2021 World Day of Social Justice: Digital economy and social justice for autistic individuals
Since 2009, World Day of Social Justice is observed on the 20th of February every year to address the need to promote social justice and to tackle issues like poverty, exclusion, gender inequality and social protections
The UN has chosen the theme for the year 2021 as "A Call for Social Justice in the Digital Economy". Digital Economy (DE) refers to an economy in which digital computing technologies are used in economic activities that use digitised information and knowledge as key factors of production.
In a DE, the internet, cloud computing, big data, fintech, and other new digital technologies are used to collect, store, analyse, and share information digitally and transform social interactions. DE is also underpinned by the spread of Information and Communication Technologies (ICT) across all business sectors to enhance its productivity.
Whereas, social justice means that everyone's human rights are respected and protected. Social justice depends on four essential goals: human rights, access, participation, and equity. Social justice cannot be achieved without these. Firstly, social justice and human rights are connected in a just society where everyone's human rights are protected and respected. Secondly, everyone has equal access to essentials like shelter, food, and education in a just society. Thirdly, a just society encourages everyone, especially those who are marginalised and vulnerable to participate and raise voices in the societal matter. Fourthly, a just society promotes "equity" to end discrimination and to achieve an equal outcome.
Though the digitisation of the economy contributes to economic growth by fueling job opportunities led by innovation in technology; allows regional businesses to move away from the local and into the global, mobilises business functions with the advancements in ICT, aspires to build a cashless society where transactions no longer use physical currency as the medium, and permeates all aspects of society, influencing the way people interact and bringing about broad sociological changes.
DE is not entirely out of criticism. Firstly, given the widening digital skills gap and differences in the level of regulations and infrastructure, not all countries can take full advantage of its benefits.
Secondly, many times, people in developing and least-developed countries do not have internet access, be it due to lack of digital devices, nationally accepted forms of identifications, or socioeconomic barriers.
Thirdly, DE gives rise to intangible capitalism which fosters inequality and social division. Fourthly, it has created opportunities for companies to exploit labour forces through expanding Global value chains, bypassing labour laws, and intensifying the global competition for human resources.
From the above discussion, it has appeared that the Digital Economy is in deficit of upholding the principles of Social Justice. In this situation, calling for social justice in the digital economy is very timely and appropriate.
In this stage, let us talk about the children with Autism Spectrum Disorder (ASD) globally and particularly in the developing world who are often disenfranchised and discriminated against.
They face various barriers in their different stages of life that may exclude them from participating fully and effectively as equal members of society. More specifically, we see that though the governments of almost all nations consider social justice as one of the key objectives of basic education, Autistic children are still facing discrimination in various forms. As a result, they are not able to participate fully in the education system. Thus, the current education system undermines social justice for all.
Various studies show that children with ASD are most likely to miss school. They are not only segregated or excluded within an education system but also, they are stigmatised and marked as "lesser" persons. Children with ASD are often faced with rejection and derogatory comments, further promoting stigma from society. To evade stigma, families tend to hide away the affected children. This avoidance often leads to late presentation and diagnosis of the disorder.
Let us now take a closer look at the barriers that children with autism and other disabilities are facing. Lwanga G. Musisi's 2017 MA Thesis titled "Autism and Social Justice Education: Toward an Inclusive Education System in Uganda" discusses system-wide, school-related, attitudinal, cultural, and social barriers of the children with autism and other disabilities while they want to pursue education.
Although his thesis was presented in the case of Uganda, we find similar features in any developing country. Firstly, limited resources are significant barriers to ensuring inclusive education for children with disabilities in many developing countries despite signing on to the international protocols in their commitment to inclusive education. Secondly, rigid curriculum and teaching methods hinder full participation of children with disabilities, especially those with autism. The refusal to make accommodations to curriculum restricts children's participation and denies them their right to a good education.
Besides, assessment and evaluation systems also form another barrier for autistic children. Assessment often focuses on academic performance rather than individual progress and can be restrictive for children with special education needs. Children with autism are more likely to be excluded from excursions, school camps and sports activities based on physical barriers. In an environment of stigmatisation, peer rejection, lower self-esteem, lower expectations, and limited opportunities, learners with mild forms of autism may be reluctant to reveal their disability and thus miss much-needed support services.
Thirdly, negative attitudes seem to be the most insurmountable obstacle to the education of autistic children. In some cultures, individuals with disabilities are seen as a form of divine punishment or as carriers of bad fortune. Consequently, children with disabilities who could be in school are sometimes not given a chance to attend.
Even where school authorities are supportive of students with disabilities, expectations might be low, with little attention given to their academic achievement. Some families with disabled children may believe that special schools are the best places for their children's education. As such, these children are excluded socially, and often they are targets and at risk of increased bullying, verbal abuse, and social isolation.
In conclusion, it is said that autism is a neuro-behavioural syndrome that impairs social interactions, hinders communications and results in repetitive, stereotyped behaviour. It is to be noted that the importance of ensuring equal opportunities for children with autism and eliminating systemic obstacles or discrimination that they are facing for building a just society cannot be overemphasised. On this World Day of Social Justice, we expect that the digital economy will be a catalyst in making digital technology and ICT infrastructure available for the autistic children so that they can harness their potential and receive a quality education in an inclusive environment.
Thus, we believe that children with autism can become an agent of sustainable development.
Dr Shemaila Saleem is an Associate Professor at the Department of Physiology. Federal Medical and Dental College, Islamabad, Pakistan.
Dr Foyasal Khan is an economist and adjunct Faculty, School of Business, Uttara University, Dhaka, Bangladesh. He can be reached at foyasal.khan@gmail.com.
Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.
