to accept that people may decide to go into directions which you did not foresee or plan.

Academic researchers and other experts need to play a supporting role in ER. They must accept that they may have to sit quietly and listen (one of the most difficult things to do!). They have to give advice only when asked and they must not resent if the researchers (marginalised persons) do not accept their advice.

ER’s goal is to generate new knowledge from the point of view of marginalised persons and promote their own empowerment. The knowledge they want to generate may not seem so important to academic researchers and experts.

ER can only happen in a process lasting different months or years. Thus, ER cannot be completed in a short time by outsiders who go in for a few weeks, collect information and leave. ER is a "slow research" that requires its own time of maturation.

Identifying Researchers

Among the marginalised group of persons, you need to think of the persons who will conduct the research. Let me give you 3 examples from the ER projects in which I was involved to see how different groups of persons may be chosen:

(1) In an ER project in rural Karnataka in India, we wanted to look at the different barriers faced by all the different groups of persons with disabilities. We identified 8 groups of disabilities for the research (vision disabilities, hearing and speech disabilities, physical disabilities, etc.). We decided to identify 1 man and 1 woman with each of those 8 kinds of disabilities. We wanted both young and old persons, educated and uneducated persons, and persons living in district towns as well as those living in villages. So, in the end, in our team of 16 selected persons we had representatives from all these groups.

(2) In an ER project in Gaza in Palestine, we wanted to look at the barriers faced by young adult women with different disabilities. They identified about 25 adult women with different disabilities who were trained as researchers. It was impossible to identify women with intellectual disabilities and with mental health conditions for the role of researchers because the community workers could not understand how these 2 groups of women could contribute anything useful. This highlighted some of common negative attitudes against certain groups among the persons who may have long experience of working in the disability sector.

(3) In an on-going ER project in Mongolia, we are looking at the barriers faced by young persons (less than 30 years) with moderate to severe disabilities who live in the capital Ulan Baatar. We selected persons from different parts of the city including from the urban peripheries where families are poorer. We worked with Independent Living Movement Mongolia and other DPO federations to identify 35 researchers. However, finding persons of less than 30 years was a challenge and, in the end, we accepted persons up to 36 years old.

Thus, based on the objectives of your research, you need to define the criteria and a strategy for selecting your researchers. Usually persons with disabilities have their leaders who can speak out confidently. The challenge for ER is to find persons who are potential leaders, who may not be very confident and who may not be able to express themselves, but ER can help them to become more empowered and future leaders.

Training the Researchers

Persons from the marginalised group who have been selected as researchers need to be trained in how to conduct the research. The training will depend upon the research themes and methodology but in my experience, it is always important for them to understand how different factors influence a situation.

For example, if in our research we are looking at why children with disabilities are not going to the school, we have to think about existing education policies, attitudes (of teachers, of other children, of families), physical accessibilities, transport, school fees, skills of the teachers, number of children in the class, and so on. Most persons have some ideas about the causes of problems and it is important for them to learn to not focus only on their own ideas, but learn to see issues from different point of views. I prefer to dedicate one day of training to making the future researchers doing different exercises about the possible causes of different problems.

The researchers also need training about general skills such as how to ask questions, listening with empathy, being respectful to people, and being aware about their own prejudices. They also need to reflect on issues of confidentiality, privacy and ethics.

They may also need some specific skills such as how to run a focus group or how to interview persons, which will depend upon the research methodology.

Finally, the researchers need to understand the diversities of their own marginalisation. For example, in Emancipatory Disability Research, persons with disabilities need to understand the diversity of ways in which barriers affect them because of their different disabilities. Some of the barriers faced by a blind person will be very different from the barriers faced a wheel-chair user, while other barriers may be similar. Thus, I feel that it is important for the researchers to be aware of their own differences, acknowledge their own negative attitudes and learn to be inclusive.

Support Staff for the Emancipatory Research

The researchers selected from the marginalised groups will need a support system to carry out the research.

The most important figure among the support staff is that of a reporter – the person who will accompany each step and document all the research process. ER is almost always a qualitative research during which people talk, share stories and experiences. The reporter has to document all these discussions. Persons with research experience and background in areas like sociology, anthropology, nursing or humanities can be good at it.

Depending upon the research methodology, the ER process may need contributions from a statistician for the analysis of any data collected during the research.

Other support staff will be needed to organise the different research activities such as the organisation of meetings, group discussions, interviews and visits to the field. For example, researchers may need accessible transport services and accessible meeting venues. They may need materials in Braille or a sign language interpreter.

EDR also requires a group of committed experts including academic researchers who agree to follow the research and support the researchers during the different phases of the process.

To Conclude

Planning an ER requires committed research professionals who are willing to put themselves in supporting roles and give space to marginalised persons to think about and understand their own issues.

A perfect ER in which a group of marginalised persons completely controls all aspects of the research is an ideal – it is very difficult to achieve but we need to strive for it by constantly questioning ourselves and forcing ourselves to keeping quiet and listening, instead of intervening.

In my next posts, I will share information about my experiences in different ER initiatives.

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