Empoderamiento y estigma virtual en redes sociales de las personas con discapacidad y trastorno mental: Propuesta socioeducativa

María García-Pérez Calabuig; Sonia Rodríguez-Fernández; Diego Galán

doi:10.31637/epsir-2024-1394

Authors

María García-Pérez Calabuig National University of Distance Education https://orcid.org/0000-0002-4173-0267
Sonia Rodríguez-Fernández National University of Distance Education https://orcid.org/0009-0006-3515-567X
Diego Galán National University of Distance Education https://orcid.org/0000-0001-9836-1426

DOI:

https://doi.org/10.31637/epsir-2024-1394

Keywords:

virtual stigma, empowerment, virtual social networks, digital identity, disability, mental illness, digital rights, panoptic society

Abstract

Introduction: In the virtual scenario, identity can be deteriorated due to the stereotypes expanded by social networks and the characteristics promulgated by the panoptic society. The digital narratives of people with some type of disability or mental illness can be both a tool of empowerment and a means of perpetuating stereotypes, and hence virtual stigma arises. The purpose of this study focuses on analyzing how social networks contribute to the emergence and perpetuation of virtual stigma, as well as its eradication through the empowerment of different groups. Methodology: A qualitative research is implemented where a systematic narrative review of 12 scientific publications is carried out. Results: The results show that stereotypes are perpetuated and highlight how they can facilitate the spread of messages of hate and discrimination. However, there is data that shows that images of people with physical disabilities attract greater attention and can positively influence public perception. Discussions: An educational proposal is presented to address the challenges shown in the results. Conclusions: It concludes with the need to address virtual stigma through educational interventions that promote empowerment.

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Author Biographies

María García-Pérez Calabuig, National University of Distance Education

Bachelor's degree in Pedagogy and Diploma in Social Education. PhD in Pedagogy from the National University of Distance Education, UNED. She develops her work and research activity in the Department of Theory of Education and Social Pedagogy of the National University of Distance Education (UNED). Her lines of research have focused on the way in which technology and digital environments can help to promote educational inclusion, and socio-educational intervention aimed at vulnerable groups, always relating it to the social reality in digital environments.

Sonia Rodríguez-Fernández, National University of Distance Education

With a bachelor's degree in Pedagogy and a master's degree in Communication and Education on the Web, she has a solid academic background that is complemented by a specialization in web accessibility and an accreditation in information technologies. She has worked as a content and training manager at the University of Nebrija, where she has led the digitization of content and teacher training. In addition, she has been a tutor and e-learning manager in various institutions, psychopedagogical coordinator and teacher in the Master's Degree in Teacher Training. Currently, she is pursuing a degree in Psychology and is a student at the International Doctoral School, National University of Distance Education (UNED), Spain.

Diego Galán, National University of Distance Education

PhD in Pedagogy from the Complutense University of Madrid. She is currently developing her work and research activity in the Department of Theory of Education and Social Pedagogy of the National University of Distance Education (UNED). Her lines of research focus on Social Pedagogy, highlighting the study of stigma from a socio-educational perspective, education in deprived contexts and socio-educational intervention in mental health.

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