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Disability-themed emojis approved for use

British Broadcasting Company (BBC)
February 2019

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New accessibility-themed emojis including characters with hearing aids, wheelchairs, prosthetic limbs, white "probing" canes and guide dogs are to be introduced.

Their inclusion in 2019's official list means many smartphones should gain them in the second half of the year

Intersection between a Social Gender and Disability: A Self-concept of Women with Disabilities in the Post-feminist Context

October 2016

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The goal of this article is to analyse the intersection between a social gender and disability, and identify differences between both the perceived and attached identities of women with disabilities. Two qualitative research studies on women with disabilities in Lithuania reveal ambiguity in the relationship of women with disabilities, towards factors that form their identities. Disability here is realised on a deeper level: it structures respondents’ self-perception and self-reflection. The research also points to the fact that this part of an individual’s identity is straightforwardly perceived in their society and more profoundly ruminated by the women themselves. The ‘invisibility’ of the womanhood here suggests that this part of an identity is perceived as a ‘natural’, unquestionable aspect, which is beyond criticism. Such an attitude absorbs rather than transforms normative provisions and hinders the development of practises directed at subordination of gendering structures.


From the perspective of a normative subject, disability and womanhood have equal weights, since both these aspects of identity represent deviation from the ‘norm’, as well as other differences and subordination. However, both these aspects have different meanings in the self-perception of women with disabilities. The social model of disability acknowledges various obstacles in the environment, which hinder personal independence or create disability. Gender on the other hand, is often naturalized, and a systemic gender-based discrimination remains unmentioned. Hence, discriminatory structures related to disability are targeted, but gender subordination remains unchallenged.

Disability, family and identity

October 2016

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Many people with disabilities struggle with issues that relate to identity development.  Many people with disabilities find it difficult to develop a positive sense of self. There is also no question that familial relationships play a significant part in the process of identity construction for people with disabilities. Thus, it is important to examine how family relationships influence the process of identitydevelopment for people with disabilities. Conversely, it relevant to explore how a person’s identity development can impact his or her relationship with family members. This article employs an autoethnographic approach to research in order to examine issues that relate to disability, identity and family. It elucidates the complex nature of family scripts and identity. In addition this paper contends that the process that an individual goes through in order to “come to terms” with a disabled identity, can transform the relationships that an individual has with various family members.


Considering Disability, Vol.1, Issue 3&4

DOI: 10.17774/CDJ1.32016.2.20575874

Developing positive identities


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This resource builds on theory and evidence about what makes for positive identity, how it can be affected by adversities, social exclusion and discrimination, and how young children’s resilience can be promoted

Young people and social capital

BOECK, Thilo
June 2006

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This brief paper explores the concept of social capital and its bearing on young people's lives. In particular it distinguishes between a static social capital (strong/static networks, immediate reciprocity, restricted sense of belonging and outlook in life) and dynamic social capital (diverse networks, generalised reciprocity and diverse outlook). It suggests that young people should be encouraged to embrace an enhanced version of dynamic social capital, and should be offered opportunities to do so. An enhanced dynamic social capital would enable them to cope with risks rather that avoid them, and would give them access to more power and opportunities

Cultural identity and cultural diversity : young children


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This Key list highlights essential information resources on cultural diversity and cultural identity in children's contexts. Cultural diversity is emerging as a strong theme at policy level. Organisations such as UNESCO and the Bernard van Leer Foundation highlight the importance of integrating cultural practices and local knowledge in all developmental contexts. UNESCO Bangkok has formulated a tool that systematically analyses and evaluates whether programmes, policies and practices promote the concept and principles of cultural diversity. There is a need to focus on more culturally appropriate approaches to development work with young children, their families and their communities. Social and cultural diversity, gender sensitivity and equality and a commitment to inclusion based on respect for and acceptance of human diversity can be addressed meaningfully through early childhood development programmes. They must be sensitive to the several contexts that simultaneously influence the child's development -- the ecology the child is in, the developmental period, and the social, cognitive, emotional and physical domain. Cultural practices form a central component of a child's context

Indigenous rights : young children


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This Key list highlights essential information resources on the rights of indigenous children. Indigenous children are often part of the 'excluded and invisible' group as described in UNICEF’s State of the World's Children report in 2006, and are discriminated against on the basis of ethnicity. Specific areas of concern around indigenous rights include the rights of indigenous children to survival and development, to good health, to education that respects their cultural identity, to protection from abuse, violence and exploitation, and participation in decision-making processes relevant to their lives. At the same time, however, indigenous children possess special resources as custodians of a multitude of cultures, languages, beliefs and knowledge systems. The Convention on the Rights of the Child aims to protect this through article 30 on the right of minority or indigenous children to learn about and practice their own culture, language and religion. The most effective initiatives to promote the rights of indigenous children build upon these elements

Universal declaration on cultural diversity


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This Declaration supports cultural diversity, cultural rights and the role of culture in development - as a key component of human rights. It states that "All persons have [...] the right to express themselves and to create and disseminate their work in the language of their choice, and particularly in their mother tongue; all persons are entitled to quality education and training that fully respect their cultural identity; and all persons have the right to participate in the cultural life of their choice and conduct their own cultural practices, subject to respect for human rights and fundamental freedoms"

Culture and sustainable development : a framework for action

DUER, Kreszentia

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This report describes the World Bank's evolving programme for culture and sustainable development. It articulates criteria that justify lending for culture, and criteria that limit the Bank's participation. This modestly sized programme is geared toward enhancing the World Bank's effectiveness, and adds an important proactive emphasis on culture and identity to the World Bank's ongoing work

The sexual politics of disability : untold desires

DAVIES, Dominic

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This book attempts to explore the emotional and sexual experiences of disabled people in a variety of key areas, relying predominantly on the verbatim accounts of disabled people themselves

Mexico City declaration on cultural policies


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This declaration acknowledges the many facets of culture, defining it as: "the whole complex of distictive spiritual, material, intellectual and emotional features that characterise a social group... not only the arts and letters but also modes of life, fundamental rights of the human being, value systems, traditions and beliefs." It includes sections which consider cultural identity, the cultural dimension of development, culture and democracy, cultural heritage, artistic and intellectual creation and art education, the relationship of culture with education, science and communication, planning, administration and financing of cultural activities, and finally, international cultural co-operation

Beyond 2015 : shaping the future of equality, human rights, and social justice


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This is the website for the Beyond 2015 Project, the goals of which are to improve equality, human rights and social justice in the UK by working together more effectively across sectors, disciplines and places. This website provides an introduction to the project and access to various reports on topics ranging from progress towards goals, impacts of the project, challenges to the work, and many more


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