Area Of Social Justice Research Articles

The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education: Teacher educators’ and pre-service teachers’ perspectives

ABSTRACT Background Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach. Purpose This research was guided by the following research question: What are the realities of enacting a SJ-TPSR approach in physical education teacher education (PETE)? Method Utilising a collaborative self-study approach two physical education teacher educators, supported by two critical friends, enacted the SJ-TPSR approach in a 10-week outdoor and adventure activities module with pre-service generalist primary school teachers. Data included: critical friend meetings, pedagogical decision-making documents and interviews with the teacher educators and PSTs. Findings The findings revolve around three categories: (i) Teaching about teaching and learning about teaching the SJ-TPSR approach; (ii) The importance of learning together; and (iii) A pedagogy of vulnerability needed? The findings demonstrated the need to take a gradual approach to teaching about teaching the SJ-TPSR approach and learning about teaching along with the SJ-TPSR approach. It was a daunting experience but reflection and sharing our thoughts mitigated most of these feelings. The importance of learning together was highlighted by both teacher educators. Co-constructing this new knowledge with the PSTs further supported this process. Finally, when enacting a new pedagogical approach, particularly in the area of social justice, required an additional pedagogical approach that of vulnerability. Discussion Our collaborative self-study on the enactment of the SJ-TPSR approach is an explicit example of reframing pedagogy and practice not only from a social change and social justice perspective, but about, through, and for social justice and change. We first reconceptualised the TPSR approach to the SJ-TPSR approach from a social justice perspective, but then examined our practice and developed practices that also support the teaching and learning about, through, and for social justice. The practices developed have implications for the enactment of the SJ-TPSR approach which hold possibilities for other innovative practices (e.g. layering), and also for self-study research, namely ways in which collaborative self-study can be conducted and in which self-study can work from a social change and social justice perspective Conclusion We trust that sharing our journey thus far will support others interested in enacting the SJ-TPSR approach, and that we, in turn, can learn from others enacting, examining, and articulating their experiences with the approach.

Approaches to armed struggle and political action: a comparative analysis of the FARC and the Zapatistas

The article is a study of the radical movement in Colombia in the late 20th and early 21st centuries. The Revolutionary Armed Forces of Colombia (FARC) is compared to another revolutionary movement created in Mexico, the Zapatista Army of National Liberation (EZLN). Both movements claimed to be public representatives in the areas of social justice and economic equality, but chose different approaches and strategies to achieve their goals. One chose the path of constant violence, while the other chose the path of dialogue and resolution of political and social problems.

Management of Civil Liberties During Pandemic

The degree of infection and consequent deaths have differed vastly, but Covid-19 pandemic has spared no country. The focus of this article is not to analyse India’s success in responding to this global pandemic but rather to draw lessons from this experience for effective public management in other fields of development. There seems to be an emerging consensus that civil liberties and public management matters. In a public health emergency, the primary responsibility of the government is to balance the foundation which paves way for equity, public welfare, individual and group rights, and a smooth functioning of democratic processes. Specific to the global crisis, the article focuses on how crucial it is to have a broad and free dialogue about civil liberties. Several countries are imposing some or the other form of problematic restrictions on civil liberties of an individual during the Covid-19 pandemic, leading to changing societal scenarios in a negative manner. Therefore, the article highlights the expertise of new public management and deployment of enhanced role of society stakeholders defence of civil liberties, especially in the area of social justice and misinformation.

Social Justice Essay: Are Community Colleges Doing All They Can To Support Students, Faculty, and Staff in the Area of Social Justice?

This paper deals with the social injustices of women and people of color. How do community colleges address those injustices? The disadvantages and advantages of supporting faculty, staff, and students in a world that does not. The paper lists examples of ways to support faculty, students, and staff in events of injustice and provides resources.

Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy

Abstract Scholars theorizing in the area of social justice and music education argue that music has the potential to prepare students to engage in a society that cultivates personal freedom and democratic participation. The continued reliance on values and practices of Western art music within music teacher education has resulted in a disconnect between this discourse and professional practice. The status quo perpetuates conditions that limit accessibility, privilege western art music and maintain whiteness as ‘normal’. In this article, I suggest that this disconnection can be addressed by introducing culturally relevant pedagogy within music education training programmes. Culturally relevant pedagogy, focusing on reflexive practice and place-based education, requires pre-service music educators to think deeply about experiences of marginalized music education students and critically examine the values and beliefs they hold. Embedding the values of culturally relevant pedagogy within music education training creates space for music from different cultural contexts including popular music.

The Practice of Social Justice

This paper presents the “signs of the times” methodology and proposes its use as an appropriate pedagogical tool for contemporary practical theology, particularly in the area of social justice. The author presents three examples of the application of the method by students in theological formation for the Augustinian Order, and also provides an explanation of the method’s suitability for other Catholic traditions and Christian denominations.

Protecting rights, asserting professional identity

To preserve their professional identity, archivists need to recognize that their core expertise is the protection of evidence for upholding rights, but that any rights framework is historically contingent. Engaging primarily with other activities, in particular with support for historical research, rather than developing and using this specific, specialist expertise, may ultimately be self-defeating if archivists wish to preserve a stable professional identity meriting both societal recognition and support. Taking a historical perspective, using examples of documented archival practice in pre-Revolutionary France, it is argued that contemporary archivists would benefit from acknowledging that their core functions derive not from servicing historical research, but in the protection of legal and property rights, a global societal need throughout recorded history. Taking this long view, the 1948 UN Declaration on Human Rights can be seen as the most recent of a series of rights within which archivists can exercise their profession on behalf of society. The contemporary professional focus on archives and human rights, and on the related (though not coterminous) area of social justice, allows archivists to re-establish firmly a recognizable and discrete role following a period where public understanding of, and therefore support for, archival activity has been somewhat limited.

A systematic analysis of the needs of people with HIV in Australia: stakeholder views of the key elements for a healthy life.

Background: The HealthMap project is developing an intervention to reduce cardiovascular risk in people living with HIV. As part of the formative stages of the intervention design, we sought to understand the needs of people with HIV (PWHIV). Methods: Two concept-mapping workshops with PWHIV (n=10), and one with HIV care providers (n=6) were conducted. The workshop findings were consolidated into a questionnaire administered to PWHIV (n=300) and HIV care providers (n=107). Participants were asked to rate the importance of each of 81 presented needs and the degree to which it was currently being met. Results: Workshops provided insights into what PWHIV perceive they need, to live with and manage their condition, and its impact on their life; these included: (1) clinical science research and development; (2) information and support; (3) personal situation; (4) healthcare quality; (5) access to services; (6) access to services specific to ageing; and (7) social justice. Questionnaire results revealed that PWHIV considered information and support, and research and development most important. For providers, healthcare quality, clients' personal situation, and social justice were most important. In terms of unmet needs, PWHIV and providers both highlighted issues in the areas of social justice, and access to aged care services. Conclusions: PWHIV and HIV providers continue to report unmet needs in the areas of social justice and emerging concerns about access to aged care services. Services must continue to address these issues of access and equity.

When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities

There is confusion surrounding ‘Inclusion’. The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a ‘successful’ disability rights movement with its depiction of the medical model as pejorative and promotion of the social model. In education, what we currently experience are messy attempts at IE alongside growing collective anxiety and confusion, as some governments take reactionary policy steps. This paper engages with the ubiquitous and complex question of ‘IE' in the UK with specific reference to the intersectionality of ‘disability’ and its location within the University. It will problematise the UK rights agenda of the 1980s–1990s, locate and reflect on the complexities and conflicts of Inclusion and consider the need for new pedagogic developments. Such developments, it will be argued, emerge when one applies a critical eye to the impact of hegemony and ‘silence’ on the experiences of those with ‘disability’. This approach has been developed in other areas of social justice and diversity, that is, class, gender and ‘race', and it is argued that such an approach is needed with regard to ‘disability’. It is proposed that post-rights pedagogic developments linked to this may provide a sturdier basis from which UK inclusionists, in particular university educators, can locate their future work.

Theoretical Paper - Considering a social justice agenda for counselling psychology in the UK

Content & FocusThis paper considers what a ‘social justice agenda’ might mean for counselling psychology in the UK. It initially discusses what ‘social justice’ is, concluding that although a complete definition is not present within the field, conceptions of social justice generally focus on equity or equality for individuals in society in terms of access to a number of different resources and opportunities, the right to self-determination or autonomy and participation in decision-making, freedom from oppression, and a balancing of power across society. It then goes on to introduce the literature in the area of social justice within counselling psychology which has come from the US. Finally, it considers more explicitly what a consistent adoption of a social justice perspective would look like for UK counselling psychology by reviewing three areas of potential consideration: training issues; involvement in private practice; and involvement in the NHS.ConclusionsWhilst statements recognising the importance of social justice to counselling psychology would be welcome, changes to practice might also be necessary to uphold this consistently.

Oh, the Things You Will Learn: Taking Undergraduate Research to the Homeless Shelter

Teaching research to undergraduate students has been described as a challenge. This article describes how a small group of students participated in a service-learning research project that culminated in the development of an educational intervention for volunteers who staff homeless shelters in the local community. By interacting with the homeless population and the volunteer staff who provide their care, students developed a greater understanding of the needs of the homeless, recognized some mental health disorders, and interacted with volunteer staff to assess their educational needs. Students were able to learn the research process through their participation in this collaborative project. The students' learning exceeded typical outcomes, as they displayed leadership skills and advocacy in areas of social justice and made compassionate connections with this vulnerable population. These students also forged new territory for future students who will be working with homeless populations and those who minister to them.

The Church and National Development: Towards a Philosophy of Collaboration

In many parts of Nigeria, many Christian Dioceses are celebrating their centenary- hundred years of evangelization within the particular area. As this has been the tag of several diocesan celebrations in the past five years, it has become relevant to examine the contribution of the Church to Nigeria's national development. The present study, using Catholic Church as a point of reference examines the contribution of the Catholic Church in the area of social justice, humanitarian services, education, morality, economic development and peace and her role as a prophet and the conscience of the nation. The result of this study will hopefully unveil the enormous contribution of the Catholic Church to national development. The paper further observes the need of the Church to constantly renew herself and her objectives as an institution. It recommends the inevitable need for the government to fully support the Church for an enhanced and sustainable national development.Keywords: Church, National, Development, Philosophy, Collaboration

The Spirit of Freedom: Pentecostals, The Bible and Social Justice

This paper briefly considers something of what the Bible has to say about the role of the Holy Spirit in social justice, observing that the Spirit creates, refreshes, renews and restores; that his presence brings, and inevitably results in, freedom; that he holds together and builds both our community and our individual character; that as the source of our wisdom and inspiration, he provides the intellectual and emotional resources we need for the task entrusted to us; and that as the source of our power he anoints us and equips us for that service. These distinctive aspects of the role of the Spirit which relate directly to the area of social justice and the fact that the role of the Spirit in liberation is such a fundamental part of his ministry suggest that Pentecostal theology should have something to say on such issues, and that Pentecostals should feel passionately about social transformation, despite their poor record on such issues in the past.

Notable Trade Book Lesson Plan Jane Addams: Champion of Democracy Written by Judith Bloom Fradin & Dennis Brindell Fradin

Jane Addams: Champion of Democracy is a biography incorporating history and social justice. This lesson involves students in grades 5-8 exploring social justice issues related to economic equality, racial equality, gender equality, health equality, peace, and justice. Students trace Jane Addams’s public service activities, in these areas of social justice, while simultaneously examining significant, external historical events and people, between 1860 and 1939, through the lens of Addams’s life. Students create a timeline and engage in ongoing discussions related to Addams’s involvement in these historical events and her connections to people, of this period, who, like Addams, were advocates for social change (e.g. Ida B. Wells-Barnett, W.E.B. Du Bois, Eleanor Roosevelt). Example activities and scoring rubrics are included in the appendix section. Inspired by descriptions of Jane Addams’s extraordinary life, an extension activity introduces students to social justice issues, within their own community, and provides steps to initiate community involvement.

Ethical issues in the marketisation of education: the case for social justice and market-oriented reforms in Uganda's higher education

The article examines the case of social justice and marketisation /commodification of higher education in Uganda. It argues that in order to underscore ethical issues posed by educational markets particularly in the area of social justice, it is prudent to revisit the salient principles of social justice as well as the ideological assumptions underpinning educational markets. Consequently, a view is explicated: That contemporary market driven reforms to higher education in Uganda will result in the relegation and de-emphasis of educational ideals. In turn, it is concluded that ethical issues inherent in a change of philosophy from the individual student, representing a pedagogical orientation, to business efficiency representing a managerialist orientation are a human tragedy that warrant concern and scholarly scrutiny. Makerere Journal of Higher Education Vol. 1, 2004: 71-84

Seeking justice: International environmental governance and climate change

This article examines social justice aspects of international environmental governance, analysing adaptation to climate change as an example. The article first discusses how international environmental regimes have been examined, suggesting that understanding them as responses to environmental conflicts better highlights their social justice aspects. The article argues that distributive and procedural justice in the society of states and in cross-level linkages are the key areas of social justice in international environmental governance. The article identifies responsibility for climate change impacts and assistance to vulnerable developing countries as the key distributive justice issues in adaptation to climate change. Key procedural justice issues in adaptation include the weak capacity of developing countries to protect their interests in international negotiations and the inability of local groups to participate in decisions that affect them. The article suggests that a uniform carbon tax replenishing a combined compensation and assistance fund and a procedure for addressing local grievances would rectify the regime's greatest shortcomings.

Women and Counseling: A Vision for the Future

It is difficult to continue working in the area of social justice and equal rights for any length of time without a vision for the future that inspires hope and continued activism. Without a vision of a just and equitable future for all, it is also difficult, if not impossible, to successfully accomplish goals for social justice and freedom. Those of us who worked to prepare this special issue propose a vision of a just and equitable future and suggest that creating this vision needs to be a continued, collaborative effort engaged in by women and men of all races, cultures, classes, and orientations for the good of all and the survival of the planet. This vision was inspired by Patricia Lynn Reilly's (1999) woman-affirming book and poem Imagine a Woman in Love With Herself by bell hooks's (2000) thoughtful treatise Feminism is for Everybody, and by countless other works from the pioneering women and men who write and work in the area of women's human rights and social justice. We gratefully acknowledge their contributions and encourage all readers to actively imagine and create this vision of a just and equitable future. Imagine a Future Imagine a future in which all girls and boys are able and encouraged to form an identity free of sexist, racist, classist, ableist, and heterosexist prejudices and expectations; in which all girls and boys are equally supported to explore their emotional, relational, spiritual, cultural, intellectual, and vocational needs, talents, and capacities; and a future in which all girls and boys, women and men, feel safe and free from exploitation, violence, and victimization and are encouraged to thrive within environments of mutual respect and encouragement. Imagine a future in which all women and men are equally supported in their desires for meaningful, sustainable work and healthy relationships; in which all women and men are given equal opportunities to fulfill their vocational, relational, cultural, spiritual, intellectual, and emotional needs, talents, and capacities; and a future in which all women and men receive an equitable and livable wage for the work they do and in which paid or unpaid work with children and older adults is acknowledged and rewarded as vitally important to the sustainability of our future. Imagine a future in which parents consciously decide to have children and willingly share in the fulfillment of the responsibilities inherent in those choices and a future in which all children are parented with love, respect, and non-violent discipline--where parent and child relationships are free from verbal, physical, sexual, and emotional exploitation and abuse and where children are encouraged to make healthy choices and learn from the consequences of their choices. Imagine a future in which all women and men acknowledge the privileges that are awarded to them on the basis of race, ethnicity, nationality, class, gender, age, sexual orientation, and ability and strive to ameliorate those privileges by continuing to increase their understanding and to work diligently for the equal rights and just treatment of all. Imagine a future in which multiple and global views and perspectives are brought into decision-making processes and in which truly representative circles of participants take the time necessary to explore diverse perspectives and to provide a thoughtful and creative basis for making meaningful decisions that support, respect, and encourage the rights of all. Imagine a future in which the world is seen as an extension of our personal communities and resources are shared and distributed rather than coveted and confiscated, and a future in which we all become more aware of the choices we make and how those choices affect the lives and well-being of others around the world. Imagine a future in which our environment, the earth, air, water, and all of its creatures and resources are protected from exploitation and abuse, and in which sustainable and collaborative relationships are established that honor and acknowledge the life force in all sentient beings. …

Intergroup Dialogue for a Just and Diverse Democracy

If media attention is any indicator of public trends, then the mid‐ to late 1990s would have been the age of intergroup dialogue in the United States. But as one steps back from all the media attention, it is important to consider more carefully what is meant by the term “intergroup dialogue,” why this work is important for democracy, and in what ways it addresses issues of social justice. Intergroup dialogue is a positive and powerful process in which different groups come together from various walks of life to build a strong democracy. Democracy is a powerful but fragile political arrangement, requiring careful maintenance, regular nurturance, and continuing advancement and improvement in the areas of social justice and equality. This paper presents a framework for thinking conceptually and pragmatically about intergroup dialogue by (1) exploring the place of intergroup dialogue in creating a just and diverse democracy, (2) examining what does and does not constitute intergroup dialogue, and (3) discussing critical issues in approaches to intergroup dialogue.

Reflexivity, Social Justice and Educational Research

This paper identifies the role of reflexivity as a central concern to educational researchers. We argue that reflexivity as a concept needs to be recognised at three key levels. Reflexivity can be considered in terms of learning in general, in relation to our research designs and finally with respect to the production of educational knowledge. Each of these levels is analysed and related to our understanding of social justice research in education. Through an exposition of Giddens’ notion of the ‘duality of structure’ we put forward one way of researching in the area of social justice and education which takes into account the reflexive nature of educational research.

The Social Economics of Gaudium et Spes (The Constitution on the Church in the Modern World) of the Second Vatican Council

Catholic theologians and ethicists date the modern entrance of the Church into the area of social justice and social economics by the publication of Pope Leo XIII's landmark encyclical, Rerum Novarum, 15 May, 1891. He began the letter with these words: