Understanding the Role of Language and Discourse in Dynamics of Power and Discrimination

Social Structures

Author: Matthew McKenna, PhD Researcher at Maynooth University’s Assisting Living and Learning Institute (ALL), Research Funded through the Science Foundation of Ireland (SFI) Centre for Research Training in Advanced Networks for Sustainable Societies (ADVANCE CRT)

Matthew McKenna
Matthew McKenna

The mission and work of the Assisting Living and Learning (ALL) Institute implements a novel, inclusive, and human-rights based perspective on ‘the development and application of appropriate technologies, person-centred systems and evidence-based policies and laws’. This highly complex and entangled web of social, legal, scientific and philosophical disciplines requires the skills and input from persons and professionals from a hugely diverse array of fields, who all share the common unifying goal of promoting a human-rights based approach to social inclusion, development and technological integration in society. Inclusive social policies and laws play a critical role in ensuring the equitable realisation of these goals. However, in order to challenge and disassemble discriminatory power structures supported by non-inclusive laws and policies inherited from an often problematic and segregated human history, it is imperative that future decisions are made with ‘eyes wide open’ to the role of humanitarian and inclusive discourse. These goals can only be achieved with social awareness and utmost caution to the powers of discourse, and through an understanding of how past wrongs can be repeated when there is collective ignorance towards the immense social influence and symbolic force wielded by language and social interaction.

“Every discourse, even a poetic or oracular sentence, carries with it a system of rules for producing analogous things and thus an outline of methodology”(Jacques Derrida, 1995)

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Let’s Get Digital – Tackling Digital Poverty for all in South Dublin

Social Technologies

Author: Neasa Boyle, PhD Researcher, Assisting Living and Learning (ALL) Institute, Department of Psychology, Maynooth University

Neasa Boyle
Neasa Boyle

It’s impossible to overlook how deeply technology has influenced daily life, employment, and education today. With its growing importance, education systems must adapt to ensure that students are prepared for the modern digital world and obtain the skills to navigate a technologically advanced society. However, such education streams have only been implemented in recent decades, limiting social inclusion for individuals who are out of education, training, or employment. This new demand for digital skills leaves a large proportion of the population with the responsibility of upskilling, or else facing the risk of being left behind in the current job market and, ultimately, being left unable to participate in the society.

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Promoting Engagement in Sport for Persons with Disabilities Through Assistive Technology

Social Lives

Authors: Dr. Emma Smith, Postdoctoral Researcher, AT2030, ALL Institute, Department of Psychology, Maynooth University and Ana Geppert, Masters student of Global Health at VU Amsterdam, intern with the ALL Institute at Maynooth University, in partnership with Loughborough University.

Photo by Audi Nissen on Unsplash: ESPN WIde World of Sports Complex, United States Womens wheelchair basketball
Photo by Audi Nissen on Unsplash

In celebration of the launch of the #WeThe15 campaign; the largest ever global human rights campaign to increase awareness and social inclusion of people with disabilities through sport, we would like to share some of our recent research in the area. #WeThe15 is an acknowledgement that at least 15% of the world population – over 1 billion people – live with one or more disabilities, each of whom is entitled to all of the rights and freedoms, and the benefits of social inclusion experienced by people without disabilities worldwide. Of those rights affirmed in the UN Convention on the Rights of Persons with Disabilities, Participation in cultural life, recreation, leisure, and sport (Article 30) is one that we have had a recent focus on in our work.

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Adaptive Fashion: An Instrument to Enhance Independent Living and Self-Confidence of Persons with Physical Disabilities

Social Structures

Author: Francesca Albi, J.D. Candidate – Università degli Studi di Verona (Italy)

Francesca Albi Profile Picture
Francesca Albi Profile Picture

Accessibility is one of the general principles embodied in the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and it is explicitly affirmed by Article 3 (f), Article 9 and other provisions of the Convention. Accessibility must be understood as “the right to use goods, services and facilities available to the public without discrimination, and obtain an equal benefit from them” (Broderick and Ferri, 2019, p. 140). Accordingly, accessibility is strictly linked to the concept of “universal design”, which is an expression of the paradigm-shift embraced by the CRPD (Cera, 2017, pp. 107-118) and which is defined in Article 2 of the CRPD as the “design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”.

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