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A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders

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A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders Top Lang Disorders Vol. 34, No. 2, pp. 103–120 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders Yvette D. Hyter The field of speech–language pathology needs a conceptual framework to guide the provision of services in a globalized world. Proposed in this article is a conceptual framework designed to facilitate responsive global engagement for professionals such as speech–language pathologists, who are increasingly serving diverse populations around the world. A set of concepts associated with Critical Social Theory is defined and then organized into a statement. This proposed con- ceptual framework could be useful for educating speech–language pathologists, educators, and related professionals to provide relevant services across the globe. Examples of how the con- ceptual framework could be infused into research questions, university course content, clinical services, or community outreach are provided. Key words: global engagement, globalization, macropractice, social theory, theoretical framework LOBALIZATION is generally defined as five periods of globalization and their main G the increased and intensified interde- characteristics. What is often less discussed pendencies across national borders. In this with regard to globalization is that it oper- regard, globalization is far reaching and ates within varied levels and domains (e.g., has influenced practices in many fields, in- economic, political, cultural, ideological, en- cluding speech–language pathology (Hyter, vironmental, and military) (Hylland Eriksen, 2012; McAllister, Wylie, Davidson, & Marshall, 2007; Steger, 2010). 2013). Globalization consists of dynamic and The consequences of globalization are un- multidimensional processes (Hopkins, 2002; even, experienced differently in various parts Steger, 2010). It is defined differently on the of the world, with both positive and neg- basis of one’s conceptual framework, and it ative effects. On the positive side, techno- has been around for many years, being de- logical advances allow almost everyone in scribed by some scholars as having at least five the world who has access to electricity and historical periods (Ellwood, 2002; Hopkins, information-processing technology to inter- 2002; Steger, 2010). Table 1 outlines these act across cultural and national boundaries. Events in one part of the world now can be communicated to or become known by an- Author Affiliation: Department of Speech Pathology other part of the world in a matter of seconds. & Audiology, Western Michigan University, In addition, travel across national borders is Kalamazoo. more possible for some. On the contrary, The author has indicated that she has no financial and some negative effects of globalization are ex- no nonfinancial relationships to disclose. perienced as inequality, military occupation, Corresponding Author: Yvette D. Hyter, PhD, CCC- imperialism, or economic apartheid, particu- SLP, Department of Speech Pathology & Audiology, Western Michigan University, 1903 W Michigan Ave, larly by disenfranchised groups and in the im- Kalamazoo, MI 49008 ([email protected]). poverished regions in the world (Akindele, DOI: 10.1097/TLD.0000000000000015 Gidado, & Olaopo, 2002; Amin, 2000, 2013; 103 Copyright © 2014 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 104 TOPICS IN LANGUAGE DISORDERS/APRIL–JUNE 2014 Table 1. Stages of globalization and the corresponding major events Stage of Globalization Primary Events That Played a Role in Interdependencies First stage (BCE) Invention of writing facilitated the spread of ideas, including religious ideas Invention of the wheel, making possible the spread of crops and animals from one region of the world to another and bringing diverse cultures into contact with each other Infectious diseases were spread from one region of the world to another. Second stage (1600s–1800s) Development of mechanized printing, postal systems, and nautical technologies intensified trade Development of colonial powers and the transatlantic slave trade Third stage (1800s–1970s) Expansion of international trade as companies sold their products externally Reduction of tariffs on international trade and transfer of profits back to the foreign company trading in another country Fourth stage (1970s–the present) Increased presence and use of technology, including accessibility of traveling by airplane Ability to communicate across the globe and to receive news from disparate locations Increased contact and knowledge of people from cultures and countries different from one’s own Transnational companies moving operations to various locations in the world Privatization of publically owned businesses and property Note. From The No-Nonsense Guide to Globalization by W. Ellwood, 2002, London: Verso; “The History of Globalization—And the Globalization of History?” A. G. Hopkins, 2002, in A. G. Hopkins (Ed.), Globalization in World History (pp. 12–44). New York: W. W. Norton; Globalization: A Very Short Introduction by M. Steger, 2003, New York: Oxford University Press. Harvey, 2007; Hyter, 2012; Steger, 2010). with imperialism and the reproduction of non- Some of those uneven consequences also in- sustainable changes within a community. clude dispossession of resources, reorgani- Sometimes inequities on a global scale pro- zation of work resulting in displaced work- mote forced displacement as well as volun- ers, privatization of once public services tary migrations of groups of people from their and spaces (Santiago-Valles & Hyter, 2009; home areas within and across national borders Santiago-Valles, Hyter, & Salo, 2009; Steger, (United Nations News Center, 2013). Force- 2003), unequal distribution of wealth, as well ful displacement typically involves poor peo- as limited access to resources such as health ple being forced to leave their homes as a care and fresh food (Patel, 2008; Steger, 2010; result of violence, repression, human rights vi- Therborn, 2006, 2009); and the imposition of olations, or natural disasters, whereas, migra- cultural values and assumptions of one cul- tion is voluntary movement from one place ture onto others. Speech–language patholo- to another across the world (Koser, 2007). gists (SLPs) should be aware of the various More people than ever before are living out- facets of globalization to avoid engaging in side their home areas (Delgado Wise, 2013; In- activities that may repeat mistakes associated ternational Organization for Migration, 2011; Copyright © 2014 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. A Conceptual Framework for Responsive Global Engagement 105 Tenorio, 2013). About 45.2 million persons people or 15% of the world’s population lives were forcefully displaced in 2012; however, with some type of disability. The manner figures for 2013 have surpassed that number in which disability is measured or defined (Delgado Wise, 2013; United Nations News varies from one region of the world to an- Centre, 2013). According to the United Na- other; therefore, persons with communica- tions Department of Economic and Social Af- tion impairments may be underrepresented fairs (2013), 232 million people (3.3% of the in these data (WHO and World Bank, 2011). world’s population) were migrants (of which The previous data about displacement and mi- almost half are women) in 2013. This 232 gration, however, accompanied by the preva- million is a number that has increased by 57 lence figures on disabilities, suggest that it million migrants since the year 2000 (United may be highly likely that SLPs and educators Nations Department of Economic and Social in any part of the world may have persons Affairs, 2013). Whether groups of people are from countries other than their own on their moving voluntarily or being forced to relo- caseloads and in their classrooms. cate, they travel with their own worldviews Many (about 59%) international migrants and beliefs about health, wellness, and dis- find their new homes in the Global North ability. It is, therefore, particularly important compared to the Global South, although there for SLPs to be aware of diverse worldviews is also considerable South-to-South or North- and to have a conceptual framework guid- to-North migration (United Nations Depart- ing ways to incorporate and/or consider those ment of Economic and Social Affairs, 2012, diverse worldviews for clinical practice. Fur- 2013). The Global North and Global South thermore, understanding why millions leave refer to the economic and political charac- their places of origin and how the causes teristics of countries rather than their geo- of that movement are interpreted by the mi- graphical locations. The Global North typi- grants or those forcefully displaced may facil- cally is used to refer to wealthy countries, itate culturally sensitive communication with which are not always located in the north- clients and their families. ern hemisphere of the world. Such coun- The purpose of this article is to offer a con- tries include Israel and those located in North ceptual framework that will help SLPs take America, Europe, as well as in some parts of a broader worldview of practice. This con- Asia and Oceana (Kegley & Blanton, 2012). ceptual framework, which is based on Crit- The Global South, on the other hand, refers to ical Social Theory, can serve as a guide for poor countries, primarily located in the south- working across cultures,
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