Forms Of Injustice Research Articles

Amplifying Voices: Five Approaches to Constructing Counternarratives that explore the African American Experience in the Workplace

Research suggests that African-American employees are being treated as if they do not matter in the American workplace, and that anti-Black racism continues to abound in many organizations. The current article will help address a gap in the literature by illustrating how the examination of African Americans' narratives will provide vital insight into how HRD practice can be advanced to combat workplace racism by understanding the importance of counterstorytelling. This research has important implications for adult education because better understandings of how anti-Blackness manifests in the workplace are essential to human resource development's ongoing efforts to combat racism and other forms of injustice in the workplace.

Spatial Justice Education Through Experiential Learning: The Case of AuroraLab in Turin (Italy)

ABSTRACT The empirical study of spatial inequalities and forms of injustice can be considered a fundamental asset in the academic curricula of spatial planning schools. Several methods and techniques have been experimented worldwide. This paper presents the role of experiential education in relation to spatial justice, applying this frame and methods to a real urban context. The experience of AuroraLAB, a project of action research and university third mission in Turin (Italy) is presented to show the relevance of experiential learning practices, its various methodologies, outcomes, and challenging conditions.

Discharging to the Street: When Patients Refuse Medically Safer Options

The ethical obligation to provide a reasonably safe discharge option from the inpatient setting is often confounded by the context of homelessness. Living without the security of stable housing is a known determinant of poor health, often complicating the safety of discharge and causing unnecessary readmission. But clinicians do not have significant control over unjust distributions of resources or inadequate societal investment in social services. While physicians may stretch inpatient stays beyond acute care need in the interest of their patients who are experiencing homelessness, they must also consider the implications of using an inpatient hospital bed for someone without the attendant level of medical need. Caring for patients in an inpatient setting when they no longer require acute care means fewer beds for acute care patients. And when a patient who is experiencing homelessness declines a medically safer option such as a skilled nursing facility, then clinicians may be faced with the sole option of discharge to the street, which raises troubling questions of nonmaleficence and social justice. Here we investigate the different forms of injustice that play out when patients are discharged to the street, and offer a map of the interwoven ethical responsibilities of clinicians, hospitals, and skilled nursing facilities.

GENDER ANALYSIS ORGANIZATIONAL CULTURE OF EDUCATIONAL INSTITUTIONS (Study at the Faculty of Ushuluddin, Adab, and Humanities IAIN Purwokerto)

Background of this study: The reality of gender differences turns out to cause various forms of injustice in one sex. For this reason, efforts are needed to strengthen the structure in fostering gender justice. Educational institutions are strategic elements that are able to transfer the values of gender to members of the organization. This research is qualitative research with methods of collecting interview data, observation and documentation. The results showed the organizational culture of IAIN Purwokerto faculty (FUAH) can be mapped across three categories: gender responsive, gender neutral and gender bias. The gender responsive category is in the aspect of the lecture process, where most lecturers treat students equally and provide motivation and support for those who are left behind. For gender neutral categories there are aspects of mission vision, leadership, awarding mechanisms, appointments, all of which are based on applicable rules. The appointment of officials and the awarding of awards and opportunities to both lecturers, education personnel, and students are not based on gender, but rather based on predetermined criteria and qualifications. For the gender bias category there is in the aspect of infrastructure facilities, which include public facilities (stairs), seating for students in the lecture hall, and toilets.

Sociopolitical development of female migrant domestic workers in Southern Spain: A qualitative study of a pathway against injustice

AbstractDomestic work is a sector characterized by various forms of injustice, prompting some women to embark on a pathway towards activism. Based on the Sociopolitical Development (SPD) framework, this study aims to explore female Latin American migrants' experiences of injustice in the domestic work sector in Spain and how they challenge them, particularly when they become involved in organized collective action. To this end, in‐depth interviews were conducted with 11 women of Latin American origin who actively participate in the Association of Domestic Workers of Seville. The qualitative analysis found that being a domestic worker, having experiences of exploitation, discovering rights, receiving rights training, sharing stories of oppression, and engaging in sociopolitical actions are key experiences in guiding migrant women from the acritical and adaptive stages of SPD towards the pre‐critical, critical, and liberation ones. Knowledge about these significant life‐changing events may be useful for designing interventions aimed at fostering different ways in which oppressed groups can challenge injustice.

Racialized moments in qualitative interviews: confronting colour-blind and subtle racism in real time

ABSTRACT Colour-blind discourse represents dominant American racial ideologies surrounding principles of equal opportunity and assumptions that racism and systemic racial inequities are things of the past, ‘naturally occurring’ issues, or problems relegated to individual choices and behaviours. Qualitative researchers who seek to disrupt the legitimation of Whiteness and colour-blind and subtle racism can respond to these forms of injustices during interviews and conversations; yet, past work rarely highlights the researcher and researcher challenges in these processes. Additionally, traditional methodologies typically push researchers to reflect on racism and injustices after such moments have passed or to miss them altogether. We analyse the potential and constraints of qualitative educational researchers in responding to such moments in real time. We use a case study of a high school peer-mentoring programme with multilingual and emerging multilingual students of colour and teachers to unpack prevailing racial tensions and assumptions during interviews and situate ourselves, as qualitative researchers, in those processes. We discuss how research team-members can collectively prepare to challenge colour-blind ideological stances through active interviewing and reflexivity-in-practice, opportunities for counternarratives, engaging White allies, and partnerships with schools for critical conversations.

The Romance of Consequentiality

Abstract Criticism has had a long-standing love affair with the prospect of its own real-world impact. An enchantment with the notion that literary-critical acts might not only change minds but also challenge political structures unites professional readers of all dispositions and allegiances, despite the climate of ideological friction and internecine dispute that has emerged from vociferous method debates in the past decade. Enduring, seductive, deeply consoling—this romance of consequentiality both supplies and reinforces criticism’s ongoing sense of self-importance, becoming a rich resource for sustaining our field’s dreams of social agency. This essay reflects on how that romance is at once instantiated and contested across this special issue, identifying its principal registers in critics’ defiance, longing, and self-conscious aggrandizement. Literary studies’ desire to leave some sort of material footprint has only been intensified by current pressures on the humanities to withstand institutional disinvestment and populist ridicule, on the one hand, while also interpreting and opposing systemically magnified forms of injustice, on the other. A certain baseline level of disciplinary faith is therefore impossible to ignore in these essays—including a faith in the possibility that criticism could still influence constituencies beyond those with whom, in solidarity, it already comfortably converses.

Intersectionality and social justice in programs for boys and men

ABSTRACT Increased public attention to issues of gender injustice has led to a proliferation of community-based programs for boys and men designed to educate for gender respect and gender justice. An intersectional approach to this work is now seen as imperative. In practice, however, this approach is far from simple or straightforward. This paper presents data from a broader study of community-based programs in Victoria, Australia designed to support men and boys to adopt more inclusive and respectful masculinities. Drawing on Nancy Fraser’s three-dimensional framework of social justice, we foreground the economic, cultural and political justice concerns expressed by program leaders as impacting on boys and men. We argue that considering these forms of injustice within the context of programs for boys and men is important but potentially fraught in pursuing the goals of gender transformation and gender justice.

Views on Access to Justice in Quebec

Aim/Purpose: Understanding how Black people view the justice system helps in identifying some areas of friction, and thereby provides critical insights into the measures needed to improve the working and management of the justice delivery process. Background: Access to justice is a fundamental Canadian value. However, evidence shows that Black and racialized communities have been facing systemic racism and discrimination in all forms, and in all phases of the justice system. There is a need to study critical information regarding the inadequacies of the justice system, how they affect Black people, and what can be done to bridge the gap between Black communities and government policies in Quebec. Methodology: Through systematic race-based data collection, this study examines the perception of racial discrimination law enforcement and courts among Black communities in Quebec. Using a total sample of ninety-three (N=93) Black respondents, the study sheds light on Black people perception to identify and respond to issues of social inequities, discrimination, and racism within Quebec society. Both Likert scale and open-ended questions were asked in order to measure perception of justice accessibility, respectful interaction with law enforcement, fair procedure and outcome, language and overall perception of the justice system. Findings: The findings indicate that respondents with personal experience with police officers are less likely perceive access to justice positively. Regardless of their demographic characteristics, the results of this study confirmed that Black people continue to experience various forms of injustice, discrimination, and unfair treatment in Quebec. Impact on Society: Racism affects Black Canadians at every step of the criminal justice system, from policing to pretrial detention to sentencing to prisons. To have a clearer picture of the extent and nature of anti-Black racism in the Canadian criminal justice system, the researchers adopted systematic race-based data collection. Studies similar to the current research are the key opportunity to address anti-Black racism in the justice system.

POLICIES AND PRACTICES TO ADDRESS THE NEEDS OF HIGHLY VULNERABLE YOUNG CHILDREN AND THEIR FAMILIES

Although the global movement to support early childhood well-being has resulted in the development and expansion of many programs to support early development and learning, most of these programs fall short of meeting the needs of highly vulnerable young children and their families. This paper discusses the complex, multiple needs of these children and their families and the importance of providing them with the comprehensive, customized services needed to address the many challenges these families face, particularly challenges caused by poverty. It includes an examination of the characteristics of programs and services that appear to hold promise for meeting the needs of these families and improving outcomes for highly vulnerable infants and young children, and why such extra-strength programs and services are scarce. The paper then explores the ways in which social workers can engage at both the practice and the policy level to address inequality and other forms of injustice and ensure that these programs and services are sufficiently available to the young children and families who desperately need them.

Study of Feminism and Women's Existence in the Novel Bumi Manusia by Pramoedya Ananta Toer

Women are so close to idioms such as adversity, oppression, even to the "concept" that is already accepted by most people, that they are "objects" not "subjects" for men. Gender inequality is manifested in various forms of injustice that occur at various levels of society. This study aims to analyze the personality of the female characters, the gender injustice experienced by the female characters, and the value of character education contained in the novel Bumi Manusia by Pramoedya Ananta Toer. This study uses a qualitative descriptive technique. The object of this research is the meaning of the existence of women in the novel Bumi Manusia by Pramoedya Ananta Toer, a review of feminist literary criticism. The data in the research are in the form of dialogues, paragraphs, and narrations contained in the novel Bumi Manusia by Pramoedya Ananta Toer. Based on the results of the analysis and discussion, the data shows that the author describes several female characters who experience gender bias treatment, namely Nyai Ontosoroh, Annelies, Maiko, Min Hwa, and Sie-sie. The novel Bumi Manusia tends to use socialist feminism. Gender injustice experienced by female characters is the marginalization of women, subordination of women, stereotypes of women, violence against women, and double workload against women.

Counter-storytelling, metaphors, and rhetorical questioning: discursive strategies of advocacy toward racial equity in school board meetings

ABSTRACT Minoritized communities have long engaged in collective resistance against racism and other forms of injustice in schools. In this article, we highlight the discursive strategies of one such case of resistance during official public comments in a series of school board meetings over nine months. Specifically, we identify how community advocates used metaphors, counter-storytelling, and rhetorical questioning to speak out against racism directed largely at Black students in a majority white school district in the US Southwest. We conclude with implications for other communities to consider these strategies in their own resistance and for educators to take seriously the discourse of minoritized communities.

Social Justice Tort Theory

Abstract Alongside the dominant law and economics and corrective justice approaches to tort law, a new genre of tort theory based on principles and perspectives of social justice has come into its own and deserves recognition. Social justice tort theory starts from the premise that tort law reflects and reinforces systemic forms of injustice in the larger society and maintains that the compensatory ideal of tort law cannot be extricated from these larger systems. It is multi-dimensional and intersectional, recognizing that the impact of injury lands intersectionally, sometimes changing the intensity of the injury or distorting the nature of the injury. Social justice tort scholars have examined torts in gendered and racialized contexts, as well as in ordinary cases that seem to have little to do with systemic injury. In addition to feminist and critical race theory, they have borrowed from critical disability studies, queer theory and political economy. Their work demonstrates how tort law unfairly distributes damages, fails to provide adequate relief for victims of sexual assault or for people who suffer racial insult and discrimination, and erases maternal and reproductive harms. In their work, we can see common deconstructive moves (an emphasis on disparate impacts and devaluation; a teasing out of cognitive bias; and a critique of exceptionalism in tort doctrine) as well as guiding principles for reconstruction (incorporating victims’ perspectives; treating boundaries between civil rights law and tort law as permeable; and enhancing dignity and recognition).

Indigenism as a project: language politics and the hegemony of postcolonialism in Taiwan

ABSTRACT This essay investigates how Arif Dirk’s works are interpreted in Taiwan through the lens of language politics and argues that postcolonialism, the dominant epistemology, has been central in mediating the translation and interpretation of his works. It traces back the debates in the 1990s over postcolonialism and points out that postcolonial cultural hybridity has been used as the “unquestioned truth” to maintain the colonizer’s language and dismantle the nativist project of recovering lost languages and cultures. In this process, Dirlik’s works are appropriated to legitimize the colonizer’s status quo. This essay demonstrates how Dirlik’s engagement with “the colonial” in his later years helps to theorize contemporary forms of injustices committed by the nation state under global capitalism and offers a radical critique of our postcolonial present in Taiwan. By reading his critique of postcolonialism, we show how Dirlik’s works can be used to challenge the legitimacy of the ROC as a colonial state. By excavating his notion of indigenism and its spirit of utopianism, we hope to engage with the Tâi-gí movement in reviving a language that is on its way to extinction.

Implementation of Legal Aid for the Poor as a Form of Practicing Pancasila Values

Provision of Legal Aid is one of the ways the state can achieve access to law and justice for poor people in accordance with what has been mandated by the constitution. The principle of equality before the law in the Criminal Procedure Code (KUHAP) and Article 27 paragraph (1) of the 1945 Constitution tries to be realized by the state with this legal assistance so that the poor will experience justice in law enforcement in Indonesia. Justice is the right of all Indonesian people. Justice can be obtained by all people, this is contained in the Pancasila Values ​​especially in the 5th (five) precepts which read "Social Justice for All of Indonesia". For the poor who experience legal problems in the form of injustice, they can request legal assistance from legal aid institutions that are regulated in legislation. The purpose of providing legal aid is to guarantee and fulfill the right for Legal Aid Recipients to gain access to justice, to realize the constitutional rights of all citizens in accordance with the principle of equality in law, to ensure the certainty that the implementation of Legal Aid is carried out equally across the territory of the Republic of Indonesia, and to create an effective, efficient and accountable court. The community's right to get free legal assistance (pro-bono) is regulated in Law No. 16 of 2011 concerning Legal Aid. This law regulates the communities receiving legal assistance, grants, and funding as well as legal aid mechanisms.

Legal Aid by the State as a Constitutional Right of the Poor: Problems and Challenges in Indonesia

The provision of legal aid is one way to realize access to law and justice for the poor people provided by the state on the mandate of the constitution. Several regulations regarding legal aid have been issued by the state through the Act and its implementing regulations as well as from the Supreme Court or the Constitutional Court through the Supreme Court Regulations and the Constitutional Court's decisions. Legal aid is the constitutional right of every citizen to guarantee legal protection and guarantee equality before the law stipulated in Law Number 16 of 2011, the State is responsible for recognizing and protecting the human rights of every individual without differing backgrounds so that everyone has the right to be treated equally before the law is contained in Article 28D of the 1945 Constitution of the Republic of Indonesia. For the poor who experience legal problems in the form of injustice, they can request legal assistance from legal aid institutions that are regulated in legislation. The purpose of providing legal aid is to guarantee and fulfill the right for Legal Aid Recipients to gain access to justice, to realize the constitutional rights of all citizens in accordance with the principle of equality in law, to ensure the certainty that the implementation of Legal Aid is carried out equally across the territory of the Republic of Indonesia. , and to create an effective, efficient and accountable court.

The Production of Epistemic Culture and Agency during a First-Grade Engineering Design Unit in an Urban Emergent School

Primary school practices are often bound by traditions that perpetuate compliance and skills-based, decontextualized, rote memorization activities. These histories of practice, prevalent in schools serving mostly Black and Brown children, make it inordinately difficult for students to author themselves as knowledge builders (i.e., with epistemic agency), which is a form of injustice. Engineering is a potentially fertile context to support the creation of epistemic culture, whereby young students’ assets are recognized, named, and leveraged as they create and shape the group’s disciplinary knowledge. The authors investigated this potential. The primary research question was: How do first-grade students in an urban emergent school author themselves as epistemic agents during an engineering design unit? Using a social practice theory lens and ethnographic methods, the authors studied 29 days of a materials engineering unit focusing on the teacher’s epistemic commitments, implicit meanings of knowledge in classroom discourse, and practices that opened space for students’ epistemic agency. Data collection included fieldnotes and video of class activities and teacher and student interviews. Class discussions about the properties and uses of materials yielded a rich context for studying epistemic culture. The teacher’s epistemic commitments included an eschewing of disciplinary silos, recognizing the nonlinear nature of knowledge-building about engineering, and acknowledging children’s thinking as an asset for engineering knowledge production. Examples of students’ discursive moves demonstrating epistemic agency included: reminding others about the relevance of previous lessons to the current topic, mirroring the teacher’s instructional moves, claiming voice, space, time, and material resources for knowledge-building, translating one another’s ideas, and making unsolicited connections to their lives. Young children’s intellectual assets can too easily be overlooked in traditional learning contexts. This study demonstrates the affordances of responsive engineering instruction in recognizing and building on youths’ intellectual curiosity and enthusiasm for substantively contributing to the classroom’s knowledge-generating practices.

Holding Foundations Accountable for Equity Commitments

In recent years, foundations of all types and sizes have made commitments to advance racial equity and justice. But good intentions can be undermined by the strategic and administrative structures and processes that shape foundation decisions. Social critics have deconstructed and shed light on the ways in which institutional operating procedures reinforce racism and other forms of injustice in police departments, the courts, and health and welfare agencies. So too, foundation practices warrant serious review. This article examines how foundation strategy, evaluation, grantee reporting, and monitoring processes have allowed foundations to retain their power and sidestep direct accountability to the people and communities they say they want to serve. Without substantial shifts in decision-making power and how they act in relation to others, foundations may be making equity and justice promises that they ultimately will be unable to keep. In this article, we advocate for a transformation in how foundations conceive of and operationalize foundation accountability, such that communities and grantees hold funders accountable for living up to their equity commitments.

The Emergency of Satellite Schools and Access to Education in Zimbabwe: Leveraging the Human Rights Agenda

While the Land Reform Programme (LRP) in 2000 and beyond was camouflaged as a distributive justice schema aimed to better the socio-economic status of the Indigenous people in Zimbabwe, it precipitated educational injustices for students arising from the creation of an education landscape marked by inequitable access to education. The study, undertaken after 20 years since the inception of the LRP, sought to check the progress made thus far by the Government of Zimbabwe to enhance access to education by children of the new farmers. Informed and guided by the international normative frameworks of the right to education, of which Education For All (EFA) and the Zimbabwean Education Act (1987) are part, the case study cast in the qualitative approach, presents constructed narratives of three primary school learners and their three teachers at one purposively selected satellite school. The study finds that as much as the advent of the LRP worked to bring equal access and redress in land appropriation between the settlers and natives, a new form of injustice has resurfaced as reflected by challenges of equitable access to education.

The importance of considering African indigenous languages in the decolonisation of legal education and practice

Language and culture are intimately connected thus we cannot understand culture without having direct access to its language. Learning a language therefore is equivalent to learning a particular society’s behaviour, culture and custom. Therefore it should be emphasised that language is culture and culture is language. How then can African indigenous law or African customary law be promoted within the law curriculum when South African indigenous languages are marginalised? The issue of the promotion of indigenous languages is a very contentious and crucial issue which also came to the fore during the Fees Must Fall Movement wherein academics were accused of being intellectually colonised. For instance student leaders echoed during their gatherings that “our academics are intellectually colonised; they are academic thugs” (Makelela 2018; 1). Thus the Fees Must Fall Movement as articulated by Makelela (2018; 2) “presents a continuation of an age-old struggle with more focus on the negative effects of corporate African universities, with issues around culture and language not explicitly stated”. This article reflects on the current situation with regard the teaching of African customary law and argues that the subject remains marginalised. The immediate impact of the state of affairs is that a form of injustice takes place when litigants affected by African customary law are before courts. This situation as emphasised in this article emanates from the fact that South African indigenous languages are marginalised thus resulting in the ultimate marginalisation of indigenous culture. The central argument of this article is that in the absence of a commitment to promote South African indigenous languages African customary law as a subject will not be fully beneficial to African indigenous people and various communities.