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dangers and the necessity to continue the struggle for women’s and girls’ human rights. Two insights propel this on-going activism. First, the assertion that human rights are interdependent and indivisible, that is, that ‘no person’s rights are secure unless all people’s rights are secure’ and that ‘no right is secure unless all rights are secure’ (Ackerly, 2016 : 38). Second, it is the recognition that the figure of the ‘human’, which underpins the concept of human rights, is in fact gendered. Put differently, although human rights propagate the notion of a

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A review of the implications of the 1998 Human Rights Act for disabled children and adults in the UK
Authors: Luke Clements and Janet Read

Over the past two decades, there has been increasing recognition of the ways in which disabled children and adults have been denied human and civil rights that others take for granted. In the year 2000, the Human Rights Act 1998 came into force. This book reviews the implications of the Act for disabled people.

The book provides: an overview of key policy and legislative developments in the UK in relation to disabled children and adults in the post war period; an outline of the European Convention on Human Rights, The Human Rights Act 1998 and related procedures; an account of the ways in which disabled people’s human rights have increasingly become a matter of concern and the implications of the Human Rights Act in relation to specific issues; a debate about the ways in which public bodies and practitioners within them can engage positively with the provisions of the Human Rights Act to develop better practice.

Disabled people and human rights will be of interest to both disabled people themselves and organisations representing their interests, professionals whose work brings them into contact with disabled people, and students of social work, social care, disability studies and law.

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Author: Suzanne Cahill

The time has come to further challenge biomedical and clinical thinking about dementia, which has for so long underpinned policy and practice. Framing dementia as a disability, this book takes a rights-based approach to expand the debate.

Applying a social constructionist lens, it builds on earlier critical perspectives by bringing together concepts including disability, social inclusion, personhood, equality, participation, dignity, empowerment, autonomy and solidarity. Launching the debate into new and exciting territory, the book argues that people living with dementia come within the UN Convention on the Rights of Persons with Disabilities and therefore have full entitlement to all the rights the Convention enshrines.

A human rights-based approach has not to date been fully applied to interrogate the lived experience and policy response to dementia. With the fresh analytical tools provided in this book, policy makers and practitioners will will gain new insights into how this broader perspective can be used to further promote the quality of life and quality of care for all those affected by dementia.

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Comparative perspectives on the right to education for minorities and disadvantaged groups

Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high quality education?

This brilliant interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls’ right to education and the role of courts.

This unique book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.

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PART I International human rights: context

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1 Human rights and equality in education: Introduction Sandra Fredman, Meghan Campbell and Helen Taylor Education is at the heart of the global struggle to alleviate poverty and reduce inequality. It has been demonstrated that one extra year of education is associated with a reduction in inequality (as measured by the Gini coefficient) of 1.4 percentage points.1 Yet it is precisely the most disadvantaged who face the greatest obstacles to accessing quality education. Although some progress has been made in recent decades, there were still as many as 57

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2.1 Introduction This chapter outlines the human rights framework for addressing disability harassment. The purpose of the chapter is to explain the legal context in which disability harassment occurs and to highlight the obligations of states to address it, particularly in the EU. The chapter begins with a brief overview of the general human rights framework relevant to both disability harassment at work and intersectional forms of discrimination. These include the International Covenant on Economic, Social and Cultural Rights (ICESCR), the Convention on

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169 TEN Human rights and equality in education: Conclusion Sandra Fredman, Meghan Campbell and Helen Taylor This collection of essays has explored a range of challenges faced by minorities and disadvantaged groups in education. The book demonstrates how a human rights-based approach brings these challenges into sharper focus and offers a framework for addressing them so that we can achieve quality education for all. These insights are enriched through the comparative perspective provided by the range of jurisdictions featured in the collection. Such a

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Authors: Luke Clements and Janet Read

15 The Human Rights Act and the European Convention on Human Rights TWO The Human Rights Act and the European Convention on Human Rights: an introduction Introduction In this chapter we provide a brief history of European human rights law and procedures prior to the implementation of the 1998 Human Rights Act (HRA, 1998). This is intended to explain the Act’s relationship with the European Convention on Human Rights and other international human rights treaties. The main body of the chapter provides an account of the substance of the Act and key procedures

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This chapter explores the meaning of human rights for older people, and for the social workers who work with them, within what is often referred to as a human rights and social justice profession ( International Federation of Social Workers, 2014 ). At the outset, it must be understood that although human rights invoke ‘moral obligation’ ( Townsend, 2006 , p 166) and ‘can provide social workers with a moral basis for their practice’ ( Ife, 2012 , p 1) they are not fixed. Human rights are both dynamic and complex. They pose complicated and difficult questions

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