 | Sustainable Development and Persons with Disabilities: The Process of Self-Empowerment (ADF, 1995, 117 p.) |
 |  | (introduction...) |
| | About the author |
| | Foreword |
| | Foreword |
| | Abbreviations |
| | Sources and acknowledgements |
|  | Section I: Understanding and perception |
| | (introduction...) |
| | Chapter 1: Introduction |
| | Objectives of this guide |
| | Who may use the guide |
| | Language and liberation |
| | Debate and discussion must continue |
| | Chapter 2: An integrated approach to sustainable development for persons with disability |
| | Chapter 3: The enabling environment: SAPs, development and disability |
| | (introduction...) |
| | Action guidelines |
| | Appendix 1: Structural adjustment programme (SAP) - The experience of Zambia |
| | Chapter 4: Community-based rehabilitation |
| | (introduction...) |
| | Practices in relation to the PWDs |
| | What is CBR? |
| | Case studies |
| | A general assessment of CBR: Possibilities and limitations |
| | Action guidelines |
| | Section II: Building economic self-reliance |
| | (introduction...) |
| | Chapter 5: Building economic self-reliance |
| | The importance of self-reliance |
| | Employment options for PWDs |
| | Group versus individually designed and managed IGPs |
| | IGPs at the crossroads of gender and class |
| | Action guidelines |
| | Chapter 6: Income generating project planning |
| | The importance of planning |
| | The experience of a clothing manufacturing project run by a PWD organisation |
| | Other lessons to learn from other experiences |
| | Recommendations of the entebbe workshop |
| | What is involved in successful planning |
| | What kind of information is needed for planning? |
| | What do we do with all this information? |
| | Action guidelines |
| | Chapter 7: Implementation and resource mobilisation |
| | (introduction...) |
| | Sustainability |
| | Resource mobilisation |
| | Running an enterprise |
| | Some case studies of projects run by PWDs |
| | Action guidelines |
| | Appendix 1: Revolving loan scheme (RLS) |
| | Appendix 2: The Entebbe workshop resolution con RLS |
| | Chapter 8: Monitoring and evaluation: Measuring the success of IGPs |
| | (introduction...) |
| | Monitoring |
| | Evaluation |
| | Methodology of monitoring and evaluation |
| | Action guidelines |
| | Chapter 9: Capacity building: Skills training and institution building |
| | (introduction...) |
| | Empowerment |
| | The pedagogy of disability training |
| | Women with disabilities and capacity building for IGPs |
| | Action guidelines |
| | Section III: Lobbying, networking and building alliances |
| | (introduction...) |
| | Chapter 10: Strategies for lobbying, networking and building alliances |
| | PWDs are their own principal change agents |
| | Lobbying, advocacy and networking |
| | Broad alliances |
| | Action guidelines |
| | Notes and references |
| | (introduction...) |
| | ADF board of directors |
IGPs at the crossroads of gender and class
One disabled woman participant at the Entebbe Workshop suggested that often a distinction is made between an Income Generating Project (IGP) and Income Generating Activities (IGA). The latter are normally for the women. They are "low level" activities, and normally confined to the traditional bread-making, sewing and crocheting type of work. When an activity becomes "serious" and involves "high technology" or "up market" commodity production, they tend to gravitate towards men.
This is an important distinction. Whatever the linguistic merits of the distinction, the point is that women do get discriminated against in terms of securing the resources for projects or activities that are on the "up market" or involving "high technology." Women, generally, are discriminated against in our societies; the disabled women (especially, the poor amongst them) even more so.
Besides gender, there is an important class dimension to disability.
Nelson Isiko: "There are three classes of disabled
people - the rich, the poor, and the middle class. The first two are not present
in this workshop; the first because they do not care for the disabled, and do
not even regard themselves as disabled, the second because they are too much on
the margins of society. We here are mostly from the middle class." (Closing
speech at the Entebbe Workshop)
Isiko's observation is reflected also in a study carried out in Zimbabwe by the ILO. An ILO publication entitled, "Listen to the People," has this to say:
Two findings... may be worth reporting as
symptomatic. Wherever disabled people are engaged in meaningful or gainful
activities they are respected members of the community and the disability loses
its stigma. Second, the affiliation of disabled people to a certain social group
or class is more important in the assessment of the disability than the
disability itself. The rich and well educated are believed to succeed in life
irrespective of their disability. When disability is combined with poverty and
lack of education, the prognosis for success is bleak.
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So the conclusion of this discussion is that whenever planning for IGPs, the PWDs must be self-conscious about the circumstances of class and gender, and related social prejudices, myths and biases which hamper communication not only between the disabled people and the able bodied, but also amongst the PWDs themselves.
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