AbstractThe purpose of this research was to adapt Antonak and Harth's (1994) Mental Retardation Attitudes Inventory for the Kuwaiti culture and to investigate its four‐dimensional structure. The study also aimed at identifying a unidimensional subset of items besides examining the quality of the identified items and the overall inventory. The 34 ‐item adapted inventor y was administered to 56 4 college students. Item analysis indicated that 29 items have had good psychometric characteristics. However, the exploratory factor analysis, cross‐correlations of scale and item scores, and correlations among scales did not support the four‐dimensional structure of the adapted inventory. Further, the sample was split into two random halves. A uni‐dimensional subset of 20 items was identified in one sample by iterative factor analyzing the item data and discarding items with small loadings. The other sample was used to cross‐validate uni‐dimensionality of the identified items. Analysis indicated that scores of the 20‐item inventory have high Cronbach coefficient alpha, and high stability and generalizability coefficients. Partial support for the validity of the scores had been ascertained by comparing the scores of male and female students, and by regressing the inventor y scores on indicators of familiarity with individuals with mental retardation. Findings were discussed with reference to Kuwaiti culture.Over the last two decades, inclusion has internationally become a critical part of the reform efforts to improve the delivery of services to individuals with Mental Retardation (MR). This trend focuses on increasing the opportunities for the placement of these individuals in the same social and educational set tings as individuals without MR. The new arrangements for providing services have created challenges to people without disabilities concerning acceptance, integration, and inclusion of individuals with MR into the mainstream of society (Praisner, 2003). Many researchers (e.g. Priestly, 1998; Yazbeck McVilly & Parmenter, 2004) have convincingly argued that these challenges have their roots in the societal norms and values that concurrently developed throughout the unfolding history of the meaning of MR. As Priestly (1998) noted, although people with differences have existed in all societies, the degree to which they were integrated or excluded varied according to predominant cultural perceptions. Yazbeck, McVilly and Parmenter (2004) suggested that people's attitudes toward individuals with MR are socially constructed and are acquired through experience over time.Individuals with MR are often judged by people based on their disability instead of their whole lives and what they may accomplish and experience during their life (Blatt, 1987). Consequently, People may rely on false generalization and develop negative attitudes towards individuals with MR. Makas, Finnerty‐Fried, Sugafoos, and Reiss (1988) noted that for nondisabled persons, positive attitude toward people with disability is usually conceptualized as being 'nice' and 'helpful', whereas for a person with a disability, the attitude would be dispensing with the category of disability entirely. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling 'uncomfortable' when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling 'uneasy' in the presence of people with disabilities.Attitudes manifest themselves as positive or negative reactions toward an object, driven by beliefs that impel individuals to behave in a particular way (Yuker, 1988). They comprise a complex of feelings, desires, fears, convictions, prejudices, or other tendencies learned through varied experiences that give rise to a set or readiness to act toward a person in a certain way (Chaiken & Stangor,1987). This means that attitude is not behavior, but the precondition of behavior. In addition, Myers, Ager, Kerr, and Myles (1998) identified three types of attitudes that influence how non‐disabled people interact with, and include or exclude people with disabilities: (1) A preparedness to engage with people as consumers, neighbors, or friends; (2) a lack of awareness about individuals with MR; and (3) a wariness or hostility regarding the idea of community integration.Research has shown that the third type of attitudes, which represents negative and non‐acceptance of individuals with MR is commonly observed (Gething, 1994; Schwartz & Armony‐Sivan, 2001). Such negative attitudes in a society may present people with MR as a burden on the welfare system. Moreover, people might not see individuals with disabilities as possessing a valuable social role or possessing the same abilities and characteristics that the majority of people possess. Tus, individuals with MR may not be accepted or included in society and may often be treated badly. In turn, Wolfensberger (1988) indicated that individuals with MR, being in a devalued position, would behave badly as they think that this is what is expected of them.As integration of persons with MR is increasingly becoming a global reality, Kuwait has designed social policy aimed at promoting acceptance and inclusion of people with disabilities into the mainstream of society. To implement the policy of integration, the Kuwaiti government is continually forming inclusive services for individuals with MR. The recent policy of inclusion (law 13/96), which has been adopted in 1996, asserts that people with disabilities have a fundamental right to live and grow within their local communities. This law has spawned an expanded system of services to encourage people with disabilities to live like people without disabilities. Inclusion policies give individuals with MR the right to be involved in the same situations as people without MR. For example, more individuals with MR, for example, are being employed. Moreover, most children with Downs syndrome now attend Kindergarten and are included in social programs for children in the general population. The general goal of all types of services provided for individuals with MR is to improve their participation in society.Although the Kuwaiti government has shown a growing interest in the integration of individuals with MR, the chances of these individuals being able to integrate into mainstream society would depend on the attitude of others, such as students, teachers, coworkers, social workers, professionals, towards them. These attitudes, as found in many Western studies (Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are, for the most part, negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000). According to Wright (1983), disability situations are vulnerable to fundamental negative attitudes, and this would seem to be even truer in the culture found in Kuwait.In Kuwaiti culture, disability has stigmatizing effect on members of the immediate and extended family; families tend to keep members with MR out of the sight of other people. This contributes to social exclusion of people with MR. There is also the traditional common belief that disability is related to (1) God's willing that the parent should have a child with a disability, (2) God is punishing the parent, (3) God is testing the parent, or (4) God is selecting the parent for an unknown reason. Commonly, persons with MR have been considered burdensome and shameful, because they are incapable of contributing to traditional social obligations and roles.While those traditional beliefs still exist, the law 13/96 was legislated to support the integration of persons with MR into various aspects of life. Consequently, we expect that people in the society would react to this trend with frustration, anger, or refusal. Usually, people in Kuwait have little or no information about individuals with MR; thereby uninformed determinations, such as stereotypes, reflect their attitudes toward these individuals. According to Blatt (1987), a stereotype will fill in the cracks and unanswered questions in a situation with which people are not familiar. Langer (1989) in her theory of 'mindfulness' also shows that stereotype is 'premature cognitive commitments' that leads people to make judgments without enough information and reflection.Moreover, the society labels given to individuals with MR are often accompanied with stigma and negative connotations. This situation makes it difficult for those individuals to be included into society and be accepted for what they actually are and not for what others assume them to be. According to Biklen and Bogdan (1977), this type of discrimination is called 'handicapism' and is defined as'…a set of assumptions and practices that promote differential and unequal treatment of people because of apparent or assumed physical, mental, or behavioral differences' (p.206). These perceptions may prevent individuals with MR from being accepted, and they might be viewed, based on Erikson's theory, as a pseudo species, or as less than human (Smith, 1981).Furthermore, professionals', leaders', and students' views and beliefs about the integration of individuals with MR into society may result in slowing the process of inclusion and discouraging people from accepting these individuals as what they are. For example, though senior staff in Kuwait's Ministry of Social Affairs succeeded in including children with Downs syndrome into public kindergarten, no other effort has been made since 1996 to integrate other children with disabilities into inclusive educational settings. More critical is that, while leaders make efforts toward inclusion, they continue to support the permanent residence of individuals with MR in social welfare institutions and urge the government to provide free health, social and educational services for the residents. Ahmad (2004) found that between 1992 and 2002, there was an increase in the number of children, and males and females adults with MR who live in the Social Welfare Institution for permanent care. The number of residents with MR has increased from 223 to 296.According to Philips (1992), leaders' and professionals' beliefs about individuals with MR could have commenced with the industrial revolution that brought with it the practice of classifying people who were different, and who were not able to pursue personal dreams or act as the industrial society required. Leaders and professionals may perceive individuals with MR, as Blatt (1987) stated, blessed innocents or surplus population that is unnecessary and expendable. These beliefs may never give the individuals with MR an adequate opportunity to present themselves and their abilities to others.Praisner (2003) suggested that leaders' attitudes are the key factor in successful inclusion. Due to leadership position, leaders' and professionals' attitudes about inclusion either could result in increased opportunities for individuals with MR to be served in different settings or increased efforts to support the segregated special education services. According to Goodlad and Lovitt (1993), leaders and professionals have the decision to develop an inclusive setting, if they (1) make and honor commitments, (2) do what they say in formal and informal settings, (3) express interest in inclusion, (4) act and make their actions known, and (5) organize their staff and their physical surroundings to implement inclusive programs. As Praisner (2003) stated, the success of inclusion depends on how leaders exhibit behaviors that advance the integration, acceptance, and success of individuals with disabilities in general settings.Researchers (e.g., Horne, 1985) have also shown that students' positive attitudes may increase their willingness to work with individuals with MR, and lead to removal of barriers to integrate them into society. The positive attitudes of students may help to encourage the establishment of policies and the allocation of resources to increase the integration of individuals with MR into different settings in the society (Yazbeck, et al., 2004).To enhance the policy of inclusion in Kuwait, society needs to evaluate some of its structures and change people's attitudes to fit the needs of individuals with MR instead of making these individuals fit society's structures. Helping individuals with MR to be included into society and establish socially valued roles would not be difficult if the attitudes of society are less restrictive and less resistant to change.As Kuwait continues to develop social and educational policy about inclusion, researchers must pay attention to the connection between integration and attitudes. The provision of educational and social opportunities for individuals with MR can be legislated by Kuwait's government, but acceptance from other people cannot be ensured without knowing people's beliefs and thoughts about persons with MR.Developing an understanding of the attitudes that is predominant in society, which in turn influences the actions of its members, is critical if we plan for social changes and for evaluating the effectiveness of public policy on promoting an inclusive society (Schwartz & Armony‐Sivan, 2001). Given that there are negative attitudes toward people with MR, particular care must be taken to monitor changing social attitudes toward these individuals to identify any serious impediment to the progress of their inclusion in different settings: schools, workplace, and the wider community.Research that is relevant to individuals with disabilities (e.g. Geskie & Salasek, 1988; Antonak & Harth, 1994) has revealed the need for researchers to investigate the attitudes of people toward MR. Wolfensberger (1983) suggested that the key to changing how people are valued socially is to change the perceptions people have about individuals who may differ from the norm. Research, however, has indicated that the investigation of attitudes toward individuals with MR requires a psychometrically sound instrument. It is crucial to conduct research to gather accurate information about these attitudes; it would clarify people's awareness of persons with MR, and assist in evaluating intervention programs and developing appropriate course work for special education fields. Further, it would inform public policy decisions, funding priorities, and service delivery, which in turn, enhance the likelihood of achieving successful integration and improving qua lit y of life for persons with MR (Antonak & Harth, 19 94; Schalock, 1990). Accurate measurement of attitudes could also lead to early detection of negative attitudes, such as personal prejudices, misconceptions, and irrational fears of professionals, social workers, and teachers when they first get involved in disability work settings. Furthermore, it would help in providing a baseline for monitoring changes in their attitudes over time (Byon, 2000).Changing attitudes would help in supporting efforts of individuals with MR to become autonomous (Philips, 1992), and help to decrease the resistance of others to allow people with MR to make decisions about their own lives and to be independent (Schalock, 1990). As the history of the deinstitutionalization movement has shown, becoming autonomous and independent are not as simple as releasing people from state facilities and hoping they survive on their own. Autonomy and independence are based upon choice‐making, and choice‐making must be taught to people with MR, as they have never been allowed to make their own choices and do not know how to rationally choose for themselves.However, as Crutcher (1990) noted, personal choice is based on opportunity, and opportunity is accessible only when society decides it should be. Therefore, in order for individuals with MR to have the opportunity to make their own decisions and be successfully included in society, special effort must be taken to change peoples' attitudes towards them.Moreover, a psychometrically sound instrument of attitudes helps researchers to assess with known precision respondents' feelings about individuals with MR (affective aspect of attitudes), and their conceptions about them (cognitive aspect of attitudes). On the affective side, there are feelings of approval or disapproval of individuals with MR in the society. On the cognitive side, there are beliefs, knowledge, and expectations that affect people's behavior towards individuals with MR. The affective and cognitive aspects affect the respondents' opinions of what services should be provided for individuals with MR and what policy should be adopted. These also assist in the design, implementation, and evaluation of social intervention program and strategies geared toward removing barriers to integration (Geskie & Salasek, 1988).The present study focused on adapting, for use in Kuwait, the Mental Retardation Attitude Inventory‐Revised (MR AI‐R) of Antonak and Harth (1994). The MRAI‐R was chosen because of the limitations of the MR attitudes' instruments in the Gulf States, and in particular the lack of such an instrument in Kuwait. After reviewing literature, it seemed that there was only one measure of attitudes; an inventory developed by Qaryauti (1988). Despite the claimed appropriateness of Qaryauti's scale, we decided to use the MRAI‐R of Antonak and Harth for several reasons. First, Qaryauti's scale was based on Western instruments that Antonak and Harth criticized and motivated them to construct the MRAI‐R. In contrast, Antonak and Harth constructed the MRAI‐R based on a review of more than 50 years of the attitude literature, and developed their inventory on the most available valid instrument.Second, by reviewing the items of the MRAI‐R and Qaryauti's scale, it was clear to us that the MRAI‐R is more consistent with the requirements of the law 13/96 that was mandated in Kuwait to assure the right of individuals with MR to be included into public schools, workplace, and the wider community (see Table 1). Third, the MRAI‐R, unlike Qaryauti's scale, incorporates several components of attitudes: (1) the integration‐segregation of individuals with MR in various school programs, workplace, and community; (2) the willingness of people to be associated with individuals with MR (Social Distance); (3) the rights of individuals with MR to be included in schools, communities, and the workplace (Private Rights); and (4) the derogatory beliefs of people about the moral character and social behavior of individuals with MR. Of the 22 items in Qaryauti's scale, 13 were related to derogatory beliefs, six to social distance, and only three to private rights and integration‐segregation.Fourth, many transcultural researchers have used the MRAI‐R in populations as diverse as the United States, Australia, and Korea. In the US, Ward (1998) used the MRAI‐R to explore relationships between empathy and attitudes among 200 parents and adult consumers with developmental disabilities. Also, Yozwiak (2002) utilized the MRAI‐R to examine the beliefs and attitudes of 210 community members toward a child with MR who was a witness to a sexual abuse case. In an Australian study, Yazbeck and others (2004) used MRAI‐R to examine differences in attitudes between students and professionals in disability services, and persons in the general community (N=492). In Korea, Byon's study (2000) used the MRAI‐R to investigate the effect of social desirability on attitudes toward MR, and to compare the relationships between attitude measures (both direct and indirect measures) and behavioral outcome indicators. Obviously, findings from a large number of studies using the MRAI‐R contribute to its validity. In contrast, we failed to find any study in which Qaryauti's scale was used.Based on the above arguments, it seems that the MRAI‐R would be useful in needs assessments, especially in schools and mental health clinics. For example, when the ministry of education decides to implement the inclusion policy in schools, there would be a need to assess attitudes of teachers and students towards students with MR. The results of such assessment would help in designing programs that improve attitudes as needed. The MRAI‐R can also be useful for social workers, professionals, and researchers who work in a variety of primary social welfare settings. It helps them to identify and target those people who are the most in need of training and preparation to change their attitudes toward MR. In a wider scale, non‐profit organizations can use results of assessing attitudes in advocating the rights of those individuals.In general, the primary usage of the MRAI‐R could be: (1) screening for early identification of negative attitudes; (2) assessing attitudes of specific groups toward persons with MR; (3) pre‐ or post‐ measurement in intervention studies; and (4) helping researchers who aim at studying the effects of attitudes on different variables in the life of people with MR (i.e. job satisfaction, life satisfaction, family relationship, social support), or the relationship between attitudes and demographic variables (i.e. gender, age, marital status, employment, educational status, familiarity with individuals with MR).Following the recommendation of Antonak and Livneh (1988) that researchers should use the existing instruments and stop creating new ones, the purpose of the present study is to develop an Arabic inventory of attitudes toward individuals with MR by adapting the MRAI‐R to be suitable for use in Kuwait. Specifically, the study aimed at: (1) revising the MRAI‐R items to make them suitable to Kuwait's culture; (2) investigating the suitability of the four‐factor‐structure of the MRAI‐R for measuring attitudes toward individuals with MR in Kuwait; (3) selecting a uni‐dimensional subset of items, if the four‐factor‐structure was not confirmed; and (4) examining the psychometric characteristics of the adapted inventory.We decided to carry out this study on college students for various reasons: (1) college students are prospective educators or professionals who will be either dealing with people with MR or making decisions that affect their lives; (2) college students in Kuwait play an active role in social change and in changing public opinions;(3) they are representative cross‐section of Kuwaiti society; (4) a sample of college students is more easily acquired than a sample from the general population.
Background of the research This study intends to analyses the involuntary resettlement of an indigenous Dayak community due to the implementation of the Bakun Dam Project in Sarawak, Malaysia. The significance of this research is that it raises important questions on the impact of development imposed by the state government of Sarawak on the indigenous people who have been regarded as in need of change and to be brought closer to urbanization vis-à-vis modernization through resettlement. Involuntary resettlement due to development projects or infrastructure improvements is not a singular phenomenon and in this context it is often argued that development projects provide employment to the local population and enforce development. However, a dam project also displaces local people from their homes and traditional livelihood. This research focuses on the forced displacement of the indigenous communities at Sg. Asap resettlement because of the implementation of the Bakun Hydro-electric Project (BHP). It is viewed as an involuntary resettlement as the indigenous communities who were residing within the area of the planned BHP had no choice but to move to the resettlement. Their villages and native lands were claimed by the state government for the implementation for the BHP. Thus, the whole problem is focused on the question of why is the resettlement that is promised as a development program for the people by the state government of Sarawak being regarded as forced displacement. In this research, forced displacement is observed at three different levels. First, prior to resettlement, potential settlers are faced with the critical decision of abandoning their homes and livelihoods, causing emotional distress. Secondly, after moving to the new settlement, settlers are often confronted with inadequate compensation for their loss of natural resources, social heritage and land, adding misery to their already distressed situation. Thirdly, resettling people into an area without any supportive resources, i.e. resources whose, purpose is to improve the lives of the settlers compared to their previous situation, fails to accomplish the very purpose of such resettlement. Research objectives and Questions This research utilizes Michael Cornea's analysis, the Impoverishment Risks and Reconstruction (IRR) Model (2000), which brings to the main objective of this research that is to examine the outcomes of involuntary resettlement of the indigenous people. This research compares the situation confronted by the settlers in Sg. Asap resettlement to that definition of "involuntary population resettlement" advanced by Michael Cernea (1998). In this definition, there are two sets of distinct but related processes: displacement of people and dismantling of their patterns of economic and social organization, and resettlement at a different location and reconstruction of their livelihood and social networks. Other than that, the objectives of this research are: to observe if involuntary resettlement planned for meeting the labor needs for the oil palm estates is a catalyst for socio-economic development for settlers. And for policy recommendations, the sub-objectives are: •To subsequently evaluate the problems of accessing resources. •To study to what extent the involuntary resettlement has affecting the social and power structures. •To show the level of changes in social and power structure influencing livelihood strategies. •To examine the most effective network that has provided the people a platform to generate their livelihood. This research details the process and impact of the forced and involuntary displacement faced by the settlers. Factors highlighted include the indigenous people's coping mechanism and strategy in dealing with various issues related to land rights and usage, disagreement and differences in the new social structure, competition over limited natural resources and changing power structure and relations. Issues such as the problems within the household because of the changing family structure and changing role of elderly, men and women in the domestic unit are also highlighted in this research. Most important, this research focuses not only at the displacement issue but also illustrates how settlers rebuild and restructure their life and livelihood. Therefore, based on important concepts, livelihood, coping strategies and power structure, research questions raised are: 1.How do settlers cope with the fact of being involuntarily resettled and what do they do to deal with unanticipated consequences of the social changes that occur? 2.How do settlers manage the new social structure, conflict over limited resources and changing power structures and relations within their own community? 3.Which strategies currently used by these settlers have the potential to build a sustainable livelihood in the new settlement? Theoretical background This research takes the approach of regarding resettlement first and foremost as a catalyst for social change. However, resettlement in the context of 'force' or 'involuntary,' certainly does not ensure positive changes. Dessalegn (1989) defined resettlement in a different context: land settlement, colonisation, or transmigration, all referring to the phenomenon of people distribution, either planned or 'spontaneous'. Accordingly, 'resettlement as in Ethiopia implies moving people or people moving to new locations; colonization as in Latin America implies opening up or reclaiming lands for utilization; and transmigration is favoured by those writing on the Indonesian experience and the word suggests cross-ocean or cross island relocation' (Dessalegn, 1989:668). Palmer refers to resettlement as 'a planned and controlled transfer of population from one area to another' (1979:149). Tadros (1979:122), in analyzing resettlement schemes in Egypt, applied the United Nations definition of human settlement as: 'development of viable communities on new or unused land through the introduction of people' and further defined resettlement in two models: spontaneous and paternalistic. The spontaneous model leaves full scope for individual initiatives, and no support is provided by national or international organisations. No attention is paid to the proper place and function of the settlement within the national context. In the paternalistic model, technical support such as education, tools, equipment and other assistance is provided to the settlers (Tadros, 1979:122). The above definitions can be used in a different fashion for this research, thus the term 'forced' or 'involuntary resettlement'. In reality, despite the good intentions for developing communities, resettlement can also 'under develop' communities in the sense that such communities face greater hardship compared to life before resettlement. To this extent, the working definition of 'resettlement' in this research is a poorly planned resettlement through a forced, involuntary relocation of communities onto unused land that is inadequate for communities to develop a productive and fully functional socio-economic system. This research has adapted the concepts proposed by Michael Cernea (1998), looking at involuntary resettlement in general. The concept of involuntary resettlement (in this research also termed as forced resettlement), which is the comprehensive concept most often used in the current social science literature, integrates 'displacement' and 'resettlement' into one single term, in which the emphasis on involuntariness directly connotes the forced displacement. The usual description of 'involuntary population resettlement' consists, as mentioned earlier, of two sets of distinct but related processes: displacement of people and the dismantling of their patterns of economic and social organization, and resettlement at a different location with reconstruction of their livelihood and social networks. Resettlement refers to the process of the physical relocation of those displaced, and to their socio-economic re-establishment as family/household micro-units and as larger communities. Displacement implies not only physical eviction from a dwelling, but also the expropriation of productive lands and other assets to make possible an alternative use of the space. This is not just an economic transaction or a simple substitution of property with monetary compensation. Involuntary displacement is a process of unravelling established human communities, existing patterns of social organization, production systems and networks of social services. Overall, forced displacement of communities causes an economic crisis for most or all of those affected, entails sudden social disarticulation, and sometimes triggers a political crisis as well (Cernea, 1998:2-3). This research investigates the implications of resettlement and the reconstruction of the livelihood of the affected settlers. Impoverishment Risks and Reconstruction Model (IRR) provides important variables to explore these issues further. Several important variables in the IRR model are utilised to create an independent framework for this research, and is explained in the following section. As Cernea explained, the IRR is a model of impoverishment risks during displacement, and of counteractions to match the basic risks where the multifaceted process of impoverishment was deconstructed into its fundamental components. The components are: landlessness, joblessness, homelessness, marginalisation, food insecurity, increased morbidity and mortality, loss of access to common property assets, and community disarticulation. This analytical deconstruction facilitates understanding of how these sub-processes interlink, influence, and amplify each other. Reconstruction, then, is the reversal of the impoverishment processes, and can be understood and accomplished along the same variables, considered in a holistic, integrated way (Cernea, 2000:5; 2003:40). IRR focuses on the social and economic contact of both segments of the process: the forced displacement and the re-establishment. The model captures processes that are simultaneous, but also reflects the movement in time from the destitution of displacement to recovery resettlement (Cernea, 2000:18). There are three fundamental concepts at the core of the model: risk, impoverishment and reconstruction. Each is further split into sets of specifying notions or components (as mentioned above) that reflect another dimension, or another variable of impoverishment or reconstruction (for example, landlessness, marginalisation, morbidity or social disarticulation). These variables are interlinked and influence each other; some play a primary role while others play a derivative role in either impoverishment or reconstruction (largely as a function of given circumstances). The conceptual framework captures the disparity between potential and actual risk. All forced displacements are prone to major socio-economic risks, but they are not fatally condemned to succumb to them. Cernea further explains that in this framework the concept of risk, as stated by Giddens (1990), is to indicate the possibility that a certain course of action will trigger future injurious effects – losses and destruction. Following Luhman (1993), the concept of risk is posited as a counter-concept to security: the higher the risk, the lower the security of displaced populations (Cernea, 2000:19). The model's dual emphasis – on risks to be prevented and on reconstruction strategies to be implemented – facilitates its operational use as a guide for action. Like other models, its components can be influenced and 'manipulated' through informed planning to diminish the impact of one or several components, as given conditions require or permit. That requires considering these variables as a system, in their mutual connections, and not as a set of separate elements. The model is also flexible as a conceptual template, allowing for the integration of other dimensions, when relevant, and for adapting to changing circumstances (Cernea, 2000:20). This model can be linked with other conceptual frameworks, to achieve complementary perspectives and additional knowledge (Cernea, 2000:21). There are four distinct, but interlinked, functions that the risks and reconstruction model performs: A predictive (warning and planning) function A diagnostic (explanatory and assessment) function A problem-solution function, in guiding and measuring resettlers´ reestablishment A research function, in formulating hypotheses and conducting theory-led field investigations For this research, the function falls under the third function, the problem-resolution. As Cernea explained, the problem-resolution capacity results from the model's analytical incisiveness and its explicit action orientation. The IRR model is formulated with an awareness of the social actors in resettlement, their interaction, communication, and ability to contribute to resolution. The model becomes a compass for strategies to reconstruct settlers´ livelihoods (Cernea, 2000:22). The IRR model clearly points out the results of social change and social disorganisation caused by involuntary resettlement. For the purpose of analysis, the two major variables used for the framework are: loss of access to common property assets and; social and community disarticulation, give a crucial foundation to exhibit the implications of forced displacement. Both of the major variables have been linked to understand the problems that are occurring in the community and households (shown as dependent variables - the coping mechanisms, the way settlers manage risks and the type of resources that people engage to strategise their livelihood). Each component respectively points out the results of change caused by involuntary resettlement i.e. competition over forest resources, state land and living space, and; dismantling of traditional power structure, communal structure and family structure. Although the central theme of the theoretical framework is forced displacement, the framework is expanded to the investigation of coping mechanisms, power structure and relations, and the way settlers strategize their livelihood. The research framework has aimed clearly at the impact of involuntary resettlement which is concluded in this research as causing the changes and social disorganization in the social structure of the settlers. However, the framework also extends to another level for the investigation of the strategies of rebuilding and restructuring of settlers. Main research findings With regard to the perspective to develop the indigenous people through resettlement program, as shown in this research, there are more losses than gains being achieved especially on the settlers' side. What they have left behind (history, livelihood, rights and identity) at their natural environment cannot be retrieved, and uncompensated. And it is also a fact, as proven in this research that the uncompensated losses continue to be the sole grievances of settlers and the factor of causing continuous displacement amongst settlers. This research concludes that as much as the involuntary resettlement has brought many new challenges to the Kenyah-Badeng, many of these challenges are beyond their capability to manage. The underlying problem is settlers were not actively involved in designing their future in the new settlement from the very beginning the project was proposed. The settlers were receiving diminutive information about the resettlement program, and very limited public platform for them to participate or to voice out their concerns and suggestions before its implementation. The factor that causes their continuous displacement is the non-existence of natural resources and land (other than the three acres given to them as part of the compensation) for them to generate income (remember that most of them are farmers without any skill useful to work in non-agricultural activities). Their life in the former village was hard but they were free to explore as much resources as possible, and they owned their native land. In the resettlement, they are as much strangers to the place as to the way of life they are faced with at the new settlement. In other words, settlers simply do not know how to behave appropriately in radically changed social situations because they are not equipped with necessary living tools. The study of the displacement of the Kenyah-Badengs is concluded in three important aspects as follows: Power structure and relations - In power structure and relations, kinship has always been an important aspect that became the reference for any struggle over leadership issue. Kinship is viewed on a larger scale that includes not only blood relation, but also aspects such as others who came from the same root, indicating that kinship in that term was very much related to sharing of the same history of settlement, migration and culture. It has been proposed that kinship was one crucial aspect that binds this community together, but not likely to be true at the new settlement. The power structure in the Kenyah-Badeng community at the resettlement stand as a separate system, failed to bind the people together, no orders from the leader and not accepting orders by the people. However, they carry out the norm of being as peaceful community, as they have always been. Coping through family network – Because of the failure of power structure and relations, the Kenyah-Badeng become family/household oriented in their livelihood strategies. The family network proves to be the most important coping mechanism for such challenging social environment. The family network provides a platform for its members to generate income, employment, social and moral support, education, and security in general. Livelihood strategies – With the absence of promised resources, settlers are faced with many problems with regards to economic aspects at the new settlement. Their agriculture knowledge is insufficient to success them for employment in town. They mainly work on their allocated three acres of land with other problems tagged along as the lands are located at sloppy and slumps area, as well as faced with low grade soil. For their agriculture productions, they are faced with marketing problem because of the established sellers who refused to allow them to get into the network. This research also humbly suggesting an alternative for settlers to improve their livelihood based on the available resources at the resettlement with the assistance of the state government, at least to initiate strategies for marketing. Settlers need "retooling" in many aspects of agriculture knowledge as that is what they have known best to build their livelihood. Government agencies should assist in terms of skill training related to effective methods to produce quality agriculture productions on their three acres of land. Horticulture should be encouraged on their three acres plot and this method has been carried out by the settlers in their swidden agriculture (slash and burns) at their former village areas. At the new settlement, the prospect of horticulture on pesticide free and organic food can be very encouraging. Methods The information and data for this research were obtained through formal and informal interviews, household survey, household in-depth interviews, and secondary data from available sources in prints, documents and internet. Questions for the interviews were formulated first based only on the research questions. At the field site, questions were expanded and added after numerous trial interviews with key informants to improve the questions before the real interviews were conducted. There were 55 household surveys, and from this survey, 20 households were selected randomly for the household in-depth interviews. The head of households were both male and female. Outline of the thesis This research is organized in chapters as the following summary: Chapter 1 provides the background information of the research area i.e. descriptively introduces Belaga, the region where Bakun Hydroelectric Project (BHEP) was implemented, the implementation of BHEP and the reaction of the local inhabitants. The resettlement in Sg. Asap, and the composition of the settlers are also discussed in this chapter. Chapter 2 touches the historical perspective of the Kenyah-Badeng focuses on their livelihoods at Long Geng, their former village before they resettled at Sg. Asap. This chapter also includes a brief history of their migration and settlement to Long Geng, and also the political structure in Long Geng. Chapter 3 discusses the power structure and relations of the Kenyah-Badeng. This chapter draws on the first stage of displacement i.e. processes of losing common property and space with prominent issues such as compensation, land rights and the expected involvement of local leaders in the whole process of the resettlement as highlights of the discussion. Brief history of land legislation in Sarawak based on the interpretation of Native Customary Land and native's rights over ancestral land based on literature reviews is illustrated in this chapter. The purpose of this illustration is to understand the background and general problems of land identification within the Kenyah-Badeng community prior to payment of compensation. Chapter 4 focuses on the discussion of the coping mechanisms employed by the settlers in handling crucial issues pertaining to their livelihood at the resettlement. In fact, this chapter continues the discussion of the stages of displacement highlighting the other two stages by discussing in-depth the situation of "loss of access to common property and space" and "social and community disarticulation". The headings of objectives outlined by State Planning Unit, Sarawak in the development plan of the resettlement are utilized as the base to explain the cause of the displacement and to illustrate the reality at present life of the Kenyah-Badeng. Chapter 5 focuses on the livelihood strategy in which family network is important as the platform for pooling resources. Departing from forced displacement, this chapter illustrates the emergence of coping reaction amongst the settlers by analyzing the family network discovered within the households interviewed in this research. Chapter 6 highlights the changing livelihood of the settlers highlighting the significant of wage employment where remittance is crucial to support their family who are living at the resettlement. The current perspective of settlers towards education and their willingness to invest into their children's education is also discussed in this chapter. Chapter 7 summarizes the research findings and concludes the research.
