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Access Denied: Structural Violence, Disability and Education: A Case Study on Cambodia's Invisible Children
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Government.
2016 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Education is one of the main priorities for both past and present global development goals, and making sure access is granted to all children is vital. However, when looking at education for children with disabilities, access is not as easily provided as for their non-disabled peers. In Cambodia, children with disabilities have a strong legislative protection despite low enrolment rates. This thesis looks further into how, and why children with disabilities in Cambodia are not in school. The empirical results based on an ethnographic study suggest that structural violence, which is violence operating indirectly through institutions and structures in society, obstructs access to education through the mechanisms of social exclusion, oppression and lack of agency. The obstructing forces are deeply rooted in the structures of the Cambodian society and physical barriers are linked to attitudinal barriers where the presence of disability causes stigmatisation that breed discrimination and exclusion. This thesis adds violence as a variable of interest when it comes to looking at development from the perspective of disability studies. 

Place, publisher, year, edition, pages
2016. , 53 p.
Keyword [en]
Cambodia, Children, Disability, Development, Education, Ethnography, Structural violence
National Category
Globalization Studies
URN: urn:nbn:se:uu:diva-275207OAI: diva2:899257
Subject / course
Development Studies
Educational program
Master Programme in Political Science
Available from: 2016-02-01 Created: 2016-02-01 Last updated: 2016-02-01Bibliographically approved

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Anna Nordenrot(722 kB)42 downloads
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