Global Campus Open Knowledge Repository

Our Open Knowledge Repository is a digital service that collects, preserves, and distributes all digital materials resulting from the rich and varied production of the Global Campus of Human Rights. It is an ever growing collection which aims to give visibility to our research outputs, educational content, and multimedia materials; sustain open access for knowledge transfer; and foster communication within and beyond academia.

 

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Now showing 1 - 5 of 7

Recent Submissions

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To Be or Not to Be Neuroenhanced? Personal Identity under Siege in the Age of AI-powered Neurotechnology
(Global Campus of Human Rights, 2025) Castro, Clara : Nogueira de Sá Rosas de; Murphy, Thérèse
Recent advances in neurotechnology and artificial intelligence have expanded the potential to influence brain function beyond traditional medical applications to the enhancement of healthy individuals. Growing investment in consumer neurotech and experimental brain-computer interfaces signals a future where we may be able to substantially improve our cognitive and emotional capabilities – a prospect that raises profound ethical and legal concerns. Central to these concerns is the question of how neuroenhancement technologies may impact personal identity. The brain is often regarded not just as a biological system, but as the foundation of who we are – shaping our experiences, guiding our decisions and anchoring our sense of self. As individuals voluntarily engage with advanced technologies intended to modulate their cognition and emotions, they may disrupt their psychological continuity. This indicates far-reaching consequences, not just for the person undergoing neuroenhancement but for society at large. International bodies such as UNESCO and the Council of Europe have begun to discuss and address these risks, yet current governance frameworks remain ill-equipped for the complex and specific scenarios posed by non-therapeutic neuroenhancement. Against this backdrop, this thesis examines whether and to what extent limits should be placed on individual voluntary engagement with neuroenhancement technologies in order to safeguard personal identity. Using an interdisciplinary approach that incorporates philosophical, ethical and legal perspectives, this thesis seeks to contribute to the growing discourse on neurotechnology governance, advocating for a human-rights based and forward-looking approach.
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The Security-Democracy Trade-Off? EU Policies and Civic Space in Morocco
(Global Campus of Human Rights, 2025) Murillas García, Itziar; Koff, Harlan
This study critically examines how the securitisation of EU external policy in Morocco affects the country’s prospects for democratisation. It places civil society at the centre of the analysis, framing it as a key actor in bottom-up democratic transformation. The research argues that the EU’s securitised agenda undermines these efforts by reinforcing authoritarian practices and constraining the development of a genuinely free and independent civic space. This occurs primarily through the instrumentalisation of civil society engagement mechanisms to implement EU migration objectives, and through the marginalisation of critical or politically sensitive actors whose involvement might jeopardise stable relations with the Moroccan government. The study draws on critical literature and document analysis to explore the intersection between the EU’s strategic interests and its normative claims in Morocco, alongside an assessment of the country’s associational landscape. It also presents a case study based on fieldwork in the Melilla-Nador border region, incorporating interviews with civil society representatives. These local perspectives shed light on how EU actions are perceived on the ground, and how civil society actors interpret the dynamics of democratisation, securitisation and migration governance.
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Lost for Words. The Silence of Peacebuilding on Minority Language Rights in the North of Ireland and Euskal Herria
(Global Campus of Human Rights, 2025) Lyons, Ben; Kočan, Faris
Post-conflict peacebuilding has historically been centred upon political and economic restructuring at the expense of cultural and linguistic justice. Language rights, however, remain a vital, if often overlooked, element of constructing sustainable peace. Nowhere more so is this the case than in those societies shaped by deep-rooted ethnolinguistic divisions. This thesis asks whether minority communities, and particularly their linguistic rights, have been left behind in the peacebuilding processes in the North of Ireland and Euskal Herria. Using Linguistic Human Rights theory as a foundation, the research takes a comparative approach across six analytical concepts: access to education, institutional support, public use, discrimination, intergenerational transmission and links between language and identity. It draws on domestic, regional and international legal and policy documentation from the United Kingdom, Spain and France, as well as semi structured interviews with Gaeilgeoirí and Euskaldunak. The findings show that while both regions have seen considerable grassroots language revival efforts, institutional support remains unbalanced and is often constrained by the politicisation of the languages by state actors. Gaeilge continues to be marginalised within the North of Ireland’s stagnant political system which has struggled to accommodate cultural inclusion, while Euskara, though better supported in Euskadi, continues to face institutional obstacles in Nafarroa and a lack of state recognition in Iparralde, despite the efforts of speakers there. Ultimately, this thesis argues that language rights must be brought to the centre of peacebuilding if it is to be truly inclusive and lasting.
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Between the Lines: Subtle Media Discourse and the Normalisation of Anti-Migrant Sentiment in the Run Up to the United Kingdom 2024 Riots
(Global Campus of Human Rights, 2025) Bourne, Hebe; Blay Grabarczyk, Katarzyna
This thesis explores how anti-migrant narratives are constructed, disseminated and normalised within British media discourse. Focusing on the interplay between language, society and power, it investigates the discursive strategies that frame migrants as deviant threats and examines how such representations shape public attitudes and policy responses. Drawing on moral panic theory, critical discourse analysis and mythopoetic legitimation it illustrates how recurring myths are perpetuated. The study traces a shift from overt hate speech to more subtle, coded hostility, an area that remains comparatively underexplored in existing research. The 2024 United Kingdom (UK) riots are used as a case study to demonstrate how a culture of permissibility surrounding anti-migrant sentiment is cultivated through sustained narratives of ‘othering’, analysed through a close reading of selected tabloids and broadsheets. This thesis critiques the limitations of UK law and press regulation in addressing such insidious forms of hate and evaluates the tension between freedom of expression and the need to protect against hate. Finally, it considers civil society initiatives, journalistic ethics and corporate responsibility as alternative approaches to mitigate discursive harm. By analysing the feedback loop between media, politics and far-right mobilisation, this thesis underscores the societal consequences of normalised hostility and calls for greater accountability and ethical responsibility in migration discourse.
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Children’s Participation in Decision-Making in Bosnia and Herzegovina
(Global Campus South East Europe, 2024) Ceribašić, Berina; Šenk, Maja; Ivanović, Marija; Pašić, Nejira
Children’s participation in decision-making has emerged as a significant aspect of promoting their rights and fostering holistic development. This research explores the landscape of children’s participation in Bosnia and Herzegovina (BiH), shedding light on the evolving approaches and challenges faced in creating an inclusive environment where children’s voices are acknowledged and valued. The study examines whether and to what extent children in BiH are engaged in decision-making processes across various domains, including education, community, and public institutions. It highlights the importance of recognizing children as active citizens who can contribute meaningfully to society. Drawing from qualitative and quantitative data collected, we investigate the diverse perspectives of children, policymakers, and community stakeholders regarding children’s participation. It assesses the extent to which children’s opinions are considered and integrated into policies, programs, and initiatives that directly impact their lives. Key findings underscore positive examples, but the overall situation regarding children’s participation in decision-making is not mainstreamed. Recommendations are proposed for policymakers, educators, and civil society organizations to create a more child-friendly environment, ensuring children’s rights are upheld and respected per international conventions.