Negotiating embodied knowledge in the transition to adulthood: a social model of human rights

Abstract

This article discusses conditions of how the rights to participation of three young adults with disabilities are not fully used early in the transition to adulthood. Their stories, collected through life mode interviews, serve as examples of ‘underused rights’ and dilution of citizenship. In recounting their embodied experiences, these young adults emphasized the importance of being aware of the kind of support they needed to continue participating in desired activities. Young people with disabilities are often not listened to, and their aspirations and everyday life experiences are not explored or used as a means of securing citizenship. The social model of human rights places great importance on everyday life experiences. Listening to and acting upon experiences need to be recognized as pivotal practices for supporting citizenship; indeed, they represent crucial conditions for a social model of human rights. Points of interest This article looks into the challenges three young adults experienced in their transition to adulthood. The young adults emphasized the importance of being prepared for independent adulthood by knowing their body and what support they needed for participating in desired activities, such as education. The article addresses how changes in service provision at legal age complicate participation in education, work and activities. The article discusses the lack of responsibility of stakeholders to listen to and act upon the experience of young adults. The article argues for a practice of listening to and acting upon young people’s experiences as a means of facilitating inclusion in education and work.