Examining the Collegiality of Marxist and Naturalist Social Justice Ethical Pedagogy and Global Social Development Educational Commitment for Action for Community Disability Services

Abstract

This paper examines the collegiality of the Marxists and Naturalists of Social Justice theories toward ethical education in enhancing collegial management and leadership for community disability services for the benefit of community health and social work practices pertaining to post-COVID-19. Consequently, the collegiality of the Marxists and Naturalists of social justice theoretical ethical education was addressed within and linked with the four goals of the Global Social Work and Social Development Educational Commitment (GSDEC) for Action, thus, interconnecting the concepts above with the community disability services of health and social work practices and add clarity about their implementation for post-COVID-19 evaluation. The researchers argued that reimagining social justice education in improving the benefits of innovative and stimulating multisensory approaches pursued by higher education globally would expand the characteristics of collegial imagination and inventiveness. This paper suggests an effervescent hypothetical context concerning the critical elements desirable to galvanize and endorse collegiality in Marxists' and Naturalists' social justice ethical education for a post-COVID-19 era.