Social Justice Research Articles

미디어 콘텐츠 액티비즘의 명암: 자유주의인가, 공동체주의인가?

Since the 1990s, the media has become even more powerful. The fall of the totalitarian socialist states at the end of the 20th century was largely due to the media. Almost every aspect of human society is now under the influence of media. Real-world politics and economy, society and culture are all interacting with media products (which exist somewhere between the virtual and the real). This is where the term “content activism” comes into play. As you may know, content activism is the idea of “realizing social movements through content”. In some countries, where totalitarian dictatorships and human rights abuses that deprive people of their freedom are commonplace, content activism can be crucial as a way for citizens to actively mobilize in solidarity and resistance to unjust social and cultural systems. Content activism can be a new wind of change in a conservative or troubled society, and it can be a “conduit and device for social justice”. To this end, media content aimed at the majority is often utilized as a means of content activism. The problem is that media content activism is not as simply positive as this. This is because content activism can lead to difficulties and conflicts in social consensus, a side effect of dissonance. In advanced cultural content societies, where content activism can thrive, the content echos are free to burst forth with content that seeks to realize justice based on its own perspectives and ideologies, whether from the left or the right, and from different sectors of society. Based on this perspective, this article examines the two characteristics of media content, the ideological messages of content activism, and parrhesia, or “fearless speech” emphasized by M. Foucault. Finally, it considers the significance and dangers of media content activism from a socio-ethical perspective.

Neurodiversity in the Minds of Students: From Perception to Campus Programming

Neurodiversity is a social justice movement at the nexus of neuroscience, academia, and public policy. A contemporary view of neurodiversity is one that embraces neurological differences, encompassing all "neurotypes," including more specific identifiers like autistic or dyslexic. The goal of this study was to investigate student awareness and perception of neurodiversity since they are the next generation of public policy makers. Students enrolled in Introduction to Behavioral Neuroscience (N=146) were exposed to different information sources (popular, academic, TED talk, or choose/find their own) on the topic of neurodiversity. They then wrote a paper where they summarized: a) the information source used, b) their ideas to better support a neurodiverse society, and c) their opinions on aspects of neurodiversity. Several important findings emerged. First, 64% of the sample had never heard of the term neurodiversity; this class was their first exposure to it. Second, students conducting their own searches on neurodiversity had the highest level of optimism (p < 0.05) that society was ready to accept neurodiversity. Students identified even higher rates of receptivity (85%) amongst their friends. Third, student ideas to advance neurodiversity were organized into more salient categories for campuses to consider. Our findings challenge neuroscience programs to consider their role in providing “first exposure” opportunities to students in the diversity, equity, and inclusion realm, especially in areas directly related to our field. We also discuss the growing relevance of neurodiversity in research and academia and offer programming possibilities to enhance neurodiversity awareness and support on college campuses.

Uprising of the young generation: exploring the association between social mobility belief and political engagement intention among Hong Kong youth

AbstractCivic engagement, particularly political engagement, is an important aspect of youth development. In response to rising youth activism, this study examined what was related to youth’s emerging intention to engage in both normative (legal) and non-normative (illegal) political actions through the lens of social mobility beliefs. Based on the reports of college students in Hong Kong (N = 1,033), the findings revealed that social mobility belief regarding average people (i.e., societal belief) rather than that regarding oneself (i.e., personal belief) was negatively related to youth’s intention to engage in normative political action. Furthermore, parallel mediation analyses showed two indirect effects of social mobility beliefs after controlling for sociodemographic factors, post-materialistic values and political interest. Specifically, youth who endorsed a stronger societal social mobility belief tended to perceive lower social injustice, and they were then less willing to engage in normative and non-normative political actions. Additionally, those who endorsed a stronger societal social mobility belief tended to report higher external political efficacy, and they were then more willing to engage in normative political actions. The findings highlight the importance of considering youth’s worldviews in the theorization of the development of political attitudes and behaviors.

Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis

BackgroundGrowing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems. PurposeThis study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education. MethodsA Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus. ResultsA total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32). ConclusionThe study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.

PELAKSANAAN PEMILIHAN PRESIDEN YANG SESUAI DENGAN PRINSIP KEDAULATAN RAKYAT DALAM SISTEM DEMOKRASI DI INDONESIA

This research was submitted to answer two fundamental questions regarding the implementation of people's sovereignty in the direct election of the President and Vice President in Indonesia, namely, what is the ideal ideal of the implementation of the presidential election in accordance with the principle of people's sovereignty in the democratic system in Indonesia. This research is normative. This research is a library research conducted by examining library materials in the form of books, journals, research reports and/or secondary data that discuss the implementation of general elections in Indonesia in relation to people's sovereignty. Application of laws and regulations (legal facts) that regulate the implementation of elections in Indonesia. From this research, the author concludes that in a democracy, people's rights should be respected and upheld. There is no justification for government decisions that can harm people's rights, let alone policies that aim to oppress the people for the sake of the ruler. In this case, by adhering to the basic philosophy of democracy guided by the wisdom of deliberation and representation, the holding of general elections as a means of implementing people's sovereignty in Indonesia must not deviate from the ideals and objectives of the formation of a Government of the State of Indonesia to protect all Indonesian people and all of Indonesia's territory, advance public welfare, improve the life of the nation, and participate in implementing world order based on independence, eternal peace and social justice as mandated by the constitution.

Special issue of Public Relations Inquiry PR and Social Justice: Interdisciplinary Reflections and Future Directions on the Impact of Public Relations and Promotional Communication on Human Rights and Social Inequalities

Special issue of <i>Public Relations Inquiry</i> PR and Social Justice: Interdisciplinary Reflections and Future Directions on the Impact of Public Relations and Promotional Communication on Human Rights and Social Inequalities

Breaking boundaries: children activist as epistemic agents within contours of epistemic marginalisation

The article delves into the realm of child environmental activism, portraying it as a concerted response aimed at challenging the prevailing social and political status quo, which systematically underestimates the role of children in decision-making within political and social spheres. It highlights the paramount importance of the epistemological framework that encompasses children's experiences, emphasising how their exclusion from political and social discourse leads to epistemic marginalisation. This exclusion not only prevents children from assuming the role of epistemic agents but also deprives them of agency and perpetuates existing inequalities. From a philosophical perspective, the article proposes a thorough analysis of children's epistemic agency, introducing the concept of 'epistemic capability'. It argues that, despite their social marginalisation, knowledgeable children can equip themselves with epistemic resources to interpret their reality and effect change. Furthermore, it posits that environmental activism plays a crucial role as an epistemic resource for children, facilitating the expression of their ideas, challenging dominant narratives, and addressing environmental and social issues head-on. The article emphasises the transformative potential of activism as an epistemic resource, enabling substantive participation and empowering children to navigate and transcend such marginalised circumstances. In conclusion, it highlights how child environmental activism not only challenges the status quo but also provides children with crucial tools for their development as epistemic and social agents, promoting significant change in power dynamics and in the fight for social and environmental justice.

From colonial conquest to climate crisis: reframing French maritime museums

ABSTRACT Maritime museums occupy a challenging position when it comes to confronting environmental and social justice issues linked to colonial modernity, understood as five hundred years marked by European colonial expansion and exploitation. As institutions that emerged to celebrate national maritime exploits and dominion over the seas, they embody many of the features of colonial modernity itself. In light of the climate emergency, this article examines two recently opened or renovated French maritime museums to analyse the extent to which they are reorienting their focus and embracing more critical, oceanic ways of thinking about human relationships with the sea. An oceanic perspective recognises the fluid, interconnected nature of the oceans and the need for more holistic approaches to environmental sustainability and climate justice. The analysis reveals tensions between nationalist perspectives and emerging efforts to tell more environmentally attuned stories. Significant scope remains for maritime museums to shift their interpretive frameworks towards the seas as entities worthy of preservation in their own right, rather than as resources to be managed for human use and profit.

Empowerment Evaluation and Social Justice Confronting the Culture of Silence

Empowerment Evaluation and Social Justice Confronting the Culture of Silence

Imagining educational futures? SDG4 enactment for ethnic minorities in Laos

ABSTRACT Sustainable Development Goal 4 (SDG4) began with the ambition of reducing inequalities in education. This paper unpacks the enactment of SDG4 in Laos in relation to ethnic minority students by three groups of policy actors: policymakers, donor agencies, and teachers in an ethnic minority boarding school. Informed by Nancy Fraser’s three dimensions of social justice (distribution, recognition, and representation), the findings show that SDG4 targets as well as subsequent national policy documents were restricted to the distributive dimension. Even distributive justice for ethnic minorities was limited to basic education and technical and vocational training, with decreased access to university scholarships – a potential pathway out of poverty. Combined with meritocratic approaches and the absence of policy support to alleviate cultural and political disenfranchisement, SDG4 enactment in the Lao context appears to contribute to further difficulties for ethnic minority students’ upward mobility and their capacity to imagine enhanced educational futures.

Reconstruction of Death Insurance Regulations for Non-Wage Workers and the Sustainability of the Death Social Security Fund

This journal explores the reconstruction of death insurance regulations for workers who are not wage recipients, aimed at maintaining the sustainability of the death social security fund in Indonesia. The background of this study stems from the challenges faced by non-wage workers in accessing adequate social security benefits, particularly in the event of death, which is a critical aspect of social protection. The objective of the research is to evaluate the current regulatory framework and propose reforms that ensure equitable access and sustainability of the death benefit program for all workers, regardless of their wage status. The study employs a qualitative research method, utilizing legal analysis and case studies to assess the effectiveness of existing regulations and identify gaps that hinder the optimal functioning of the death insurance system. The results indicate significant disparities in the protection provided to wage and non-wage workers, highlighting the need for a more inclusive approach. The proposed regulatory reconstruction emphasizes the importance of expanding coverage, enhancing contributions, and improving the management of the social security fund to ensure long-term sustainability. The conclusions drawn from this research underscore the urgency of regulatory reforms that align with the principles of social justice and financial viability, ensuring that all workers, particularly those who are non-wage recipients, are adequately protected under the death social security program. This study provides a roadmap for policymakers and stakeholders to address the existing challenges and strengthen the social security framework in Indonesia.

Literacy learning and changing social practices in a community art project for women with experience of the criminal justice system

ABSTRACT This article seeks to understand what a group of women with experience of the criminal justice system learned through taking part in a community art project, particularly in terms of their literacy. It draws on an ethnographic study of a community art project carried out by the Collectif Art Entr’Elles which took place in a halfway house in Montreal (Canada) where prisoners can apply to complete their sentence and prepare for their social reintegration. Using a non-linear narrative structure, the collaborative sound work produced sought to break down prejudices by making these women’s voices heard in public space. Drawing on Lave’s (2019) theory of social practice, we explore in more detail the experience and learning journey of one of the women involved. Our analysis indicates that non-formal education, especially when it takes the form of community arts projects, can play a positive role in the diversification and enhancement of literacy practices that are key to the social reintegration and wellbeing of women with experience of the criminal justice system. As such, non-formal community arts education can be an important vehicle for social justice.

Beyond physical and representational violence: the violence of Black children’s invisibility in public spaces

ABSTRACT George Floyd’s May 2020 murder by police underscored the interconnectedness of violence, systemic racism, and white supremacy in the US. This essay explores violence against Black children as an historical extension of the violence against Black adults and communities that is often at the centre of social justice and anti-racism work. We connect recent social media posts of Black children being ignored, waved away, or pushed by public amusement park performers with the current conservative political climate legislating the erasure or censoring of US history in K-12 schools allegedly to ‘save the [white] children’ from the misnamed ‘Critical Race Theory’.

Educating for living diversity: ‘Migrant’ identities, belonging and community‐Centred pedagogies for social justice

Educating for living diversity: ‘Migrant’ identities, belonging and community‐Centred pedagogies for social justice

Determining the Challenges of Implementing Instructional Leadership in Township Secondary Schools in the Western Cape: A Case Study

In this empirical paper, the researchers determine the challenges experienced by township secondary school principals in the Western Cape, in implementing instructional leadership. The background to this paper is that there are challenges in the implementation of instructional leadership in township secondary schools which leads to learners performing poorly in the National Senior Certificate (NSC) exam. The study is couched in the theoretical framework of Critical Emancipatory Research which advocates peace, hope, equality, freedom, and social justice. A transformative paradigm under the qualitative approach and participatory action research design was adopted to analyse the experiences of the stakeholders of the research school. A focus group discussion was conducted with the school management team (SMT) of a particular secondary school in the Metro East Education district in the Western Cape. This SMT comprised eight members, including the school principal. The findings revealed that ineffective communication and a lack of clear goals are the primary causes of challenges to the effective implementation of instructional leadership. Contrary to this, effective communication and formulation of clear goals can alleviate the challenges experienced in instructional leadership. Considering the findings, the study argues that effective communication, and a formulation of clear goals, are a prerequisite for the implementation of effective instructional leadership in schools. This study contributes to the body of research on the challenges of implementing effective instructional leadership from the township context in the Western Cape province in South Africa. Keywords: instructional leadership, critical emancipatory research, participatory action research, learner achievement, teamwork.

Женская преступность как особый социально опасный феномен современного общества

The scientific article provides an analysis of the main factors contributing to the commission of crimes by women in the Russian Federation. Socio-economic, moral-psychological and family and domestic aspects that influence criminal behavior, including the financial situation of women and gender stereotypes, are considered. Particular attention is paid to the reasons why women commit crime, among which are defense mechanisms in conditions of social isolation. Distinctions are made between female and male criminality in order to comprehensively explore the issues of the present study. Based on the data obtained, practical recommendations are offered to reduce female criminality, including the development of specialized social support programs, access to psychological assistance and educational resources. Attention is also focused on the importance of an integrated approach to solving the problem of female's criminality in order to increase security and social justice in modern society.

Adding to global knowledge by leveraging mindfulness: revisiting the five facet mindfulness questionnaire in IT/ITES industry

Purpose This study aims to revisit the properties of 24-item version of mindfulness scale proposed by Bohlmeijer et al. (2011) in an Indian context to add to the existing global knowledge base on mindfulness. Design/methodology/approach A questionnaire was administered to 531 adult employees working in the IT/ITES sector in India. Their responses were analysed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and validity statistics to validate the Indian adaptation of the five-facet mindfulness questionnaire (FFMQ). Findings The findings confirmed that the Indian version of the 24-item short form of the FFMQ (denoted as FFMQ-SF) matches the findings of Bohlmeijer et al. (2011). It can, therefore, provide valuable insights to both employees and management on the benefits of mindfulness in the workplace. Research limitations/implications This paper also presents the limitations of this work along with scholarly and practical implications. It enhances the global understanding of mindfulness, with applications in education, health and well-being, workplaces, social justice, spirituality and personal growth. Originality/value This study justifies and presents a unique instrument for assessing employee mindfulness and is beneficial for both management and employees in navigating the evolving hybrid work environment. It promotes present-moment awareness in a non-judgemental manner, facilitating perspective shifts, improved self-regulation and experiential acceptance. Additionally, the study affirms the five-dimensional structure underlying the mindfulness construct.

Research on the Cognition of Generation Z University Students on Contemporary Feminist Ideologies in the Context of the Digital Society

This study, set against the backdrop of the digital society, focuses on the cognition of Generation Z university students regarding contemporary feminist ideologies. It aims to understand how these students comprehend, accept, and practice feminist concepts amidst the digital wave, and how these concepts influence their social perspectives and behavioral patterns. Through methods such as surveys, in-depth interviews, and online forum analysis, the research systematically collected cognitive data on Generation Z university students understanding of feminist ideologies. The goal is to deepen the understanding of Generation Zs gender concepts and attitudes towards feminism, offering new perspectives and approaches for promoting gender equality and social justice, as well as providing valuable references and insights for future feminist education and research.

Exploring collective agency: a methodological approach to becoming differently1

ABSTRACT Our main objective here is to show the methodological usefulness of philosophical ideas. Concretely, drawing on theoretical analyses related to the concept of social structuring processes (Elder-Vass) and becoming differently (Gilles Deleuze), we argue that the social struggles of Afro-Latin American women can be interrogated in their role of transforming normative identities and fostering innovative communitarian dynamics that enable adaptation and transformation. The central thesis is that embracing a social construction perspective characterised by fluidity, adaptability, and solidarity can offer an alternative philosophically grounded methodological framework capable of addressing the complexities of race, gender, and social justice in Latin America. In the context of the recent necessity to rethink mobilisation and social movements, our findings highlight the significance of structuring processes over identity differentiation and the importance of networked activities in facing systemic challenges. Ultimately, this study contributes to the possibility of moving towards more complex accounts of the plurality communitarian arrangements becoming active in the middle of reality changes and mutual efforts to deal with them.

Engagement and interaction in a culturally diverse higher education setting

The increased migration of the last decades has contributed to the generation of diversified societies, raising the need to understand perceptions about cultural diversity and educate on intercultural communication, intending to shrink discrimination. In order to be able to impact and instruct on intercultural competence, professors must possess preparation and development related to interaction in culturally diversified settings. With the aim to recognize the necessity for improving the interaction between professors and students in multicultural environments, this research explores the role of professors’ identity as an antecedent of intercultural competence, further designating their job engagement. The results of the survey with 322 university professors reveal the central role of professors’ commitment to social justice, as the link between their dedication to students’ needs and their own keenness towards continued involvement in working tasks. The implications emphasize the professors’ predisposition to building a productive and harmonious learning environment as a trigger for their enthusiasm, efficacy and commitment while working in culturally diverse environments. Intercultural competence presents the individual commitment to act with respect and avoid issues that could jeopardize communication in a culturally diverse environment, pointing out its importance for personal and professional relationships. In this way, this study observes cultural diversity from the lens of the impact on professors’ engagement, as the critical tool of diversity-competent, aware and sensitive communities in the long run.