Pursuit Of Social Justice Research Articles

INSTRUMENTALIDAD DE LA FUNCIÓN ADMINISTRATIVA PARA EL LOGRO DE LA JUSTICIA SOCIAL

En esto estudo se intentará avanzar en la conceptualizacion de Derecho Administrativo con el destaque de la trascendencia jurídica de la justicia social, sus amenazas actuales y los requerimientos que el bien común impone para su efectiva realización. Pero, el principal enemigo del justicia social és la corrupción política. El principal antídoto contra la corrupción en pos de la justicia social y del consiguiente aseguramiento y garantía de todos y cada uno de los derechos humanos, es la Etica. Se impone avanzar en la edificación del nuevo Derecho Administrativo fundado en la imprescindible reafirmación de la centralidad de la persona y de la servicialidad administrativa para el logro de la justicia social.

Hayek’s Appreciative Theory and Social Justice

How can Hayek's epistemic institutionalism contribute to seeking social justice? I contribute to Peter Boettke’s project by bridging the gap between the Hayekian critique of social justice and its reception among normatively committed theorists and philosophers. I begin by summarizing some inter-related cases proposed by political theorists for rejecting Hayek’s critique of social justice. I add to Boettke’s resources some context around Hayek’s epistemology that establishes quite how deep the problem of coordination goes. I explain the necessary role that appreciative theory plays in our way of understanding the relationship between social morality and society. I then explain how appreciative theory goes some way to answering Hayek’s critics. This highlights the possible overlap between Rawlsian and Hayekian approaches to public policy. Finally, I outline how a positive research program might combine Hayekian insights with the pursuit of social justice, or at the very least the progressive amelioration of the conditions of the relatively disadvantaged.

Shifting sands: The reconfiguration of neoliberal youth penality

This article begins by tracing the emergence of ‘therapeutic surveillance’ as a new formula for neoliberal disciplinary power. It maps and interrogates the reconfiguration of a hybrid array of neoliberal rationalities and technologies for the penal governance of young people who offend. It then engages with the challenges posed by critical realists to the governmentality position by questioning how human agency can contest, subvert and resist the dystopian reach of ‘therapeutic surveillance’ in action. While ‘therapeutic surveillance’ is steeped in a disciplinary logic of individualization and responsibilization, we argue that it also opens the space for a more transformative youth penality to be articulated; one which challenges the constraints of structural disadvantage in the pursuit of social justice. The article concludes by arguing that newly emerging youth justice configurations which have appeared in response to dramatic cuts in public spending offer a plausible or transformative challenge to the regulatory logic of neoliberal youth penality.

In Defense of Resistance

Resistance to unjust power and authority has long been the angry energy of everyday struggle, the defiant democratization of progressive social movements, and the motor force of progressive social change. As critical criminologists, then, our role is to defend the practice of resistance and to explore its radical potential. In doing so, we can usefully investigate emergent moments of resistance that transcend narrow notions of individual intentionality, and we can trace the intricate interplay between immediate acts of resistance and larger dynamics of social transformation. We can focus especially on forms of resistance that both reveal the operations of power and reverse those operations in the interest of social justice. Most importantly, we can move beyond the sort of faux-radical pessimism that denies the potential of contemporary resistance, and embrace instead a multitude of resistant possibilities.

A Survey on the Concept of ‘Tikkun olam: Repairing the World’ in Judaism

A Survey on the Concept of ‘Tikkun olam: Repairing the World’ in Judaism

Transformational Ethics: The Concept of Obedience in Post-Conciliar Jesuit Thinking

The paper sheds light on the change in the concept of obedience within the Society of Jesus since the 1960s. In the aftermath of the Second Vatican Council, a so-called crisis of authority and obedience took place in the Catholic Church and the religious orders. As a consequence, the notions of responsibility and conscience came to the fore in the Jesuit definition of obedience. The religious concept of obedience, that is the obedience towards God, was reassessed as a service to humanity. The paper analyzes how the change in the concept of obedience gave rise to the promotion of social justice, which the Society of Jesus proclaimed at General Congregation 32 in 1974/75. By including the promotion of social justice into their central mission, Jesuits not only fundamentally transformed their self-conception, but also their ethical values. The paper argues that the pursuit of social justice became a form of religious obedience.

Education for sustainable development in Africa: a critique of regional agendas

Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.

Alpha, Omega, and the Letters in Between: LGBTQI Conservative Christians Undoing Gender

Sociologists studying gender have debated West and Zimmerman’s premise that “doing gender is unavoidable,” seeking to ascertain whether people can “undo” or only “redo” gender. While sociologists have been correct to focus on the interactional accomplishment of gender, they have neglected one of Garfinkel’s key insights about interaction: that people hold each other accountable to particular narratives. Neglecting the narrative aspect of doing—and undoing—gender impedes our ability to recognize processes of social change. Based on a qualitative study, we show how the movement for LGBTQI acceptance within U.S. conservative Protestant churches works to make gender not “omnirelevant” by challenging conservative “complementarity” narratives that posit two complementary, opposite sexes as a commandment preceding the Ten Commandments in time and importance. We explore this movement’s ambivalent relationship with homonormativity, highlight three ways this movement resists projecting binary gender narratives into scripture, and examine how some in this movement see the pursuit of social justice as a Christian mandate. The efforts of LGBTQI conservative Christians exemplify how reshaping sex/gender/sexual narratives can create possibilities for undoing gender.

Racial Color-Blindness and Privilege Awareness in Relation to Interest in Social Justice among College Students


 
 
 An online survey examining racial color-blindness, privilege awareness, and social justice was administered to a sample of 381 college students (Mage = 20.53, SD = 4.35). Using multiple regression, increases in heterosexual and class privilege awareness predicted increases in student interest in social justice while increased levels of racial color-blindness predicted decreases in student interest in social justice. These findings suggest that racial color-blindness may serve as a barrier to engagement in social justice while heterosexual and class privilege awareness may buffer the aforementioned barrier. Professors and university administration should consider ways in which they infuse conversations around diversity, privilege, and racial color-blindness into their curriculum.
 
 

Exploring Students' Agentic and Multidimensional Perceptions of Oppressive Campus Environments: The Development of a Transformational Impetus

The campus climate literature obscures the complexity of individuals' perspectives in relation to multiple dimensions of the broader learning environment. Unexamined are the ways students from marginalized backgrounds may respond to oppressive dimensions of the campus climates in unique ways that moderate observed outcome differences. To fill this gap, we leverage survey data to reveal multiple latent facets of the campus climate perceptions and explore how they potentially relate to students' development of a transformational impetus, proposed as an agentic measure of students' responses to perceived oppression in the form of a desire to change the world in the interest of social justice.

Against Individualism, For Relationalism: Toward an Ideal of Human Becoming Committed to Relational Justice

Against Individualism, For Relationalism:Toward an Ideal of Human Becoming Committed to Relational Justice Peter D. Hershock (bio) Henry Rosemont's Against Individualism is a critical meditation on the need to rethink the nature of human becoming in the pursuit of social justice as "the essence of a flourishing human culture" (Rosemont 2015, p. 7). It analytically disputes the modern ideology of the independent, rationally self-interested, rights-bearing individual and presents an alternative: a contemporary Confucian ideal of the interdependent, responsibility-focused, role-bearing person. The guiding premise of Against Individualism is that the great challenges of the twenty-first century—climate change and persistent hunger in a world of excess food production among them—cannot be resolved within the "confines of a capitalist economic system" (Rosemont 2015, p. x). Its conclusion is twofold: descriptively, the individual self is a fiction; prescriptively, individualism is a hindrance rather than a help in securing greater social justice. Rosemont's own prescriptive alternative to individualism grows out of a [End Page 29] relational conception of personhood and a roles-based ethics rooted in the tenor and textures of daily social life: an ethics in which social justice is seen as an exemplary outgrowth or extension of familial roles rather than as a product of abstract reasoning about human rights and responsibilities. Rosemont is a realist when it comes to family dynamics and is remarkably open-minded about the need to extend the horizons of what counts as familial. Although his arguments are rooted in the traditional Confucianism of the Analects, the conception of family by means of which he fleshes out Confucian relationality is thoroughly contemporary. Welcoming pluralism in the form of family relations, Rosemont insists only that family be understood as an institution that is enacted across generations. Family implies lineage. But lineage here has nothing necessarily to do with genetic transmission. It consists, instead, in role-defined patterns of relational continuity and is more crucially social and emotional than biological. Rosemont is avowedly idealist when it comes to the prospects of institutionally embodying a relational conception of personhood—an idealism I regard as necessary. But he is equally idealistic regarding the process of enacting a roles-based ethics, and this idealism is in need, I think, of being tempered with keen-eyed realism about the structuring of social dynamics today. If Rosemont is correct in arguing that we learn roles in the way we learned our native language—by immersion in relations with others who exemplified the use of that language as a medium for expressively elaborating shared experience—then I would argue that enacting role ethics now and in the near future is going to require substantial readiness to engage in what Chan master Linji (d. 866) described as "facing the world, going crosswise." In what follows, I want first briefly to characterize the technologically driven emergence of structural conditions that have the potential to dramatically reshape the relational dynamics of the human experience in ways that have significant implications for the work of achieving social justice. Following this, and building on Rosemont's relational account of personhood, a case will be made for taking into critical account the ironic consequences—especially in these emerging structural conditions—of conceptions of justice wedded to the primacy of the individual human being. Finally, Buddhist resources will be used to extend Rosemont's relational conception of justice, drawing out its implications for socially just pursuits of both freedom and equity. The Contemporary Liability of Individualism The great achievement of modernity has been our liberation, as individual human beings, from the tyranny of traditionally ascribed identities. This has meant a transformative expansion of freedoms-from premodern conceptions of gender, race, and ethnicity, as well as freedoms-to enter the educational, [End Page 30] economic, and political spheres as full participants. Yet, emancipation from the premodern constraints of the birth family, traditional customs, and inherited community has been inseparable from society's disciplinary crafting of the kinds of citizens, workers, and consumers needed to further the modern agendas of nation-building, industrialization, and marketization. That is, the progressive extension of our individual reach in society or who we can choose to be has been...

Education, inequality and social justice: A critical analysis applying the Sen-Bourdieu Analytical Framework

This paper offers a critical examination of the nature of inequalities in relation to education and the pursuit of social justice. It argues that assessment of educational resources and measures such as school enrolment and educational achievement are limited in what they tell us about the injustices learners may experience. It is proposed that, drawing on Amartya Sen’s capability approach, we benefit from extending our evaluative space beyond learners’ achievements to encompass their freedoms to achieve. It is argued that attention should be paid to the relative value individuals place on these various freedoms. Furthermore, in order to deepen insights into the multiple factors influencing the development of learner values, and the unequal possibilities for realising their aspired valued achievements, the discussion also draws on key sociological concepts from Pierre Bourdieu. The theoretical synthesis leads to the introduction of the Sen-Bourdieu Analytical Framework, a conceptual model that illustrates the socially dynamic processes within which learners and formal educational systems are situated. The principal aims are to offer an alternative development paradigm and an expanded evaluative framework to inform local, national and international educational policy and practice.

Social Justice, Sport, and Sociology: A Position Statement

ABSTRACTAmidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development.

Sustaining Suburbia through New Urbanism: Toward Growing, Green, and Just Suburbs?

This article examines the governance dynamics surrounding the development of sustainable neighborhoods in United States metropolitan contexts characterized as suburban sprawl. Drawing on original case study research of three distinct applications of New Urbanism design principles, the article argues for understanding the relative power of municipal authorities to incorporate social justice imperatives into the practice of sustainable development in suburban contexts. Moreover, key to prioritizing social imperatives is the way in which development processes respond to the “suburban ideal”, which is a view of suburbs as an exclusive bourgeois utopia that constrains the ability to connect so-called sustainable development with social justice. Case study research shows how deference to the suburban ideal limits sustainable development to embracing growth and greening interests only and peripheralizing or denying social justice. The article discusses how sustainable development endeavors can address such constraints in the effort to create alternatives to suburban sprawl that integrate the pursuit of social justice with environmental protection and economic growth.

A commentary on encountering austerity; the experiences of four men living in a London hostel

An edited transcript from a conversation between Nina Garthwaite, a former receptionist at a homeless hostel in London and four of the hostel residents: Mick Hatter, Jon Jonn, Stewart Maxwell and Frank Benson. In it, they reflect on a series of discussions held in 2015 and 2016 chaired by Dr. Lynne Friedli, a freelance researcher with a special interest in mental health and social justice. These discussions covered topics from welfare benefits, housing, politics, work, rest and everything in between. Reflecting on these discussions, the men critique the institutional structures that frame their experience of homelessness and joblessness. They argue that these institutions are failing the individuals that they claim to serve. They also reflect on their encounters with academia through this project. They question whether academic research adequately engages with those experiencing austerity first hand. Finally, they question whether it is sufficient to research and discuss these issues without a corresponding focus on action. The paper includes commentaries by Lynne Friedli and Nina Garthwaite, reflecting on the discussion and the use of personal stories, as well as the complex ethical issues involved in bringing together academic and non-academic voices. These include the impact of structural inequalities, power relations, the intersection of class and gender and the power dynamics that flow from the radically different positions of the authors and participants in relation to homelessness and employment and precarity.

An International Social Justice Agenda in School Psychology? Exploring Educational Psychologists’ Social Justice Interest and Practice in England

ABSTRACTSocial justice has been suggested as a possible global moral framework for school psychology. It is, however, culturally understood and research suggests that the engagement with “social justice” in school psychology has been largely limited to a U.S. context. This project sought to extend international understandings and practices of social justice in school psychology. A thematic analysis of nine interviews with educational psychologists based in England was conducted. Social justice was defined as complex, and participants suggested it is important to educational psychology practice in part because of current cuts to public services and educational reforms. Findings also indicated a role for social justice consultation, building relationships, and engaging with broader macrolevel work to enact a social justice agenda. We discuss these findings in relation to previous literature, concluding that our research begins to document the seeds of a broader social justice agenda in school psychology.

Learning to teach in a “World Not Yet Finished”: Social justice education in the middle level preservice teacher classroom

While many preservice teachers turn to teaching because they believe in the power of education in the pursuit of social justice, they also lack concrete ideas for how to bring social justice education into the middle-school classroom. With the goal of preparing social justice educators in mind, teacher educators must find ways to transform these abstract ambitions into concrete skills. In this article, I present my approach to preparing social justice educators in my teacher education classroom, including (a) example learning outcomes and classroom activities to build preservice teachers’ foundational knowledge about the “why” and “what” of social justice education, (b) a process for developing social justice units using a framework called the “Three Phases of a Social Justice Unit,” and (c) example classroom activities to address common fears raised by preservice teachers as they learn about social justice education.

Beyond self-confidence: a participatory evaluation of personal change in Science Gallery's Mediators

Mediators engage in peer-to-peer conversations with young adults visiting the art and science exhibitions at Science Gallery Dublin. Previous evaluation and anecdotal reports show that the interdisciplinary nature of these conversations fosters self-confidence and interest in academic careers. We used the Most Significant Change methodology to evaluate if working as a Mediator has an impact beyond these domains. The results show that civic engagement, interest in social justice and emotional empathy are domains of significant personal change strongly associated with the development of self-confidence and interpersonal skills.

Statistics in Pursuit of Social Justice

Abstract Data skills are in demand. E-commerce, advertising and artificial intelligence companies are willing to pay substantial sums for statistical knowhow. But statisticians can do more than make their mark in business. They can have real impact on people's lives, write Harrison Schramm, Tracey Pérez Koehlmoos and Scott Nestler

An educational framework for participatory action learning and action research (PALAR)

The purpose of this article is to provide an educational, theoretical, and methodological framework for using a special kind of action research, namely PALAR (participatory action learning and action research). This integrated methodology of lifelong action learning (AL) and participatory action research (PAR) has been developed over the past 25 years. It has been proven to be an effective approach to individual, professional, organizational, community (and generally practice) development. PALAR can be instrumental in pursuit of social justice and is well suited for both experienced and beginning researchers interested in researching and improving their own practice. The article illustrates with case examples how this framework has been put into practice for various programs in a variety of fields and countries. The PALAR framework is the basis for a generic program design, structure, and content, and for processes of learning, teaching, assessment, evaluation, and leadership development. It is a systemic and systematic program on how to design, justify, conduct, evaluate, write, and publish research that is particularly useful for community or work-based theses at master’s, professional doctorate, and PhD levels. An original feature of this article is its comprehensive overview and summary of the theory and practice of PALAR for the first time, with references to further readings.