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Pranee Liamputtong
Editor

Handbook
of Social
Inclusion
Research and Practices in
Health and Social Sciences
Handbook of Social Inclusion
Pranee Liamputtong
Editor

Handbook of Social
Inclusion
Research and Practices in Health and
Social Sciences

With 133 Figures and 49 Tables

Editor
Pranee Liamputtong
College of Health Sciences
VinUniversity
Hanoi, Vietnam

ISBN 978 3 030 89593 8 ISBN 978 3 030 89594 5 (eBook)

ISBN 978 3 030 89595 2 (print and electronic bundle)
https://doi.org/10.1007/978 3 030 89594 5
© Springer Nature Switzerland AG 2022
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the
material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
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The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
In loving memory of my younger daughter,
Emma Inturatana Rice, who will forever be
in my heart
Preface

The focus of this Handbook is on social inclusion in health and social care. Social
inclusion stems from the ideal of an inclusive society where each individual can feel
valued, differences between individuals are respected, the needs of each person are
met, and everyone living with dignity is “the norm.” Social inclusion can explain
why some individuals are situated at the center of society or its margins, as well as
the consequences of the social layer in society. Social inclusion refers to “a multi-
faceted construct” that embraces both a social and a physical state that leads to
experience across a spectrum of inclusion/exclusion. At the macro level, social
inclusion is linked to access to affordable education, equal employment opportunity
and its legislation, as well as gender and cultural norms. At the micro levels, social
inclusion/exclusion is distinct from, but highly associated with, poverty, as well as
occupational status, income, and social networks relating to gender, ethnicity/race,
and religion. Social inclusion has also been perceived as a health determinant, which
sits alongside economic position, housing, and education. It is a crucial component
of quality of life for many individuals because it increases their sense of belonging
and allows them to become contributing members of society. It has been suggested
that social inclusion enhances self-esteem, confidence, mental health, independence,
and decision-making capacity, which results in better well-being of many people
who are located in marginal positions in the society.
Closely related to the concept of social inclusion is social exclusion. Social
exclusion refers to the process of marginalizing individuals or groups and excluding
them from full participation in social, economic, and political activities. Social
exclusion is marked by unequal access to capabilities, rights, and resources. It
engages at the individual, household, community, nation, and global level. Social
exclusion renders some individuals or groups socially vulnerable. Thus, these
individuals or communities are unable to prevent negative situations that impact
their lives. Several factors work to preclude some individuals and groups from
access to and use of health and social services, and from taking part in economic
activities and policy capacities. Social factors such as gender, social class, ethnicity,
caste, indigenous origin, and religion, diseases such as tuberculosis and HIV/AIDS,
and migration and displacement status and disability are some of the marks which
people are made to exclude.

vii
viii Preface

The repercussions of social exclusion are marked. Often, it renders excluded

individuals and groups invisible and voiceless in the society in which they reside.
The consequences of social exclusion also lead to poverty, low social status, low
human capital endowments, restricted access to services and employment, and low
social participation of those who are excluded. According to the World Health
Organization, social exclusion is one of the main social determinants of health.
Evidence of its impact on health and well-being is copious. Research has revealed
that individuals who are socially disconnected from others have between two and
five times the risk of dying from all causes, compared to people who have strong ties
with family, friends, and community. Those who receive less social and emotional
support are more likely to experience more depression.
As the reader will see in this Handbook, certain individuals and groups are often
socially excluded from mainstream society. These include homeless persons,
inmates, drug users, and sex workers. They have considerably higher rates of
disease, injury, and premature death than the general population. Ethnic minorities
have often been excluded through covert and overt discrimination in access, policies,
or regulations. Tribal and indigenous peoples hold lower social status and have
limited voice and poor health outcomes. Refugees are often sexually abused and thus
their human rights are violated. People living with disabilities are subjected to social
(and even familial) prejudice, stigma, and discrimination. Recent research has
revealed that stigma experienced by people living with epilepsy (PWE) contributes
to a decrease in social contact and social capital, and lower quality of life, but
increased levels of psychopathology.
It has been argued that addressing the dilemma of social exclusion is a moral and
ethical priority around the globe. The reduction of social exclusion can be achieved
by social inclusion, which can be planned. There are some markers of inclusion to
benchmark progress. These include freedom from fear, freedom from stigmatization,
availability of resources, and access to information, health, and social care. There are
programs and interventions that can enhance social inclusion in disadvantaged
groups. These are discussed in this Handbook.
Methodologically, to promote social inclusion and reduce social exclusion, inclu
sive research methodologies must be embraced. The term inclusive research was
coined by Walmsley and Johnson in 2003 and used prominently in the field of
learning disability research. Walmsley and Johnson use the term to embrace various
research approaches which have traditionally been termed “participatory,” “action,”
or “emancipatory.” Inclusive research embraces typical terrain with qualitative
research, particularly the concern with grounding research in the perceptions and
experiences of research participants. The term inclusive research can be adopted
across disciplines and research fields within the paradigm of social inclusion. Hence,
in this Handbook, research and examples that are perceived as inclusive research
methods will be included.
The Handbook covers a wide range of issues pertaining to the social inclusion
paradigm. These include the theoretical frameworks that social inclusion can be
situated within, research methodologies and ethical consideration, research methods
that enhance social inclusion (participatory action research and inclusive research
Preface ix

methods), issues and research that promote social inclusion in different communi-
ties/individuals, and programs and interventions that would lead to more social
inclusion in society. The aims and scope of the book are to provide discussions
about (1) social inclusion and social exclusion in different societies; (2) theories that
are linked to social inclusion and exclusion; (3) discussions about issues and
research with diverse groups of vulnerable and marginalized individuals and com-
munities; (4) inclusive research methods that promote social inclusion of vulnerable
and marginalized groups of people; (5) research methodologies that enhance social
inclusion; and (6) discussions regarding programs and interventions that can lead to
more social inclusion of vulnerable and marginalized people.
The Handbook is divided into seven sections to cover the field of social inclusion
comprehensively. Each section is dedicated to a particular perspective relating to
social inclusion as indicated in the points given above. The reader or user of this
Handbook will learn about concepts of social inclusion/exclusion and theories
relating to social inclusion/exclusion. The reader will also learn about research
methodologies and programs/interventions that can enhance social inclusion in
different population groups. As examples from the research are included in this
Handbook, the reader will be able to see the real-life situations that can promote
social inclusion in different groups that they can adopt in their own work. A good
understanding of matters that can include or exclude people in the society may lead
to sensitive health and social care for vulnerable and marginalized groups that will
ultimately lead to the attempt at “no one will be left behind” in society.
In bringing this Handbook to life, I owe my sincere gratitude to many people.
First, I would like to express my thanks to all contributors, many of whom worked
hard to deliver their chapters within the time frame that I set. I thank Janet Kim,
Mokshika Gaur, Tina Shelton, Divya Nithyanandam, and Shobeya Sweetlin James
of Springer who helped to bring it to fruition. I thank the reviewers who kindly
agreed to review a number of chapters in the Handbook. I greatly appreciate their
assistance. This book is dedicated to my younger daughter, Emma Inturatana Rice,
who physically left us behind in late 2018, but is still present in our lives and our
heart. I forever love you, my little one.

Hanoi, Vietnam Pranee Liamputtong

May 2022 Editor
Contents

Volume 1

1 Social Inclusion, Research, and Practices in the Health and

Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Pranee Liamputtong

Part I Toward Social Inclusion in Research and Practices:

Theoretical Backgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2 Social Inclusion and Social Determinants of Health . . . . . . . . . . . 21

Rayner Kay Jin Tan

3 Social Capital and Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . 43

Pranee Liamputtong, Zoe Sanipreeya Rice, and
Dusanee Suwankhong

4 Towards Social Inclusion, Social Justice, and Health Equity . . . . 59

Sharon Yanicki

5 Social Inclusion and Human Rights . . . . . . . . . . . . . . . . . . . . . . . 93

Ann Taket

6 Stigma, Discrimination, and Social Exclusion ............... 113

Pranee Liamputtong and Zoe Sanipreeya Rice

7 Cultural Humility and Social Inclusion .................... 129

Vivian Chávez

8 Social Inclusion and Cultural Competence . . . . . . . . . . . . . . . . . . 145

Tinashe Dune, Robyn Williams, Kim McLeod, Rocco Cavaleri, and
Alex Workman

9 The Capabilities Approach and Social Inclusion . . . . . . . . . . . . . 169

Christopher A. Riddle

xi
xii Contents

10 Understanding and Advancing Occupational Justice and

Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Gail E. Whiteford, Tracey Parnell, Lily Ramsden, Melissa Nott, and
Suzanne Vine-Daher
11 The Empathy Framework and Social Inclusion . . . . . . . . . . . . . . 211
Eric Leake
12 Abundance, Resilience and Trust . . . . . . . . . . . . . . . . . . . . . . . . . 227
Derek Cook
13 Cultural Safety and Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . 251
Pauline B. Thompson
14 Digital Inclusion ...................................... 265
Andy Nguyen
15 Co-research with People with Mental Health Challenges . . . . . . . 281
Rebecca Spies, Priscilla Ennals, Rebecca Egan, Philippa Hemus,
Kathryn Droppert, Michael Tidhar, Magenta Simmons, Sarah
Bendall, Tom Wood, and Kate Lessing

Part II Social Inclusion: Methodological and Ethical

Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

16 The Messy Realities of Inclusive Research . . . . . . . . . . . . . . . . . . 311

Alan Armstrong, Anne Collis, and Jan Walmsley
17 Qualitative Inquiry and Inclusive Research . . . . . . . . . . . . . . . . . 329
Pranee Liamputtong and Zoe Sanipreeya Rice
18 Socially Inclusive Foundations of Statistics ................. 349
Dan J. Spitzner
19 The Challenges of Defining and Measuring Social Inclusion . . . . 373
Reinie Cordier and Robyn Martin
20 Mixed Methods Research and Social Inclusion .............. 395
Cara Meixner and Dan J. Spitzner
21 Arts and Mixed Methods Research for Social Inclusion ....... 415
Mandy M. Archibald
22 Social Inclusion Through Trauma- and Violence-Informed
Research: A Focus on Survivors of Violence . . . . . . . . . . . . . . . . 429
Dianne Lalonde, Robert Nonomura, Jassamine Tabibi, Linda Baker,
and Marika Morris
23 Researchers with an Intellectual Disability . . . . . . . . . . . . . . . . . . 461
Brigit Mirfin-Veitch, Patsie Frawley, and Paul Milner
Contents xiii

24 Decolonizing Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475

Wendy Somerville, Bethaney Turner, and Kerrianne Markulin
25 Participatory Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Pranee Liamputtong and Zoe Sanipreeya Rice
26 Using Participatory Arts-Based Approaches to Promote
Inclusive Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
Lee-Ann Fenge
27 Power, Authority, and Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
Elaine C. Wiersma, Charlotte L. Clarke, and Bill Heibein
28 Against Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Nada DeCat and Zahra Stardust
29 Social Inclusion and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Ana M. Sobočan
30 Ethics and Participatory Health Research . . . . . . . . . . . . . . . . . . 601
Barbara C. Groot and Tineke A. Abma
31 Designing Research Impact for Social Inclusion ............. 619
Catherine Flynn and Cameron Rose
32 Academic Ventriloquism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
Sergio A. Silverio, Catherine Wilkinson, and Samantha Wilkinson

Volume 2

Part III Social Inclusion and Social Exclusion: Population

Groups, Lived Experiences, and Issues . . . . . . . . . . . . . . . . . . . . . . . 661

33 Towards a Real Social Inclusion for Indigenous Australians . . . . 663

Dennis Foley and Boyd Hunter
34 Social Exclusion, Stigma, and Discrimination Among Men
Who Have Sex with Men in Asia . . . . . . . . . . . . . . . . . . . . . . . . . 677
Sin How Lim, Mervyn Sim, Anne Yee, and Thomas E. Guadamuz
35 Programs and Practices to Support Community Participation
of People with Intellectual Disabilities . . . . . . . . . . . . . . . . . . . . . 695
Christine Bigby
36 Dementia and Social Inclusion-Exclusion . . . . . . . . . . . . . . . . . . . 729
Ashley Carr, Simon Biggs, and Irja Haapala
37 Homelessness and Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . 747
Fiona Cuthill
xiv Contents

38 Social Inclusion and Immigrant Older Adults . . . . . . . . . . . . . . . 769

Hongmei Tong, Christine A. Walsh, Nathalie Bouchard, and
Daniel W. L. Lai

39 Men’s Sheds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 791

Reinie Cordier, Natasha Mahoney, and Nathan J. Wilson

40 Social Interaction and Social Inclusion in International

Rural Health Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811
Lisa Bourke, Mujibul Anam, Zubaidah Mohamed Shaburdin,
Olivia Mitchell, and Alan Crouch

41 The Exclusions of Imprisonment ......................... 835

James E. Sutton

42 The Social Exclusion of Child-Rearing Unwed Mothers

in South Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 847
Boon Young Han, Min Ok Yang, and Ryan Gustafsson

43 Social Exclusion and Transgender People in Spain . . . . . . . . . . . 869

Luis Miguel García Rondón

44 Solitude in Older People and the Process of Social Inclusion . . . . 891

Luis Miguel García Rondón and Luis Fernando Cedeño Astudillo

45 Social Inclusion and Immigrant Workers . . . . . . . . . . . . . . . . . . . 913

Catherine K. Medina and Rebecca L. Thomas

46 Concepts of Social Inclusion and Social Exclusion . . . . . . . . . . . . 937

Steven Davey and Sarah Gordon

47 Social Exclusion and Marginalization of Mental Illness

in Ghana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 953
Magnus Mfoafo-M’Carthy and Jeff D. Grischow

48 Social Inclusion and High School Students with Vision

Impairment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 969
Glenda Jessup

49 Stigma, Discrimination, and Human Rights Violations of

People Living with Mental Illness in India . . . . . . . . . . . . . . . . . . 989
Sayani Paul and Chandrani Dasgupta

50 Social Exclusion Among People with Mental Health

Conditions in Indonesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1005
Chika Yamada, Youdiil Ophinni, and Hervita Diatri
Contents xv

Part IV Striving Toward Inclusive Research: Research Methods

for Doing Research Inclusively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1039

51 Focus Group Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1041

Melanie Nind, Alex Kaley, and Edward Hall

52 Diversity and Inclusion Across Gender and Geography . . . . . . . 1063

Amber J. Fletcher, Adela Tesarek Kincaid, Tara McWhinney, and
Akram Kangouri

53 Researching Narrative Storytelling with Adults with Acquired

Brain Injury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1083
Kate D’Cruz, Jacinta Douglas, and Tanya Serry

54 Photo Elicitation and Drawing Methods in Research with

People with Physical Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . 1099
An Nguyen and Pranee Liamputtong

55 Photo Elicitation Method and Young Refugees’ Social

Participation in Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1125
Lisa Joyce and Pranee Liamputtong

56 Photo-Elicitation for Inclusive Research on Sensitive Topics . . . . 1147

Rosediani Muhamad, Dell Horey, and Pranee Liamputtong

57 Body Mapping and Youth Experiencing Psychosis . . . . . . . . . . . 1173

Priya Vaughan, Adèle de Jager, and Katherine M. Boydell

58 Exploring the Use of Body Mapping for Socially Inclusive

Storytelling Among South African Women Living with
Recurrent Breast Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1193
Anri Smit

59 Participatory Mapping as Research Tool . . . . . . . . . . . . . . . . . . . 1213

Hala Kurban and Pranee Liamputtong

60 Community Asset Mapping as a Method to Foster

Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1239
Naiema Taliep, Samed Bulbulia, and Ghouwa Ismail

61 Aging in the Right Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1255

Mei Lan Fang, Judith Sixsmith, Sarah L. Canham, and
Ryan Woolrych

62 Researching Older Women’s Experiences of Homelessness

Through Visual and Sensory Methods . . . . . . . . . . . . . . . . . . . . . 1277
Vaska Dervisovski
xvi Contents

63 Researching Sexual Violence with Trans Women of Color in

Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1295
Pranee Liamputtong, Kyja Noack-Lundberg, Tinashe Dune,
Jane M. Ussher, Alex Hawkey, Brahmaputra Marjadi, Janette Perz,
Virginia Schmied, Jessica Sekar, and Eloise Brook

64 Picturing Disaster: Participatory Photovoice Research with

a Flood-Affected Indigenous Community . . . . . . . . . . . . . . . . . . . 1313
Amber J. Fletcher and Nicholas Antonini

65 Photovoice Method and Social Inclusion . . . . . . . . . . . . . . . . . . . 1331

Dusanee Suwankhong, Pranee Liamputtong, Chamnan Chinnasee,
and Witthaya Hemapandha

66 Centring Participants’ Voices as Inclusive Research Practice . . . 1351

Michele Jarldorn

67 Researching Migrant Motherhood Using the Drawing

Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1369
Sandra Benza and Pranee Liamputtong

68 Diary Method and Research on Breastfeeding with Working

Mothers in Malaysia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1387
Zaharah Sulaiman and Pranee Liamputtong

Volume 3

Part V Inclusive Research Methodology: Participatory

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1403

69 Participatory Research and Theoretical Lenses . . . . . . . . . . . . . . 1405

Pranee Liamputtong and Zoe Sanipreeya Rice

70 Inclusive Research with LGBTIQA+ Groups . . . . . . . . . . . . . . . . 1423

Nicholas Hill and Katherine Johnson

71 Participatory Action Research: Sexual and Reproductive

Health and Rights of Young Refugees and Migrants . . . . . . . . . . 1445
Tinashe Dune, Pranee Liamputtong, Syeda Zakia Hossain,
Virginia Mapedzahama, Rashmi Pithavadian, Michaels Aibangbee,
and Elias Mpofu

72 Youth-Led Arts-Based Participatory Action Research . . . . . . . . . 1469

Laura H. V. Wright, Laura M. Lee, Neveen Saied, and
Vanessa Currie

73 Inclusive Research in an Exclusionary Setting . . . . . . . . . . . . . . . 1487

Michelle J. Bellino and Ali Adan Abdi
Contents xvii

74 Community Engagement Strategies in a Participatory

Action Research Study with Farmworkers . . . . . . . . . . . . . . . . . . 1505
Maia Ingram, Andrew Gall, Lucy Murrieta, and
Jill Guernsey de Zapien

75 Kuwentuhan as a Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1525

Valerie Francisco-Menchavez

76 An Inclusive Cultural-Variant Community-Based Participatory

Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1547
Tammy L. Henderson

77 Conducting PAR with Sex Workers in Coimbra, Portugal . . . . . 1571

Marta Graça

78 Using Participatory Action Research to Enable Capacity

Building in the First Nations Health Research Workforce . . . . . . 1591
Sophie Hickey, Sarah-Jade Maidment, Kayla Heinemann,
Sue Kildea, and Yvette Roe

79 Innovative Community Based Participatory Action

Approach to Tackling Tobacco Health Inequities in Urban
Poor Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1609
Sadia Jama and Smita Pakhalé

80 Intersecting Mixed Methods and Community-Based

Participatory Action Research to Promote Patient-Centeredness
in Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1625
Nataliya V. Ivankova and Nancy P. Wingo

81 Toward Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1645

Barry M. W. Lee and Travis S. K. Kong

Part VI Enhancing Social Inclusion Through Social Inclusion

Programs and Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1663

82 Community Gardens and Social Connectedness Among

Rural Older People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1665
Pranee Liamputtong and Erin Sanchez

83 More-Than-Human Contributions to Place-Based Social

Inclusion in Community Gardens . . . . . . . . . . . . . . . . . . . . . . . . . 1681
Bethaney Turner, Jessica Abramovic, and Cathy Hope

84 Enabling Inclusive Occupational Therapy Through the

Capabilities, Opportunities, Resources, and Environments
(CORE) Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1699
Robert B. Pereira and Gail E. Whiteford
xviii Contents

85 Social Inclusion Program on Occupational Functioning for

Forensic Service Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1717
Martin Fitzgerald
86 Sport-Based Interventions and Social Inclusion . . . . . . . . . . . . . . 1739
Haydn Morgan and Andrew Parker
87 Sports as Social Innovation for Social Inclusion . . . . . . . . . . . . . . 1757
Anne Bunde-Birouste, Alex Richmond, and Lynn Kemp
88 Social Inclusion and Solidarity Building Through Sport for
Recently Arrived Migrants and Refugees in Australia . . . . . . . . . 1777
Brent McDonald and Ramon Spaaij
89 Sport for Development and Peace (SDP): A Proposal for
Meaningful Inclusion Leading to Sustained Change . . . . . . . . . . 1793
Daniel Añorve Añorve
90 Dances of Resistance and Social Inclusion in Brazil . . . . . . . . . . . 1811
Kathleen A. Spanos
91 Music and the Social Inclusion of First Nations Children with
Autism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1835
Anne Lindblom
92 Drama, Masks, and Social Inclusion for Children with
a Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1849
David Roy
93 Fostering Women’s Empowerment . . . . . . . . . . . . . . . . . . . . . . . . 1863
Lisa Hodge, Romana Morda, Angela Paredes Castro, Jill Bamforth,
and Anne Jones
94 Social inclusion and mHealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1885
Asmae Doukani
95 Addressing Health Inequities via Community Engagement . . . . . 1909
Bernadette Brady, Irena Veljanova, and Lucy Chipchase
96 RESCUR Surfing the Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1937
Carmel Cefai, Valeria Cavioni, Paul Bartolo, and Celeste Simoes
97 Social Inclusion in Low-Income Communities via
Community-Based Tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1951
Erin Flynn McKenna
98 Promoting Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1969
Sean Creaney and Stephen Case
99 Using Cultural Humility in Care Provided for LGBTQ
People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1989
Maria Ruud
Contents xix

100 Community-Based Participatory Research Using Community

Activation and Peer Support Through Churches . . . . . . . . . . . . . 2005
Freya MacMillan, Kate A. McBride, Dorothy W. Ndwiga,
Ronda Thompson, and David Simmons

101 Peer Support to Prevent and Manage Diabetes in Underserved

Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2025
Freya MacMillan, Kate A. McBride, Michele Heisler, and
David Simmons

102 Reconfigured Hmong Womanhood Through Work and Social

Inclusion in Australian Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 2045
Ma. Cristina G. Saulo

Part VII Promoting Social Inclusion: The Role of Health and

Social Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2069

103 Creative Arts Therapies as Social Inclusion Promotion . . . . . . . . 2071

Katrina Skewes McFerran, Jae Eun Song,
Amanda Musicka-Williams, Ella Dumaresq, and Jennifer Bibb

104 The Role of Arts Therapy on Fostering Social Inclusion in

the Education System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2091
Sharon Snir and Dafna Regev

105 Social Inclusion and the Role of Social Workers . . . . . . . . . . . . . 2107

Sally Lee

106 Social Inclusion and Medical Practitioners . . . . . . . . . . . . . . . . . . 2123

Penelope A. Abbott and Wendy C. Y. Hu

107 Social Inclusion and the Role of Nurses . . . . . . . . . . . . . . . . . . . . 2141

Yvonne Parry and Nina Sivertsen

108 Social Inclusion and the Role of Psychologists . . . . . . . . . . . . . . . 2157

Paul Hutchison and Emily Ewens

109 Social Inclusion and the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . 2175

Linda Portsmouth

110 Social Inclusion and the Role of Housing . . . . . . . . . . . . . . . . . . . 2195

Omar Ben Haman, Kath Hulse, and Keith Jacobs

111 Social Inclusion and the Role of the Health Care System . . . . . . . 2215
Yvonne Parry and Nina Sivertsen

112 The Slow Progress to Social Inclusion in Policing . . . . . . . . . . . . 2233

Roberta Julian, Emma MacDonald, and Isabelle Bartkowiak-Théron
xx Contents

113 Social Inclusion, Immigration Legislation, and Social

Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2259
Andy Jolly

114 Social Inclusion and the Role of Law . . . . . . . . . . . . . . . . . . . . . . 2275

Daryl W. J. Yang

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2289
About the Editor

Pranee Liamputtong is currently a professor in behav-

ior sciences at the College of Health Sciences,
VinUniversity, Vietnam. She is also an adjunct professor
at the Translation Health Research Institute (THRI) at
Western Sydney University and at the School of Public
Health, La Trobe University, in Australia. Previously,
she held the position of Professor of Public Health at the
School of Health Sciences, Western Sydney University,
and Personal Chair in Public Health at the School of
Public Health, La Trobe University, Australia. Pranee
has also taught at the School of Sociology and Anthro-
pology and worked as a public health research fellow at
the Centre for the Study of Mothers’ and Children’s
Health, La Trobe University. Pranee’s particular inter-
ests include issues related to socio-cultural influences on
childbearing, childrearing, motherhood, infant feeding
practices, and reproductive and sexual health. Her cur-
rent research includes motherhood, HIV/AIDS, breast
cancer, sexuality, and sexual violence.
Pranee has published several books and a large num-
ber of papers in these areas. These include Maternity
and Reproductive Health in Asian Societies (with
Lenore Manderson, Harwood Academic Press, 1996);
Asian Mothers, Western Birth (Ausmed Publications,
1999); Living in a New Country: Understanding
Migrants’ Health (Ausmed Publications, 1999);
Hmong Women and Reproduction (Bergin & Garvey,
2000); Coming of Age in South and Southeast Asia:
Youth, Courtship and Sexuality (with Lenore
Manderson, Curzon Press, 2002); and Health, Social
Change and Communities (with Heather Gardner,
Oxford University Press, 2003). Her more recent
books include Reproduction, Childbearing and

xxi
xxii About the Editor

Motherhood: A Cross Cultural Perspective (Nova Sci-

ence Publishers, 2007); Childrearing and Infant Care
Issues: A Cross Cultural Perspective (Nova Science
Publishers, 2007); The Journey of Becoming a Mother
Amongst Thai Women in Northern Thailand (Lexington
Books, 2007); Population, Community, & Health Pro
motion (with Sansnee Jirojwong, Oxford University
Press, 2008); Infant Feeding Practices: A Cross
Cultural Perspective (Springer, New York, 2011);
Motherhood and Postnatal Depression: Narratives of
Women and Their Partners (with Carolyn Westall,
Springer, Dordrecht, The Netherlands, 2011); Health,
Illness and Well Being: Perspectives and Social Deter
minants (with Rebecca Fanany and Glenda Verrinder,
Oxford University Press, 2012); Contemporary Socio
Cultural and Political Perspectives in Thailand
(Springer, 2014); Public Health: Local and Global Per
spectives (Cambridge University Press, 2016, second
edition in 2019); and Social Determinants of Health
(Oxford University Press, 2019).
Pranee was a general editor of the book series HIV/
AIDS and Cross Cultural Research. The series was
published by Springer in the Netherlands between
2012 and 2020. Her two books in the series were
published by Springer in 2013. These were Stigma,
Discrimination and Living with HIV/AIDS and Women,
Motherhood and Living with HIV/AIDS. The third one
in the series is Children, Young People and Living with
HIV/AIDS: A Cross Cultural Perspective, published
in 2016.
Pranee has also written and edited a number of
research method books. Her first was Qualitative
Research Methods: A Health Focus (with Douglas
Ezzy, Oxford University Press, 1999); the second edi-
tion of the book is titled Qualitative Research Methods
(2005); the third edition was published in 2009; the
fourth edition was published in 2013; and the fifth
edition was published in 2020. Pranee has also
published a book on doing qualitative research online:
Health Research in Cyberspace: Methodological, Prac
tical and Personal Issues (Nova Science Publishers,
2006). Her other books include Researching the Vulner
able: A Guide to Sensitive Research Methods (SAGE,
2007); Undertaking Sensitive Research: Managing
Boundaries, Emotions and Risk (with Virginia
About the Editor xxiii

Dickson-Swift and Erica James, Cambridge University

Press, 2008); Knowing Differently: Arts Based and Col
laborative Research Methods (with Jean Rumbold,
Nova Science Publishers, 2008); Doing Cross Cultural
Research: Ethical and Methodological Issues (Springer,
2008), Performing Qualitative Cross Cultural Research
(Cambridge University Press, 2010); Research Methods
in Health: Foundations for Evidence Based Practice
(Oxford University Press, 2010, 2013, 2017); Focus
Group Methodology: Principles and Practice (SAGE,
2011, online version in 2016); and Using Participatory
Qualitative Research Methodologies in Health (with
Gina Higginbottom, SAGE, 2015). In 2019, her Hand
book of Research Methods in Health Social Sciences
was published by Springer. She is now working on a
number of books including Research Methods in
Health, 4th edn (Oxford University Press, due in late
2021), Qualitative Research Methods in the Social Sci
ences (Edward Elgar, forthcoming), Handbook of Qual
itative Cross Cultural Research: A Social Science
Perspective (Edward Elgar, forthcoming), and Hand
book of Social Science in Global Public Health
(Springer, forthcoming).
About the Contributors

Penelope Abbott is an associate professor and a primary care physician with

particular expertise in health care for people involved in the criminal justice system
and Indigenous health. She is affiliated with the Department of General Practice,
Western Sydney University.

Ali Adan Abdi is studying at Jomo Kenyatta University of Agriculture and Tech-
nology in Nairobi, Kenya. He was awarded the DAFI (Albert Einstein German
Academic Refugee Initiative) scholarship in 2017. Born in Somalia, Ali sought
asylum in Kenya in 2011. After completing his schooling in exile, he worked as
an Islamic Religious Education teacher at Kakuma Refugee Camp. He co-facilitated
the Kakuma Youth Research Group from 2016 to 2017.

Jessica Abramovic holds a Master of International Development. Her research

explores the capacities of digital storytelling to transform and empower disadvan-
taged communities.

Michaels Aibangbee is a PhD candidate at the School of Health Sciences, Western

Sydney University. His thesis focuses on understanding the perspectives and expe-
riences of young migrants and refugees’ sexual reproductive health and rights. As a
psychotherapist, Michaels focuses on engaging stakeholders, advocating, navigat-
ing, and bridging existing systems to support the holistic well-being of the culturally
and linguistically diverse (CALD) population.

Mujibul Anam is a research fellow in Culture and Rural Health at the Department
of Rural Health at the University of Melbourne. Mujibul is also a professor
(on leave) in the Department of Anthropology at Jahangirnagar University,
Bangladesh. His areas of interest are rural health anthropology, social justice, and
the environment.

xxv
xxvi About the Contributors

Daniel Añorve Añorve holds a BA in International Relations from Universidad

Nacional Autónoma de México (UNAM). He has an MA in Political Science from
York University in Canada, and a PhD in International Relations from UNAM
(Mexico). He is currently a full-time professor in the Department of Political and
Government Studies at Universidad de Guanajuato. His research interests relate to
sport and globalization, as well as to geopolitics and paradiplomacy.

Nicholas Antonini is an honors student in the Department of Sociology and Social

Studies at the University of Regina.

Mandy Archibald is currently an assistant professor at the College of Nursing,

University of Manitoba, and a scientist with the Child Health Research Institute of
Manitoba. She is a nurse-researcher, interdisciplinary artist, and research methodol-
ogist working at the interface of technology, arts, and collaborative mixed methods
research who is interested in how diverse knowledge systems interact within
research teams, between methodologies, and within chronic illness contexts.

Alan Armstrong was a co-founder of Barod, a cooperative that started in 2013,

employing people with intellectual disabilities. Alan co-authored a peer-reviewed
paper published in Disability and Society in 2019. Before working for Barod, Alan
was chair of Carmarthenshire People First and represented people with learning
disabilities at national meetings. Alan passed away shortly after writing this chapter.
He would be pleased to have this chapter to be remembered by.

Luis Fernando Cedeño Astudillo currently works as a research professor at the

Universidad Metropolitana del Ecuador (UMET) and is director of the project
“Social education for the prevention of gender violence” at the Faculty of Law. He
has worked with transgender groups, inmates, women victims of violence, and
adolescents at risk. Previously he was a professor at Universidad de Guayaquil
and Universidad Laica del Ecuador.

Linda Baker is a psychologist and Adjunct Faculty member at the Faculty of

Education at Western University and is Learning Director at the Centre for Research
and Education on Violence Against Women & Children in London, Ontario, Canada.
Linda has co-authored numerous resources related to gender-based violence at
different life stages and across the life course.

Jill Bamforth is Academic Director for Work Integrated Learning at the School of
Business, Law and Entrepreneurship at Swinburne University. She is committed to
researching, developing, and supporting best practice education and work-integrated
learning pathways that build economic inclusion, increase resilience, and improve
work readiness, particularly for those who are marginalized. She publishes journal
About the Contributors xxvii

articles examining how people and technology come together to transform industries
and shape lives and communities.

Isabelle Bartkowiak-Théron is a senior researcher at the Tasmanian Institute of

Law Enforcement Studies. She focuses on issues of vulnerability, police education,
and law enforcement and public health research. She sits on the Board of Directors of
the Global Law Enforcement and Public Health Association, where she heads up the
Education Special Interest Group. She also sits on various international journal
editorial committees, and on international and Australian charitable, professional,
and research governance boards.

Paul A. Bartolo is a professor in the Department of Psychology, Faculty for Social

Wellbeing, University of Malta, where he is Coordinator of the Master of Psychol-
ogy training of psychologists. He has coordinated national and European groups in
inclusive education and is currently advisor to the project on Inclusive Early
Childhood Education of the European Agency for Special Needs and Inclusive
Education.

Michelle J. Bellino is an assistant professor at the University of Michigan School of

Education (US). Her research centers on education and youth civic development,
with particular attention to contexts impacted by armed conflict and forced displace-
ment. She has been recognized as a Peace Scholar by the United States Institute of
Peace and a postdoctoral fellow of the Spencer Foundation.

Sarah Bendall is a clinical psychologist and associate professor at Orygen and the
University of Melbourne. She researches trauma-informed care in youth mental
health and the development of new psychological therapies for recovery in youth
mental health. She is the author of over 80 research papers and three psychological
treatment manuals.

Sandra Benza is a registered nurse working in Melbourne, Australia. She obtained

her Master of Public Health from La Trobe University under the supervision of
Pranee Liamputtong. Her research has involved the experience of motherhood
among Zimbabwean migrant mothers. She has used the drawing method in combi-
nation with an in-depth interviewing method in her research. She has published
several journal articles arising out of her minor thesis.

Jennifer Bibb is a senior music therapist and eating disorders clinician at St

Vincent’s Hospital in Melbourne and a research fellow at the University of Mel-
bourne. Her research focuses on the role of music therapy in improving treatment
outcomes for people with eating disorders, as well as the use of music during mental
health recovery.
xxviii About the Contributors

Christine Bigby is Professor and Director of the Living with Disability Research
Centre at La Trobe University, Australia. She has a long track record of working in
partnership with disability support organizations investigating the effectiveness of
social programs and policies aiming to support the social inclusion of adults and
older people with intellectual disabilities. Chris is a member of the College of
Experts of the Australian Research Council and the founding editor of Research
and Practice in Intellectual and Developmental Disabilities.

Simon Biggs is Honorary Professor at the School of Social and Political Sciences,
University of Melbourne. He has been Director of the Institute of Gerontology at
Kings College London and a founding member of the World Economic Forum’s
Global Agenda Council on Ageing. His interests include intergenerational relations,
older workers, elder abuse, social aspects of dementia, and social policy.

Lisa Bourke is a professor and Director of the Department of Rural Health at the
University of Melbourne. Lisa has worked in rural health for over 20 years and is
passionate about inclusion in rural communities.

Katherine M. Boydell is Head of the AKT (arts-based knowledge translation) Lab

at the Black Dog Institute and Director of Knowledge Translation, Sydney Partner-
ship for Health Education Research and Enterprise. Her participatory, collaborative
program of research uses the arts in the research creation and dissemination process.
She uses installation art as a knowledge translation strategy to share empirical
research findings to a wide range of audiences, which has resulted in increased
mental health literacy and decreased stigma.

Bernadette Brady is a clinical specialist physiotherapist with South West Sydney

Local Health District with expertise in musculoskeletal and chronic pain physio-
therapy. She holds conjoint roles with Western Sydney University and the University
of Sydney and is undertaking a research fellowship with SPHERE focused on
improving the experience of pain management and rehabilitation for patients from
CALD communities across South Western Sydney Local Health District.

Eloise Brook is Media Manager at the Gender Centre Inc. She also works as a
researcher, across gender, political science, media, and communication. Her main
focus as an academic has been the intersection of these various areas in transgender
and gender diverse lives.

Samed Bulbulia is a community intervention coordinator and public health

researcher. His research is focused on the promotion and research of indigenous
strategies for safe and healthy communities. He is also involved in child traffic safety
research.
About the Contributors xxix

Anne Bunde-Birouste is the convener of the Health Promotion Program at the

School of Public Health and Community Medicine, at the University of New South
Wales. She is recognized as a global expert in sport for social change, and has
received a number of significant awards in recognition of her significant role in the
use of sport for promoting positive social change and supporting positive youth
development.

Sarah Canham is an associate professor with a joint appointment at the College

of Social Work and the College of Architecture and Planning at the University of
Utah. Her community-based research engages with a broad network of providers,
clinicians, and persons with lived experience to examine homelessness, housing
security, health and social service delivery, and aging. Using a social justice
lens, her work seeks solutions to systemic barriers to aging well in various
environments.

Ashley Carr was a research fellow at the School of Social and Political Science,
University of Melbourne, where he worked on two national dementia studies –
dementia in the public domain and the role of regulation in dementia care – as part
of the Cognitive Decline Partnership Centre, from 2015 to 2019. He currently works
at the Victorian Electoral Commission, researching voter trends and behaviors, with
an interest in the inclusion of underrepresented groups in the electoral process.

Stephen Case is Professor and Head of Social and Policy Studies at Loughborough
University, UK. His research expertise lies in the field of youth justice, where he is
particularly focused on “Child First,” rights-compliant, and anti-risk responses to
children who offend as a means of promoting positive outcomes and behaviors. He
has conducted funded research for the Home Office, Youth Justice Board, Nuffield
Foundation, and Leverhulme Trust, and published over 60 peer-reviewed articles in
the field of youth justice.

Angela Paredes Castro is a PhD candidate at the Institute for Health and Sport at
Victoria University, Melbourne, Australia. Her research interests are issues related to
the social, psychological, and financial well-being of women, migrant communities,
and socio-economically disadvantaged groups.

Rocco Cavaleri is an academic and researcher in the Physiotherapy Department,

Western Sydney University. He is passionate about investigating the mechanisms
underlying chronic disease and developing safe and effective treatment methods. He
probes the nervous system using non-invasive brain stimulation techniques, while
also appreciating the broader psychosocial determinants of health and well-being.
He is an advocate for evidence-based practice and seeks to actively support the
translation of research into clinical practice.
xxx About the Contributors

Valeria Cavioni is a licensed psychologist, psychotherapist, and postdoctoral

researcher in the Department of Human Sciences for Education at the University
of Milano-Bicocca, Italy. Her main areas of research include the development,
implementation, and evaluation of school-based programs on mental health, resil-
ience, social and emotional learning, and school readiness. Valeria is Chair of the
European Network for Social and Emotional Competence.

Carmel Cefai is Founding Director of the Centre for Resilience and Socio-
Emotional Health and Professor in the Department of Psychology at the University
of Malta. He is joint founding editor of the International Journal of Emotional
Education. His research interests are focused on how to create healthy spaces which
promote the resilience, well-being, and psychological well-being of children and
young people.

Vivian Chávez is a public health professor at San Francisco State University. She is
a somatic movement educator and yoga teacher rooted in Guatemalan culture and
spirituality. Her scholarship explores language, power, and privilege to create inclu-
sive relationships fueled by love, solidarity, and awareness. She has presented her
work internationally in Japan, Cuba, Peru, and Argentina, studied in India, and
lectured throughout the USA.

Chamnan Chinnasee is an assistant professor of Sports Science at Thaksin Uni-

versity, Thailand. He completed his PhD at Kasetsart University, Thailand, in 2015
on the magnitude of energy absorption and anterior cruciate ligament injury risk
during single-leg landing and side step cutting. His area of expertise is biomechanics
in sports. He is interested in biomechanics in Muay Thai and simulation modeling
for sports injury prevention.

Lucy Chipchase is a clinical dean and professor at the College of Nursing and
Health Science at Flinders University. She has extensive leadership experience in the
education and health care sector as well as professional services organizations. She
provides leadership in relation to research as it relates to mental, emotional, and
physical health and well-being, and physical activity and exercise, and is a
non-executive director on the Australian Physiotherapy Council and for Healthcare
Learning Solutions.

Charlotte Clarke is Professor of Sociology and Executive Dean for the Faculty of
Social Sciences & Health at Durham University, UK. Her research focuses on risk
management and the experiences of people living with dementia. Her interest in
citizenship and quality of life influences the ways in which she has sought to carry
out research that concerns people with a dementia diagnosis as inclusively and
democratically as possible. Charlotte has also worked at the Universities of
About the Contributors xxxi

Northumbria (until 2011) and Edinburgh (2011–2019) in research and academic

leadership.

Anne Collis is completing her PhD in Organizational Management at Bangor

University looking at different ways of knowing and valuing knowledge. She is a
co-founder of Barod, until recently leading their research team. She has worked for
over 20 years on public involvement in policy-making and research.

Derek Cook serves as Director of the Canadian Poverty Institute at Ambrose

University in Calgary, Canada, and was a member of the federal Ministerial
Advisory Committee on Poverty. His experience also includes community
development work with marginalized populations in various settings across
Canada.

Reinie Cordier is a professor at Northumbria University. His main research inter-

ests lie at the intersections between health, social inclusion, and phenomena specific
to different population groups. A major focus for his research is promoting the social
inclusion of children with developmental disorders.

Alan Crouch is a senior research fellow in the Department of Rural Health at the
University of Melbourne. Alan’s current research interests include the determinants
of health disadvantage in rural Victoria and globally.

Vanessa Currie is Executive Director of the International Institute for Child Rights
and Development. She has spent the last two decades working in children’s rights
with a focus on children’s meaningful participation and partnership in their
protection.

Fiona Cuthill is a senior lecturer in Nursing at the School of Health in Social

Science, University of Edinburgh. She has a particular research interest in gender-
based violence, homelessness and refugee health. Fiona is Academic Director for the
Centre for Homelessness and Inclusion Health, which is a collaboration between the
University of Edinburgh and local partners in Scotland to improve the health and
well-being of people who experience homelessness.

Chandrani Dasgupta holds a PhD in Social Sciences and a Masters in Clinical

Psychology. Her experience lies in qualitative and quantitative research with youth
living with armed conflict and survivors of sex and labor trafficking. She is now
based in Singapore, where she works for an NGO supporting migrant workers in
non-domestic sectors. Her expertise lies in mental health research, casework, and
counseling.
xxxii About the Contributors

Steven Davey has a background in UK government policy research, with an

academic background in philosophy and psychology. He has published in several
subject areas, including mental health and stigma, the philosophy of emotion, and
affective science. He has recently completed a PhD in psychological medicine, and is
now undertaking clinical psychology training.

Kate D’Cruz is an occupational therapy academic at La Trobe University and senior

research fellow at the Summer Foundation, in Melbourne, Australia. She is an experi-
enced clinician and researcher in the area of acquired brain injury rehabilitation. She has
a particular interest in the lived experience of disability, narrative storytelling methods
of engagement, and person-centered approaches to practice and research.

Nada DeCat is an activist who has lived as an undocumented migrant most of her
life and writes on racism and sex work. Her work “The Racism of Decriminaliza-
tion” has been published in peer sex work activist journal Tits and Sass and her latest
writing, “Aesthetic of Migrant Sex Work: Creation of White Identity and Perceived
Moral Superiority,” will be published this year as part of a book about racism and the
contemporary trafficking industry edited by Kamala Kempadoo and Elena Shih.

Vaska Dervisovski is a doctoral candidate at Victoria University whose area of

research is homelessness, older women, and the use of creative methodologies in
critical social research. Vaska currently works as a Sessional Field Educator for the
School of Social Work at Victoria University, and has worked in the housing and
homelessness sector in the west of Melbourne for the past 12 years.

Hervita Diatri is a psychiatrist associated with the Faculty of Medicine,

Universitas Indonesia and the Cipto Mangunkusumo Hospital in Indonesia. She
specializes in community psychiatry and is actively involved in the pasung elimi-
nation program since 2008.

Jacinta Douglas is a professor and Deputy Director of the Living with Disability
Research Centre at La Trobe University, Australia. She has extensive research and
clinical experience in the rehabilitation of adults with acquired brain injury and has
authored over 140 journal articles and 10 book chapters. Her research contribution
has advanced knowledge particularly in the domains of interpersonal communica-
tion and psychosocial functioning.

Asmae Doukani is a research fellow at the London School of Hygiene and Tropical
Medicine (LSHTM). She has worked across a range of research projects involving
the development, evaluation, and implementation of e-mental health interventions
across both low- and high-income settings. She is also a PhD student at LSHTM, and
About the Contributors xxxiii

is exploring the mechanisms of positive therapeutic change, in a computerized

cognitive behavioral therapy intervention.

Robert Doyle is a Cadigal/Eora/Winninninni man with British admixture. He is a

registered nurse and current Master of Public Health student at Translational Health
Research Institute at Western Sydney University. His interests are in Indigenous
health and mental health.

Kathryn Droppert is a psychosocial support worker for a youth residential mental

health service. She enjoys seeing the connection and comfort her therapy dog Rosie
brings the young people at this service. Kat is undergoing training in clinical psychology
and has previously engaged in research on topics involving resilience, emotional intelli-
gence, academic performance, acceptance, coping strategies, and pain management.

Ella Dumaresq is a dance movement therapist with practice expertise in aged care
and community correctional settings. Her PhD project explored the intersections of
dance/movement therapy, ethnography, embodied research methodologies, social
justice, and criminalization processes. Ella teaches and researches as part of the
Masters of Creative Arts Therapy program, The University of Melbourne.

Tinashe Dune is an associate professor in Interprofessional Health Sciences at

Western Sydney University. Her research, teaching, and practice (Clinical Psychol-
ogy) focus on the experiences of marginalized populations. This includes the
experiences of culturally and linguistically diverse people, those living with disabil-
ities, aging populations, LGBTQI+ people, and Indigenous populations.

Rebecca Egan is a peer researcher and undergraduate Psychology student. Her

work largely focuses on increasing capacity for collaborative practices in research
settings. She also has a keen interest in exploring the multifaceted relationship
between trauma, mental distress, and recovery.

Priscilla Ennals is an occupational therapist with a strong focus on the role of

occupational engagement in mental health and well-being. She has a passion for
qualitative research and participatory research methodologies. She currently manages
research for a national community mental health provider, Neami National, and holds
adjunct roles with La Trobe and Monash Universities in Melbourne, Australia.

Emily Ewens is a postgraduate student at the School of Social Sciences at London

Metropolitan University, UK. Her research interests are in mental health, psycho-
logical and social well-being, and the causes and consequences of social inclusion
and exclusion.
xxxiv About the Contributors

Mei Lan Fang is a research fellow at the School of Nursing and Health
Sciences at the University of Dundee, and a research associate at the Science
and Technology Research Ageing Institute at Simon Fraser University.
She has developed theory, methods, and practice in health-related areas of
critical public health, ethnic and migration studies, environmental gerontol-
ogy, aging and technology, global health promotion, and mental health and
addiction.

Lee-Ann Fenge is Professor of Social Care and Director of the Centre for Seldom
Heard Voices at Bournemouth University. She uses participative approaches in her
research to involve the voices of marginalized groups and those who are seldom
heard within society. Her projects have used arts-based participatory approaches to
promote engagement with the lived experience of individuals including older people,
disabled youth, and homeless people.

Martin Fitzgerald is a lecturer in occupational therapy at the University of Brad-

ford, UK. He has worked as an occupational therapist in learning disabilities and
mental health for the past 18 years. For the last 12 years, he has managed an
occupational therapy service in a low secure hospital for patients who are detained
under the Mental Health Act and who experience serious mental illnesses such as
schizophrenia.

Amber J. Fletcher is an associate professor of Sociology and Social Studies at

the University of Regina in Canada. As a gender sociologist, Amber uses
qualitative methods to examine gender and social inequality in the context of
climate disasters and major changes in public policy. Her research focuses on
rural, agricultural, and Indigenous communities in the Canadian Prairie
region.

Catherine Flynn is a senior lecturer in the Department of Social Work at Monash

University whose primary teaching focuses on research methods. Her core research
areas include the intersection of criminal justice and social work, international
collaborations/international social work, and social work research. She has a keen
interest in understanding and addressing the wider and unintended consequences of
criminal justice and other policies.

Dennis Foley is of Gai-mariagal and Wiradjuri descent, and is Professor of Entre-

preneurship in the Faculty of Business Government and Law at the University of
Canberra. He has been researching in the area of Indigenous entrepreneurship and
education since 1992, and has been the recipient of numerous national and interna-
tional grants and awards, including a Fulbright Fellowship and two Endeavour
Fellowships.
About the Contributors xxxv

Valerie Francisco-Menchavez is an assistant professor in the Department of Soci-

ology and Sexuality Studies at San Francisco State University, where she is com-
mitted to transnational examination of Filipina migrants’ lives from working as
domestic workers in New York City and as caregivers in the San Francisco/Bay
Area to their care work with their families left behind in Manila.

Patsie Frawley is an associate professor of Disability and Inclusion Studies at the

University of Waikato, New Zealand. Patsie’s research focuses on sexuality and
relationship rights and prevention of violence and abuse of people with disabilities.
Using inclusive research approaches with people with disabilities, Patsie works to
inform theory and practice in disability and inclusion rights and advocacy.

Andrew Gall has extensive experience designing and implementing assessments,

research studies, and intervention programs internationally and in the USA. He has
expertise in workshop facilitation and building multi-stakeholder coalitions to
address an array of public health issues including health systems strengthening;
nutrition and food security; reproductive, maternal, newborn, and child health; water
sanitation and hygiene; and collective impact.

Luis Miguel García Rondón is an associate professor at the University of Malaga,

Spain. He undertook his undergraduate and postgraduate studies in Social Work and
Psychology. His teaching and research experience has spanned 24 years, at several
Spanish universities. He has directed doctoral theses and conducted research stays in
Italy, Holland, Greece, Belgium, and Peru.

Sarah Gordon leads the “World of Difference” service user academia education
and research team as part of the Department of Psychological Medicine at the
University of Otago Wellington, New Zealand. The education and research programs
being led or co-produced by the World of Difference team are focused on ending
discrimination and promoting recovery, inclusion, and respect for the human rights
of people who experience mental distress.

Marta Graça is a former social worker and an action researcher. She holds a PhD in
Education and her work focuses on sex workers’ rights. She is interested in educa-
tional sciences and sociology, with a focus on gender studies and politics of
inclusion. She works at the University of Aveiro.

Jeff D. Grischow is an associate professor in the History Department, Wilfrid

Laurier University, Canada. Most of his research focuses on the history and expe-
rience of disability rights in Ghana. He is currently collaborating on three projects in
this area with Magnus Mfoafo-M’Carthy, funded by the Social Sciences and Human-
ities Research Council of Canada.
xxxvi About the Contributors

Thomas E. Guadamuz received his PhD from the Johns Hopkins University
Bloomberg School of Public Health and completed postdoctoral fellowships in
social and behavioral interventions, medical anthropology, and HIV research ethics.
He studies the social determinants of HIV and STIs, violence, and substance use
among marginalized populations in Southeast Asia, including men who have sex
with men, transgender women, sex workers, and migrants.

Ryan Gustafsson is an honorary fellow at the Asia Institute, University of Mel-

bourne. He has conducted research in continental philosophy and social theory, and
is currently pursuing two projects: a phenomenology of Korean transnational adop-
tion, and a book project on Merleau-Ponty’s philosophy of nature.

Edward Hall is a senior lecturer in Human Geography at the University of Dundee.

He undertakes research on disability and learning disability, related to employment,
social exclusion/inclusion, social care and support, and hate crimes. He adopts a
qualitative and participatory methodological approach, working co-productively
with disability and other organizations.

Omar Ben Haman is a researcher at the University of Tasmania, Australia. He is

currently drawing upon extensive fieldwork in Casablanca, Morocco, to understand
how neoliberal urban policies and redevelopment projects reproduce new forms of
social exclusion and deprivation in the metropolitan peripheries. He is a member of
the editorial board of the Journal of Social Service Research.

Boon Young Han is assistant professor at Hankuk University of Foreign Studies,

Korea. She is currently pursuing her PhD in social work at Seoul National Univer-
sity. Her main research interests are adoption, family welfare, and women’s issues.

Irja Haapala has been Senior Research Fellow at the School of Social and Political
Sciences, University of Melbourne, Senior Lecturer in Food and Nutrition in teacher
education at the University of Eastern Finland, and special editions Editor for Public
Health Nutrition. Her interests include public health nutrition and older people,
social aspects of dementia, intergenerational relations, and teacher education.

Alex Hawkey is Associate Research Fellow at the Translational Health Research

Institute, Western Sydney University, Australia. Her research focuses on sexual and
reproductive health of women from culturally and linguistically diverse groups. She
is interested in exploring methodologies that empower research participants and give
voice to the marginalized.

Bill Heibein was diagnosed with early-onset dementia in 2000. After a 38-year
career in public accounting, he took early retirement and retreated to his farm. Bill is
About the Contributors xxxvii

involved in various research projects in conjunction with Lakehead University

(in Thunder Bay) and the University of Waterloo. He is also a member of the
advisory committee for the Alzheimer Society of Canada and the North West
Dementia Working Group, and a past founding member of the Ontario Dementia
Advisory Group.

Kayla Heinemann is a Bundjalung woman from Brisbane. As a community

researcher, Kayla enjoys hearing the women’s stories about their pregnancy journeys
and motherhood experiences. Kayla is passionate about improving health care
services for First Nations families.

Michele Heisler is Professor of Internal Medicine and Public Health at the Univer-
sity of Michigan and Co-Director of the Michigan Center for Diabetes Translational
Research. She has developed and tested multiple peer support models to improve
health behaviors that were found more effective than comparison groups in improv-
ing diabetes outcomes. These include community health worker, peer coach, and
reciprocal peer support models.

Witthaya Hemapandha is a lecturer in Sports Science at Thaksin University,

Thailand. He obtained his PhD from Burapha University, Thailand. He is interested
in sport psychology and management. Witthaya has carried out several research
projects among sport players and athletes in Thailand and has published several
papers.

Philippa Hemus has a deep passion for improving mental health care for all. She
works in a public hospital in a Lived Experience role and endeavors to create a space
where all services, staff, and consumers can have a trauma-informed approach and
consumer voices and experiences can be centered throughout the hospital.

Tammy L. Henderson is a professor at Lamar University who conducts family

policy, law, and diversity research. She has received National Science Foundation
grants to study older adults in the aftermath of Hurricane Katrina and the strengths,
needs, and challenges of Alaska Native grandparents. Her other funded work
revolves around gerontology and geriatrics, producing evidence-based programs
for health and social care professionals.

Sophie Hickey is an early career researcher. She currently manages a large longi-
tudinal cohort study of First Nations mothers and children designed to provide
feedback to local service providers on best practice maternity care, which has seen
a profound reduction in preterm birth for women accessing the new model of care.
Sophie works in a multidisciplinary team and uses institutional ethnography, partic-
ipatory action research, and implementation science to improve health services for
First Nations people.
xxxviii About the Contributors

Nicholas Hill is an early career researcher located in the Social and Global Studies
Centre at RMIT University, Australia. He is a critical mental health and well-being
scholar whose work examines the lived experience of mental health services,
everyday happiness and well-being, and psychological and emotional distress.
Nicholas uses participatory and creative methods to promote alternative representa-
tions of distress and contribute to the ongoing project of social justice.

Lisa Hodge is a research fellow at the Institute for Health and Sport at Victoria
University, Melbourne, Australia. Her primary research interests include gender and
mental health and the development of research methods for investigating vulnerable
population groups.

Cathy Hope is Coordinator of the Play, Creativity and Culture Project at the Centre
for Creative and Cultural Research at the University of Canberra. Cathy has written
extensively on alternative cultures in their initial experimental phases – including
film festivals, farmers’ markets, and Australian youth radio station Triple J.

Dell Horey is an associate professor and academic advisor (coursework) for the
College of Science, Health and Engineering at La Trobe University. She has
qualifications in science and epidemiology and has a strong history in consumer
participation. Her more than 50 peer-reviewed publications cover a range of meth-
odological approaches, both qualitative and quantitative, and focus on difficult
health decisions and vulnerable population groups.

Syeda Zakia Hossain is an associate professor at the School of Health Sciences at

the University of Sydney. She is a demographer and a health sociologist, and her
research and teaching focus on reproductive health, communicable and
non-communicable diseases, and disability and international health. The particular
focus of her research is on migrant/refugee, CALD populations and aged and aging
populations using mixed methods.

Wendy C. Y. Hu trained as a primary care physician, practicing with underserved

pediatric populations, refugees, and asylum seekers. She is a professor affiliated with
the School of Medicine, Western Sydney University.

Kath Hulse is Emeritus Professor at the Centre for Urban Transition, Swinburne
University of Technology. Her primary research interest is in the housing and urban
drivers and consequences of economic, social, political, and cultural change. Her
recent research has focused on socio-economic and housing system change in areas
such as housing wealth and inequality, socio-spatial disadvantage, the decline in
home ownership and growth of the private rental sector, and sustainable housing
renovations.
About the Contributors xxxix

Boyd Hunter works at the Centre for Social Research Methods, at the Australian
National University. He is an economist who has been grappling with the issues of
social inclusion and exclusion of Indigenous people for over 25 years. His main area
of research and teaching involves the economic history of “The Indigenous Econ-
omy” and renewing Indigenous economies.

Paul Hutchison is a principal lecturer in Psychology at the School of Social

Sciences at London Metropolitan University, UK. His research interests are in issues
related to group processes and intergroup relations, prejudice and discrimination,
and social inclusion and exclusion.

Maia Ingram is Co-Director of the Arizona Prevention Research Center at the

University of Arizona College of Public Health. For over 20 years, Maia has
partnered with community health workers in health centers and grassroots agencies
in rural, urban, and US–Mexico border communities to develop and evaluate
community health worker programs addressing health promotion, chronic disease
management, mental health, hearing loss, and environmental health.

Ghouwa Ismail is a registered research psychologist at the Institute for Social and
Health Sciences at the University of South Africa, with a background in psychology,
criminology, and public health. Her research interests include the development of
measuring instruments, cross-cultural evaluation of assessment tools, and child well-
being. She also has a keen interest in community-engaged research and participatory
research methodologies.

Nataliya V. Ivankova is a professor at the School of Health Professions and

Nursing at the University of Alabama at Birmingham. She is an internationally
recognized applied qualitative and mixed methods research methodologist with an
interest in integrating mixed methods with community-based participatory and
action research approaches in the context of translational research and implementa-
tion science.

Keith Jacobs is Professor of Sociology at the University of Tasmania. His recent

publications include Neoliberal Housing Policy: An International Perspective
(Routledge, 2019), Philosophy and the City (Rowman & Littlefield Publishers,
2019) coedited with Jeff Malpas, and Housing, What Do We Know and What Should
We Do About. . .? (SAGE, 2020) co-authored with Rowland Atkinson.

Adèle de Jager is a clinical psychologist. Her doctoral research employed narrative

inquiry to investigate experiences of recovery from hearing distressing voices. She
subsequently examined the impact of attending Hearing Voices Network self-help
groups on voice-hearers. At the Black Dog Institute, she contributed toward a
xl About the Contributors

research program focused on psychosis, arts-based research, and knowledge

translation.

Sadia Jama is a PhD candidate in Epidemiology at the Bridge Engagement Centre

and at the School of Epidemiology and Public Health at the University of Ottawa.
She is also a community-based researcher and data analyst at the Social Planning
Council of Ottawa.

Michelle Jarldorn completed her PhD at Flinders University in Adelaide, South

Australia. Michelle is currently a lecturer in social work at the University of South
Australia in the Justice and Society Unit. In 2019, she was awarded the Vice
Chancellor’s Award for Thesis Excellence for her thesis titled Radically rethinking
imprisonment: A Photovoice exploration of life in and after prison in South
Australia.

Glenda Jessup ’s background is in Leisure and Health (Diversional) Therapy. Her

Master’s research focused on the benefits of leisure to young people with vision
impairment. Her PhD focused on the social inclusion of students with vision
impairment. Glenda now works as a researcher at the University of Sydney and as
an app developer.

Katherine Johnson is a professor of Psychology and Associate Dean, Research

and Innovation in the social sciences at RMIT University, Australia. Her research is
in LGBTQI+ mental health and participatory and visual research methods. Current
projects focus on early interventions for LGBTQI+ youth mental health (National
Institute for Health Research, UK), LGBTQI+ suicide prevention (Suicide Preven-
tion Australia), and nature-based interventions for reducing loneliness (National
Health and Medical Research Council, Australia).

Andy Jolly is a research associate at the Institute for Community Research and
Development (ICRD) at the University of Wolverhampton. His research explores the
interaction between child welfare and immigration control. He trained as a social
worker and before entering academia managed an advocacy project for migrant
children.

Anne Jones is Emeritus Professor at Victoria University. Her research interests

center on improving outcomes for women participating in vocational education,
particularly education for traditionally male occupations. She is a member of the
Strategy Council of the Tradeswomen Australia Association and a non-executive
director of the board of Chisholm Institute.
About the Contributors xli

Lisa Joyce is a Health Promotion professional with a passion for health equity. She
believes all Australians have the right to make informed decisions about their health
and have equitable access to the services they need. Lisa currently works at
BreastScreen Victoria where she partners with vulnerable communities to increase
breast health literacy and reduce barriers to breast screening.

Roberta Julian is Adjunct Professor of Sociology and Founding Director of the

Tasmanian Institute of Law Enforcement Studies at the University of Tasmania. Her
research addresses social justice issues with a focus on migrant and refugee settle-
ment, policing, and criminology (including projects on youth justice, family vio-
lence, and forensic science). Roberta received the University of Tasmania Research
Medal in 2019 and the Distinguished Service to Australian Sociology Award from
the Australian Sociological Association in 2020.

Alex Kaley is a lecturer in Health Inequalities at Lancaster University. Her research

interests focus on the health and social inequalities experienced by people with
learning disabilities, as well as innovations in policy and practice designed to reduce
those inequalities. In exploring these issues Alex has developed expertise in partic-
ipatory and qualitative methods of inquiry, and published in leading peer-reviewed
journals on these topics.

Akram Kangouri is a PhD candidate in Media Studies at the University of Western

Ontario, Canada. By studying the cultural aspects of storytelling in the context of
displacement, Akram uses qualitative methods, such as phenomenology, to explore
how telling stories brings meaning to our everyday life experience and also con-
structs our very sense of selfhood. Her research focuses on the phenomenology of
displacement, narration, and identity.

Lynn Kemp is Distinguished Professor at the School of Nursing and Midwifery,

Western Sydney University. Lynn’s work is leading translation of research findings
into population-scale programs. Her local, national, and international research in
early childhood is bringing quality evidence-based early intervention programs to
vulnerable families with young children in Australia and worldwide.

Sue Kildea is recognized internationally as a midwifery leader, a health services

researcher, and an advocate for returning birthing services to First Nations commu-
nities and control, including in rural and remote and very remote communities. She is
passionate about the year before and after birth and sees it as the best time to
positively impact mothers, babies, and families. She uses research for social change
and is Co-Director of the Molly Wardaguga Research Centre at Charles Darwin
University.
xlii About the Contributors

Adela Tesarek Kincaid is a faculty researcher at the Applied Research and Inno-
vation Center at Selkirk College in the West Kootenays of British Columbia,
Canada. Adele focuses on rural, community-based research and on the methodolog-
ical area of situational analysis, which she has applied to animal–human interactions
and to Indigenous relationships with animals.

Travis S. K. Kong is an associate professor in the Department of Sociology at the

University of Hong Kong. His research specializes in Chinese homosexuality and
masculinity, prostitution in Hong Kong and China, social impacts of HIV/AIDS, and
transnational Chinese sexualities. He is the founder of Gay & Grey, the first and only
non-profit non-governmental organization in Hong Kong serving older (aged 60+)
members of the LGBTQI+ community.

Hala Kurban graduated from the School of Public Health at La Trobe University,
Australia. She conducted her honors thesis on social inclusion/exclusion among
young refugees from the Middle East under the supervision of Pranee Liamputtong.
She has published several papers from this project.

Daniel W. L. Lai is Chair Professor and Head of the Department of Applied Social
Sciences, and Director of the Institute of Active Ageing, the Hong Kong Poly-
technic University. He is a scholar in social work and gerontology, health and
aging, culture and immigration, and outcome evaluation. He has worked to inte-
grate research and practice knowledge that aims at strengthening the linkages
between social policy, social service provision, and academic teaching and
research.

Dianne Lalonde is a research associate with the Learning Network at the Centre for
Research & Education on Violence Against Women & Children (CREVAWC) at
Western University, Canada. Her role involves knowledge mobilization activities on
the continuum of gender-based violence. Dianne is also a PhD candidate (ABD) in
Political Science at Western University, where her research explores the politics of
identity and systemic oppression.

Eric Leake is an assistant professor of English at Texas State University. His areas
of research include the intersection of rhetoric and psychology as well as civic
literacies and writing pedagogy.

Barry M. W. Lee is a registered social worker, and guest lecturer with the Depart-
ment of Special Education and Counselling at the Education University of Hong
Kong. His primary areas of interest and research include masculinities, sexual health,
sexual minorities, and sexuality.
About the Contributors xliii

Laura M. Lee is Director of Research and Innovation at the International Institute

for Child Rights and Development and an adjunct professor at the University of
British Columbia. In her work on global child health, protection, and participation,
she seeks to strengthen well-being and amplify the voices of children, youth, and
communities.

Sally Lee is a lecturer in social work at Bournemouth University, splitting her

time between teaching and undertaking research on a variety of projects including
mental capacity, adult safeguarding, and sexual well-being. Her research interests
focus on often marginalized populations, including investigating the experience
of financial abuse and the detriment to individuals and society beyond
financial loss.

Kate Lessing has 20 years’ experience as a social worker in a broad range of health
and community settings. Her research interests include the use of telehealth in
mental health services, the impact of social determinants on mental health outcomes,
and centering the voice of service users through the mutual, authentic exploration
and dismantling of systemic power and privilege.

Anne Lindblom is a Swedish, non-Indigenous researcher with Indigenous family

ties in Canada. She is an associate professor in Special Education at the Inland
Norway University of Applied Sciences, and a senior lecturer in Special Education at
Karlstad University, Sweden. Her research interests include special education, inclu-
sion, autism, Indigenous research methodologies and paradigms, teacher education,
and supervision.

Emma MacDonald is a PhD candidate at the University of Tasmania in the

Department of Politics and International Relations. Her research interests are in the
areas of social policy, policy evaluation, and disadvantage. Her PhD research project
explores the relationship between policy problem definition and policy failure in the
area of Australian Commonwealth government policy responses to “Indigenous
disadvantage.”

Freya MacMillan is an associate professor in Health Science at Western Sydney

University and internationally recognized Health Promotion practitioner. Her
community-engaged research focuses on the co-development, implementation, and
evaluation of interventions for the prevention and management of diabetes in those
most at risk.

Natasha Mahoney is a research assistant at Curtin University, with honors quali-

fications in Psychology. Her research interests involve the experiences of vulnerable
populations, including mental health and social inclusion. She has been involved in
xliv About the Contributors

significant and diverse research covering an array of social experiences including

those of people with intellectual disabilities, women with experience of domestic and
family violence, and older Australian men.

Sarah-Jade Maidment is a Central Arrernte woman born and bred in Mparntwe

(Alice Springs) Northern Territory. Her work in data collection and collation of
women’s stories about their birthing journeys ensure that women’s voices are heard
in developing the best culturally safe maternity care.

Virginia Mapedzahama is a senior researcher whose research focuses on under-

standing the social construction of all categories of difference: the meanings attached
to this difference, how it is signified and lived, and its implications for those assigned
difference. Her expertise and publications explore new African diaspora in Australia,
race and ethnic studies, cross-cultural identities and hybridity, and non-white
subjectivities.

Brahmaputra Marjadi is a senior lecturer at the Western Sydney University

School of Medicine and core member of the Translational Health Research Institute.
He is a mixed-methods researcher focusing on various aspects of diversity and their
intersectionality, cross-cultural knowledge translation, and community-engaged
medical education.

Kerrianne Markulin is a non-First Nations woman who has lived with and among
Wiradjuri people for over 20 years. Her areas of research are determined by the First
Nations people with whom she works, as is the way the research is conducted. Her
current research is a collaborative project exploring the extensive cultural signifi-
cance and influence that esteemed Wiradjuri Elder Aunty Flo Grant had on younger
Wiradjuri women in the Grant family, and the pathways she forged for younger First
Nations women.

Robyn Martin is a social work researcher from RMIT University, Melbourne. Her
research and practice focuses on the meaningful inclusion of people with lived
experience. Her specific interests include homelessness, mental distress, critical
mental health, family violence, and trauma.

Kate A. McBride is a senior lecturer in Population Health at the School of

Medicine, Western Sydney University. Kate teaches population health, epidemiol-
ogy, and evidence-based medicine to undergraduate and postgraduate students. Her
research expertise is in epidemiology, public health, and the use of mixed methods to
improve health at a population level through the prevention and reduction of chronic
and non-communicable disease prevalence.
About the Contributors xlv

Brent McDonald is an associate professor at the Institute for Health and Sport at
Victoria University. He teaches in the area of the sociology of sport, and physical
activity and health, and his research focuses on “race,” social inclusion, migration,
and gender in the context of sport in contemporary Australian society.

Katrina Skewes McFerran is Professor of Music Therapy and Head of the Crea-
tive Arts Therapy program at the University of Melbourne. She is a world leading
expert on music and adolescents and is a critical scholar who uses qualitative data
and interpretive and participatory approaches to research. She is also the creator of
the Massive Open Online Course on “How Music Can Change Your Life”
(Coursera).

Erin Flynn McKenna holds a PhD in Recreation, Sport and Tourism from the
University of Illinois at Urbana-Champaign. Her research focuses on tourism trends
that proclaim to be beneficial or supportive of host communities, and she addresses
questions pertaining to status and power. She works on projects to support people
with disabilities, including one that would use tourism as a means to create employ-
ment opportunities.

Kim McLeod is Senior Lecturer at the School of Social Sciences at the University
of Tasmania. She uses philosophically informed and arts-based approaches to
explore the social dimensions of health and well-being. Kim develops best practice
in teaching health profession students about diversity and cultural safety.

Tara McWhinney is a PhD candidate at the School of Social Work at Carleton

University in Ottawa, Canada. In her doctoral research Tara engages women online
with online participatory mapping applications to discuss their experiences of social
policy and unpaid caregiving.

Catherine K. Medina was an associate professor at the UConn School of Social

Work and currently teaches in the Policy Practice concentration. The depth of her
knowledge crosses many research areas nationally and internationally in the areas of
policy equity, human rights, and the social determinants of health. She has been a
visiting professor in Vietnam, Costa Rica, and Puerto Rico, integrating social work
practice and policy with implications for change.

Cara Meixner is an associate professor of Psychology at James Madison Univer-

sity (JMU), where she also directs the Center for Faculty Innovation. A scholar in
brain injury advocacy, Cara has published mixed-methods studies and contributed to
methodological research on this genre of inquiry. Cara also teaches a doctoral-level
course on mixed-methods research at JMU.
xlvi About the Contributors

Magnus Mfoafo-M’Carthy is an associate professor at the Lyle S. Hallman Fac-

ulty of Social Work, Wilfrid Laurier University, Ontario, Canada. He has worked in
adolescent and adult mental health organizations in New York City, British Colum-
bia, and Ontario. His research focuses on community-based/global mental health
practice, disability, inclusive education, social policy and issues of discrimination,
and marginalization and oppression.

Paul Milner was a senior researcher with the Donald Beasley Institute (DBI) for
17 years, where he specialized in inclusive methods. Having recently retired from his
research role with the DBI Paul now cooks and gardens and helps with road patrol on
a Friday, all the while thinking about the places and ideas he could not have got to
without researchers with a learning disability.

Brigit Mirfin-Veitch is Director of the Donald Beasley Institute (DBI), an inde-

pendent charitable trust that conducts research and education in the field of learning
(intellectual) disability. She has conducted research with people with learning
(intellectual) disabilities for her entire career, and as a sociologist she has a strong
interest in understanding the social lives of people with learning disabilities and is
committed to initiating and achieving social change through research.

Olivia Mitchell is a research fellow in Culture and Rural Health in the Department
of Rural Health at the University of Melbourne. Olivia’s research interests include
organizational change within health care, cultural inclusion, and improving access to
health care for marginalized populations.

Romana Morda is a research fellow at the Institute for Health and Sport at Victoria
University, and a registered psychologist. Her research interests include women and
leadership, examining student transition to university, and intercultural
psychology.

Haydn Morgan is a lecturer in the Department for Health at the University of Bath.
His research is primarily concerned with marginalized youth populations, examining
how engagement with sport and physical activity may facilitate access to education,
employment, and training; develop citizenship qualities; or enable young people to
accumulate and enhance various forms of capital.

Marika Morris is a research, evaluation, and training consultant whose clients

include Inuit organizations, violence prevention organizations, government depart-
ments, and the United Nations Development Programme. She specializes in devel-
oping participatory action research projects with groups who have experienced
historical and/or current socioeconomic and political suppression, and is widely
published in this area.
About the Contributors xlvii

Elias Mpofu is a rehabilitation counseling professional with a primary research

focus in community health services intervention design, implementation, and eval-
uation applying mixed-methods approaches. His specific qualitative inquiry orien-
tation is interpretive phenomenological analysis to understand meanings around and
actions toward health-related quality of community living with chronic illness or
disabilities.

Rosediani Muhamad is an associate professor and the head of the Family Medi-
cine Department at Universiti Sains Malaysia (USM), and runs a women’s and
sexual health clinic at Hospital USM. She has published around 40 papers in reputed
journals as well as book chapters, and has been serving as a reviewer for many
indexed and Publons journals, especially related to women’s and sexual health
issues.

Lucy Murrieta ’s family migrated to the USA seeking better opportunities. After
witnessing her parent’s endless labor in the agricultural fields, she realized that
education was the only way to a better future. Through education, she could
empower herself, her family, and others in the community. The desire to advocate
led her to Sunset Community Health Center where she is now Community Relations,
Outreach and Eligibility Director.

Dorothy W. Ndwiga is a registered nurse, casual lecturer in Health Science at

Western Sydney University, and learning facilitator at Torrens University, Australia.
Her research and teaching focuses on health promotion and improvement of com-
munity health through prevention and management of chronic diseases.

An Nguyen is currently doing her PhD at Monash University in Australia. She has a
physical disability due to polio. She had been working and researching with people
with disabilities in Vietnam for more than 10 years prior to coming to Australia. She
is interested in sexual and reproductive health among people with disabilities in
Vietnam and has published several papers resulting from her research in the last few
years.

Andy Nguyen is a postdoctoral researcher at the Learning & Educational Technol-

ogy Research Unit (LET), University of Oulu. His doctoral research in Information
Systems at the University of Auckland focused on the design, development, and
implementation of learning analytics information systems in higher education. His
research interests cover areas at the cross-sections of information systems, education,
and social sciences.

Melanie Nind is Professor of Education at the University of Southampton, UK,

where she is Director of the Centre for Research in Inclusion. She is a co-director of
xlviii About the Contributors

the National Centre for Research Methods and a fellow of the Academy of Social
Sciences. Her books include What Is Inclusive Research? (2014) and (with Curtin
and Hall) Research Methods for Pedagogy (2018), both published by Bloomsbury
Academic.

Kyja Noack-Lundberg is a social science researcher who completed her PhD in

Gender, Sexuality, and Diversity Studies at La Trobe University. She was a
research assistant on the Crossing the Line research project at the Translational
Health Research Institute at Western Sydney University, prior to moving to the
UK to work as a research fellow at Lincoln University. Her areas of research
interest include gendered violence, military sociology, and sociology of
emotions.

Robert Nonomura is a research associate for the Centre for Research & Education
on Violence Against Women & Children (CREVAWC), and a part-time assistant
professor of Sociology at Western University, Canada. His sociological research is in
social ethics, critical theory, and inequality, with a focus on the social-structural
dimensions and intersections of gender-based violence. He coauthored the report
“Toward a Trauma- and Violence-Informed Research Ethics Module: Considerations
and Recommendations” for CREVAWC.

Youdiil Ophinni is a research fellow at the Ragon Institute of MGH, MIT and
Harvard, USA. His main work in the past decade has involved both basic and clinical
research in the field of HIV/AIDS in Indonesia.

Smita Pakhalé is a clinician scientist and clinical research chair in Equity and
Patient Engagement in Vulnerable Populations at the Ottawa Hospital Research
Institute, and an associate professor at the School of Epidemiology and Public
Health at the University of Ottawa. She also leads the Bridge Engagement Centre,
a community research office that conducts health equity research in Ottawa,
Canada.

Andrew Parker is a freelance research consultant with specific expertise in the

experiences of marginalized and vulnerable young people across the sport and
criminal justice sector. More specifically, his research focuses upon the way in
which sport and physical activity might facilitate better life chances and choices
for “hard to reach” groups.

Yvonne Parry is internationally and nationally recognized for her skills in framing
acute care and community-based research that validates improving professional
practice in complex social systems, making a major contribution to improving health
care and building stronger communities for underserviced, disadvantaged, and
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Deux années
en Ukraine (1917-1919)
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
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you are located before using this eBook.

Title: Deux années en Ukraine (1917-1919)

Author: Charles Dubreuil

Release date: July 18, 2022 [eBook #68560]

Language: French

Original publication: France: Henry Paulin, 1919

Credits: The Online Distributed Proofreading Team at

https://www.pgdp.net (This file was produced from images
generously made available by The Internet
Archive/Canadian Libraries)

*** START OF THE PROJECT GUTENBERG EBOOK DEUX

ANNÉES EN UKRAINE (1917-1919) ***
Au lecteur
Table des matières

Deux Années en Ukraine

 Charles DUBREUIL

Deux Années en Ukraine

(1917-1919)
avec une Carte de l’Ukraine

PARIS
Henry PA U L I N , Éditeur
3, Rue de Rivoli, 3

1919
 AVANT-PROPOS

De tous les lambeaux arrachés à l’Empire des Tsars, l’Ukraine

est, sans contredit, de beaucoup le plus précieux. On comprend, dès
lors, que ses maîtres d’autrefois et ses adversaires d’aujourd’hui
unissent leurs efforts, luttent de toute leur énergie, contre le
mouvement national qui pousse le peuple ukrainien à vivre
désormais libre et indépendant.
Cette lutte, violente sur le territoire de l’Ukraine où le peuple tout
entier, hommes, femmes et enfants doit soutenir des combats
acharnés, se livre en France, surtout à Paris, sous forme d’articles
de journaux, d’informations tendancieuses, et trop souvent
mensongères, de brochures, de mémorandums et de tracts dont le
but unique est d’influencer les membres de la Conférence de la Paix,
les hommes d’Etat de l’Entente et surtout le public français.
La question ukrainienne est donc à l’ordre du jour: elle semble
avoir remplacé la question balkanique, autrefois si épineuse et
comme elle, donne lieu à des polémiques violentes dont toute
courtoisie et tout sentiment de vérité et de justice semblent bannis.
Comme de très gros intérêts français sont engagés en Ukraine,
que leur avenir dépend entièrement de la solution qui sera apportée
à la question ukrainienne et comme, d’autre part, il est impossible
que la France prenne à l’égard d’une nation opprimée, une attitude
en contradiction flagrante avec tout son passé historique et
nullement conforme au droit et à la justice, il paraît du devoir de tout
Français revenant de ces régions trop ignorées, non seulement de
dire ce qu’il a vu, mais aussi de formuler un jugement sur les
événements qui se sont déroulés sous ses yeux: le public français
pourra alors juger sainement sur des faits concrets et les hommes
politiques qui détiennent en leurs mains l’honneur de la France
pourront faire, en connaissance de cause, le geste qui s’impose.
C’est pour remplir ce devoir qu’ont été écrites ces pages, sous le
seul patronage du respect de la vérité et de la plus stricte
impartialité.
Ch. D.
Paris, le 15 Août 1919.
 PREMIÈRE PARTIE

MON SÉJOUR EN UKRAINE

Mon arrivée à Kiev

C’est le 6 janvier 1917 que je débarquai, pour la première fois, à

Kiev. En toute autre circonstance, j’aurais admiré la capitale de
l’Ukraine, avec ses rues larges et droites, ses hautes maisons aux
toits rouges et verts, ses multiples églises aux dômes dorés, sa
cathédrale Saint-André qui s’embrase sous les baisers du soleil, sa
double croix de Saint-Vladimir qui s’illumine le soir, son vieux
quartier qui s’étage en gradins, son fleuve majestueux qui roule, à la
belle saison, ses eaux jaunes et profondes sur lesquelles se jouent,
mouettes vivantes, une multitude de voiles blanches.
Mais, parti précipitamment de Bucarest, avec ma famille,
cinquante jours auparavant, quelques heures à peine avant
l’occupation de la capitale roumaine par les troupes austro-
allemandes, je venais d’accomplir un voyage, véritable odyssée, qui
avait absorbé le plus clair de mes économies et j’arrivais dans une
ville dont j’ignorais tout, surtout la langue et où je ne connaissais
âme qui vive. Je n’avais guère l’esprit ouvert à l’admiration.
De Kiev, je ne vis donc tout d’abord qu’une gare, petite et sale,
encombrée de soldats endormis sur le sol et de désœuvrés
grignotant les graines de tournesol dont les Ukrainiens sont si
friands, des cochers enveloppés dans de vastes manteaux ouatés,
chaussés de grosses bottes de feutre et assis sur les planchettes de
traîneaux minuscules et fort bas; des maisons, encore des maisons
et toujours des maisons, dont aucune porte ne semblait vouloir
s’ouvrir pour me donner l’hospitalité.
Kiev avant la guerre, ne possédait que 600.000 habitants, mais
depuis que Polonais, Lithuaniens, Serbes, Arméniens et Roumains,
fuyant devant l’armée ennemie, étaient accourus en foule dans
l’Ukraine hospitalière, la population kiévoise se chiffrait par plus d’un
million et demi d’habitants. D’où superpopulation et crise de
logements.
Dans la rue depuis huit heures du matin, par un froid de 22° et
sans avoir eu le temps de ne rien me mettre sous la dent, je trouvai
enfin, à neuf heures du soir, obligeamment aidé par la Directrice du
Foyer Français, un gîte pour moi et les miens, dans un hôtel tenu
par une famille belge, au centre de la ville.
Grâce à l’intervention de M. le Colonel P..., officier d’ordonnance
du Général Berthelot, le Chef d’Etat-Major du Général Rousky
m’avait accordé, à mon passage à la frontière roumano-russe, une
recommandation très chaleureuse qui me permit, dès le lendemain
de mon arrivée à Kiev, d’occuper, à l’Université féminine, la chaire
d’histoire de la littérature française, vacante depuis le départ de M.
Ch., mobilisé, et, au Gymnase Alexiev, celle de maître de langue
française.
Assuré du pain quotidien pour moi et les miens, je pus ouvrir les
yeux sur ce qui m’entourait.
 Kiev avant la Révolution

Deux faits me frappent tout d’abord: la liberté extraordinairement

grande accordée aux prisonniers de guerre et le respect presque
exagéré que témoignent les soldats russes à leurs officiers.
Les prisonniers de guerre, presque tous allemands ou
autrichiens, vont et viennent dans les rues de la ville sans aucune
surveillance, du moins apparente. Très travailleurs et exerçant
presque tous des professions, ils ont monté de petits commerces et
de petits ateliers qui leur font réaliser de jolis bénéfices. «Cela est
préférable à la guerre», me dit un moine-soldat qui veut bien me
ressemeler une paire de souliers à un prix étonnant par sa modicité.
Les soldats russes, très nombreux à Kiev, puisque c’est de là que
partent toutes les unités à destination du front roumano-gallicien, se
montrent très profondément, trop profondément, à mon avis,
respectueux pour leurs officiers. Dès que ceux-ci paraissent, les
soldats s’arrêtent, se tournent face à l’endroit où l’officier va passer,
frappent fortement le sol de leurs deux talons, portent une main
largement tendue à leur shapka et dans un état de fixité et
d’immobilité absolues, attendent que l’officier ait disparu dans le
lointain.
Inutile de dire que la plupart du temps l’officier ne paraît pas
s’apercevoir de ces marques de respect.
Dans les restaurants, les cafés ou les brasseries, un cadet, c’est-
à-dire un élève officier, doit aller, la main dans le rang et en claquant
les talons, demander à chaque officier présent, la permission de
s’asseoir. Si un officier entre dans ces mêmes lieux, chaque officier
se lève aussitôt et la salle résonne du timbre clair des éperons
entrechoqués.
J’aurais été bien plus frappé si quelqu’un m’eût alors dit que deux
mois plus tard ces mêmes soldats, non seulement ne salueraient
plus leurs officiers, mais porteraient la main sur eux et que ces
officiers, si fiers et si hautains, obéiraient à leurs soldats et les
craindraient.
Et cependant il en devait être ainsi.
 La Révolution russe à Kiev

Les premiers bruits d’une révolution prochaine commencèrent à

circuler à Kiev dans les premiers jours de février. Des personnes se
disant et paraissant bien informées me conseillèrent même de ne
pas sortir ce jour-là car «dans la rue il y aurait certainement des
émeutes et le sang ne manquerait pas de couler».
La journée du 26 février arriva. Je sortis comme d’habitude et ne
vis aucune émeute; pas même la plus petite manifestation. La
Révolution annoncée n’avait pas lieu. Elle n’était que retardée.
Les journaux paraissant à Kiev le 13 mars, annoncèrent à la
population que le tsarisme avait vécu et que Nicolas II ayant
abdiqué, la Russie entrait dans une ère nouvelle. Ce fut comme un
coup de foudre. S’arrachant les journaux, les passants dévoraient la
nouvelle et se jetaient dans les bras les uns des autres; ils
s’embrassaient, riant et pleurant tout à la fois.
A voir les rues de Kiev, ce jour-là, personne ne se serait douté
que l’Empire Russe venait de subir la plus épouvantable catastrophe
enregistrée par l’Histoire et que le colosse septentrional allait être
réduit en quelques semaines à une sorte de néant.
Des rassemblements se forment, des cortèges se mettent à
défiler aux accents de la Marseillaise dans la rue Krechtchatik. Toute
la ville est en liesse. A toutes les fenêtres, sur tous les édifices, des
drapeaux rouges apparaissent sortant on ne sait d’où; de place en
place, en travers des rues, de larges banderoles sont tendues
portant des inscriptions variées mais dont les plus fréquentes sont:
Vive la Révolution, vive la Liberté.
Les établissements scolaires étant fermés, j’eus toute la journée
pour jouir du spectacle qu’offrait la ville; j’en profitai largement et
petit-fils de la Révolution de 1789, je restai à la fois, surpris et
émerveillé de voir cette foule, hier soumise au plus avilissant des
jougs, passer tout d’un coup à la plus entière des libertés, sans un
cri de haine, sans un acte vengeur.
Quatre jours après, la vie reprenait son cours, et il semblait que
rien n’était changé. Les ouvriers se rendaient aux usines de guerre
comme par le passé et les soldats partaient au front avec le même
enthousiasme que la semaine précédente. A Petrograd, le prince
Lvov, M. Milioukov et leurs amis mettaient sur pied le gouvernement
libéral qui devait durer trois mois.
 Le mouvement nationaliste ukrainien

A Kiev et dans toute l’Ukraine, un mouvement nationaliste

s’éveille. Un peu factice et hésitant, à l’originel il acquiert bientôt une
puissance irrésistible que ses adversaires les plus acharnés ne
sauraient ni arrêter ni empêcher d’aboutir.
Des organisations sociales se mettent en devoir de formuler leurs
programmes et leurs désirs politiques qu’elles adressent au
Gouvernement provisoire. Des délégués des organisations déjà
existantes, dans le but de coordonner leur travail en faveur des
intérêts nationaux, forment dans les villes des conseils nationaux
ukrainiens. Un Conseil suprême, constitué d’après l’ancien
Concilium generale du temps de l’hetmanat, est organisé à Kiev,
sous le nom de Rada centrale. Ce Parlement comprenait 800
membres, représentants de tous les partis politiques du pays sans
distinction de nationalités: Social-démocrates, socialistes
révolutionnaires, socialistes fédéralistes, indépendantistes, Bund juif,
socialistes russes et polonais. Son programme est la défense des
conquêtes de la Révolution (libertés nationales, terre aux paysans)
contre les ennemis du dedans (bolcheviks et tsaristes) et du dehors
(Allemands). Elle a contre elle tous les partis bourgeois et
aristocrates (propriétaires fonciers, fabricants de sucre,
fonctionnaires, Grands-Russes, Polonais et Juifs).
Enfin, un grand Congrès national s’assemble à Kiev et, dans ses
résolutions, donne la formule fondamentale des principes politiques
des Ukrainiens.
Ces principes, admis par la plupart des partis politiques, peuvent
se résumer ainsi:
Garantie des droits nationaux des minorités habitant l’Ukraine.
Droit pour l’Assemblée Constituante russe de sanctionner la
Constitution autonome de l’Ukraine.
 Droit pour les organes du gouvernement autonome de résoudre
les problèmes économiques, sociaux et surtout agraires du peuple
ukrainien.
En attendant la réalisation de leur autonomie, les Ukrainiens
exigeaient:
La reconnaissance des droits de la langue ukrainienne à un
usage libre dans les institutions sociales et administratives du pays;
La nomination aux emplois administratifs de personnes
connaissant les mœurs et les coutumes du pays et familières avec la
langue du peuple ukrainien;
L’introduction de la langue ukrainienne dans l’enseignement
primaire et une ukrainisation progressive des écoles secondaires et
supérieures dans les gouvernements ukrainiens.
 Démêlés de la Rada avec le Gouvernement
provisoire

Nommée en avril, la Rada choisit en juin des ministres, qui sous

le nom de commissaires généraux, doivent gouverner l’Ukraine
jusqu’à la réunion de la Constituante ukrainienne dont les élections
se feront en décembre 1917, et envoie à Petrograd une députation
dans le but d’obtenir l’autonomie immédiate des douze
gouvernements qui constituent l’Ukraine.
La réponse dilatoire du Gouvernement provisoire, ses soupçons
injurieux et le refus de Kerensky, Ministre de la Guerre, d’autoriser
un Congrès militaire ukrainien, exaspéra le sentiment national. Le
Congrès eut quand même lieu à Kiev, le 8 juin 1917, et réunit plus
de 2.000 délégués des soldats.
Ce fut un beau jour pour la nouvelle capitale.
Dès le matin, de grands rassemblements se forment en différents
points de la ville et se concentrent dans le krechtchatik, la plus belle
rue de Kiev, où ils défilent en un immense cortège. A midi, aux
accents de la Marseillaise, et aux applaudissements frénétiques
d’une foule enthousiaste, le drapeau rouge de la Révolution qui
flottait sur la Douma municipale est amené et remplacé par le
drapeau jaune et bleu de l’Ukraine. Une manifestation assez
tumultueuse se déroule ensuite au pied du monument de Bogdan
Khmielnitski.
Le lendemain 19, la Rada centrale publia, sous le nom
d’Universal, sa première proclamation où étaient formulés les droits
du peuple ukrainien. Le Gouvernement provisoire prit peur et
adressa à l’Ukraine un appel qui amena une sorte de trêve, devenue
nécessaire d’ailleurs par les préparatifs de l’offensive qui va se
déclancher quelques semaines plus tard, sur le front de la Galicie.