Online Abuse and the Experience of Disabled People
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Cyber Violence Against Women and Girls
CYBER VIOLENCE AGAINST WOMEN AND GIRLS A WORLD-WIDE WAKE-UP CALL 2015 Photo credits:Shutterstock A REPORT BY THE UN BROADBAND COMMISSION FOR DIGITAL DEVELOPMENT WORKING GROUP ON BROADBAND AND GENDER CYBER VIOLENCE AGAINST WOMEN AND GIRLS: A WORLD-WIDE WAKE-UP CALL Acknowledgements This Report has been written collaboratively, drawing on insights and rich contributions from a range of Commissioners and Expert Members of the Working Group on Broadband and Gender. It has been researched and compiled by lead author Nidhi Tandon, assisted by Shannon Pritchard, with editorial inputs by teams from UN Women, UNDP and ITU. Design concepts were developed by Céline Desthomas of ITU. We wish to thank the following people for their contributions and kind review and comments (listed in alphabetical order of institution, followed by alphabetical order of surname): Dafne Sabanes Plou, Jac sm Kee and Chat Garcia Ramilo (APC); Dr Nancy Hafkin; Minerva Novero- Belec (UNDP); Corat Suniye Gulser (UNESCO); Jennifer Breslin and team (UN Women); Samia Melhem and team (World Bank). About the Commission The Broadband Commission for Digital Development was launched by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in response to UN Secretary-General Ban Ki-moon’s call to step up efforts to meet the Millennium Development Goals. Established in May 2010, the Commission unites top industry executives with government leaders, thought leaders and policy pioneers and international agencies and organizations concerned with development. The Broadband Commission embraces a range of different perspectives in a multi-stakeholder approach to promoting the roll-out of broadband, as well as providing a fresh approach to UN and business engagement. -
A Comparative Analysis of Hate Crime Legislation
A Comparative Analysis of Hate Crime Legislation A Report to the Hate Crime Legislation Review James Chalmers and Fiona Leverick University of Glasgow, July 2017 i A Comparative Analysis of Hate Crime Legislation: A Report to the Hate Crime Legislation Review July 2017 CONTENTS INTRODUCTION ________________________________________________ 1 1. WHAT IS HATE CRIME? ________________________________________ 4 2. HATE CRIME LEGISLATION IN SCOTLAND __________________________ 7 3. JUSTIFICATIONS FOR PUNISHING HATE CRIME MORE SEVERELY ______ 23 4. MODELS OF HATE CRIME LEGISLATION __________________________ 40 5. CHOICE OF PROTECTED CHARACTERISTICS _______________________ 52 6. HATE SPEECH AND STIRRING UP OFFENCES _______________________ 68 7. HATE CRIME LEGISLATION IN SELECTED JURISDICTIONS _____________ 89 8. APPROACHES TAKEN IN OTHER JURISDICTIONS RELEVANT TO THE OFFENSIVE BEHAVIOUR AT FOOTBALL AND THREATENING COMMUNICATIONS (SCOTLAND) ACT 2012 ____________________________________________________ 134 ii INTRODUCTION In January 2017, the Scottish Government announced a review of hate crime legislation, chaired by Lord Bracadale.1 Lord Bracadale requested that, to assist the Review it its task, we produce a comparative report detailing principles underpinning hate crime legislation and approaches taken to hate crime in a range of jurisdictions. Work on this report commenced in late March 2017 and the final report was submitted to the Review in July 2017. Chapter 1 (What is Hate Crime?) explores what is meant by the term “hate crime”, noting that different definitions may properly be used for different purposes. It notes that the legislative response to hate crime can be characterised by the definition offered by Chakraborti and Garland: the creation of offences, or sentencing provisions, “which adhere to the principle that crimes motivated by hatred or prejudice towards particular features of the victim’s identity should be treated differently from ‘ordinary’ crimes”. -
OCSA Bullying/Cyberbullying/Hate Violence Policy
OCSA BULLYING/CYBER BULLYING/HATE VIOLENCE POLICY All students and employees of the Orange County School of the Arts have the right to work, to attend school, and to participate in the educational process in a safe environment that is free from bullying and hate-motivated behavior. Every effort shall be made to promote mutual respect among students and staff and between and among students to encourage safe and harmonious relations that support human dignity and equality. The OCSA Board of Trustees recognizes the harmful effects of bullying on student learning and school attendance and desires to provide safe school environments that protect students from physical and emotional harm. School employees shall establish student safety as a high priority and shall not tolerate bullying of any student. No student or group of students shall, through physical, written, verbal, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any other student or school personnel. Students who have been bullied or cyberbullied shall promptly report such incidents to any staff member. Behavior or statements that degrade, intimidate, and/or harm an individual on the basis of his/her race, ethnicity, culture, heritage, immigration status, gender, sexual orientation, physical/mental attributes, religious beliefs or practices shall not be tolerated. Bullying in any form or platform, repeatedly picking fights with, or repeatedly taunting another person shall not be tolerated. This policy applies to all OCSA students and employees. This policy applies to all acts related to school activity or school attendance occurring within a school under the jurisdiction of the Executive Director of the Orange County School of the Arts. -
Still Getting Away with Murder: Disability Hate Crime in England
Still Getting Away with Murder A report about Disability Hate Crime in England Disability hate crime: this means when somebody commits a crime against a Disabled person because of their impairment. Impairment: in the document, this is used to talk about a Disabled person’s medical condition, diagnosis or difference. This could be physical or mental. Not all Disabled people are comfortable with the word ‘impairment’. However, we are not using this word to talk about who the person is. That is a personal choice. Part A – A Summary of the report One out of five Disabled people say that they have faced unkind or threatening behaviour or even been attacked (Inclusion London, 2020). Disabled people: in this document, this means people with impairments who choose to be part of the Disabled people's movement in the UK. These people stand up for rights for Disabled people across the country. This document looks at the fight against disability hate crime in England over the last 10 years. In 2008, we wrote a report called Getting Away With Murder . Getting Away with Murder Report: this was a report that was written in 2008 by Katharine Quarmby, together with Disability Now, the UK Disabled People’s Council and Scope. It looked at Disabled people’s experiences of hate crime in 2008. Since then, there have been lots of changes in the ways that disability hate crime is dealt with. This document looks at how things have changed since the last report was written. It is hard to say how much change there has been over the last 12 years. -
The Challenges of Cyberbullying
NEW ENCOUNTERS? THE CHALLENGES OF CYBERBULLYING Professor Shauna Van Praagh & Alyssa Wiseman November 17, 2015 What is Cyberbullying? "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." - Dan Olweus (1993 and before) -An Act to prevent and stop bullying and violence in schools, 2012 Definition is fairly consistent worldwide—entails three criteria: (1) Verbal or physical aggression; (2) That is repeated over time; and (3) That involves a power differential. “Sticks and Stones” “I couldn’t write about online bullying without writing about face-to-face bullying too because Facebook and other social networking sites aren’t a discrete, walled off universe.” (39) - Emily Bazelon, “Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy Despite wide media attention, cyberbullying is not necessarily more widespread than face-to-face bullying. Still, cyberbullying presents new concerns... “Sticks and Stones” New concerns include: (1) The Internet makes bullying harder to escape; (2) The Internet allows the perpetrator to bully without having to confront his or her victim; (3) The number of potential witnesses can be exponentially higher; and (4) There is the possibility that comments and images/ videos can go viral. Also, with undefined boundaries, whose responsibility is it to prevent or “deal” with cyberbullying? “It’s Complicated” danah boyd brings to light problematic tendencies and reactions: (1) Scapegoating technology: easier to focus on what is tangible rather than broader systemic issues at play; (2) Parental nostalgia: we idealize our childhoods and forget the problem we faced when we were young; (3) “Digital natives”: draws away attention from the problems children face in the digital era In creating these divides, different stakeholders may absolve themselves of responsibility. -
Copyright © and Moral Rights for This Thesis Are Retained by the Author And/Or Other Copyright Owners
Jacobs, Naomi Lawson (2019) The Upside‐down Kingdom of God : A Disability Studies Perspective on Disabled People’s Experiences in Churches and Theologies of Disability. PhD thesis. SOAS University of London. http://eprints.soas.ac.uk/32204 Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non‐commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this thesis, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", name of the School or Department, PhD Thesis, pagination. The Upside-down Kingdom of God: A Disability Studies Perspective on Disabled People’s Experiences in Churches and Theologies of Disability NAOMI LAWSON JACOBS Thesis submitted for the degree of PhD 2019 Department of Religions and Philosophies SOAS, University of London 1 Abstract This thesis argues that, in many churches, disabled people are conceptualised as objects of care. However, disabled Christians are capable of being active agents in churches, with service, ministry and theologies of their own to offer. In Part A, I explore the discourses that have historically functioned in churches to marginalise disabled Christians. Using a Foucauldian approach, I argue that the Christian pastoral model has a fundamental orientation towards individualism, addressing disability through frameworks of care and charity, rather than through a model of justice. -
Violence Against Children with Disabilities
EQUALITY FRA Violence against children with disabilities: legislation, policies and programmes in the EU with disabilities: policies and programmes legislation, children against Violence Violence against children with disabilities: legislation, policies and programmes in the EU This report addresses matters relating to the right to integrity of the person (Article 3), the rights of the child (Article 24), and the integration of persons with disabilities (Article 26), falling under the Titles I ‘Dignity’ and III ‘Equality’ of the Charter of Fundamental Rights of the European Union. Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). Photo (cover & inside): © Shutterstock More information on the European Union is available on the Internet (http://europa.eu). FRA – European Union Agency for Fundamental Rights Schwarzenbergplatz 11 – 1040 Vienna – Austria Tel. +43 158030-0 – Fax +43 158030-699 fra.europa.eu – [email protected] Luxembourg: Publications Office of the European Union, 2015 Paper: 978-92-9239-942-9 10.2811/932051 TK-04-15-511-EN-C PDF: 978-92-9239-941-2 10.2811/985117 TK-04-15-511-EN-N © European Union Agency for Fundamental Rights, 2015 Reproduction is authorised, provided the source is acknowledged. Printed in Italy Printed on process chlorine-free recycled paper (PCF) Violence against children with disabilities: legislation, policies and programmes in the EU Foreword International, European and national law all recognise the right to protection from all forms of violence, which applies to all children, including those with disabilities. -
Sweden National Reporting Procedures for Cyberbullying, Hate Speech and Hate Crime
Reporting in Sweden National reporting procedures for cyberbullying, hate speech and hate crime The information below is extracted from a mapping study of national reporting mechanisms in the countries involved in the No Hate Speech Movement of the Council of Europe. It aims to provide: 1. Contact information of national reporting mechanisms for cyberbullying, hate speech and hate crime where they exist 2. Information about the legal grounds for acting on cyberbullying, hate speech and hate crime where they exist The views expressed in this document do not necessarily reflect the opinions of the Council of Europe1. 1. REPORTING MECHANISMS Reporting hate speech and hate crime Polisen (the police). Website: http://polisen.se Phone:+46 114 14. Reporting cyberbullying If the cyberbullying is connected to the school one should report it to the school management or a teacher. For other cases one can turn to the police. 2. Background information There is no Swedish word that translates hate speech in Swedish. There is a term called “hate against a community”. Another is “discrimination”. Hate speech online can also be called bullying or harassment. Sweden does not have a distinction between hate speech and hate crime that we know of. The Discrimination Act includes discrimination on the basis of sex, transgender identity or expression, ethnicity, disability, sexual orientation and age. People can report everything that is against the law at the police station or by phone. Reports will be investigated by the police. In 2014 there were almost 6270 reports of hate crime in Sweden. That was an increase with 14 % compared to 2015. -
Cyber Bulling
Cyberbullying What Can I Do? Mark S. Borer, MD, DFAPA, DFAACAP 5/16 Subset of: Bullying and Social Aggression in DE Medical Society of Delaware 5/16 © All rights reserved Credits for Archived Slide Set • Dr. Borer has presented on bullying at various schools and staff developments over his years in practice and he has created different portions of this slide set over time. The slide set is updated from time to time from online, organizational, and educational resources, as well as from ongoing clinical experience. • Formatting for the slides was provided in part by Medical Society of Delaware. • Some of the slides present materials available through various referenced websites. Dr. Borer also prepared an educational program on bullying and social aggression for Lorman Seminars in ’06, which informs some of his thoughts and topics in this slide set, and which he references herein. • The presentations by Dr. Borer at the Medical Society of Delaware, as well as this slide set, have been shared for the benefit of Delaware’s youth. Dr. Borer has received no remuneration for use of this slide set. The materials in these slides may inform the presentations of others, but the slide set itself is copyrighted and used with permission by the Medical Society of DE and by the Delaware Bullying Prevention Association. Cyberbullying—A Definition • CYBER OR ELECTRONIC Bullying – using the Internet, email, text messaging, or other social media to threaten, harass, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. • Engaging others in targeting a particular individual enhances the bullying and the potential hurt and damage to the individual. -
Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective
University of Kentucky UKnowledge Theses and Dissertations--Communication Communication 2014 Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective Sarah E. Jones University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Jones, Sarah E., "Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective" (2014). Theses and Dissertations--Communication. 22. https://uknowledge.uky.edu/comm_etds/22 This Master's Thesis is brought to you for free and open access by the Communication at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Communication by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. -
Table of Contents
Review of Disability Studies: An International Journal Volume 10, Issues 3 & 4 Copyright 2014 Table of Contents Editorial: Progress Megan A. Conway, PhD, RDS Managing Editor p. 3 Forum: Art History and Disability Guest Editors: p. 4 Ann Millett-Gallant, University of North Carolina, USA Elizabeth Howie, Coastal Carolina University, USA Forum Editors Introduction p. 4 Forum Articles Composing Dwarfism: Reframing Short Stature in Contemporary Photography Amanda Cachia, University of California, San Diego, USA p. 6 A 16th Century Portrait of Disability? Quentin Matsys' A Grotesque Old Woman p. 20 Sara Newman, Kent State University, USA Shifting Perception: Photographing Disabled People During the Civil Rights Era Timothy Hiles, University of Tennessee, USA p. 30 Becoming Aware of One’s Own Biased Attitude: The Observer’s Encounter with Disability in Chris Ware’s Acme Novelty Library no. 18 p. 40 Nina Heindl, Ruhr-University, Germany Research Articles Facing Dyslexia: The Education of Chuck Close p. 52 Ken Gobbo, Landmark College, USA Summer of 2012: Paralympic Legacy and the Welfare Benefit Scandal p. 62 Liz Crow, Bristol University, United Kingdom RDSv10 i3&4 1 A Capabilities View of Accessibility in Policy and Practice in Jordan and Peru Joyojeet Pal, PhD, University of Michigan, USA p. 77 Book and Media Reviews Both Sides of the Table: Autoethnographies of Educators Learning and Teaching With/In [Dis]Ability. Disability Studies in Education, Vol 12. Eds. Susan L. Gabel and Scot Danforth p. 94 Reviewed by Steven E. Brown, PhD, University of Hawaii, USA Quality of Life and Intellectual Disability; Knowledge Application to Other Social and Educational Challenges, Edited by Roy I. -
Stereotypical Beliefs About Cyber Bullying: an Exploratory Study in Terms of Myths
Stereotypical Beliefs about Cyber Bullying: An Exploratory Study in terms of Myths Efthymios Lampridis Department of History and Ethnology - Democritus University of Thrace, Greece Copyright © 2015 Horizon Research Publishing All rights reserved. Abstract The present study investigates stereotypical form plausible explanations for the justification of other beliefs about cyber bullying in terms of myths, a well applied forms of aggression and violence as well. In the case of concept in the study of beliefs concerning sexual aggression. bullying, for example, stereotypes regarding both the victim The level of acceptance of cyber bullying myths (low vs. and the offender shape particular profiles consisted of certain high) and the relation of myth acceptance to a number of characteristics about physical strength, race, gender and demographic variables such as gender, field of studies, self-esteem, among others, that become generalized and thus frequency of Internet use and type of online activity are they serve as rules for the explanation and justification of examined. Also, beliefs about the forms, in terms of severity, bullying [69]; [62]; [41]. Undoubtedly, the phenomenon of and motives with respect to the acceptance of cyber bullying bullying has been well studied in the last three decades [73] myths are assessed. University undergraduates from the and several studies have underlined its components and shed Democritus University of Greece (n = 304) participated in light to the stereotypes associated with it [3]. Nevertheless, the study. First, they completed a new measure assessing the rapid and wide expansion of the Internet has brought into stereotypical beliefs about cyber bullying. Then, they ranked researchers’ attention a new form of bullying: that is, cyber cyber bullying forms in terms of severity and they evaluate 5 bullying (CB).