In recent decades, struggles for recognition have increasingly dominated the political landscape.1 Recognition theorists such as Charles Taylor (1994) and Axel Honneth (1995) seek to interpret and justify these struggles through the idea that our identity is shaped, at least partly, by our relations with other people. Because our identity is shaped in this way, it is alleged that feelings of self-worth, self-respect and self-esteem are possible only if we are positively recognised for who we are. Consequently, for many political theorists, recognition is an integral component of a satisfactory modern theory of justice, as well as the means by which both historical and contemporary political struggles can be understood and justified.

The Politics of Recognition

Universal Human Rights in Theory and Practice

Corruption is a serious threat to prosperity, democracy and human well-being, with mounting empirical evidence highlighting its detrimental effects on society. Yet defining this threat has resulted in profound disagreement, producing a multidimensional concept. Tackling this important and provocative topic, the authors provide an accessible and systematic analysis of how our understanding of corruption has evolved. They identify gaps in the research and make connections between related concepts such as clientelism, patronage, patrimonialism, particularism and state capture. A fundamental issue discussed is how the opposite of corruption should be defined. By arguing for the possibility of a universal understanding of corruption, and specifically what corruption is not, an innovative solution to this problem is presented. This book provides an accessible overview of corruption, allowing scholars and students alike to see the far reaching place it has within academic research.

Making Sense of Corruption

While equality laws operate to enable access to information, these laws have limited power over the overriding impact of market forces and copyright laws that focus on restricting access to information. Technology now creates opportunities for everyone in the world, regardless of their abilities or disabilities, to be able to access the written word - yet the print disabled are denied reading equality, and have their access to information limited by laws protecting the mainstream use and consumption of information. The Convention on the Rights of Persons with Disabilities and the World Intellectual Property Organization's Marrakesh Treaty have swept in a new legal paradigm. This book contributes to disability rights scholarship, and builds on ideas of digital equality and rights to access in its analysis of domestic disability anti-discrimination, civil rights, human rights, constitutional rights, copyright and other equality measures that promote and hinder reading equality.

Discrimination, Copyright and Equality: Opening The E-Book for the Print Disabled

This article aims to reorient thinking about the relationship between the long-standing social model of disability and the rapidly emerging human rights model. In particular, it contests the influe...

https://www.tandfonline.com/doi/pdf/10.1080/13642987.2020.1783533

The social and human rights models of disability: towards a complementarity thesis

This article deals with the right to inclusive education. Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD) provides not only that children with disabilities should ...

/pdf/the-right-to-inclusive-education-according-to-article-24-of-qg6dtd0rnp.pdf

The Right to Inclusive Education According to Article 24 of the UN Convention on the Rights of Persons with Disabilities: Background, Requirements and (Remaining) Questions:

Although the Convention on the Rights of Persons with Disabilities (CRPD) proclaims the right to inclusive education, and much attention is being given to the goal of inclusive education in debates on human rights, there are doubts as to whether this right has led to a new direction in policy-making. The under-researched question is: why is there so much opposition to the implementation of the right to inclusive education? This paper examines the question by distinguishing between both the concept and practice of inclusive education. Using a specific interdisciplinary approach in order to critically analyse a legal norm, the paper looks into the very meaning of inclusive education by utilising some central conclusions from disability studies to appraise the ideal of inclusive education, and seeks to resolve related challenges by drawing upon political philosophy to investigate pragmatic solutions to the obstacles to inclusive education. This paper claims that it is thereby possible to incorporate the element of actual achievability into such an ideal.

/pdf/the-right-to-inclusive-education-why-is-there-so-much-bxz5k9kqnn.pdf

The right to inclusive education: why is there so much opposition to its implementation?

This article deals with the transition to inclusive education systems and therefore concerns states that have built segregated education systems. Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) proclaims the right to inclusive education for disabled people. State parties that are equipped with special schools, however, face particular challenges in progressively realising the right in question. This article therefore examines what ‘inclusive education’ truly means, what steps must be taken to achieve it, and what tools can be used to ensure the transition to inclusive education systems so as to comply with the CRPD. Considering the obstacles to inclusive education, the article argues that inclusive education is a process that needs permanent efforts to adapt the general education system to disabled children. It also considers the implementation of the right of disabled people to education through the adoption of national human rights action plans and the use of human...

/pdf/transition-to-inclusive-education-systems-according-to-the-47ijr9xzn5.pdf

Transition to Inclusive Education Systems According to the Convention on the Rights of Persons with Disabilities

This article discusses human rights indicators for assessing state compliance with international human rights. It analyses the use of human rights indicators before treaty bodies, how human rights aspects are to be integrated into these indicators and what conceptual framework must be developed for their establishment. The article also examines the different kinds of data required for human rights indicators, the way in which indicators relating to both civil and political and economic, social and cultural rights could be developed as well as the types of human rights indicators that could be used. The article concludes with how to make human rights indicators a useful instrument for monitoring state compliance with international human rights.

Human Rights Indicators for Assessing State Compliance with International Human Rights

In this article human rights impact assessments (HRIAs) will be discussed. After examining their background, including their history and the different kinds of human rights impact, the various purp...

Gauthier de Beco

Papers

The Right to Inclusive Education According to Article 24 of the UN Convention on the Rights of Persons with Disabilities: Background, Requirements and (Remaining) Questions:

The right to inclusive education: why is there so much opposition to its implementation?

Transition to Inclusive Education Systems According to the Convention on the Rights of Persons with Disabilities

Human Rights Indicators for Assessing State Compliance with International Human Rights

Human Rights Impact Assessments