Núcleo Disca

Disability and citizenship

Archive

  1. Discapacidad en Chile: una introducción [Disability in Chile: an introduction]

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    Disability in Chile: An Introduction (The book is only published in Spanish)

    “Disability in Chile: An Introduction” offers a comprehensive analysis of the physical, social, and attitudinal barriers faced by people with disabilities, while promoting a shift towards a human rights-based approach. This book aims to change the paradigm of disability in Chile, placing the issue at the center of public discourse from a social and human rights perspective.

    Throughout its 10 chapters, it examines how people with disabilities face significant barriers to participating in society, from education and employment to family life, politics, and access to justice.

    The text is not limited to a single disability but addresses a wide range of experiences, using a general and inclusive approach. Moreover, the authors, many of whom have direct experience with disability, provide evidence-based analyses and propose solutions to eliminate barriers that prevent full inclusion.

    The book brings together contributions from leading experts and is aimed at a wide audience, including academics, people with disabilities, professionals in the field, family members, and anyone interested in social justice and inclusion.

    How to Access the Book:

    Discapacidad en Chile: una introducción

  2. Docencia e Investigación Femidisca: una caja de herramientas desde América Latina [Teaching and Research Femidisca: A Toolkit from Latin America]

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    This text is a guide for using a feminist perspective when teaching and conducting research on disability in Latin America.

    This guide emerged from the multiple conversations one of its authors (Constanza López Radrigán) had with researchers and activists in the field of disability who are based in or connected to the region. These conversations complement the findings she reached as part of her doctoral thesis, which aimed to articulate a feminist approach to disability from a Latin American perspective. Therefore, this guide is based both on these conversations and on some of the central conclusions she reached in her doctoral work. By virtue of the work’s focus on the perceptions and experiences of forty-two researchers and nineteen activists, the guide is intended for those dedicated to the processes of teaching, learning, and producing academic knowledge about disability in this territory.

    You can download the full document in Spanish at this link: Docencia e Investigación Femidisca

    If you would like to listen to this document, you can do so at the following link: https://bit.ly/3zcMR0P

    Teaching and Research Femidisca

  3. ‘Who am I to write this?’: An approach to the field of feminist disability studies in Latin America

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    Summary of chapter:

    The aim of this chapter is to provide an initial overview of the field of feminist disability studies in Latin America, through a literature review and interviews with academics who research disability from a feminist perspective. In this chapter, we analyze: (a) how feminist disability studies are linked to feminisms, (b) the strategies that academics develop to counteract hegemonic and colonial ways of constructing knowledge, and their connection with communities, and (c) how academics position themselves within a field supported by the relevance of lived experience in disability studies.

     

    Notes:

  4. Incidence of teacher reflection on the teacher’s understanding of diversity and its role in the transition to inclusive education

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    Summary:  

    This research focuses on the inclusion of people with disabilities in higher education. It proposes that reflective teaching is a tool for transitioning from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes faculty perspectives on integration and inclusion, employing focus groups to gather information. The results show that the majority of faculty members favor an integrative approach, although they acknowledge the difficulties in implementing inclusion. Academics highlight the importance of curriculum adaptation, flexible methodologies, and universal learning design to facilitate the participation of students with disabilities in higher education. The analyses also reveal the constant need for faculty to adapt, which creates additional pressure, especially for those adhering to an inclusive approach. Faculty members must ground their reflection in the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of faculty and students, thus ensuring a fair and equitable educational environment for all.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in English.

  5. Strategies to promote dignified and feminist academia: some collaborative reflections from Chile

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    Points of interest:

    • The COVID-19 pandemic highlighted and deepened gender inequalities in academia, especially affecting women scholars. This context led to the creation of the Feminist Network of the Social Sciences in Chile.
    • The Feminist Network of the Social Sciences aims to promote a feminist and dignified academia, centered on gender equality as a fundamental human right and as a core principle in the production and access to knowledge.
    • The research is based on self-training activities, critical reflection, and collective discussion carried out by this Network between the second half of 2021 and the first half of 2022, following a collaborative feminist approach.
    • Strategies are proposed to promote a decentralized, decolonial, and feminist academia, structured around four key pillars:
      1. Equity and justice in the production of knowledge;
      2. Dignified working conditions;
      3. Work environments free of harassment;
      4. Democratization of access to knowledge.
    • These strategies may have practical applications, such as use by academic institutions seeking structural change, as pedagogical material in gender-focused social science courses, or as a tool for collective reflection to foster new inclusive dynamics.
    • Although the focus is on women in academia, the proposals are recognized as relevant for other marginalized groups (e.g., based on class, ethnicity, territory, or disability). The article is presented as an open contribution to the academic community, aimed at promoting structural change through concrete practices.

     

    Notes:

    • The following summary was prepared by Núcleo Milenio DISCA and is based exclusively on the original publication. Therefore, it should not be used for citations or references.
    • This article was originally published in English.

  6. La Emoción de Crear: artes, aprendizaje socioemocional y discapacidad [The Emotion of Creating: Arts, Social-Emotional Learning and Disability]

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    Summary:

    This book presents didactic proposals for developing socio-emotional learning of people with cognitive disabilities through the arts in both educational environments and public spaces, along with a theoretical segment that expands knowledge on this topic. The attractive illustrations by Carlos Denis, the didactic material to print and the audiovisual content support consolidate an educational, interactive and creative text that is a key contribution for various professionals in the world of health, art, among others. It has been developed by a group of national and international specialists in socio-emotional development, arts, education and disability, led by professors Victor Romero Rojas and Macarena Lizama Calvo, together with the team of the UC Down Syndrome Center and the Mawen Foundation. “The emotion of creating” is an invitation to carry out with emotion every stroke, every body phrase, every musical piece and every role performance so that we are aware of how from each interaction we enhance the development of socio-emotional learning. When we consider the value of each participant and make reasonable adjustments, social participation becomes an opportunity for change towards well-being that guarantees a better quality of life for all people.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This book is available in digital format and can be purchased from Ediciones UC.
    • This book was originally published in Spanish.

  7. La lectura fácil como herramienta para el acceso a la justicia de las personas con discapacidad intelectual y del desarrollo en América Latina [Easy reading as a tool for access to justice for people with intellectual and development disabilities in Latin America]

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    Points of interest:

    • Easy-to-Read as a Solution: This research proposes adapting texts into Easy-to-Read format as an urgent practice to reduce the inequality gap and ensure that this group can make their own decisions and exercise their rights on equal terms.
    • The author emphasizes that support mechanisms are tangible ways to guarantee effective participation. This includes eliminating legal guardianship and replacing it with supported decision-making models.
    • Significant obstacles are identified, such as physical, communicative, and attitudinal barriers within the judicial system.

    Notes:

    • The following summary was prepared by the Millennium Nucleus for People with Disabilities (DISC) and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in Spanish.

  8. Aproximaciones feministas a la discapacidad: Relaciones de poder, emociones y posicionamiento hacia el campo [Feminist approaches to disability: power relations, emotions and positioning towards the field]

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    Points of interest:

    • The article presents a feminist approach to the field of disability, addressed from a methodological perspective.
    • It introduces reflective work around experience.
    • Grounded theory is used from a feminist paradigm and the disability perspective.
    • The findings in the fieldwork focus on emotions and reflexivity through the use of a logbook.
    • From a feminist perspective, it is hoped to produce conscious and challenging knowledge of the places of enunciation of the actors and actresses.

     

    Notes:

    • The following summary was prepared by the Millennium Nucleus DISCA and is based exclusively on the publication. Therefore, it cannot be used for citations or references.
    • This article was originally published in Spanish.

  9. Embodiment and Mobility: Mappings of the Common and Territories in Friction

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    The book brings together contributions from thirteen authors who present conceptual reflections, descriptions of practices, and methodological insights that are useful for understanding embodiments and mobilities. From this perspective, multiple sensory, affective, material, and infrastructural factors gain renewed importance, offering more complex—and at the same time more concrete—descriptions of everyday ways of moving.

    Given the diversity of its content, this is a crossroads of analytical approaches that gradually trace cartographies of what embodiments and mobilities contribute to the relational understanding of multiple areas of social life. This understanding can lead to pathways for urban transformation aimed at creating more livable, inclusive, and just territories for their inhabitants.

    Notes:

    • This book is available as open access.
    • This book was originally published in Spanish.