Conference Agenda
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Daily Overview |
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07 SES 13 A: Special Call: Challenging Inequalities: 30 Years of Network 7 ”Social Justice and Intercultural Education – Past Insights and Future Perspectives”: Cultural Justice in Multicultural Classrooms
Paper Session
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07. Social Justice and Intercultural Education
Paper Strengthening Justice in and through Education: Learning from the Lived Experiences of Indigenous Youth University of Bristol, United Kingdom Presenting Author:Latest report from the International Commission on the Futures of Education at UNESCO put forward a compelling case for a “new social contract for education that can repair injustices while transforming the future” which is built on ethic of care, reciprocity and solidarity (UNESCO, 2021). Challenging inequalities requires us to learn from past and understand the ways in which historic exclusions and oppressions have been firmly cemented and carried forward in and through education. Particularly in the context of network 7’s 30th anniversary, I believe the insights from this research offers unique perspectives on strengthening justice in and through education by centering the lived experiences of Indigenous youth and will contribute towards network’s efforts towards collectively envisioning the future of social justice. In my research carried out as part of PhD study, I move away from deficit view of Adivasis (Indigenous) and challenge injustices in public education of Adivasi students by examining how historic trends continue to play a role in the contemporary education system. Through this research I recognise, unpack and challenge the (in)justices in and through education by working with an Adivasi community called Soligas and the youth who are pushed out of the education system, often marginalised as ‘dropouts’. I do so by adopting a theoretical framing that helps in integrating the past injustices into analysis of the present situation facing Adivasis. The critical theoretical framework that I conceptualise hold value for educational research with marginalised communities within the contexts of rising nationalism and political rhetoric of ‘decolonising education’. This research foregrounds lived experiences of Indigenous youth, and attends to Indigenous pedagogies, through an ethnographic study grounded in Indigenous and participatory approaches principles. I use a theoretical framing that combines decolonial (Quijano, 2007; Simpson, 2016; Tuck & Gorlewski, 2016) and anti-caste theory (Ambedkar, 2020). The combination of decolonial and anti-caste theory shines light on how coloniality/modernity, violence, injustices etc. affect dominant groups and marginalised populations like Adivasis and Dalits differently in the colonised nations. It helps identify and recognise the dangers of appropriating decolonisation to normalise the hegemony of dominant groups (Sajjanhar, 2022) and reinforce existing injustices in postcolonial India. Therefore, I use a combination of decolonial and anti-caste theory which offers framework that not only challenges colonial logics but also helps reclaim subaltern cosmologies of Adivasis who are marginalised in a caste-based society. Moreover, it also provides a critical analytical lens to understand the complexities of strengthening justice in and through education in the context of rising Hindu nationalism and appropriation of decolonising education. Methodology, Methods, Research Instruments or Sources Used Drawing from the intersection of critical Indigenous scholarship (Kovach, 2009; Simpson, 2016; Snow et al., 2016) and critical participatory scholarship (Ochocka & Janzen, 2014; Wakeford & Sanchez Rodriguez, 2018), this research grounds both Indigenous and participatory principles. I draw on Indigenous approaches by centering relationality. Relationality, here, is in terms of how critical Indigenous scholars theorise, that is, relationality as central to their ways of thinking, being and understanding the world (Wilson, 2008; Tynan, 2021). I ground this research in participatory approaches, by using a PAR framework (Ochocka & Janzen, 2014, p. 21) within ethnography as it helps address both relational as well as technical aspects of doing research and renders an action-oriented stance. Following the PAR framework of cyclical nature of research, this study was based on the research project conducted as a part of my Master dissertation (refer R Bhat (2022)). Hence, the research design, and the research questions are influenced by the previous research and the relationship I developed with the participants who are members of the community organisations Zilla Budakattu Girijana Abhivrudhi Sangha and Taluk Soliga Abhivrudhi Sangha (SAS). One of the ways in which I practice relationality in research design is by honouring their perspectives and making their key concern regarding education of Soliga youth central to this research. One of the key issues that several members pointed out was their shared concern of Soliga youth ‘dropping out’ or, more accurately, being pushed out of the formal education system. I am placing their concern as a key issue for this research, and it informs the research questions for this study. Grounding both Indigenous and participatory approaches brought authenticity to the ethnographic study by providing a framework for centering Soliga ways of being and knowing. The resulting framework helped me engage reflexively with colonialities embedded in research processes (Udah, 2024) and immerse myself in the praxis of re-envisioning epistemologies that have been colonised (Zavala, 2016). Conclusions, Expected Outcomes or Findings Findings of this study demonstrate ways in which colonialities of schooling play out in the everyday lives of Soliga youth. Through a decolonial analytical framing, this study highlights the systemic removal of Soliga youth from the education system marginalising them as “dropouts”. It shows how the idea of "lesser Adivasi child” is created and shines light on education as a site of (re)production of Brahminical-colonial caste and racial hierarchies. It theorises saviourism in education and calls for critical examination of its role in (re)producing deficit narratives of Soligas. It also shows how non-Adivasi educators, administrators, students, and the state tend to position themselves as benevolent saviour and the racialised representation of Adivasis as ‘uncivilised subjects’ without engaging with critical histories of racism and colonialism, and ongoing Adivasi dispossession and oppression in and through education. It shines light on systemic removal of Soliga youth from their ancestral landscapes in and through education and how epistemic injustice is at the core of how colonialities are (re)produced in education. Hence, the research argues for the centrality of Indigenous and caste-oppressed voices in shaping pedagogies for strengthening justice in and through education. Along with Soliga youth and community members, this study shows how Indigenous Soliga land-based pedagogy (LBP) can disrupt the colonialities embedded in education. References Ambedkar, B. R. (2020). CASTES IN INDIA. In V. Moon (Ed.), Dr. Babasaheb Ambedkar: writings and speeches, vol 1. (Vol. 1, pp. 5-22). Dr. Ambedkar Foundation, Govt. of India. https://www.mea.gov.in/Images/CPV/Volume1.pdf Kovach, M. (2009). Indigenous methodologies : characteristics, conversations and contexts. University of Toronto Press. Kovach, M. (2010). Conversation Method in Indigenous Research. First Peoples Child & Family Review, 5(1), 40-48. https://doi.org/https://doi.org/10.7202/1069060ar Ochocka, J., & Janzen, R. (2014). Breathing life into theory: Illustrations of community-based research: Hallmarks, functions and phases. Gateways: International Journal of Community Research and Engagement, 7(1), 18-33. Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2-3), 168-178. https://doi.org/10.1080/09502380601164353 R Bhat, D. (2022). Laying methodological foundations for educational research with an Adivasi community [Masters dissertation, University of Bristol]. https://research-information.bris.ac.uk/ws/portalfiles/portal/352318284/Redacted_Final_2022_11_30_Bhat_D.R._MSc_Educational_Research.pdf Sajjanhar, A. (2022). The New Experts: Populism, Technocracy and Politics of Expertise in Contemporary India. Journal of Contemporary Asia, 52(4), 653-677. https://doi.org/10.1080/00472336.2021.1934889 Simpson, L. B. (2016). Indigenous Resurgence and Co-resistance. Critical Ethnic Studies, 2(2), 19-34. https://doi.org/10.5749/jcritethnstud.2.2.0019 Snow, K. C., Hays, D. G., Caliwagan, G., Ford Jr, D. J., Mariotti, D., Mwendwa, J. M., & Scott, W. E. (2016). Guiding principles for indigenous research practices. Action Research, 14(4), 357-375. Tuck, E., & Gorlewski, J. (2016). Racist Ordering, Settler Colonialism, and edTPA:A Participatory Policy Analysis. Educational Policy, 30(1), 197-217. https://doi.org/10.1177/0895904815616483 Tynan, L. (2021). What is relationality? Indigenous knowledges, practices and responsibilities with kin. cultural geographies, 28(4), 597-610. https://doi.org/10.1177/14744740211029287 Udah, H. (2024). Decolonising Research for Justice: Ethical Imperatives and Practical Applications. International Journal of Qualitative Methods, 23, 16094069241294040. https://doi.org/10.1177/16094069241294040 UNESCO. (2021). Reimagining our Futures Together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707 Wakeford, T., & Sanchez Rodriguez, T. (2018). Participatory action research: Towards a more fruitful knowledge. University of Bristol and the AHRC Connected Communities Programme. Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing. Zavala, M. (2016). Decolonial methodologies in education. Encyclopedia of educational philosophy and theory, 1-6. 07. Social Justice and Intercultural Education
Paper Education for Racial Equity in Brazil: Specialist Teachers’ Perceptions of Two Decades of Policy Enactment Unisinos University, Brazil Presenting Author:This proposal addresses the struggle to build racial equity in Brazilian education by examining two decades of policy enactment that shape anti-racist mandates in schools. Brazil is one of the most ethnically diverse countries in the world, yet also among the most unequal. More than 55% of the population identifies as Black or Brown, but racial disparities remain evident in income, employment, access to higher education, and exposure to violence. Indigenous and African histories and cultures have been historically underrepresented in the curriculum, shaped by Eurocentric traditions that marginalise these knowledges. Additionally, the myth of “racial democracy”, built during the twentieth century (Silva, 2018), has long obscured the persistence of racism in everyday life and in schools. It was in the 1980s that Black social movements strengthened their influence to criticise inequalities and racism affecting Afro-Brazilian people (Domingues, 2007). Fortunately, domination and violence never avoided resistance from Black and Indigenous people, and this resistance was responsible for advancing educational policies to change curriculum (Gomes, 2017). The Federal Laws nº. 10.639/2003 y nº. 11.645/2008 defined Afro-Brazilian and Indigenous culture and history as mandatory in the curriculum of all schools and universities, introducing the field of Education on Ethnic-Racial Relations (ERER) (Gomes, 2011). Despite the advanced federal policy architecture, scholars recognise many challenges. Two decades after the landmark legal mandates, ERER remains frequently treated as episodic, delegated to specific subjects, or dependent on a small number of highly committed teachers. Furthermore, recent data on educational inequalities have shown that racism directly affects learning outcomes (Nascimento, 2019; Botelho, Madeira, Rangel, 2015; Barbosa et al., 2024). Despite the educational universalisation of the last decades, which was a relevant achievement, Black students tend to perform less well in secondary school. Participatory research with teachers and leaders is relevant to discuss the school’s reality and develop strategies that can be shared and analysed, considering the intersectionality perspective (Collins & Bilge, 2021) and specialist literature. Empirically, the paper draws on a study (Cirilo & Weschenfelder, 2025) conducted with 35 teachers from ten cities in the Metropolitan Region of Rio Grande do Sul (Southern Brazil), which aimed to develop innovative pedagogical practices about ethnic-racial diversity, fostering racial equity in education (Weschenfelder, 2023). A teaching laboratory was created with this group, composed of teachers and managers, mostly experienced in ERER and deeply committed to racial equity. Among these participants, eleven specialist teachers were subsequently interviewed to examine how they interpret, negotiate, and sustain ERER enactment in everyday school life. This paper asks: How do specialist teachers in Brazil interpret, negotiate, and sustain ERER across two decades of policy enactment, and what do they identify as necessary for racial equity to become embedded in school systems rather than delegated to individuals or isolated initiatives? To address the main question, the study is grounded in the equity framework composed of three foundational principles: justice, recognition, and belonging (Howard, 2024). The analysis also draws on policy enactment scholarship (Ball, Maguire, & Braun, 2012), conceptualising policy as interpreted, translated, and recontextualised within schools under micropolitical dynamics, rather than implemented linearly. ERER is further situated as a critical perspective to discuss racial relations and pedagogical practices in schools, in dialogue with interculturality studies (Walsh, 2012; Candau, 2012), and teacher education (Nóvoa, 2019; Imbernón, 2024) in a democratic society (Laval & Vergne, 2023). The proposal expects to contribute to the international studies on social justice and intercultural education (Akkari & Radhouane, 2022), at the same time as it seeks to add new theoretical perspectives to continue to improve research about racial equity in Brazilian education. Methodology, Methods, Research Instruments or Sources Used The research was qualitative, with an applied orientation and a formative purpose, producing data intended to directly impact the field under study. It adopted radical critique (Veiga-Neto, 2020) as a premise of the investigation, seeking to practise the continuous problematisation of prevailing discourses and of the very “truths” that constitute us as teacher-subjects and researchers. In working with K–12 teachers, the study drew on “a conception of research as a methodology in which the research activity itself functions as the participants’ formation within the investigative process. It is a type of research that, in all its stages, aims to be formative, participatory, and collaborative” (Fabris & Lima, 2022, p. 152). In 2022, the teaching laboratory operated as a 40-hour university extension course bringing together 35 teachers from ten cities, indicated by partner school systems. The programme comprised nine online meetings and one in-person session at the university and was structured as a pedagogical laboratory called LABDOC Racial Equity. In this setting, teachers were positioned as knowledge producers rather than passive recipients of training, and the research team adopted a co-formative approach centred on dialogue, collective authorship, and critical reflection. The empirical corpus analysed in this paper consists of eleven semi-structured interviews with specialist teachers who participated in the LABDOC research context and who demonstrate sustained engagement with ERER policy and scholarship. One participant from each city who was teaching in secondary education was invited to the interviews, plus one teacher working in the state education system. Ethical procedures included informed consent, confidentiality measures, and reflexive attention to positionality and power differentials in knowledge production. Interviews focused on teachers’ enactment trajectories, perceived barriers and enabling conditions, and the micropolitical and affective dimensions of sustaining anti-racist pedagogies. Interviews were analysed through a Foucauldian conception of discourse (Foucault, 2009), using thematic and discursive analysis, as well as references from the field of Education on Ethnic-Racial Relations (ERER) and culturally relevant pedagogy (Ladson-Billings, 2021). Three sub-questions guide the analysis: 1) What curricular, institutional, and professional barriers do specialist teachers identify as they attempt to enact ERER? 2) What forms of governance, leadership support, and professional learning infrastructure do specialist teachers consider necessary for sustained enactment? 3) How do teachers describe the equity-related outcomes of ERER enactment, particularly regarding justice, recognition, and belonging, and how do these outcomes shape their pedagogical and institutional decisions? Conclusions, Expected Outcomes or Findings This paper is expected to show that, even after two decades of ERER-related mandates in Brazil, racial equity still struggles to become a systemic driver of educational quality. In specialist teachers’ accounts, ERER does not appear as a linear implementation process. It appears as a “very big challenge,” a struggle to fight “a perverse system,” because “there is no way not to talk about racism” and, at the same time, there are “many racist ways” operating inside curricula and school. Teachers identify curricular and professional barriers that are not only about content, but about legitimacy and authority. Enactment is narrated as a process of self-positioning and reconstitution: teachers describe how they keep “doing a critical analysis” of materials and lessons. Institutionally, they point to a persistent pattern of delegation: “it falls on the Black teacher,” and it also “falls on the History teacher,” as if “nobody else needs to work on it.” This disciplinary and racialised allocation of responsibility isolates specialist teachers and becomes individualised labour, which reflects the dispositif of raciality (Carneiro, 2023). The current micropolitical moment intensifies these challenges. Teachers speak about a climate marked by right-wing backlash, where “any moment” someone can accuse a teacher, and where students “come at you.” Against superficial approaches, specialist teachers are explicit about what does not work: “it’s all very superficial”; “it’s no use sending those beautiful links for teachers to click.” They argue that the school system needs to “stop the school” to do the work properly. Finally, the findings reinforce the need for further research that explicitly connects racial equity to the role of leadership. Specialist teachers’ accounts suggest that ERER is most sustainable when responsibility is shared and institutionally protected, so that teachers do not feel alone in the struggle. References Akkari, A., & Radhouane, M. (2022). Intercultural approaches to education: From theory to practice. Springer. https://doi.org/10.1007/978-3-030-70825-2 Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge. Barbosa, G., et al. (2024). Desigualdades raciais na educação no Brasil. In M. França & A. Portella (Eds.), Números da discriminação racial: Desenvolvimento humano, equidade e políticas públicas (pp. 255–278). Editora Jandaíra. Botelho, F., Madeira, R. A., & Rangel, M. A. (2015). Racial discrimination in grading: Evidence from Brazil. American Economic Journal: Applied Economics, 7(4), 37–52. https://doi.org/10.1257/app.20140352 Candau, V. M. F. (2012). Diferenças culturais, interculturalidade e educação em direitos humanos. Educação & Sociedade, 33(118), 235–250. https://doi.org/10.1590/S0101-73302012000100015 Carneiro, S. (2023). Dispositivo de racialidade: A construção do outro como não-ser. Zahar. Cirilo, M. A., & Weschenfelder, V. I. (2025). FORMAÇÃO DOCENTE PARA A EQUIDADE RACIAL E A IMPORTÂNCIA DA ATUAÇÃO EM REDE. Diversidade E Educação, 13(1), 1103–1125. https://doi.org/10.63595/de.v13i1.19198 Fabris, E. T. H., & Lima, S. D. (2022). Pesquisa de/formação: princípios e possibilidades. In E. T. H. Fabris & S. D. Lima (Eds.), Pesquisa e formação de professores: diálogos contemporâneos (pp. 145–160). Editora da UFRGS. Foucault, M. (2009). The order of discourse (I. McLeod, Trans.). Routledge. (Original work published 1971) Gomes, N. L. (2017). O movimento negro educador. Saberes construídos na luta por emancipação. Vozes. Howard, T. C. (2024). Equity now: justice, repair, and belonging in schools. California: Corwin. Imbernón, F. (2024). Formação de professores e políticas educacionais. e-Curriculum, 22, e65534, 1–17. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. Nascimento, L. R. do. (2019). Desigualdade racial e fracasso escolar de estudantes negras e negros. Revista Brasileira De Educação Do Campo, 4, e6401. https://doi.org/10.20873/uft.rbec.v4e6401 Nóvoa, A. (2019). Os professores e a sua formação num tempo de metamorfose da escola. Educação & Realidade, 44(3), 1–15. Silva, M. L. (2017). Democracia racial e dispositivos de segurança no Brasil: contribuições para uma educação antirracista. Revista Educação e Cultura Contemporânea, 15(38), 7–31. https://doi.org/10.5935/2238-1279.20180002 Veiga-Neto, A. (2020). Crítica e hipercrítica: por uma atitude radical diante da educação. In A. Veiga-Neto, Foucault & a educação (pp. 75–92). Autêntica. Weschenfelder, V. I. (Org.). (2023). Práticas pedagógicas inovadoras para a educação antirracista: Artesanias do LABDOC Equidade Racial. Pedro & João Editores. 07. Social Justice and Intercultural Education
Paper Building Relationships for Inclusive Digital Growth and Engagement (BRIDGE): Recognising autistic voices and their online lives 1: Dublin City University, Ireland; 2: Light Trees; 3: Autismo Andalucia; 4: APIS Presenting Author:Project Description Building Relationships for Inclusive Digital Growth and Engagement (BRIDGE) is a two-year Erasmus+ Youth funded project (2025–2026) that brings together universities and autism organisations from across Europe to explore different views and experiences of the Internet by engaging with Autistic youth, their families and guardians and the professionals who work with them. Autistic youth often encounter inaccessible platforms, limited support, and increased vulnerability to online harm (Bölte et al., 2021; Kuo et al., 2014). BRIDGE is founded on the principle that digital participation is a fundamental right and must be safe, inclusive, and meaningful for all. The project is led by Dublin City University (DCU) Ireland, the world’s first Autism-Friendly University (AsIAm, 2023) and involves key partners across five countries including three universities and three non governmental associations working with autistic people; European University Cyprus; University of Zagreb, Croatia; Autism Praxis Infinity Solutions (APIS), Cyprus; Autismo Andalucía, Spain; and Light Trees (Φωτόδεντρα), Greece. BRIDGE seeks to create a Europe-wide online toolkit to offer autism-informed practical strategies for healthy, responsible internet use for and by autistic individuals and those who support them—families, caregivers, youth workers, educators, and therapists. For autistic individuals, social media can offer a way to stay connected with others without the stress of navigating elements like tone of voice or body language (Davidson, 2008). In contrast, research (Giles, 2014) contends that parental concern is understandable, since problematic use of the Internet (PUI) may start in childhood or adolescence and potentially alter developmental trajectories or increase in severity over time. BRIDGE aims to 1. promote responsible and safe Internet use by engaging with autistic youth to learn about their views of the internet, how they interact with online platforms and content and with others online; 2. conduct consultations with families, autistic youth and professionals to agree on safe and healthy internet use; 3. develop an online toolkit for all stakeholders. BRIDGE will work with key stakeholders; autistic youth (age 18-30), families and professionals who work with the autistic community to learn about their views, experiences and insight as well as their needs. The project is autism informed and situated within the neurodiversity paradigm, which understands autism as a natural form of human variation rather than a deficit requiring remediation (Walker, 2021). The neurodiversity paradigm is conceptualised based on four pillars (Walker, 2021; Fletcher-Watson, 2022): Neurodiversity is naturally occurring; No one neurotype is better than another; -Neurodiversity operates like other equality and diversity dimensions, and; Strength is in diversity itself. There is a collective value in diversity. In a review of qualitative research methods used in disability studies, it was observed that while there has been a gradual increase in studies involving autistic individuals, the voices of autistic individuals and others with disabilities remain marginalised (United Nations, 2006). Despite this recognition, the involvement of autistic individuals in qualitative research has remained minimal until recently, and their voices have had little influence on policy development (Milton, Mills & Pellicano, 2012). Methodology, Methods, Research Instruments or Sources Used Methods The BRIDGE project focuses on three work packages designed to engage sequentially with stakeholder and target groups in each country to engage, understand and respond to autistic voices about their lived experience on digital platforms and media and their views of their online lives. The work packages will begin with desk research of the literature in each country on the use of the internet by autistic youth (age 18-30). There is a dearth of literature from autistic voices on how the internet can add value to their lives through access to others with similar interests, values and viewpoints. Findings from the literature review indicated: Autistic youth actively participate in online environments; and they exhibit distinct usage patterns compared to their neurotypical peers (preference for YouTube but lower engagement with applications like TikTok and Snapchat)(Cardillo, et al., 2025). Work package one has developed a dataset of autistic views and autism informed knowledge through desk research of the literature available and a scoping review of the legislation, structures, policies and supports available to autistic youth and families in each partner country. Findings from these reports inform the ethical design and approval of co participatory research activities with autistic youth, families of autistic youth and professionals such as youth workers, psychologists, social workers and teachers who work with autistic youth. In co-produced research, decisions are made through a democratic and non-hierarchical group agreement process (Stark, et al., 2021). Findings from these rich datasets underpinned by existing literature and insight into national policies and supports inform work package three which focuses on interactive workshops with families and youths to explore and discuss research findings. There is a strong case for co-design with autistic youth to make materials usable and effective (Stark et al., 2021). The inter-generational discussions will produce recommendations and suggestions for practical aids, tools and tips for families and autistic youth on the Internet. Participants will be supported in creating autism informed materials for awareness raising events and the online toolkit. Work package four while primarily focusing on the design, development and content creation of the online toolkit includes needs analysis workshops with professionals to ensure that the research findings are shared and professional insight, advice and suggestions are integrated into the online resource. Conclusions, Expected Outcomes or Findings Outcomes The outcomes of the BRIDGE project are being disseminated widely across Europe and the online toolkit will be available from December of this year. BRIDGE aims to produce a valuable resource for all stakeholders, autism informed and created by autistic youth, their families, and professionals working with the autistic community. The toolkit will provide insight, advice and guidance into the lived experience of autistic people online, their nuanced understanding of the challenges of online spaces and the problems associated with digital life. Project outcomes will include national and transnational literature reviews on autistic youth’s use of the Internet and their digital lives; national and transnational reports on legislation, policy and supports for autistic people; national and transnational research findings from co produced research activities with autistic youth and their families, and professionals; and will promote digital literacy by facilitating awareness raising and discussion on the use of the Internet and online spaces between autistic youth and their families. Professionals will share expertise and insight through the online resource while learning from autistic youth and families about the benefits of digital spaces to autistic youth. The online toolkit will address the intergenerational understanding of digital use, promoting digital readiness and resilience across stakeholder groups and the public. References AsIam. (2025). Training and Accreditation. Available at: https://asiam.ie/what-we-do/training-accreditation#Autism-Friendly-Accreditation [Accessed on 6 January 2026. Bölte S, Leifler E, Berggren S, Borg A. Inclusive practice for students with neurodevelopmental disorders in Sweden. Scand J Child Adolesc Psychiatr Psychol. 2021 Jan 29;9:9-15. doi: 10.21307/sjcapp-2021-002. Cardillo, R., Marino, C., Collini, M., Vieno, A., Spada, M.M., Mammarella, I.C. (2025). Browsing problematic social media use in autism spectrum disorder: The role of social anxiety, Addictive Behaviors, Vol. 162. Davidson, J. (2008). Autistic culture online: Virtual communication and cultural expression on the spectrum. Social & cultural geography, 9(7), 791-806. Giles, D. C. (2014). ‘DSM-V is taking away our identity’: The reaction of the online community to the proposed changes in the diagnosis of Asperger’s disorder. Health:, 18(2), 179-195. Kuo, Yu-Chun & Walker, Andrew & Schroder, Kerstin & Belland, Brian. (2014). Interaction, Internet self-efficacy, and self- regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education. 20. 35-50. 10.1016/j.iheduc.2013.10.001. Milton, D., Mills, R., & Pellicano, E. (2012). Ethics and Autism: Where is the Autistic voice? Commentary on Post et al. Journal of Autism and developmental disorders, 44(10), 2650-2651. Stark, E., Ali, D., Ayre, A., Schneider, N., Parveen, S., Marais, K., Holmes, N. and Pender, R., 2021. Coproduction with autistic adults: Reflections from the authentistic research collective. Autism in Adulthood, 3(2), pp.195-203. United Nations. (2006). Convention on the rights of persons with disabilities. UN General Assembly. Walker, N. (2021). Neuroqueer Heresies: Notes on the neurodiversity paradigm, Autistic empowerment, and postnormal possibilities. Autonomous Press. | ||