Concern For Justice Research Articles

The environmental and traffic impacts of warehouses in southern California

Economic growth over the last few decades along with increasing household consumption has led to a rapid expansion of the warehousing industry. Research has shown that warehouse facilities tend to be disproportionately sited in low-income minority communities. Warehouses can generate significant environmental externalities making the siting of warehouses a major environmental justice concern. We investigate the relationship between the warehouse activity in southern California and a range of health-based risks for communities residing nearby, after controlling for important socio-demographic characteristics. Our results reveal a significant association between warehouse activity and air pollution, noise levels and traffic collisions.

Famine, remittances, and global justice

Famine is not on the global justice theory agenda. Two plausible reasons explain why. First, that global justice theory has moved toward a concern with international justice and reforming existing international organizations and away from what was considered to be a question of global ethics. And second, that famine was influentially identified by Amartya Sen as question of the domestic political economy and thus indeed a domestic justice concern. However, the political economy of famine has changed: it has transnationalised. I argue that famine should be on the global justice theory agenda, but that to do so requires that global justice theory reform itself first. The argument unfolds in three steps. Initially, I diagnose the benefits and constraints of methodological nationalism in famine studies and global justice theorization. I then set out an exploratory case study of the transnationalisation of famine, focusing on Somalia and taking note of the role of remittances, transnational social and economic networks, the consequences of de-risking, and the emergence of cash-transfers programs. Finally, I consider in more normative depth the transnational entitlement map of famine including: (i) transnational remittance networks (not national safety nets); (ii) global financial regulation (beyond international law); and (iii) diaspora politics (not democracy), where the parenthetic juxtapositions signal dissimilarities with current thinking about famine and global justice.

Give Up Flights? Psychological Predictors of Intentions and Policy Support to Reduce Air Travel.

Concerted, timely action for mitigating climate change is of uttermost importance to keep global warming as close to 1.5°C as possible. Air traffic already plays a strong role in driving climate change and is projected to grow—with only limited technical potential for decarbonizing this means of transport. Therefore, it is desirable to minimize the expansion of air traffic or even facilitate a reduction in affluent countries. Effective policies and behavioral change, especially among frequent flyers, can help to lower greenhouse gas emissions. For both, a positive evaluation and public support is indispensable. This study contributes to understanding air travel behavior and the perception of regulative policies. We examined the role of attitudes, perceived behavioral control, efficacy, global identity, and justice concerns for intentions to avoid flights and aviation-related environmental policy support. We conducted an online survey study with a quota sample of N = 2,530 participants in Germany. The strongest positive predictors of intentions to refrain from flying and policy support were perceived behavioral control to travel without flying, efficacy beliefs that avoiding air travel contributes to climate change mitigation, and intergenerational justice concerns; pro-travel attitude was a negative predictor. Moreover, we tested whether the provision of additional information on climate impact, global and intranational inequalities as well as subsidies (implying intranational inequality) affected the intention to avoid air travel and policy support. We found no effects of the different types of information. Nor did we find an interaction between the type of information provided and global or national identity. Our results highlight the need for a shift within the mobility sector that facilitates attractive and accessible transport alternatives in order to strengthen people’s behavioral control to choose other means than planes and their efficacy perceptions. Moreover, raising awareness of the impacts of climate change on future generations and developing strategies to promote people’s concern for intergenerational justice might motivate people to reduce air travel and thereby contribute to a livable future for new generations.

Fashion Justice

This special issue brings together scholars who have identified justice issues throughout the fashion system, encompassing how fashion is produced, consumed and discarded. While fashion systems have long been the focus of deep and varied perspectives on sustainability, from the environmental to social and cultural, we argue that characterising fashion justice as an environmental justice issue can usefully account for the multiple and intersecting ways in which fashion systems impact both human and more-than-human capabilities (Bick et al. 2018). Against the backdrop of the Sustainable Development Goals (SDGs) and SDG 12 in particular, which calls for sustainable consumption and production patterns, it is timely and appropriate to consider fashion systems as a broader global environmental justice concern.

Active agents of change: A conceptual framework for social justice-orientated citizenship education

Social justice–orientated citizenship education (SJCE) can help young people to develop the knowledge, skills and dispositions to work collectively towards solutions to problems such as human rights violations, global poverty and environmental sustainability (DeJaeghere and Tudball, 2007; Banks, 2017; Hartung, 2017). Furthermore, SJCE can enable young people to think critically, consciously and compassionately and allow them to grow intellectually with a concern for equality and justice. This paper presents a conceptual framework for SJCE for educators and educational researchers wishing to explore citizenship education within social justice contexts. The framework is based on four constitutive elements: agency, dialogue, criticality and emancipatory knowledge, and has its philosophical foundations deeply rooted in the values and principles of critical pedagogy (Kincheloe, 2004; McLaren, 2014; Giroux, 2016). This conceptual framework for SJCE is ultimately concerned with developing justice-orientated active agents of change who are concerned with making the world more democratic, equitable and just.

“I Can Math, Too!”: Reducing Math Anxiety in STEM-Related Courses Using a Combined Mindfulness and Growth Mindset Approach (MAGMA) in the Classroom

ABSTRACT Math anxiety has become an alarming social justice concern, as it results in negative academic consequences, contributes to disinterest and lack of persistence in STEM programs for underrepresented students, and limits their opportunities in STEM careers. According to research, this fear of math occurs long before students begin working on math problems. When high-math anxious students encounter math situations, anticipation anxiety consumes working memory capacity, inhibits learning, and causes them to severely underperform on mathematical tasks. However, very few studies have been conducted to embed psychological interventions in the classroom in an effort to mitigate both anticipation and execution anxiety. Findings from preliminary research suggest that a combined mindfulness and growth mindset intervention, designed to address both anticipation and execution anxiety, was effective in reducing math anxiety in students in a semester-long statistics course. The current research, a replication of the successful pilot study, investigated the generalizability of the mindfulness and growth mindset approach (MAGMA) in decreasing math anxiety in students in various STEM-related courses, and with different instructors. Results indicate that overall, students’ self-perceived math anxiety decreased significantly compared to their control counterparts. Furthermore, considerable anxiety reduction was found for female students. However, no differences were found for final exam scores between the intervention and control group. Nevertheless, the MAGMA intervention appears to be an effective, inexpensive approach in alleviating math anxiety, and increasing mathematical resilience in community college students as they take STEM-related courses.

Prioritizing Access as a Social Justice Concern: Advocating for Ableism Studies and Disability Justice in Technical and Professional Communication

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> This experiential teaching case study calls for technical and professional communicators to apply a combination of ableism studies and disability justice in examining their participation in potentially ableist, normative systems. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> Previous technical and professional communication (TPC) scholarship has demonstrated how the field of disability studies (DS) furthers TPC's goals of social justice, but it has not offered methods to trace the systemic ableist assumptions that contribute to disability's marginalization. I thus extend these considerations through attention to disability justice and ableism studies. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> This teaching case evaluates my attempt to incorporate DS into my Writing for the Professions class by examining the warrants or assumptions reflected in class materials and student discussions to determine how DS's inclusion in the course impacted such warrants. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods/approach:</b> I used thematic coding to analyze class documents, student work, and semistructured student interviews and traced how reflected warrants contributed to understandings of ability and disability. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> I found that analyzed documents predominantly relied on ableist warrants that obscured disability's relationality, positioned disability as deviance, limited efforts towards social change, and disregarded disability's intersectional complexity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> To counter the use of ableist warrants that impede social justice goals, I recommend that TPC instructors foster critical understandings of systemic ableism by applying disability justice principles to their course materials. Through a combination of ableism studies and disability justice, TPC can pursue more socially just documentation practices.

Social justice and the judicial interpretation of international equal protection law

AbstractSocial justice is turning into an international concern. This development is a response to the continuous rise of socioeconomic inequality – the gap between the rich and the poor –growing in several OECD member states since the 1970s. International human rights law (IHRL) presently only establishes a weak normative framework regarding social justice. This article argues that the full potential of this framework has still not been activated by international human rights adjudication. There are several reasons for this: a complex history of ideas suggesting little common understanding of the notion of social justice, the focus of international human rights adjudication on individual rather than constitutional justice, and the priority of liberty rights over equality rights. Yet, the domination of the liberal over the social in international human rights adjudication has started to change. The article shows how the social justice concern is beginning to be incorporated into IHRL by judicial interpretation of international equal protection and non-discrimination law (international equal protection law, IEPL). Integrating the social justice concern into IEPL is a legitimate yet transformative step as it increases judicial discretion at the international level. More than many other human rights, socioeconomic equality is highly context-specific and depends on a complex factual assessment of the local circumstances. This exacerbates the institutional legitimacy challenge levelled against international human rights courts. However, the article argues that the legitimacy challenge can be alleviated by focusing more on procedural rather than a substantive international review.

A Case Study on Assessment of Environmental Justice using GIS in Franklin County, Ohio, USA

Environmental justice is a growing concern in the United States. This study is an attempt to assess if fairness exists when it comes to the population of Franklin County concerning the location of industries based on environmental laws. Industries in Franklin County are taken into consideration and the areas surrounding it to assess the concern of environmental justice using tools in geographic information systems (GIS). This study concentrates on Franklin County as it is one of the most populated counties in Ohio as of 2019. Eleven major cities and industrial facilities are selected in Franklin County. A 4-mile buffer zone is considered around each city using ArcGIS to find the number of industries surrounding them. Pollution is gauged with the count of industries in the considered buffer zones. This study assumes that the number of industries is directly proportional to pollution. Minority and low-income data are extracted from the US Census Bureau. The number of minorities and low-income populations in the considered buffer zone is found using ArcMap. Minority population and income brackets of the population in a buffer zone are compared to the extent of industrial facilities in the same buffer zone. Statistical analysis is performed on the samples to find the correlation between the extent of industrial facilities and minorities to assess Environmental Justice. Another buffer is created using a 14-mile radius (with the centroid of the Franklin County as center) is created using EJSCREEN version 2019 to compare environmental indicators and demographic indicators with the NAAQs standard pollutants. A comparative analysis is performed to evaluate the results. The results indicate that there is no significant correlation between the minority population and industries in the selected 4-mile buffer zones. This approach can apply to any small geographic areas such as counties, zip codes, and census tracts to assess environmental justice.

Fundamentally Flawed: The Arbitrariness of the Corporal Punishment Defence

In Canadian Foundation for Children, Youth and the Law v Canada (Attorney General), the Supreme Court of Canada upheld the corporal punishment defence contained in s. 43 of the Criminal Code in the face of arguments that it is an unreasonable infringement of children’s rights under ss. 7, 12, and 15 of the Canadian Charter of Rights and Freedoms. In the process of giving precision to the terms of s. 43 as a prelude to its s. 7 vagueness analysis, the majority indicated that the purpose of the section is to allow only the kind of force against children that has “corrective value” as determined primarily by the weight of expert evidence. The author argues that the Supreme Court’s subsequent recognition of arbitrariness as a distinct fundamental justice concern under s. 7 in Bedford v Canada (Attorney General) meets the “new legal issue” standard for reconsidering previous declarations of validity established in Bedford. The author also argues that since 2004, changes in global attitudes and expert opinion in relation to corporal punishment have “fundamentally shift[ed] the parameters of the debate” which is the second Bedford test for reconsidering previous declarations of validity. Engaging the new arbitrariness framework and the importance that it places on the purposes of laws, the author argues that s. 43 is unconstitutionally arbitrary. Contemporary expert opinion recognizes no corrective value associated with corporal punishment. Because s. 43’s objective is unachievable, there is no rational connection between it and the limit that it imposes on the children’s security interests.

Can Reading Animate Justice?

In this study, I make audible a conversation in Alf Layla wa-Layla (The Thousand and One Nights) on the meaning and application of justice. Without assuming that Alf Layla constituted an organized whole, the study identifies, in the frame narrative and the first two chains of stories—all three understood to belong to the earliest bundle—a debate on the coincidence of successful interpretation and just rulership. By the end of these tales, i.e., by the twenty-seventh night, a complete tale is told. In these stories, I propose, Alf Layla adopts an attitude that privileges multiplicity over singular interpretation, in a fashion that affirms thecontingency of ethical questions. The popularity of Alf Layla and the afterlives it enjoyed up to our present times—in the Arab world and the West—need not eclipse or substitute the Arabo-Islamic character the work came to exhibit, and the ethical questions it set out to address. In what has been read as fate, arbitrary logic, enchantment, magic, irrational thinking, and nocturnal dreamlike narratives, I suggest we can equally speak of a concern for justice. The study looks at Alf Layla’s affinity with advice literature, but stresses the need to read it as a work of (semipopular) literature that pays witness to societal debates on justice. Alf Layla, I suggest, belongs to Islamic culture in that the act of reading has been construed within hermeneutics that are largely informed by the ethical implication knowledge sharing entails. In how the stories find resolution to the crisis of the king, Alf Layla understands justice as an artificial and communal enterprise. The stories, more urgently, seem to suggest reading gears us towards a concern for the greater good.&#x0D; &#x0D; Keywords: The Thousand and One Nights (Arabian Nights, 1001 Nights, Alf Layla wa-Layla), Adab, Justice, Rulership, Readership, Advice Literature, Interpretation, Multiplicity, Legitimacy

Conceptualising historical legacies for transitional justice history education in postcolonial societies

Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a ‘truth-telling’ approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. ‘Truth telling’ – and disciplinary approaches to learning about past injustices – is therefore a central rationale for postconflict history education. However, this article argues that ‘truth telling’ is not sufficient for transitional justice history education. Instead, greater attention should be paid to historical legacies, since it is beliefs about how the past impacts the present that shape reparation decision making. While the concept of historical legacies has been under-theorised by transitional justice scholars, this article demonstrates how recent work from the field of history education can be helpful. In particular, this article distinguishes between legacies as essentialised causal relationship between the past and the present, and legacies which refer to how people construct causal relationships between the past and present. By understanding legacies as constructs, this article encourages history educators to engage with how identity factors may mediate the way in which students understand the impact of the past on the present, particularly in postconflict societies.

The Costs and Environmental Justice Concerns of NIMBY in Solid Waste Disposal

The Costs and Environmental Justice Concerns of NIMBY in Solid Waste Disposal

The pre-political origins and policy consequences of environmental justice concern.

While the effects of climate change will impact most Americans, they will likely have a disproportionate influence on the socioeconomic well-being of marginalized communities. Few researchers, however, have investigated public support for policies aimed at ameliorating climate-related disparities. Fewer still have considered how political and (critically) pre-political psychological dispositions might shape environmental justice concern (EJC) and subsequently influence policy support-both of which, I argue, could present roadblocks for effective climate communication and policy action. In this registered report, I (1) propose and validate a new measure of EJC, (2) explore its political correlates and pre-political antecedents, and (3) test for a link between EJC and policy support. In addition to psychometrically validating the EJC scale, I find that pre-political value orientations are associated with EJC, which, in turn, mediates the effects of pre-political values on taking action to mitigate the unequal effects of climate change.

Procedural (in)justice in children: Children choose procedures that favor their ingroup

Research has shown that both ingroup bias and concern for procedural justice emerge early in development; however, these concerns can conflict. We investigated whether 6- to 8-year-old children are more influenced by procedural justice versus ingroup favoritism in a resource allocation task. In our first study, children played a novel spinner game in which they chose among fair, ingroup favoring, and outgroup favoring procedures to decide whether a resource would go to an unfamiliar ingroup or outgroup recipient. We found that 6- to 8-year-olds overall chose ingroup favoring procedures. However, this tendency decreased with age; whereas younger children were more likely to select procedures that were advantageous to their ingroup, older children (7- and 8-year-olds) mostly chose fair procedures. Our second study investigated the motivations underpinning children’s choices by testing whether children’s fair procedure choices were in part driven by a desire to appear fair. Here we varied whether children made procedure choices in public, allowing them to manage their reputation, versus in private, where reputational concerns should not guide their choices. We found that from 6 to 8 years of age children chose ingroup favoring procedures and that this tendency was slightly stronger when choosing in private. Taken together, our research suggests that ingroup favoritism often trumps procedural justice in resource allocation tasks, especially for younger children and especially when reputation is not in play.

Biopsychosocial pathways in dementia inequalities: Introduction to the Michigan Cognitive Aging Project.

Racial/ethnic inequalities in dementia risk are a major public health and health justice concern. Group differences that persist despite adjustment for socioeconomic and vascular indicators suggest that known dementia risk factors exhibit differential impact across race/ethnicity and/or there are unrecognized dementia risk factors that are racially patterned. This article provides targeted examples of both of these possibilities. First, depressive symptoms and white matter hyperintensities represent two known dementia risk factors that more strongly relate to negative cognitive outcomes among Black older adults than Whites, pointing to the need to consider contextual factors. Second, racial discrimination and external perceived control predict worse brain and cognitive aging above and beyond known risk factors. These psychosocial factors warrant explicit consideration in dementia cohort studies. Several challenges appear to be particularly relevant to the study of dementia inequalities, including selective survival and recruitment. These challenges complicate not only cross-study comparisons, but also within-study causal inferences. This article provides recommendations for addressing these challenges in order to accelerate high-quality research on dementia inequalities. Stemming from these recommendations, the article introduces the design and methods of the Michigan Cognitive Aging Project, a new, racially-balanced cohort study of Black and White adults transitioning to late life. In sum, careful research with community partners is needed to more fully explore the factors and contexts that create and sustain racial/ethnic disparities, as well as those that buffer against them. The ultimate goal of this research is to facilitate the dismantling of structural barriers to health justice for diverse older people. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The 1960s, Always

The 1960s, Always

Common Assessment in Multi-Deprived Schools: The Case of Flood-Prone Schools in Western Kenya

The paper draws from a larger doctoral study, conducted between 2013 and 2016 in five flood-prone schools in western Kenya. The mixed methods research investigated: a) how these schools promote epistemological access (EA) and, b) the challenges they encounter towards a socially-just educational experience and comparable learning outcomes to learners. Findings suggested the importance of developing capabilities in a socially-just environment towards achieving (equitable) epistemological access (E)EA) in deprived school environments. There is no question that EA is about schools ensuring the development of capabilities among all learners. To that end, this paper explores the impact of assessment and learner outcomes as determining proxies to epistemological access (EA) and educational progression. It provides an understanding of how EA is measured and how we gauge the extent of learning in disadvantaged schools. In so doing, the paper seeks to provide a clearer conceptual understanding of how modes of assessment and learner outcomes influence (equitable) epistemological access and the educational progression of learners in different learning contexts. It also suggests a model which may be useful for developing policy around curriculum evaluation in multi-deprived settings. This consideration would contribute to the broad concern of social justice in education across all levels in education.

Integrating Social Justice Practices into Graduate Training: Collaborating with Stakeholders to Adapt Professional Development in Puerto Rico

Treating trauma has become an international social justice concern, with increasing numbers of graduate training programs prioritizing how to conceptualize needs and interventions within a trauma-informed framework. Minimal research and guidelines exist for adapting these trauma-informed practices for the local community context. Additionally, trauma-informed practices often fail to consider ongoing structural issues faced by oppressed communities such as poverty and racism. Social work, psychology, and counseling graduate training programs often rely on a cultural competency framework instead of a social justice framework that addresses racism and Whiteness. During our graduate Counseling and School Psychology training program at the University of Massachusetts Boston, we collaborated with stakeholders at a school and community center in San Juan, Puerto Rico to culturally adapt and deliver trainings in trauma-informed practices for staff using an ecological validity framework. Using our work in Puerto Rico as a case study, this paper addresses the cultural adaptation of trauma-informed practices and factors to consider when implementing trauma-informed practices, emphasizing the need for creating safety. Strategies for embedding this trauma-informed work into mental health graduate training programs and recommendations for working with individuals from marginalized groups in school settings are discussed.

Two dual language preschool teachers’ critical consciousness of their roles as language policy makers

ABSTRACT This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the role of teachers’ critical consciousness in addressing inequities in DLE, we used Spolky’s language policy theory to understand teachers’ language policies in their classroom. In this ethnographic study, data was collected through interviews, participant observation, and recording classroom instruction. Utilizing the constant-comparative method, we identified two themes—critical reflection and action—exhibiting the teachers’ critical consciousness as language policymakers in their classrooms. The teachers reflected on the DLE’s value for students and the power hierarchies among English and Spanish and the speakers of those languages. Their actions were toward promoting bilingualism, challenging English hegemony, and creating an inclusive and social justice-oriented learning community. Our study contributes to preschool DLE literature by documenting the teachers’ challenges regarding how larger oppressive beliefs related to language and race influenced students’ language use and the teachers’ actions to dismantle such challenges.