Social Justice Model Research Articles

Negotiating quotidian justice in the science classroom

ABSTRACT In this conceptual paper, we explore how science teachers might enact social justice through their everyday science instruction. Drawing on empirical literature and our own K-12 teaching experience, we develop a heuristic for mapping classroom discourses to engage in action and reflection to change both the world of the classroom community, and the world beyond the school. We suggest how this heuristic can be used for justice-oriented science teaching independently of (or as a supplement to) any existing frameworks for science teaching to promote social justice. Our proposed model for social justice through disciplinary science teaching frames justice not as an abstract goal, but as the act of iterating ‘quotidian justices’ achievable in moment-to-moment pedagogical choices. We contend that this approach allows teachers to resist systemic injustices while also navigating institutional constraints.

Motivational processes: can perceptions of fairness augment effects of favourable autonomy supportive practices on satisfaction of the basic psychological needs?

Based on Self-Determination theory and social interaction models of social justice, in this article we examined whether perceptions of fairness catalysed the positive effects autonomy support on motivational and well-being outcomes. The study was conducted in the context of an all-boys school with 302 students, adopting a prospective design. Using surface analysis to estimate the dependent variables to be tested in non-liner regressions, the current research empirically extends social interaction models of distributive justice by testing, for the first time, whether perceptions of fairness can moderate the effects of autonomy supportive practices on satisfaction of psychological needs. The results demonstrated that perceptions of fairness engendered positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. No analogous positive effects on other outcomes were found. Therefore, the perceptions of fairness constitute an important component of autonomy-supportive class climates that catalyse positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. This evidence suggests that students are more likely to experience high levels of competence during physical education classes when they perceive that their favourable treatment is fair, though the effect does not generalise to autonomous motivation or subjective well-being.

Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies

This paper describes and defends the counter-hegemonic methods applied to the investigation of a high-profile national policy for Early Education and Care (ECCE) in Ireland. The policy, the Access and Inclusion Model (AIM) seeks to ensure the full inclusion and meaningful participation of children with disabilities in mainstream, state funded ECCE. It makes a significant contribution to data and debate on how research about inclusion can become inclusion in the context of policy evaluation. The design of the policy evaluation included surveys, in depth interviews and qualitative case studies of pre-schools and children supported by AIM which were deliberately designed to be counter-hegemonic through the recruitment of practitioners as co-researchers (as expert representatives within a feminised workforce), and the use of a participative method of elicitation that sough the perspectives and lived experiences of inclusion among fourteen children supported by AIM. This method was multi-modal mapping. With a focus on these counter-hegemonic elements, the paper poses questions about how the approach was counterhegemonic in terms of its theoretical underpinning, practical approach, and outcomes. Thematic analysis of the data collected by practitioner researchers for the child case studies showed that the approach did achieve counter-hegemony through the achievement of redistribution, representation, and recognition in both the enactment of the research, and in the reporting of children’s lived experience in the study as a whole. However, the extent of counter-hegemony achieved was limited when practitioner researchers were unable to deploy the multi-modal mapping method because of limited time, or because the child was not a speaker of English or was as yet, non-speaking. In a context where policy makers have a preference for positivist and rationalist approaches to evaluating the impact of policies, we assert that research about policies for inclusion, should be enacted as inclusion and social justice through the deliberate deployment of participatory and counter-hegemonic methods. We also assert that multi-modal mapping holds particular promise for researching the lived experience of inclusion and participation from the perspective of children and argue that more work needs to be done on developing these methods so that they are effective with all children, including those who are non-speaking. Finally, we posit that Fraser’s triune model of social justice can be applied as a benchmark for designing and evaluating counter-hegemonic modii and outcomes.

Cultural Diversity and Mental Health Care: A Case Study

IntroductionIn today’s world of global migration and cultural diversity, mental health care grapples with persistent challenges. Despite efforts to promote cultural competency and person-centred approaches, it’s vital to delve into the issues surrounding cultural differences and linguistic diversity in mental health care. This exploration highlights the complexities where culture, language, and healthcare intersect (Brisset et al., 2014; Desai et al., 2021).ObjectivesOur aim is to analyse cultural and linguistic barriers in mental health care for migrants and assess their impact on access and quality of care.MethodsLiterature review, drawing from sources such as PubMed, ResearchGate, and Google Scholar. This review will be framed around the case of a 34-year-old man from Bangladesh, who has been residing in Lisbon for a year. His clinical presentation includes depressive symptoms, disorganized behaviour, and psychotic manifestations, such as persecutory delusions. He does not speak Portuguese or English, thereby limiting his access to essential mental health treatment services. Through this review, we intend to elucidate the intricate dynamics surrounding cultural and linguistic barriers in mental health care.ResultsMigrants from diverse backgrounds face many challenges, including the loss of homes, livelihoods, and family, often leading to mental health issues like depression, anxiety, and post-traumatic stress disorder. Two primary challenges include adapting to a new life and experiencing discrimination and marginalization (Amri et al., 2013; Satinsky et al., 2019). Social stigma and mistrust hinder access to mental health services. Limited culturally competent services widen the gap between mental health needs and help-seeking attitudes. Language barriers significantly contribute to disparities in access to services (Amri et al., 2013). Additionally, mental health care providers’ organizational culture often prioritizes ‘ideal’ patients who are native speakers, favouring individual-oriented treatment over community-focused care (Desai et al., 2021).To address these barriers effectively, it is crucial to employ specific strategies. The Multi-Phase Model of Psychotherapy, Social Justice, and Human Rights (MPM) equips mental health counsellors to better serve immigrant communities while addressing social stigma. This comprehensive framework comprises five phases of intervention: psychoeducation, culturally responsive service delivery, cultural orientation, collaboration with local healers, and connecting patients to essential resources (Amri et al., 2013). Additionally, practitioners should receive training in effective collaboration with interpreters to provide multilingual healthcare (Brisset et al., 2014).ConclusionsAddressing cultural and linguistic barriers in mental health care is vital. The Multi-Phase Model of Psychotherapy offers a promising approach, while collaboration with interpreters remains essential.Disclosure of InterestNone Declared

Dimensions of social justice: beliefs about integration in education and different types of prejudice in Argentine

Perceptions of social justice are recognized as a key element in the formation of attitudes and behaviors towards certain social groups. The social justice dimensions (recognition, redistribution, and representation) interact differentially with demographic and psychosocial characteristics; however, few studies have delved into the differences in their association. This study had three aims: 1) to analyze the social justice dimensions according to age, gender, region, and educational level; 2) to study the correlation of social justice dimensions with beliefs about the educational inclusion of migrants, agreement with attitudes towards paying taxes and gender; and 3) to explore whether the social justice dimensions contribute to the levels of prejudice towards different social groups (people in poverty, immigrants, and homosexuals). A total of 1,810 subjects from Argentina, aged 18 to 80 years (Mage = 45.76 years; 53.7% women) participated in the study. Differences in the social justice dimensions were observed according to gender, age, and educational level, but not according to region. Social justice dimensions correlated with beliefs about educational inclusion of migrants, gender, equality in education, and attitudes toward paying taxes. Social justice dimensions contributed to higher/lower levels of prejudice toward different social groups. The scope and limits of the relationships between the three-dimensional model of social justice with demographic and psychosocial variables explored in this study are discussed.

Vocal Alignment

The author’s conceptual model for ‘vocal alignment’ gives equal importance to both semantic interpretations of the word ‘voice.’ It seeks an alignment between the vocal sounds one’s body produces and one’s artistic, personal, social, and political voice. Parameters that lead to vocal alignment overlap the sonic or musical level, various creative choices as well as contextual, professional, financial, promotional, social, and political components related to art-making. Aligning lived experiences and creative output is challenging—the author’s path toward vocal alignment implies an inclination toward vocal, technical, and artistic flexibility, guided by social justice models, queer theory, and decolonial efforts.

사회 정의 관점에서의 아동 교육복지 정책 분석

[Purpose] This study investigates educational welfare policies to address the widening educational disparities among low-income children and adolescents under increasing social polarization. It focuses on analyzing the enactment of social justice in the Head Start program in the USA, Sure Start in the UK, and Dream Start in South Korea.
 [Methods] Employing Gewirtz and Cribb's(2002) plural models of social justice, an extension of John Rawls' theory of distributive justice, this study examines the threefold aspects of 'distributive, cultural, and organizational justice' in these policies.
 [Results] Key findings highlight that these policies variously achieve distributive, cultural, and organizational justice through effective resource allocation, information accessibility, recognition of beneficiary diversity, and democratic participation. Specific emphasis is placed on the need for equitable information distribution in distributive justice, acknowledgment of diversity in cultural justice, and democratic stakeholder participation in organizational justice.
 [Conclusion] The study underscores the necessity of exploring how these justice dimensions interact and coexist, proposing policy recommendations for the future trajectory of child education welfare.

Toward a social justice model of inclusion for university–community engagement

ABSTRACT University-community engagement often professes to center the shifting needs and issues that communities face but these are often pushed to the periphery in knowledge creation. The methods of engagement, research agenda, outcomes, as well as the measures of success are typically grounded in the academe and universities can almost always pinpoint immediate benefits for the co-creation of this knowledge. Universities are usually able to secure funding and gain prestige to undertake these engagements and projects are put forth as testaments of universities commitments to social change. Communities often struggle to do the same and many are often not equipped with the resources to translate the new knowledge into practice-based initiatives such as programming, funding applications for staffing, services and service delivery. While there are unquestionable merits in the longstanding histories of university-community engagements, more needs to be done for research to be mutually beneficial for both parties. This article outlines five key principles of social justice and inclusion as a preliminary stage of a conceptualized first step necessary to frame university-community engagement. It reiterates consultations with communities through research as a requirement to develop an actual model of university-community engagement to embody social justice and inclusion for true social change.

The triumph of David Harvey’s Social Justice and the City

ABSTRACT In commemoration of the 50th anniversary of the publication of David Harvey’s Social Justice and the City, this paper examines the continued relevance of Harvey’s work on the study of cities. The author draws on his own experience in the classroom to identify the value of Harvey’s work in providing a critical counterpoint to the simplistic liberal and neoliberal models of urban life and social justice that persist. The paper provides a brief summary of Social Justice and the City and pulls out what the author believes to be its major methodological and philosophical contributions. Apart from its significance in the history of geographic thought, and its importance for understanding Harvey’s intellectual trajectory, the paper argues that Social Justice and the City remains important as a tool for demystifying the categories and concepts that continue to be used in our understanding of urban phenomena.

“It’s the not being seen that is most tiresome”: Older women, invisibility and social (in)justice

Older women experience intersectional discrimination at the nexus of ageism and sexism. This is embodied, women’s aging bodies being culturally devalued within youth-privileging cultures and the hyper-sexualization of younger, able-bodied, women. Older women often face the dilemma of attempting to mask the signs of aging or aging “authentically” but encountering heightened stigma, prejudice, and discrimination. Very old women in the fourth age who “fail” to age “successfully” are subject to extreme social exclusion. Many older women speak of experiencing a loss of visibility as they age, however how this occurs, and what it means, has not yet been analyzed in depth. This is an important issue, as recognition—cultural status and visibility—is essential for social justice. This article reports on findings taken from a U.K. survey on experiences of ageism and sexism completed by 158 heterosexual, lesbian, and bisexual women aged 50 to 89. Their perceived invisibility took five forms: (a) being under-seen/mis-seen in the media; (b) being mis-seen as objects of sexual undesirability; (c) being “ignored” in consumer, social, and public spaces; (d) being “grandmotherized,” that is, seen only through the lens of (often incorrectly) presumed grandmotherhood; (e) being patronized and erroneously assumed to be incompetent. The findings are compared with Fraser’s social justice model. The argument presented is that older women’s experiences of nonrecognition and misrecognition are profound sources of social injustice. Both increased visibility and cultural worth are needed for older women to enjoy the benefits of social justice in later life.

The Thirdspace Movement Model for Inclusion and Social Justice in Physical Education

This article introduces the concept of a new curricular model that addresses these issues through the body. The Thirdspace Movement Model can be integrated in K-12 Physical Education in coordination with other models. The Thirdspace Movement Model creates an environment where students practice movements and engage in critical discourse that address embodied identity. Through movements, the model fosters; 1) self-awareness which can lead to self-identity and self-acceptance, 2) embodied movement experiences that can lead to inner peace, 3) humanization, 4) acceptance of self and others, 5) reconciliation, 6) growth in connection with others, and 7) justice. The Thirdspace Movement Model can be integrated with existing PE units or introduced as a stand-alone unit. Self-awareness and listening to the messages the body sends begins the learning experience. Students then explore and express through developmental progression and movement patterns with self and others. The experience culminates with critical dialogue activities aimed at reflecting how bodily knowing and embedded memories influence one’s movements and actions.

Complicating social justice and leadership models in relation to indigenous peoples

This article addresses the limits of social justice and leadership frameworks in addressing the concerns and desires of Indigenous Peoples and communities, particularly settler colonialism, sovereignty, and self-determination. I ask readers to contend with the following question: How can social justice and leadership models be more inclusive of Indigenous Peoples and communities?

"The Beacon on Campus": How an Autism-Specific Community College Support Program Addresses Ableism and Autism Acceptance

Autism-specific college support programs (ASPs) are emerging to create more equitable transitions into higher education for autistic students. Such programming is necessary to guide autistic students' journeys as they navigate academia with greater agency. This case study, drawing on the social justice model of disability, explores how an ASP works to dismantle ableism on a community college campus. Findings suggest how the ASP gained legitimacy, surmounted challenges, and promoted autism acceptance in its quest to disrupt institutional ableism and, consequently, transform its campus into a more welcoming space for autistic students. Student affairs practitioners can draw on findings to eradicate ableist practices and messaging within their campus spaces.

"Bounded Equity: The Limits of Economic Models of Social Justice in Cannabis Legislation".

Social equity provisions in cannabis legislation are premised on the hope that the profit generated around adult-use cannabis can be leveraged to ameliorate the damage done by racially biased enforcement of prohibition in black and brown communities. As such, they encapsulate an attempt to reconcile the history of racism in the enforcement of cannabis law through its new future as a profit generating commodity. These programs are gaining traction, but with minimal empirical examination. The development and implementation of these programs raises a number of questions in need of study that we outline in this paper. We argue that Creary's concept of bounded justice-which critiques the inherent limitations of social justice projects that ignore structural forms of social exclusion-can provide a framework for critical understanding of the limitations of such programs, ethnographically grounded empirical research, and a framework for evaluating the justice impacts of legislation. Specifically, we argue that in order to interrogate the possibilities for social justice projects around cannabis, we must address equity at a deeper level by working with communities to investigate hyper-localized and historical factors that have influenced systems and structures.

Collaboration between ethnographers and the educational community of a school in the development of inclusive education

ABSTRACT The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the participants of the process. The results demonstrate the conditions and advantages that come out of the collaboration process between all those involved and the ethnographers; the importance of learning and knowing how to listen to the students’ voices; and the changes made to the education process that bolster the introduction of a more inclusive and social justice model in schooling.

Thinking with Nancy Fraser in understanding the impact of online learning and support during the Covid19 pandemic.

The Covid-19 pandemic has changed the face of Higher Education Institutions (HEI) in profound ways. Since 2020 HEI’s have been forced to think creatively and quickly about how to respond to arising challenges of completing the academic year and ensuring throughput and retention of students. Historically Disadvantaged Institutions (HDIs) have been hard hit in respect of resources and the under-preparedness of the student cohort who are attracted to HDIs to take on the challenge of online learning. This article uses mixed methods approach, which includes survey data to measure service delivery and an auto-ethnographic approach using the observations and reflections of the author to discuss the impact of online learning and support during the Covid-19 pandemic. Utilizing Nancy Fraser’s model of social justice, which focuses on the concept of participatory parity the paper will using the economic and cultural dimension provide an understanding of the constraints and enablements that impacted student’s ability to access online learning and support.

Look Out! Ableism Is Loose in the Library

Ableism is rampant in the profession of academic librarianship. While there has been stress on other minorities such as racial and ethnic, little attention is paid to those with disabilities. Disability is often treated as a medical condition that needs to be cured. The focus is on the disability, not the person. Much better for considering the entire individual is the social justice model. It is unfair and oppressive to exclude people from being hired as academic librarians or keeping their jobs at academic libraries because of a disability. The disability may have nothing to do with job responsibilities, but because an individual has a disability, the person is stigmatized as a problem and not “normal.” Libraries only want to hire those who are “normal.” Library staff need to understand disability better, treat those with disabilities as people, make the library a caring community, and be willing to provide reasonable accommodations.

Towards gender equality reform in police organisations: the utility of a social justice approach

ABSTRACT Recent investigations into sex discrimination, sexual harassment and predatory behaviour within police organisations have led to a range of gender reforms that aim to create more inclusion, respect and safety. These reforms have tended to be female-focused and designed to support greater equality for female police. This paper reports on an interview-based study that sought to understand and address resistance to gender equality reform within a large police organisation in Australia. The paper draws on Nancy Fraser’s model of social justice to consider the capacity of particular reforms to reproduce and/or transform the organisation’s hierarchical structures and masculinised cultures. Fraser’s model is presented as enriching current understandings about how the policy aims of gender equality might be realised in police organisations through a broader focus on supporting political, cultural and economic justice for all. The paper concludes by considering the practice implications of this social justice approach for police organisations.

Archaeology and Social Justice in Native America

Over the past 20 years, collaboration has become an essential aspect of archaeological practice in North America. In paying increased attention to the voices of descendant and local communities, archaeologists have become aware of the persistent injustices these often marginalized groups face. Building on growing calls for a responsive and engaged cultural heritage praxis, this forum article brings together a group of Native and non-Native scholars working at the nexus of history, ethnography, archaeology, and law in order to grapple with the role of archaeology in advancing social justice. Contributors to this article touch on a diverse range of critical issues facing Indigenous communities in the United States, including heritage law, decolonization, foodways, community-based participatory research, and pedagogy. Uniting these commentaries is a shared emphasis on research practices that promote Indigenous sovereignty and self-determination. In drawing these case studies together, we articulate a sovereignty-based model of social justice that facilitates Indigenous control over cultural heritage in ways that address their contemporary needs and goals.

A ‘learning community’ as a social justice model for Catholic education in Thailand

Inspired by Paul VI’s Octogesima Adveniens regarding the Church’s urgent response to social issues, in his speech to Jesuit alumni in Valencia in July 1973, Fr. Pedro Arrupe reflected on the concept of ‘social justice’ and its implications for Jesuit schools. He spoke about how Jesuit education could assist students to become ‘men and women for others’, men and women who can bring about change for the better in their societies. Since then, promoting ‘social justice’ has become one of the Jesuit educational priorities and has brought about significant reform within Jesuit educational institutions worldwide. This includes the newly established institution of a ‘learning community’ that addresses educational inequality for poor indigenous students in Thailand. This research paper reflects on how this institution can be a model that promotes justice in education and forms our students to become ‘agents of change.’ This paper begins by revisiting Fr. Arrupe’s concept of ‘social justice’ and philosophically analyses the learning formation of a new Jesuit institution, called the Xavier Learning Community (XLC). Drawing from this analysis, I argue that the model of ‘learning community’ may also inspire other Catholic schools to address common social issues in Thailand based on the Christian values of continual conversion, fraternal and sororal relationship, and discernment.