Champion Of Social Justice Research Articles

Chevalier Jackson: father of endoscopic surgery, and champion of women in medicine, social justice, and public health.

Chevalier Jackson (1865-1958) was a pioneering force in the medical world, whose extraordinary contributions to surgery and public health have left an indelible impact. He developed the endoscope and perfected the bronchoscope, and his mastery of these tools enabled him to transform the prognosis of foreign body aspiration from 98% mortality to 98% survival. He was also a passionate advocate of public health chairing the national committee on lye legislation, which culminated in the Caustic Poison Act, responsible for poison and antidote labels. Yet Jackson's accomplishments were not limited to these. The aim of this manuscript was to shed light on Chevalier Jackson's lesser-known contributions to surgical science and culture, and to celebrate and honor the life of this remarkable surgeon. Digital and physical historical records from the National Library of Medicine, Smithsonian Institution, Heinz History Center in Pittsburgh PA, and Sunrise Mill Museum, Montgomery County PA were reviewed for Chevalier Jackson's scientific, cultural, and social contributions to the field of surgery. Among his lesser-known contributions, Chevalier Jackson was the first to describe erosive esophagitis. He developed the first standardized tracheotomy procedure, still in use today. He was ahead of his time in many ways, pioneering a multidisciplinary approach to medicine, advocating for patient-centered care, and advancing the inclusion of women in the medical profession. Chevalier Jackson's legacy extends far beyond the tools and techniques he invented. He was a champion of social justice, a protector of patients, and an inspiration to medical professionals across the globe.

Nancy Sorkin Rabinowitz

Nancy Sorkin Rabinowitz Judith P. Hallett Quidam litterator ex Hiberis olim duos illustres Graecos poetas scaenicos, Sophoclen atque Euripiden,62 liberalissime laudavit, quod longe clarius opus eorum inlustraverunt.63 Haec progenies maximae in mundo urbis,64 haec femina non solum alacris et affabilis sed etiam litteratissima, omne corpus tragoediarum clarissime illuminavit, explicans quomodo mulieres dicerent et agerent. Amplexa sibi futuri curam65 apud academiam parientem multas Sapphica puellas Musa doctiores,66 est adepta gradum Baccalaureae Artis apud Collegium Urbis Novi Eboraci, sedem respiciendi adspiciendique prospiciendique.67 Adepta gradum Doctoris Philosophiae apud universitatem ubi scientia crescit et vita excolitur,68 in urbe ventosa, statim fiebat columen communitatis apud universitatem hortantem et praeceptores et praeceptos ut se scirent.69 Vindex iustitiae omnibus, societatem nostram locuplevit et munificum patronum nostrum beatae memoriae honoravit laboribus ingeniosis. Plaudamus igitur Nancy Sorkin Rabinowitz. [End Page 478] An ancient Roman literary critic once praised the great Greek playwrights Sophocles and Euripides most generously, because they had shone a much more brilliant spotlight on their chosen genre. This native New Yorker, a woman not only energetic and outgoing but also of immense literary learning, has illuminated the entire corpus of Greek tragedies with exceptional brilliance, by analyzing and theorizing the words and actions of their female characters. One of the many accomplished and creatively inspirational Hunter College High School alumnae (and now alumni), she received her BA from the City College of New York. After earning her PhD from the University of Chicago, she joined the Hamilton College faculty, and immediately became the heart and soul of that college community. A champion of social justice, she has enriched our learned society, honoring the legacy of Jerry Clack by organizing lectures in his memory that entertain and instruct. Let us applaud Nancy Sorkin Rabinowitz. [End Page 479] Judith P. Hallett University of Maryland, College Park Footnotes 62. Catullus 12. 14 nam sudaria Saetaba ex Hiberis; Catullus 14. 9 munus dat Sulla litterator. 63. Quintilian 10.1. 67 Sed longe clarius inlustraverunt hoc opus Sophocles et Euripides. 64. Lin-Manuel Miranda (Hunter College High School '98), "The Schuyler Sisters", Hamilton. Hamilton College was chartered in 1812 in honor of inaugural trustee Alexander Hamilton (1755–1804). 65. Mihi cura futuri, motto of Hunter College High School. Among its other graduates are Supreme Court Justice Elena Kagan, poet Audre Lord and classicists Alice Kober and Ann Raia. 66. Catullus 35.15–16 Sapphica puella, Musa doctior. 67. Respice, Adspice, Prospice, motto of the City College of New York. 68. Crescat scientia, vita excolatur, motto of the University of Chicago. 69. Gnothi Seauton =Know Thyself, motto of Hamilton College. Copyright © 2021 The Classical Association of the Atlantic States, Inc.

Hero, Champion of Social Justice, Benign Friend: Theodore Roosevelt in American Memory

Following scholarship that suggests that societies crave continuity in their collective memories, this article identifies recurring themes in American memories of Theodore Roosevelt as an intensely masculine leader, a champion of social justice, and a loveable character. Memories of Roosevelt since his death have not been static. Leftist scholars and activists have contributed to counter-memories of TR as chauvinist, racist, and a dangerous imperialist. The interplay between memories and counter-memories of Theodore Roosevelt suggests that while cultural pluralism enables a multiplicity of memories to flourish within American society, it does not ensure that counter-memories expand beyond those who generate them. The resilience of memories of Roosevelt as a hero, champion, and friend is indicative of durable qualities in Americans’ self-image.

THE CHURCH AND ITS CONTRIBUTIONS TO THE STRUGGLE TO LIBERATE THE FREE STATE PROVINCE

The article outlines the contributions of the church to the liberation struggle in South Africa. In doing so, we limit the content to the contributions of church activities in the Free State. The point of departure is that the liberation of South Africa was not only a result of the barrel of the gun – instead, the barrel was complemented by various peaceful liberation forces, including the activities and the narratives of the church. The arguments of this article are based in decolonial theory, a discourse that sensitises understanding that the liberation of South Africa should not only be interpreted politically, but that liberation transcends politics to other spheres of life, and it involves total liberation and emancipation. Data in this article was collected through interviews and questionnaires, which focused mainly on the role of the church in the liberation of the Free State. In this article, it is argued that the place of the church in the post-1994 histories and narratives should be one of being a champion of social justice, equity and the fair distribution of resources, as well as playing a role to unmask corruption, which continues to subject the people of the Free State to poverty and marginalisation.

The Praiseworthiness of Divine Beauty – The ‘Shaykh al-Hind’ Maḥmūd al-Ḥasan, social justice, and Deobandiyyat

ABSTRACTIn this article, two threads of scholarship on the relationship of what shall be called here the ‘Deoband project’ and politics are negotiated. Both these threads frame this relationship in absolute terms: one considers Deoband as a politically neutral yet rather homogeneous ‘movement’ for the reform of religious beliefs and practices, while the other cast it in a similar monolithic fashion as an anti-colonial champion of social justice. Against this mutual exclusiveness, it is argued here that a revised understanding of what ‘Deoband’ constitutes and stands for will help to show that, although it did not often make a politics explicit, embedded in a genealogy of the ‘Deoband project’ as a phenomenon is an activist iteration of Sufism, one that developed in dialogue between classes in the stratified semi-urban milieus of the imperial heartland around Deoband, and South Asian rural peripheries. In the early twentieth century, this conversation developed into what is idealtypically framed here as ‘Islamic Pietism’. All this is argued through a survey of the literature surrounding one of Deoband’s least-documented, yet possibly most famous, scholars: Maḥmūd al-Ḥasan, commonly known as ‘Shaykh al-Hind’. In narrating ‘Islamic Pietism’ across Maḥmūd al-Ḥasan’s life, but also his milieu and the careers of his compatriots, not only a major gap in the historical research of contemporary South Asian Islam is addressed. More so, it is highlighted how even renowned individual actors were constituted by cross-class and multi-scalar networks of thought and agency – almost as much as they disproportionately transformed them.

A Tribute to William Jay Smith

A Tribute to William Jay Smith Suzanne Marrs The distinguished poet William Jay Smith, Eudora Welty’s good friend, died on August 18, 2015, at the age of ninety-seven. In addition to writing many volumes of poetry, Smith penned books of children’s verse, translations of poems by Jules Laforgue and Andrei Voznesensky, memoirs, and a collection of his own astute literary criticism. He took bachelor’s and master’s degrees in French literature at Washington University; served in the US Navy during World War II; was a Rhodes Scholar; taught at Hollins College, Columbia University, and Williams College; and from 1968 to 1970, served as consultant in poetry to the Library of Congress (a post we now call Poet Laureate). The intersections of Smith’s life with Welty’s were numerous and important to them both. They met in 1950 in Italy, amid the glories of Florence, introduced to each other by John Robinson. They saw each other frequently in New York City. Welty spoke three consecutive years at the Suffield Writer–Reader Conference where Smith was on staff; Smith and his wife Sonja came to Jackson for Eudora Welty Day in 1973; Smith organized a celebration of Welty’s work at Hollins College in 1974; Welty invited Smith and his wife to join her at the White House in 1980 when President Jimmy Carter awarded her the Presidential Medal of Freedom; and Welty delivered a reading from Hawthorne’s “The Birth-mark” at the Cathedral of St. John the Divine when Smith was poet-in-residence there. Smith’s 1980 memoir Army Brat, a book about growing up within the confines of Jefferson Barracks Military Post near St. Louis, helped to convince Welty to deliver the Harvard lectures that became One Writer’s Beginnings. Yet even this impressive (and partial) list of their meetings in person and on the page does not do justice to the closeness of their friendship. A single fact does: Smith was one of the few friends with whom Welty discussed the two great loves of her life, John Robinson and Kenneth Millar, aka Ross Macdonald. The exchange of such confidences marks the true depth of their relationship. I count myself supremely fortunate to have called Bill Smith my friend. He and I met at Eudora Welty’s funeral in 2001 and felt an immediate affinity as we shared our grief. Later we discovered that relatives of his were neighbors of my parents in Norman, Oklahoma. And our Oklahoma [End Page 9] ties were intensified when he gave me a copy of his magnificent book The Cherokee Lottery, a series of poems about the Trail of Tears, which ended in the territory that would become my native state. When I spoke of my work on a Welty biography, Bill was quick to offer assistance; I spent a productive and delightful week near his home in Cummington, Massachusetts, talking with him daily about the confluence of his life with Eudora’s. Subsequently Bill twice agreed to give poetry readings at Millsaps College, where I taught. Both students and faculty found these readings engraved in their memories. Then in 2011, I was honored when Bill asked me to write the foreword to his book My Friend Tom, an account of his almost fifty-year friendship with Tennessee Williams, which was published by the University Press of Mississippi in 2012. In this memoir, Smith wrote that Eudora Welty “became for me during my entire literary life the kind of mentor that Tom Williams had been at the beginning” (101). Like Welty, William Jay Smith possessed a genius for friendship in addition to genius as a writer. Blessed with a ready sense of humor, he was gracious and unassuming, brilliant and generous, a champion of social justice, traditional poetic forms, and love for family and friends. The world is a lesser place without him. Suzanne Marrs Eudora Welty Foundation Scholar-in-Residence Works Cited Marrs, Suzanne. Eudora Welty: A Biography. New York: Harcourt, 2005. Print. Google Scholar ——. “Foreword.” My Friend Tom. By William Jay Smith. Jackson: UP of Mississippi, 2012. xi-xxi. Print. Google Scholar Smith, William Jay. Army Brat: A Memoir. New York: Persea...

The Socially Just Face of Public Health Leadership Linda Rae Murray

Linda Rae Murray, MD, MPH, a champion of social justice and outspoken advocate for the medically underserved for more than 40 years, is not easy to describe. Part E. F. Hutton (when she talks, people listen), part streetwise negotiator (she's not shy about dropping a four-letter word into conversation), she might come across as brash and intimidating to some. But those who know her well will attest to her softhearted interior, and her unwavering commitment to speaking out in the name of better health for all.

An Everglades providence: Marjory Stoneman Douglas and the American environmental century

This is the first major biography of one of America's premier environmentalists. No one did more than Marjory Stoneman Douglas to transform the Everglades from the country's most maligned swamp into its most beloved wetland. By the late twentieth century, her name and her classic Everglades: River of Grass had become synonymous with Everglades protection. The crusading resolve and boundless energy of this implacable elder won the hearts of an admiring public while confounding her opponents - growth merchants intent on having their way with the Everglades. Douglas' efforts ultimately earned her a place among a mere handful of individuals honored as a namesake of a national wilderness area.In the first comprehensive biography of Douglas, Jack E. Davis explores the 108-year life of this compelling woman. Douglas was more than an environmental activist. She was a suffragist, a lifetime feminist and supporter of the ERA, a champion of social justice, and an author of diverse literary talent. She came of age literally and professionally during the American environmental century, the century in which Americans mobilized an unprecedented popular movement to counter the equally unprecedented liberties they had taken in exploiting, polluting, and destroying the natural world.The Everglades were a living barometer of America's often tentative shift toward greater environmental responsibility. Reconstructing this larger picture, Davis recounts the shifts in Douglas' own life and her instrumental role in four important developments that contributed to Everglades protection: the making of a positive wetland image, the creation of a national park, the expanding influence of ecological science, and the rise of the modern environmental movement. In the grand but beleaguered Everglades, which Douglas came to understand is a vast natural system that supports human life, she saw nature's providence.

Role of School Counselors in Creating Equitable— Educational Opportunities for Students With Disabilities in Urban Settings

This article will explore the school counselor’s role of advocate, champion of social justice, social change agent, and urban school counselor to empower marginalized students, specifically those with disabilities, to increase achievement and educational opportunities and be successful.

Advocacy-Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

The article by Hipolito-Delgado and Lee, Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters, addresses a timely topic and highlights the critical need for a comprehensive, multicultural school guidance program. More important, it calls attention to the need for 21st-century professional school counselors to engage in effective practice with students who are marginalized and oppressed, including those who are gay/lesbian, students with disabilities, and students of color. The notion of applying empowerment theory to the role of professional school counselors and a comprehensive, multicultural school guidance program offers hope for better serving some of our country's most marginalized and oppressed students. It is important to call attention to the needs of these students because it is easy for students who are often on the periphery to be forgotten and, accordingly, underserved or inappropriately served. In an era of supposed increased accountability, including the Education Trust's Transforming the School Counselor Initiative and the federal No Child Left Behind Act, widening achievement gaps, and ambiguity regarding the professional school counselor role, Hipolito-Delgado and Lee's article presents a compelling case for a paradigm shift. In their article, the authors employ Paulo Freire's theoretical framework of humanizing pedagogy to develop a theoretical framework they refer to as empowerment theory. Hipolito-Delgado and Lee offer a unique way for professional school counselors to frame the empowerment of marginalized individuals. Using the pedagogy of the oppressed and applying it to the discipline of school counseling allows professional school counselors to view empowerment multidimensionally--for individuals, groups/parents, and the community. The nontraditional application of empowerment theory to the role and work of school counselors is useful and liberating. Several authors (Bemak & Chung, 2005; Bryan, 2005; Holcomb-McCoy, 2004; Lee, 2005) have contributed to the current literature that examines the professional school counselor's role of advocate, champion of social justice, social change agent, and urban school counselor. In order to empower marginalized students to increase achievement and be successful, these advocacy roles have been identified by the Education Trust, the American School Counselor Association (ASCA), and the American Counseling Association. With that said, professional school counselors' perspectives can potentially be shaped or influenced by applying Freire's empowerment theory to their roles. If professional school counselors share these empowerment values, their perception and thinking of marginalized students, followed by their actions, may result in a systemic effect. This includes the school, individual students, parents, and the community and would foster a school climate that values empowerment and promotes access and equity for all students. Hipolito-Delgado and Lee in their article speak to several key issues surrounding the achievement gap as it relates to underrepresented or marginalized groups. First, they explore various obstacles to academic achievement that many students from ethnic backgrounds and other marginalized groups encounter. These include a history of oppression, racism, and marginalization in the American school system and society, which must be understood before applying the empowerment theory. The reality is that many professional school counselors are of the majority race and presumably have been socialized in the same American, ethnocentric curricula and school system that disserves marginalized students. What would motivate professional school counselors to want to change their behavior? Where does the empowerment theory allow for or recognize that it seems to put too much emphasis on the ability of the marginalized individual student to transcend the impact of classism, racism, oppression, White privilege, and homophobia? …

Aborigines and Torres Strait Islanders and Equitable Educational Outcomes: A Focus on How School and Society Maintain Misconceptions

Since colonisation, Aborigines and Torres Strait Islanders have been compartmentalised by white society in many facets in their lives. This paper focuses on education, detailing problems faced by Aborigines and Torres Strait Islanders. Participation of Aborigines and Torres Strait Islanders in formal education (including post-compulsory) has been very low compared to other Australians, thus upward social mobility has not dramatically changed. In both health and welfare, Aborigines and Torres Strait Islanders are still highly disadvantaged in society (Keen, 1988). The current federal government proclaims itself the champion of social justice and equity, yet these issues remain at the forefront of indigenous problems. Major questions have to be asked about how Aborigines and Torres Strait Islanders consider the relevance of schooling, the way they learn, how they are taughtandby whom. Moreover, what is an appropriate mix of cultural preservation and education and training to ‘fit in’ with a capitalistic society? Is this the same for all indigenous groups in Australia, considering the diverse range of urban and rural groups?