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Prioritising inclusion: the nexus of disability rights, Sustainable Development Goals on education, and intellectual property interests

In: The Elgar Companion to Intellectual Property and the Sustainable Development Goals

Author

Listed:
  • Paul Harpur
  • Michael Ashley Stein

Abstract

Children with disabilities (CWDs) who are denied access to information in formats they can use are unable to exercise their right to education on an equal basis to others. Unequal educational opportunities decrease future work options and increase the risk of living in poverty. This chapter focuses on the role that development programming and intellectual property laws have played in both disabling and enabling access to education by persons with disabilities, and how human rights norms have impacted this situation. The chapter analyses how the United Nations Convention on the Rights of Persons with Disabilities (CRPD) has introduced a new disability politics, leading in turn to international sustainable development and intellectual property law frameworks adopting more inclusive approaches. We illustrate how these frameworks operate together to advance the rights of CWDs to access education.

Suggested Citation

  • Paul Harpur & Michael Ashley Stein, 2024. "Prioritising inclusion: the nexus of disability rights, Sustainable Development Goals on education, and intellectual property interests," Chapters, in: Matthew Rimmer & Caroline B. Ncube & Bita Amani (ed.), The Elgar Companion to Intellectual Property and the Sustainable Development Goals, chapter 7, pages 175-197, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:21663_7
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    File URL: https://www.elgaronline.com/doi/10.4337/9781803925233.00014
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