Ideals Of Social Justice Research Articles

Open is not enough: design considerations for a networked data commons

Recently, researchers within the Networked Learning (NL) community have tried to (re)claim NL’s roots in critical pedagogy and (re)assert its commitment to social justice (Networked Learning Editorial Collective, 2021; 2021a). However, despite these avowed intentions, NL has also been criticised from within for “fail[ing] to take account of emancipatory struggles and political imperatives in society more broadly” (Networked Learning Editorial Collective, 2021a, p. 328). The suggestion is made to put NL “to work … to allow the concept of NL itself to become ‘networked’: to make connections, to interrelate, to transform, mutate, and hybridise in response to the pressing issues of our time” (Networked Learning Editorial Collective, 2021a, p. 359). In this paper, we take concepts from NL and put them “to work” in relation to the design of an informal digital learning environment – that is, a digital environment that lies outside of formal education provision, but that is intended to be a place where knowledge can be shared and circulated and where people encounter knowledge in ways that enable them to think, understand or act differently. The work was carried out in the context of a project aiming to develop design principles for an internet-based platform through people would be able to openly access, learn about and share publicly available data, using Scotland’s waste and re-use data as a case study. In this context, we plug NL into a theoretical and methodological design assemblage that connects concepts of openness, data literacy, (de)coloniality, and participatory design into new formations that we hope will allow these concepts to mutate and hybridise into something closer to the social justice ideals that NL claims.

Infusing social justice ideals into community work performed for and by youth: A book review

Infusing social justice ideals into community work performed for and by youth: A book review

Integrating behavioral, psychodynamic, recovery-oriented, and trauma-informed principles to decrease aggressive behavior in inpatient care.

Positive behavioral support plans have been employed since the 1980s in the service of those with developmental disabilities and in school systems and show efficacy for decreasing challenging behaviors and facilitating skill building. Recent years have seen an increased use of positive behavior support (PBS) technology with adults who experience serious mental illness. Inpatient psychiatric units can be traumatizing places as a consequence of the acuity of units and their use of containment methods to address challenging behaviors, such as aggression against others and self-injury. This has resulted in socially just movements from coercive measures in inpatient care, informed by psychotherapeutic, trauma-informed, and recovery-oriented principles that emphasize safety, person-centered values, and developing a life of meaning while ensuring trustworthiness, collaboration, and empowerment. This article describes the effectiveness of a trauma-informed and recovery-oriented PBS approach, informed by psychotherapeutic principles, in the treatment of individuals with serious mental illness on an inpatient unit in decreasing the frequency and intensity of challenging behaviors. The PBS approach is also founded on the ideals of social justice that all individuals have the right to equity and to the pursuit of a meaningful life in society. This is especially true of persons who experience the most marginalization, such as those who are involuntarily hospitalized and who face coercive measures, and who deserve interventions to help them live a life of meaning. Findings suggest that this psychotherapy integration approach leads to significant decreases in aggressive behaviors while decreasing the likelihood of exposure to traumatic experiences for patients and staff alike. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

60 ANOS DE ANGICOS (RN) E O LEGADO DE PAULO FREIRE

This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace.

Digital Equity and School Leadership in a Post-Digital World

Purpose This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity. Design/Approach/Methods Based on Selwyn’s conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools. Findings The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity. Originality/Value Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.

Social Justice Identity and Program Evaluation: A Pilot Study of CMHC Students

Social Justice Identity and Program Evaluation: A Pilot Study of CMHC Students

Aligning State-Owned Enterprises with Constitutional Values

This study examines the relationship between Indonesia's economic constitution and the legal framework governing State-Owned Enterprises (BUMN) holding companies. The research analyzes the alignment of BUMN operations with constitutional ideals of welfare and social justice, based on the principles of the 1945 Constitution and the Limited Liability Company Law. The text highlights the discrepancies between theoretical principles and practical implementations, specifically in the areas of corporate governance, ethical conduct, and fair economic distribution. The investigation focuses on how these discrepancies manifest in BUMN operations, their impact on stakeholders, and the wider socio-economic implications for Indonesia. The study emphasizes the need for specific regulations that are tailored to the unique structural and operational characteristics of BUMN holding companies. Recommendations include improving oversight, increasing transparency, and strengthening accountability mechanisms. These measures are essential for aligning BUMN practices with constitutional mandates, ensuring operational efficiency and competitiveness, and making significant contributions to national socio-economic progress.

The jewish question in the concept of socialist zionism by Moses Hess

The famous German revolutionary activist and publicist of Jewish origin Moses (Moritz) Hess (1812–1875) left a noticeable mark in the history of the formation of the ideology of Zionism, being one of the first to formulate the socialist principles of the future Jewish state.The relevance of the study is determined by the fact that the concept of socialist Zionism, which M. Hess substantiated in the 1860s, was several decades ahead of the development of the ideology of Zionism itself, and also at the beginning of the 20th century determined the emergence of the ideas of Jewish socialism, which were reflected in the activities of the relevant revolutionary parties, especially in the Russian Empire (Poalei Zion, Zionist Socialist Workers Party, Socialist Jewish Workers Party, Tseirei Zion and others). Considering the importance of the conceptual ideas of M. Hess in the further development of the ideology of Jewish nationalism and socialism, it is worth analyzing the evolution of the ideas of M. Hess and determining his views on the solution of the Jewish question in the Western European countries of that time.The conclusions state that the emancipation policy applied by Western European states to the Jewish population in the first half of the 19th century, according to Hess, could not solve the Jewish question. Emancipation only created tension in the relations between Jews and non-Jews, because the latter chose the national principle of development. The non-Jewish society of Western Europe generally excluded Jews from its ideology of national culture. Hess rightly noted the contradictions of the policy of emancipation, which was based on the civilization ideas of the Great French Revolution, but was carried out under the condition of the national elevation of the European peoples. However, in the agrarian societies of Eastern Europe, the above-mentioned phenomena did not acquire the character of an open confrontation between Jews and non-Jews due to the weakly developed national factor and the noticeable influence of traditions. It was the last circumstance that inspired Hess in his concept of socialist Zionism. The religious idea of the collective immortality of the Jewish people should soon be embodied in «earthly Jerusalem», that is, in Jewish statehood on the territory of Palestine. However, the future Jewish republic, according to Hess’s ideas, will certainly be socialist, because the traditional society of Jews, especially in Eastern Europe, was socialist, that is, collectivist. The historical significance of Hess’s ideas was that he was one of the first Western European thinkers to warn of the dangers of the policy of emancipation of the Jewish people, which hid the threat of assimilation on the one hand, and racial anti-Semitism on the other hand. In the second half of the 19th century anti-Semitism in the countries of Western Europe became a noticeable factor not only in the development of national movements, but also influenced the ideological and political debate within socialist groups and parties, whose leaders were forced to take into account the national characteristics of the revolutionary struggle for the ideals of social justice. If we evaluate the concept of Hess through the prism of the revolutionary processes in the development of the Jewish people of Eastern Europe at the beginning of the 20th century, we can state that his ideas turned out to be a true prophecy, and the creation of the Jewish state in the middle of the same century was a natural result of the complex process of the national revival of the Jewish people.

Critical Study on the Legal Policies Relating to Education: With Special Reference to Trafficked Children Living in Childcare Institutions

The edifice of the Indian Constitutional order, which is rooted in the ideals of social justice, liberty, equality, and dignity of individual, secures the basic fundamental rights of its citizen without any discrimination. In spite of constitutional guarantees to its citizenry, vulnerable sections of Indian societies are subjected to various forms of exploitation. Amongst those, children are the most susceptible, due to societal indifference, and lack of compassion and empathy, which resulted in large-scale child trafficking in India. Phenomena of child trafficking and its volume pose a serious question about efficacy of existing policies and programmes against it. In India, there are ‘Child Care Institutions’ (CCIs) to look after the well-being and rehabilitation of such children. Unfortunately, not much attention has been paid to strengthening such homes. Under the existing framework, responsibility has been cast on CCIs to oversee the overall growth and development of such institutionalised children. Appropriate education is their only crutch on which they can overcome their physical and psychological trauma and suffering. From the present study, it is evident that educational rights of such children are imperative for the restoration of their life in the true sense. Measures for improving their life are suggested thereof.

Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion

More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the National Science Foundation's Advanced Technological Education (ATE) program define and measure DEI within their projects. Evaluators gathered the most evidence related to diversity and less evidence related to equity and inclusion. On average, PIs’ projects engaged in activities designed to increase DEI, with the highest focus on diversity. We believe there continues to be room for improvement and implore the movement of engagement with these important topics from the margins to the center of our field's education, theory, and practice.

International service learning: Insights from the voices of host organisations

Service learning is promoted by higher education institutions as a pedagogy that contributes to social justice ideals by providing opportunities for students and community members to engage and cooperate with one another in ways that are mutually beneficial. In international service learning programmes, the interaction typically takes place between students from developed countries who visit and provide assistance to communities in developing countries and in so doing contribute to social justice ideals. Whilst students’ reflections have been documented expansively, the views and experiences of community members have received less attention, casting a shadow over the claim to social justice. This article explores the perceptions and experiences of staff from organisations who have hosted international students over a number of years. Adopting a qualitative approach and an exploratory design, independent field workers interviewed staff from host organisations. The participants shared uncertainty about students’ motives, observations of students’ emotional responses, interpretations related to race and views about the perceived benefits and challenges of service learning. The findings indicate the value of community voices and reflection opportunities and ways in which the feedback could enhance programme processes, practices and outcomes. Recommendations in relation to the practice of international service learning and further research are included. Transdisciplinary Contribution: This article contributes to the body of emerging literature that captures the perspective of host organisations.

Student Veterans’ Social Justice Identity and Perceptions of Suicide Prevention

Suicide is a leading cause of veteran deaths in the United States. Importantly, student veterans with more favorable perceptions of suicide prevention may be more likely to engage in such efforts. Social justice identity includes a commitment to action. Therefore, social justice-oriented student veterans may be more likely to commit to the mission of suicide prevention to protect themselves and others. This study sought to examine how social justice identity predicts student veterans’ perceptions of suicide prevention. Cross-sectional survey data collected from 85 student veterans explored how their social justice identity predicted their perceptions of suicide prevention. A canonical correlation analysis revealed that social justice identity (most notably, self-efficacy and perceived supports or barriers) was a significant predictor of student veterans’ perceptions of suicide prevention (most notably, perceived behavioral control and intent). Mental health professionals and university administration should consider ways to enhance or establish veteran-specific resources, including student veteran peer supports with a social justice identity.

Reflections of Dr. B.R Ambedkar’s Idea of Social Justice

Dr. B. R. Ambedkar is revered as a hero for his role in advancing equality. Bhimrao Ramji Ambedkar was an instrumental figure in the formation of our nation's constitution and was one of the principal authors of it. He made it illegal to discriminate against those who were considered to be of a lower caste or to be untouchable, and he worked toward establishing equality among the citizens of our nation. He stated that he had faith in a community that could support the ideals of friendship, equality, and fraternity. However, in the early days of our nation, a man who had done so much for our country had been subjected to numerous cruelties because of his caste. Dr. Bhimrao Babasaheb Ramji Ambedkar was a renegade who challenged the social order in which the contradiction of caste and class had been apparent for years. His egalitarian philosophy was "one man, one value," and it was based on the belief that everyone should be treated equally. Dr. Ambedkar worked hard to change the pre-existing social order based on caste and class, and he strove to plant the seed of social justice. He accomplished this by lobbying for a wide range of causes, including the plight of the caste system and untouchability, human rights, labour rights, women's rights, and, most crucially, Indian politics. Because he was born into a mahar family in the state of Maharashtra, he was subjected to the humiliations and discrimination that came with being an untouchable. According to B. R. Ambedkar, social justice is a method for constructing an ideal society or a society that is just. According to him, a just society is one that does not practise caste, is founded on the ideals of social justice, and incorporates all three of the following elements: liberty, equality, and fraternity. Ambedkar's vision for the perfect society is underpinned by a commitment to a pair of core values. The purpose of the study is to describe and analyse the concept of social justice that was conceived of by B.R. Ambedkar, who was the architect of the Indian constitution.

Nurturing Intercultural Theological Education towards Social Justice Ideals in South Africa

Post-apartheid South Africa, almost three decades into the democracy, is a society in crisis, facing burgeoning economic and social challenges. Religion is seen as a potential force in supporting social cohesion and nation building. Theological education in its handling of diversity and decoloniality reveals complicity and avoidance. A significant task is to embrace the ‘other’ and to affirm the equality and dignity of all people, bearing in mind there is sufficient theological impetus for this. A key question for this study is how theological education can engage in an intercultural ideal towards authentic participation in the development of society. This article reveals the resources and process of embodied formative education within a mediated learning environment to create a hospitable space for learning about differences. It also allows for antiracist pedagogies to be realised within this safer community. Attention is also given to on how epistemological justice and decolonisation is engaged, envisioning a less domineering approach to theological education that makes space for other voices. This contextual case study affirms African identity, revealing humanising education that can support political change at an interpersonal level, as well as at a geo-political level, in its decolonial agenda of creating an engagement of equals.

Reflections of Dr. B.R Ambedkar’s Idea of Social Justice

Dr. B. R. Ambedkar is revered as a hero for his role in advancing equality. Bhimrao Ramji Ambedkar was an instrumental figure in the formation of our nation's constitution and was one of the principal authors of it. He made it illegal to discriminate against those who were considered to be of a lower caste or to be untouchable, and he worked toward establishing equality among the citizens of our nation. He stated that he had faith in a community that could support the ideals of friendship, equality, and fraternity. However, in the early days of our nation, a man who had done so much for our country had been subjected to numerous cruelties because of his caste. Dr. Bhimrao Babasaheb Ramji Ambedkar was a renegade who challenged the social order in which the contradiction of caste and class had been apparent for years. His egalitarian philosophy was "one man, one value," and it was based on the belief that everyone should be treated equally. Dr. Ambedkar worked hard to change the pre-existing social order based on caste and class, and he strove to plant the seed of social justice. He accomplished this by lobbying for a wide range of causes, including the plight of the caste system and untouchability, human rights, labour rights, women's rights, and, most crucially, Indian politics. Because he was born into a mahar family in the state of Maharashtra, he was subjected to the humiliations and discrimination that came with being an untouchable. According to B. R. Ambedkar, social justice is a method for constructing an ideal society or a society that is just. According to him, a just society is one that does not practise caste, is founded on the ideals of social justice, and incorporates all three of the following elements: liberty, equality, and fraternity. Ambedkar's vision for the perfect society is underpinned by a commitment to a pair of core values. The purpose of the study is to describe and analyse the concept of social justice that was conceived of by B.R. Ambedkar, who was the architect of the Indian constitution.

REFLECTIONS OF DR. B.R AMBEDKAR’S IDEA OF SOCIAL JUSTICE

Dr. B. R. Ambedkar is revered as a hero for his role in advancing equality. Bhimrao Ramji Ambedkar was an instrumental figure in the formation of our nation's constitution and was one of the principal authors of it. He made it illegal to discriminate against those who were considered to be of a lower caste or to be untouchable, and he worked toward establishing equality among the citizens of our nation. He stated that he had faith in a community that could support the ideals of friendship, equality, and fraternity. However, in the early days of our nation, a man who had done so much for our country had been subjected to numerous cruelties because of his caste. Dr. Bhimrao Babasaheb Ramji Ambedkar was a renegade who challenged the social order in which the contradiction of caste and class had been apparent for years. His egalitarian philosophy was "one man, one value," and it was based on the belief that everyone should be treated equally. Dr. Ambedkar worked hard to change the pre-existing social order based on caste and class, and he strove to plant the seed of social justice. He accomplished this by lobbying for a wide range of causes, including the plight of the caste system and untouchability, human rights, labour rights, women's rights, and, most crucially, Indian politics. Because he was born into a mahar family in the state of Maharashtra, he was subjected to the humiliations and discrimination that came with being an untouchable. According to B. R. Ambedkar, social justice is a method for constructing an ideal society or a society that is just. According to him, a just society is one that does not practice caste, is founded on the ideals of social justice, and incorporates all three of the following elements: liberty, equality, and fraternity. Ambedkar's vision for the perfect society is underpinned by a commitment to a pair of core values. The purpose of the study is to describe and analyze the concept of social justice that was conceived of by B.R. Ambedkar, who was the architect of the Indian constitution.

Reflections of Dr. B.R Ambedkar’s Idea of Social Justice

Dr. B. R. Ambedkar is revered as a hero for his role in advancing equality. Bhimrao Ramji Ambedkar was an instrumental figure in the formation of our nation's constitution and was one of the principal authors of it. He made it illegal to discriminate against those who were considered to be of a lower caste or to be untouchable, and he worked toward establishing equality among the citizens of our nation. He stated that he had faith in a community that could support the ideals of friendship, equality, and fraternity. However, in the early days of our nation, a man who had done so much for our country had been subjected to numerous cruelties because of his caste. Dr. Bhimrao Babasaheb Ramji Ambedkar was a renegade who challenged the social order in which the contradiction of caste and class had been apparent for years. His egalitarian philosophy was "one man, one value," and it was based on the belief that everyone should be treated equally. Dr. Ambedkar worked hard to change the pre-existing social order based on caste and class, and he strove to plant the seed of social justice. He accomplished this by lobbying for a wide range of causes, including the plight of the caste system and untouchability, human rights, labour rights, women's rights, and, most crucially, Indian politics. Because he was born into a mahar family in the state of Maharashtra, he was subjected to the humiliations and discrimination that came with being an untouchable. According to B. R. Ambedkar, social justice is a method for constructing an ideal society or a society that is just. According to him, a just society is one that does not practise caste, is founded on the ideals of social justice, and incorporates all three of the following elements: liberty, equality, and fraternity. Ambedkar's vision for the perfect society is underpinned by a commitment to a pair of core values. The purpose of the study is to describe and analyse the concept of social justice that was conceived of by B.R. Ambedkar, who was the architect of the Indian constitution.

Social Justice Identity Development for International Counseling Psychology Students

Despite the inclusion of social justice and international issues in counseling psychology, there are no conceptual models or research to date that focus on social justice identity development and training issues for international counseling psychology students. The unique cross-cultural experiences and systemic injustices facing many international counseling psychology students may inform their social justice identity development in a distinctive manner. Thus, by incorporating biculturalism and transformative learning theories, this article proposes a theoretical model to illustrate the psychological processes and outcomes of social justice identity development for international counseling psychology students with the following four phases: (a) cultural and social awareness of privilege and oppression, (b) critical analysis of systemic oppression across cultures, (c) synergistic development of social justice competence and bicultural competence, and (d) integration of social justice identity and competence across cultures. We provide recommendations for future practice, advocacy, education, training, and research.

Collective Program Social Justice Identity and Perceived Norms on Promoting Student Advocacy

A growing body of research suggests that graduate psychology training programs with a stronger collective social justice identity are likely to provide more support for students’ advocacy engagements than those with discrepant views among members. We conducted response surface analyses ( N = 178 PhD students; across 16 counseling psychology programs) to examine whether the degree of congruence and discrepancy in social justice attitudes and perceptions of training program norms (perceived social justice norms among students and faculty) between the individual student and other students in their program would be associated with students’ social justice advocacy intentions and behaviors. Higher congruence in attitudes and perceived norms (among students and faculty) were significantly associated with advocacy intentions. For advocacy behaviors, only congruently higher perceptions of faculty were significantly associated. Discrepant attitudes and perceived norms were not significantly related to students’ advocacy intentions and behaviors. Recommendations for training and research are discussed.

Facilitating the Professional Development of International Counseling Psychology Students: Introduction to Special Issue

The growing community of international counseling students in the United States has been a vital force in the internationalization of counseling psychology and the diversification of counseling practices. However, their intersectional identity of being both an international student and a counseling student is also associated with a variety of unique challenges in training and career development. This Special Issue includes five articles that address a conceptual model on international students’ social justice identity development, experiences of clinical training and clinical supervision, career barriers and coping efficacy, and experiences of counseling psychology faculty from international backgrounds. Each of these articles discusses challenges faced by international counseling psychology students and provides implications that can be used to facilitate the professional development of international counseling psychology students.