The Diverse Voices Framework: Re-Imagining HRD Education for Social Justice Beyond the Classroom

The Problem There is hardly any information in English available on human resource development (HRD) education in the Netherlands, although the practice of HRD in this country is flourishing and HRD education is growing, especially within the private sector. Almost all relevant information is in Dutch, which makes it difficult for non-Dutch-speaking scholars and practitioners to appreciate the significant investments that have been made in HRD and HRD education in the Netherlands. The Solution This article brings together a wide range of information about academic and non-academic HRD programs, Dutch HRD professional associations, and HRD certification and accreditation efforts in the Netherlands. This information is grounded in an overview of the emergence of HRD/lifelong learning initiatives over the past three centuries. The Stakeholders Scholars and practitioners interested in the history and current status of HRD and HRD education in the Netherlands, especially those who do not speak Dutch, will benefit from the information provided in this article. People looking to enroll in an academic or non-academic HRD program or those who seek professional associations, accreditation, or certification in the Netherlands will also find this article useful.

The Problem Very little research has examined the current state of human resource development (HRD) education in the United Kingdom, or the factors influencing its genesis and development. The Solution We analyze historical and contemporary factors influencing HRD education in the United Kingdom, identify different levels and providers of HRD qualifications, and outline curriculum content of HRD programs. Our aim is to clarify the current situation, by proposing a tripartite model of stakeholders in HRD education based on the United Kingdom but which might assist in the analysis of HRD education in other geographic areas. The Stakeholders HRD education in the United Kingdom is largely influenced by three key stakeholders: the U.K. government, the Chartered Institute of Personnel and Development (the professional body for human resources), and the academy. Our analysis reveals complex and dynamic interactions between these stakeholders, which have implications for them as well as learners, practitioners, and researchers.

PurposeThe purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity.Design/methodology/approachThe design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis.FindingsData analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace.Research limitations/implicationsTo understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems.Practical implicationsUnderstanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems.Originality/valueThis research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

The Problem Human resource development (HRD) education does not take place only in academic institutions. There are hundreds of global professional organizations or associations that are designed to give professionals in the field of HRD opportunities to share their knowledge. Yet, there has been little research to determine what such organizations anticipate contributing to professionals’ education. Particularly problematic is the large number of professional organizations at global, regional, country, and local levels, all of which claim to add to professionals’ expertise. The Solution There is little literature focusing on specific HRD professional organizations. In this article, we explore samples of both academic and practitioner professional organizations globally and on each populated continent. We have identified educational outcomes that are part of the educational missions of professional organizations and associated modes. Data were gathered through websites, interaction with professional networks, and our personal experiences. The Stakeholders HRD practitioners and academics need to be aware of the significant contributions made by professional organizations to HRD education. This is especially important in countries where there is little to no formal HRD education offered in universities, as well as for all professionals, academics and practitioners, who desire to expand their global knowledge. Greater intentionality of this mission may improve the outcomes experienced by professional organizations and help others select appropriate organizations with which to affiliate.

The purpose of this article is to understand administrators’ personal beliefs and experiences related to inclusive education and social justice that are critical to their commitment, the leadership provided, and types of special education services that prevail in their districts. This study is embedded within a conceptual framework centered on inclusive education, and existing theoretical framings of leadership for social justice and disability studies in education. Further, it contributes to the conversation in a recent call to reimagine educational approaches in the United States that challenge systems, focus on racial and disability justice, and serve the public good. A qualitative research methodology with in-depth interviewing as the data collection method was used to understand the lived experiences and practices of seven district-level special education leaders. It specifically looks at the leaders’ drive to carry out social justice work and their overall value-based mission of socially just, equity-oriented inclusive education at the district level. It provides a research study on (1) how leaders come to carry out social justice and disability justice work in schools, (2) poignant career events that shape their justice work, and (3) their intentions to prepare under-represented and traditionally marginalized students to engage in society. The overall premise is that since district-level leaders are vital in shaping public schooling spaces, understanding their social and disability justice grounding is critical to disrupt marginalizing practices in PreK-12.

The Problem The development of human resource development (HRD) practitioners and scholars in university-based courses and programs is a significant but underexplored area of research. No recent scholarship has addressed the views of those who teach HRD subject matter, the methods they use, or the challenges they face in their work. Moreover, although HRD is recognized as an international field, HRD education has not been examined with an international perspective. The Solution The purpose of this study was to examine HRD education as an international phenomenon. An overview of the research on HRD education is provided, and the results of a thematic analysis of interviews with 40 HRD educators who teach in higher education institutions in North America, Europe, and Asia at three annual HRD conferences in the United States, United Kingdom, and Taiwan are presented in four broad themes: the nature of HRD, contextual differences, curriculum, and teaching and learning. The Stakeholders This study will be of interest to those who teach and study HRD and develop curriculum for HRD courses and programs for higher education institutions and other organizations, as well as to those who hire HRD graduates.

Reviewed by: Black Women and Social Justice Education: Legacies and Lessons by Stephanie Y. Evans, Andrea D. Domingue, and Tonia D. Mitchell Alicia Brunson (bio) Evans, Stephanie Y., Andrea D. Domingue, and Tonia D. Mitchell. Black Women and Social Justice Education: Legacies and Lessons. Albany, State University of New York Press, 2019. 398 pp. ISBN: 9781438472942. $35.95 Paperback. This book is well-needed, especially during tumultuous times like these. Black Women and Social Justice Education: Legacies and Lessons contextualizes the ways in which Black women survive and thrive in academia, community engagement, and nonprofit work. Organized into four sections, the readings center Black women's voices and experiences, theorizing and putting social justice education into practice. Liberatory consciousness, an essential component of social justice education, is incorporated within every section of the book. In the readings, not only is social justice explained, but readers are made privy to how the authors navigate their work and fields of activism to put into practice social justice education that often fails to take our identities or needs into consideration. As Black women have shown, the practice of putting social justice education into action leads to the transformation of institutions. The writers argue that the implementation of social justice education is effective because it values the knowledge and experiences of oppressed communities. In addition, those who engage in social justice education not only want social justice and community transformation, but also inner peace. Several of the pieces in this edition focus on how Black women learn to value themselves and their communities while doing this incredibly difficult work. Part 1 underscores the importance of theory and identity as key components of social justice theory in 6 chapters. This section of readings demonstrates that we not only have responsibility for our communities, but to ourselves when engaging in social justice work. Social justice is theorized as liberation for all people. Layli Maparyan's "Social Justice Education and Luxocracy" is particularly engaging because of the focus of the Divine nature in all of humanity. It is a call for to see everyone through the practice of Imago Dei even if people oppose the advances of social justice. Another key issue in this section's readings is the relevance of intersectionality. Diversity will mean nothing, and equality and equity are not likely to manifest without using an intersectional approach. On an individual level, using an intersectional perspective is helpful in examining individual identities and the function of privilege versus being marginalized. Understanding our identities, the writers assert, will provide a better ability to both survive in oppressive environments, but also thrive while dismantling systemic inequalities. Michele D. Smith and Maia Niguel Moore in "Black Feminist Thought: A Response to White Fragility" posit that Black women navigate and survive by being persistent, remaining knowledgeable about society, finding sisterhood with other Black women, and creating and maintaining a healthy image of oneself. Practicing [End Page 329] social justice education and thriving while doing so is not an individual feat. A community of supporters are needed. Part 2 includes 4 chapters and is a collection of narrative and historical accounts of Black women who contended for power, equality, and equity. The emphasis of Black women's voices that were often silenced in social justice movements is a theme in this section. In Ashley Robertson Preston's "A Seat at the Table: Mary McLeod Bethune's Call for the Inclusion of Black Women During World War II," we learn that Mary McLeod Bethune not only advocated for her own upward social mobility, but for many other Black women's ability to work during WWII. This chapter also illustrates that although this work is arduous, we should not give into despair and hopelessness. We learn in this chapter and others in the book that education can be used as a means of fighting for equality. Social justice does not only take place in the classroom and traditional forms of education. Modern forms of activism, such as students' protests are highlighted in Shennette Garrett-Scott and Dominique Garrett-Scott's "This Ain't Yo' Mama's Revolution--Or Maybe It is: #TakeBackTheFlag and the new Student Activism." An important point in this...

The Problem Human resource development (HRD) university programs, so named, have been found dominantly in the United States. However, university programs in HRD have emerged elsewhere, interestingly, more often in developing countries than in other developed countries. But, globally, we know virtually nothing about these programs, their histories, their curricula, their missions, and their research, as there is an almost complete gap in international literature. The Solution Two countries in ASEAN (Association of Southeast Asian Nations), Thailand and Malaysia, were selected as case studies for HRD education in developing countries or upper-middle income countries as defined by the World Bank; they are also the most active in the Academy of HRD (AHRD) in Asia as they have hosted the Asian AHRD conference twice within a decade. Because of the paucity of literature on this topic, we accessed related websites to determine details about the HRD programs, supplemented by our own information related to these two countries based on our knowledge of HRD education in these two countries. The study showed that HRD education in these two countries is at the stage of established, based on the taxonomy developed within the article. More than one university in each country is offering HRD majors in undergraduate, master’s, and doctoral levels. The Stakeholders The information in this article should be of interest to anyone interested in international or global HRD, potential students who wish to study HRD in these countries, officers and members of the AHRD, members of the Program Excellence Network (PEN) of AHRD, and anyone generally interested in HRD in higher education.

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

This chapter examines the role of relationships with four major school stakeholder groups – school and district staff, students, families, and community members and organizations – within school leaders’ social justice work. Research questions scrutinized (1) with whom social justice leaders formed relationships, (2) how those relationships impacted leaders’ social justice practice, and (3) how leaders managed relationships to ensure they would benefit justice work. To address these questions, data from interviews with seven social justice leaders in Chicago, Illinois, were examined. Findings indicated that in their social justice work leaders formed relationships with a wide variety of school and community stakeholders, such as students, family members, churches, health organizations, legal aid societies, local businesses, parks, and other public and civic institutions. While these relationships were largely integral to leaders’ social justice work, these various stakeholders also sometimes posed a barrier or challenge to leaders. To manage these challenging relationships, leaders used techniques: focusing on building trust, learning more about the school context, shaping the staff body, attending to framing, and keeping a low profile. Given that previous studies tend to mention relationships in a piecemeal fashion or as a small part of a broader examination, this chapter contributes to the social justice leadership literature in that it provides a holistic view of the many ways in which leaders may leverage relationships for their work, and how they do so. Additionally, the findings section that examines techniques leaders use to manage relationships has particular utility for practicing school leaders and those in training.KeywordsSocial justice leadershipSchool leadershipRelationshipsCommunityLeadership challenges

Berila, B. (2016). Integrating mindfulness into anti-oppression pedagogy: Social justice in higher education. New York: Routledge, Taylor & Frances Group. Pages: 181. Price: 45.99 USD. (paper).Beth Berila thoughtfully illuminates the intersection between the practice of mindfulness and social justice education in her book, Integrating Mindfulness into Anti-Oppression Pedagogy. The subtitle of her book, Social Justice in Higher Education, highlights the intended audience for her writing. Berila expresses the purpose in writing her book as desire to help us interrupt oppression its roots in our bodies, our hearts, and our minds (p. x). In speaking to the manner in which mindfulness practices can broaden student perspectives in courses that deal with diversity, she reveals the complex ways in which student experiences shape learning and understanding.Demystifying the status quo of power relations and uncovering the ways in which these relationships work to sustain oppression is the basis for anti-oppression pedagogy. Contemplative practices encourage an embodied self-awareness and understanding. In merging the two, Berila proposes a mindful anti-oppression pedagogy that promotes an embodied social justice understanding. As an instructor who has taught courses with social justice themes, I am always interested in the experiences of my students and the responses they have to course material, but I had not considered how these experiences might be deeply held in their bodies. Berila encourages all instructors engaged in social justice education to attend to the ways in which classroom learning experiences impact students in a physical sense. Her book addresses these themes by critically framing mindful anti-oppression pedagogy and suggesting possible learning experiences for instructors of social justice education.Each chapter begins with a thorough analysis and discussion on how mindfulness can be linked to and complement anti-oppression pedagogy. These sections are carefully structured and offer a theoretical framework for thinking about mindfulness practices in social justice education. This theoretical grounding pulls the reader into Berila's central argument: that an integration of mindfulness practices with anti-oppression pedagogy will lead to a deeper understanding of social justice issues and self reflection. Social justice education is a process. The intersectionality of identity, power, privilege and oppression reminds us that structural forces underpin inequities in our society. But social justice work has to also happen at the level of the individual, as we unlearn prejudicial ideologies and oppressive ways of being (p.173). Berila describes the ways in which diversity and difference are embodied by students in their experiences, values, beliefs, and identities within communities. Untangling students' behaviours and beliefs their core is the purpose for her compassionate use of mindfulness practices in her classroom.In Chapter 1, Berila presents an anti-oppression pedagogy framework and introduces us to the idea of mindfulness and its usefulness for engaging students. This chapter allows readers to situate themselves in the context of social justice education. Critical reflection is usually a part of social justice courses, but mindfulness allows for a focus on not only what students are thinking, but on what they are feeling.Contemplative practices enable students to cultivate emotional intelligence, l e a r n to sit with difficult emotions, recognize deeply entrenched narratives they use to interpret the world, cultivate compassion for other people, and become more intentional about how they respond in any given moment. (p. 15)We are invited to move beyond a teaching style that engages only the cognitive abilities of our students, to incorporating practices that allow them to consider issues more deeply and from multiple perspectives. The ideas introduced in this chapter are developed and explored as themes in the chapters that follow. …

Purpose – The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs. Design/methodology/approach – The methods used in this paper are integrative literature review and content analysis. Findings – Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence. Research limitations/implications – HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to the needs of organizations. Originality/value – While HRD research and practice are concerned with learning and development, topics related to the learning and development of future HRD scholars and practitioners are rarely addressed in the HRD literature. This is the only comprehensive review of the small-body peer-reviewed literature on university-based HRD courses and programs. It provides a summary of the findings of empirical research on HRD courses and programs, and an analysis of the warrant for the claims about these courses and programs.

During the COVID-19 pandemic, the socially vulnerable were placed in an even more difficult position. High school and college liberal arts education on social justice is needed to address the possible emerging and re-emerging infectious disease pandemics. A desirable educational curriculum to actualize this should include (1) Basic Theory of Ethics and Social Justice—justice and goodness, justice in Ancient Greece, deontology, utilitarianism, and the principle of inequality—, (2) Social Justice Theories—liberal egalitarianism, communitarianism, and social structural approach, (3) Psychology and Behavioral Economics—social intuitionist model, implicit association test, and nudge—, and (4) Advocacy—racism and xenophobia, elderly, disabilities, women, gender and justice—. The curriculum on social justice aims to help students understand the value of social justice, recognize inequality and disparity in society, and acquire the ability to address the widening social gap and inequality. The concept of justice is internationally diverse. Thus, extracting “social justice” in the context of each country’s culture and adding it to the social justice education curriculum is important.

In this paper, we propose a conceptual model to improve moral sensitivity in human resource development (HRD) practices to assist human resource (HR) practitioners in contending with moral challenges in HRD. The literature on the relationship between ethics and HRD suggests that the organizational and employee development discipline deals with ethical issues at three different levels: Individual, organizational and  and communal, and international levels. In section I, we elaborate on moral challenges facing HRD. In section II, we conceptualize moral sensitiveity in HRD, and propose a conceptual model in virtue of some essential ethical theories and concepts, that assist HRD face those problems. We will show how each theory and concept can help HRD to deal with relevant problems. In section III, we elaborate on the practical approaches to implement moral sensitivity in sensitivity HRD. We put forward some strategies that help HRD bring those theories and concepts to bear on the ethical problems facing this discipline. Finally, we discuss moral education through learning theories to cultivate moral concepts and ethical dimensions in HRD education.

This critical narrative study seeks to explore two central research questions: 1) How do Muslim peoples understand, approach and engage in social justice work in and around Toronto and what are their experiences, and 2) What are the ways in which Islam and spirituality influence, impact and shape their social justice work? Using a lens that involves critical race theory, anti-colonialism and Islam, I delve deep into my own experiences and perspectives on Islam, spirituality and social justice work, as well as those of two other Muslim social justice advocates involved in Indigenous sovereignty, Black liberation and anti-Islamophobia movements. The findings of this study offer deep critical insights on the state of anti-oppressive and transformative social work and social justice spaces in the settler colonial context of Toronto. Central concepts explored in this work include dynamics of anger, significant relationships and Islamic concepts such as tawhid. It has been completed as partial completion of the Master of Social Work Program at Ryerson University.