Social Justice Advocacy Research Articles

Enhancing Sports Activism and Team Sports Advocacy among Team Sports Athletes in Henan, China

This study examines the relationship between the level of sports activism and athletic advocacy among team sports athletes. The analysis focuses on various forms of activism, including symbolic, scholarly, grassroots, sport-based, and economic activism, and their correlation with advocacy efforts in areas such as fair play, social justice, and historical successes. The findings reveal that scholarly activism has a significant positive relationship with advocacy for fair play and social justice as well as engagement with historical successes in sports. Grassroots activism also shows a strong correlation with advocacy for fair play and social justice, highlighting the importance of community involvement in driving social change. However, no significant correlation is found between symbolic, sport-based, or economic activism and advocacy, suggesting that these forms of activism may not directly translate into concrete advocacy outcomes. The study concludes that athletes who engage intellectually and at the community level are more likely to advocate for social justice, while symbolic and economic actions, though impactful, may require further integration with broader advocacy strategies to achieve lasting change.

The Role of Art in Empowering Marginalized Communities

Art has historically played a significant role in providing a voice to marginalized communities, enabling them to share their unique cultural narratives, express resilience, and advocate for social justice. This paper examines how visual, performing, and folk arts contribute to the empowerment of communities that have long been excluded from socio-political and economic development. Through historical analysis of art movements such as the Mexican Muralist Movement and the Black Arts Movement, alongside case studies like the Allsorts SLAM and “I am Liverpool,” the study underscores art’s role in fostering identity construction, well-being, and social capital. Additionally, the paper addresses the challenges in aligning art-based initiatives with the true needs of marginalized groups and proposes strategies for creating sustainable, community-centered art projects that drive long-term empowerment. Keywords: Marginalized communities, Empowerment through art, Cultural identity, Social justice.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

The Social Determinants of Sexual and Reproductive Health in Integrative Sex and Couples Counseling: A Structural Competence Perspective

The Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts et al., 2015) call for counselors to address equity issues via social justice and advocacy. One equity issue relevant to counseling sexology is sexual and reproductive health inequities. This article applies the social determinants of sexual and reproductive health (SDSRH) to counseling sexology, specifically integrative sex and couples counseling, to address health inequities. A fictional case study incorporates the SDSRH from a cross-theoretical structural competence perspective. Future research should further elaborate SDSRH frameworks and evaluate the efficacy of their clinical applications.

Securing the Future of the Humanities

Abstract A decade ago, the American Academy of Arts and Sciences published The Heart of the Matter report to much acclaim. But what has been the impact of such a high-minded report? In the decade since its publication, we have seen a prevailing anti-humanities rhetoric with significant consequences to the security and persistence of humanistic principles. This article focuses on what many consider to be the most crucial problem of our time, climate change and its consequences, in thinking about how this overwhelming problem offers a rallying point for the insertion of the humanities into practical solutions which require an upending of discrete disciplinary perspectives as well as a bridging of the academic and public divide so that any space between the practice of the humanities and advocacy for social and environmental justice is vastly diminished. It argues for a thorough review of academic reward systems, for a broadening of scholarly definitions, and for a pedagogical focus that demands theory commit to empirical application. Finally, it suggests that we reengage our storytelling prowess with an emphasis on the power of metaphor in order to bolster imaginative response and methodological flexibility that is both cogent and compelling.

Fairer Training in public health, the UK FPH example

Abstract Background Public Health (PH) advocates for health equity and social justice. The UK Faculty of Public Health (FPH) is committed to tackling inequalities across the public health career pathway. The Fair Training project is a multi-phased programme which focuses on fair recruitment into PH, reducing differential attainment during PH training and postgraduate examinations. Objectives • Analyse available data from various sources; • Identify gaps in fair training culture and any biases; • Identify where support or interventions may best be focussed to minimise disadvantages; • Identify improvements in data that could be used to monitor actions; • Identify areas of good practice. Variables explored were demographic characteristics e,g, age, sex, ethnicity, disability status, professional background, candidate status (UK or overseas), place of primary qualification. Results Results show that candidates from ethnic minority backgrounds, those who are older, from international medical graduate backgrounds and backgrounds other than medicine are under-represented at the end of recruitment. Multivariable analysis of the diplomate exam shows that an attainment gap exists across increase with age, and those from black, Asian or white other ethnicity, professional background other than medicine, and overseas candidates. For the membership exam, multivariable analysis shows the attainment gap persists across those of increasing age and black ethnicity. Conclusions Recognising differential attainment as a structural problem requires organisational and individual leadership. Recommendations include an action plan to ensure: • Equality of opportunity for learning and career progression; • Collaborative working to eliminate discrimination in the design of education; • Ensure that training and the working environment are inclusive and diverse; • Inform future PH workforce planning; • Share good practice. FPH will implement the recommendations and share with other organisations and countries. Key messages • Structural causes of differential attainment during recruitment and training in public health do exist and should be mitigated. • FPH aims to promote Fair Training and excellence in public health practice.

Reconsidering the Notion of Social Justice from an Elite Theory Perspective

ABSTRACT We explore social justice advocacy and education from the vantage point of elite theory as articulated in the works of Gaetano Mosca and Vilfredo Pareto. Elite theory is applied here to re-appraise the explicit and implicit educational means and ends inspired by contemporary social justice along three inter-related dimensions: the place of ideology, particularly of the utopian kind; systems of juridical justice; and the pursuit and maintenance of power by elites. We identify in the utopian stance of social justice the potential for privileging self-sustaining and perpetual activity in the here and now – as a superhuman and heroic project – at the future’s expense. The paper also explores how social justice may disrupt and exploit Mosca’s ‘juridical defence’ (in which power is a check on power). Finally, we suggest that social justice education can be understood as the political positioning of an elite characterised by an instinct for combining ideas and concepts (Pareto’s Class I), over and against elites seeking the preservation of group identities and categories (Class II). These themes are explored in the context of education.

‘It Never Ends’: Disability Advocacy and the Practice of Resilient Hope

Political advocacy is an important religious practice. But social activism can be discouraging. This paper integrates moral theology, virtue ethics, positive psychology and spiritual formation to highlight the importance of resilient hope for social justice advocates. Part 1 describes an important justice issue—public services for disabled people. Part 2 defines transformational advocacy and outlines an advocacy theology. Part 3 analyzes despair and hope. Part 4 summarizes spiritual practices for building resilient hope.

Preservice ethics teachers’ perceptions of AI ethics education

ABSTRACT In the ever-evolving landscape of AI, moral educators play a crucial role in promoting the positive development of youth and addressing potential ethical challenges posed by AI. This study employed Q methodology to explore the perceptions of 30 South Korean preservice ethics teachers on AI ethics education, and five distinct perception types emerged: Human-Centered Ethical Guardians of AI, AI Skeptics, AI Abuse Preventers, Competence Cultivators for Coexistence with AI, and AI Social Justice Advocates. These five types encapsulate the distinct gestalt of individuals that intertwines various perceptions regarding AI ethics principles as well as AI technology, the future of the AI era, and the purpose of AI ethics education. By aligning educational approaches with individuals’ perception types, teacher education programs can contribute to a more balanced viewpoint on AI and AI ethics education among preservice teachers.

(Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education

Abstract Multicultural education (ME) remains essential to the development of a critical mass of culturally and socially conscious global citizens. Yet, as a field, the minoritization of ME parallels the marginalization of those whom the field was designed to support and uplift. Despite growing movements to overturn policies and programs that support diverse learners, many still ponder whether ME remains relevant to American society. Thus, this article aimed to (re)imagine the future of ME by proffering three considerations to support the uptake and sustainability of ME. In the present article, we argue that scholars reinvest, reorient, and reshape ME. First, we argue that it is important to recognize that multicultural education (ME) is a unique field with a critical role in education as well as significant implications beyond the academic environment. Then, we must reinvest in the future of ME financially, socially, and emotionally. Through reinvestment, we can reorient the ME field, resituating it in relation to the challenges of today’s racially and ethnically tense, pluralistic society. To this end, reshaping ME programs is key, including revitalizing coursework to effectively prepare educators, lay persons, social justice advocates, and others interested in universal equity. Implications for the future of ME are provided, as well as recommendations for actualizing these considerations.

Relationship of sustainable development goals, holistic nursing competence, and social justice advocacy role in public health nurses.

This study was conducted to examine the relationship between public health nurses' holistic nursing and social justice advocacy competencies in terms of their attitudes toward sustainable development goals. Cross-sectional survey. The study sample consisted of 384 public health nurses. Data were collected with the personal information form, the Attitudes toward Sustainable Development Scale, the Holistic Nursing Competence Scale, and the Social Justice Advocacy Scale. The sub-dimensions of environment, public, education, and economy were found to significantly affect social justice advocacy, and the indirect effects of 0.191, 0.222, 0.205, and 0.201 were found to be statistically significant with the inclusion of holistic nursing competence in the model, respectively. It was found to explain 32%, 30%, 29%, and 22% of the total effect, respectively. It supports the claim that developing public health nurses' holistic nursing competence and social justice advocacy skills is an important criterion for achieving sustainable development goals.

Students encouraging other students' learning: Leadership shared metacognition in practice.

This article discusses the conceptual bridges between the leadership learning framework; specifically, its emphasis on metacognition and social justice advocacy, and explores how leadership education might be revamped. The focus of the article is practicing socially shared metacognition using the American Counseling Association's (ACA) advocacy competencies model. The purpose of the ACA advocacy model is to offer comprehensive advocacy-at individual, group, and community dimensions-with interventions aimed at systematic change. The model stresses creating alliances and working with the community. The article concludes with the practical implications of applying metacognition in leadership education and additional resources. A case example (Kai) is used throughout this article.

From Debutante to Dominican Economist and Public Intellectual: Sister Thomasine Cusack and the Genealogy of U.S. Catholic Social-Liberalism

Abstract: Sister Thomasine (Jane Evelyn) Cusack (1905–1978) forsook her life of economic privilege to enter the Dominican Sisters of Sinsinawa, Wisconsin. Trained as an economist, she was among the few women religious in the pre-Vatican II era who became prodigious scholars and public intellectuals. This research traces her chief influences, including her father, Thomas Cusack, members of her Dominican community, especially Sister Vincent Ferrer Bradford, and her priest mentors at the Catholic University of America. Their collective influence and her explication of their ideas and ideals suggest a genealogy of Catholic social-liberalism from the 1930s to the 1970s and indicate how Sister Thomasine and other like-minded educators and activists modeled a pathway for later social justice advocates.

The Enactment of Anti-Deficit Thinking by Latina/o/x School Leaders

ABSTRACT The purpose of this article is to consider how Latina/o/x school leaders enacted anti-deficit thinking regarding Latina/o/x students and families in particular. Testimonios collected from eight Latina/o/x school leaders were analyzed through the theoretical lens of LatCrit to understand how anti-deficit thinking was enacted. Data analysis revealed that anti-deficit thinking was enacted through leaders’ a) upholding of high expectations; b) embracing Latinidad which informed social justice advocacy; c) promoting bilingualism; and d) engaging parents and families equitably. Findings contribute to increased understanding of Latino Educational Leadership and the operationalization of anti-deficit thinking by school leaders.

The Effect of Counselor's Multicultural Sensitivity and Critical Consciousness on Social Justice Advocacy Competence

The Effect of Counselor's Multicultural Sensitivity and Critical Consciousness on Social Justice Advocacy Competence

On Swami Vivekananda and Caste Prejudice: Ethical Implications of the Experience of Non-Duality

The well-known modern Hindu reformer and pioneer of Vedānta in the West, Swami Vivekananda (1863–1902), based his ethical vision on mysticism: specifically, on the direct experience of non-duality and the ultimate unity and organic interconnectedness of all beings. This paper will explore the implications of this experientially based ethos for caste prejudice. Caste remains a hot-button issue in India to the present day and was no less so in the time of Swami Vivekananda. This system of social organization is rightly criticized by social justice advocates for the inequities it enshrines and enforces in Indian society. Because it has historically been justified by reference to Hindu textual sources—specifically such Dharma Śāstras as the Manusmṛti—prejudice based on caste, or casteism, has frequently been depicted, especially by critics of Hinduism, as essential or inherent to Hindu traditions. The implication of this identification of caste with Hinduism, and caste with social injustice, is that Hinduism is an intrinsically wicked and unjust religion. Such simplistic equations fail to consider the extent to which caste prejudice has been condemned by authoritative Hindu teachers, not least, by Swami Vivekananda himself. It is thus important to rearticulate Swami Vivekananda’s rejection of caste prejudice—and indeed, of all prejudice—based on Advaita Vedānta both to make the case against such prejudice in today’s world and to address criticisms of Hinduism as inherently or essentially casteist. Finally, it will be noted that Vivekananda’s criticisms of caste anticipate those of a contemporary anti-casteist voice from the Advaita tradition: that of Hindu theologian Anantanand Rambachan, who has also argued against prejudices of various kinds, including caste prejudice, based on Advaita Vedānta.

The Relevance of Gandhi for Social Work Education and Practice

Mahatma Gandhi’s philosophies of nonviolence (Ahimsa) and truth force (Satyagraha) offer profound insights for social work education and practice. This article explores the alignment between Gandhi’s core principles and the ethical frameworks, values, and methods in social work. It examines Gandhi’s emphasis on ethical living, community engagement, empowerment, nonviolent conflict resolution, and advocacy for social justice, highlighting their relevance to contemporary social work. By integrating Gandhi’s teachings into social work education, practitioners can enhance their ability to promote social justice, serve marginalized populations, and foster community resilience. The discussion includes practical applications and case studies, demonstrating the enduring impact of Gandhi’s legacy on social work.

The power of connection: Resource and responsibility in the virtual community experience of Italian trans and gender‐diverse activists

AbstractThe community concept underwent a series of adaptations and integrations throughout the decades. One of these transitions was supported by the rise of virtual communities, especially social network sites (SNSs). These platforms are recognized to serve as spaces for marginalized groups like transgender and gender diverse (TGD) individuals to create safe and inclusive communities for self‐expression and activism. To investigate how TGD activists engage with SNS, 21 activists were interviewed, exploring challenges, potentials and perceptions. Reflexive thematic analysis revealed that participants perceive SNS in line with the community experience framework, viewing them as resources for accessing information, providing support and fostering belonging and investment, and as acts of responsibility aimed at nurturing reciprocity, sense of duty and social justice advocacy. However, SNS also proved to expose activists to vulnerability within the TGD community itself, where a hierarchy that marginalizes TGD identities with transnormative experiences is often reproduced. Additionally, SNS anonymity offers a safer environment for TGD individuals to come out but protects hate speech perpetrators. Thus, while pivotal in TGD activism and community building, the dual nature of SNS underscores the complexities of virtual spaces. Finally, the study calls for redefining the concept of community beyond the virtual–physical dichotomy.

Exploring Latest Trends in Social Work (The case study of Bhopal

Social work is a dynamic field constantly adapting to address evolving societal needs. This research paper investigates the latest trends in social work practice within Bhopal, India. Through interviews with professors from local universities and founders/leaders of prominent NGOs, the study aims to identify the most pressing social issues currently faced by Bhopal`s communities and the innovative approaches social workers are employing to address them. The paper will also explore how social work practices in Bhopal align with, or diverge from, global trends. The analysis will consider areas such as the rise of technology-based interventions, the growing focus on mental health and well-being, and the increasing emphasis on community empowerment and social justice advocacy. By comparing local practices with international trends, the study will shed light on Bhopal`s unique social work landscape and its potential to contribute to the global discourse. This research paper offers valuable insights into the evolving nature of social work in Bhopal. By understanding the specific challenges and innovative solutions employed by local social workers, the study can inform best practices for social work education and intervention strategies. Furthermore, by comparing Bhopal`s trends to the global landscape, the research can contribute to a more comprehensive understanding of social work`s role in addressing contemporary issues across diverse contexts. This comparative analysis can foster knowledge exchange and collaboration between social work professionals from Bhopal and around the world.

Counselors as Social Justice Advocates: Experiences Addressing Systemic Marginalization

A phenomenological study was conducted to determine how counselors are experiencing engagement in social justice advocacy. Participants included seven (N = 7) licensed clinical counselors in the United States. Several themes emerged from the data: social justice advocacy as part of counselor professional identity, experiences of emotional discomfort and gratification, advocacy in action on a micro-, mezzo-, and macro-level, skills utilized to be effective advocates, identity impacting advocacy efforts, challenges faced, and advocacy successes. Results highlighted advocacy action steps that counselors can take to support clients. Skills needed to effective advocates included gaining a knowledge of systems, self-awareness of bias and privilege, intentionality and strategy with advocacy actions, and use of common counseling skills such as compassion and managing challenging responses. Four main elements are identified for potential training implications: (1) establishing a clear professional identity/role around social justice advocacy, (2) teaching advocacy competencies, (3) education about what advocacy practice looks like, and (4) building skills frequently utilized in advocacy practice.