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Business models adopted by online platforms have enabled the proliferation of online hate speech. Platforms providing end-to-end encrypted (E2EE) services have been under increased scrutiny for hosting hate mongers. Legislators struggle to conceptualise the responsibilities of E2EE services to not host hate speech without infringing the users’ rights to freedom of expression, association, privacy, or data protection. This interdisciplinary article proposes a new legal minimum standard expanding corporate human rights responsibilities of E2EE services to mitigate a category of criminal hate speech - incitement to violence. We explore the regulation and application of metadata, hashing, and homomorphic encryption to disrupt incitement to violence in large groups on E2EE services in compliance with human rights.

Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural perspectives that present themselves in deaf education based on reflections of several authors who discuss multiculturalism in education and also in deaf education. Although there are concerns from a multicultural postcolonial and critical perspective deaf education offered by regular schools, is still in a long process of cultural transformation necessary for a new social positioning in which differences are recognized and respected. The bilingual education model for deaf people is needed a process involving the recognition of differences and political awareness on both the educational and social levels to begin.