Social Justice Issues Research Articles

How Journalists Deal with Inclusion and Objectivity: Three Models of Social Justice Coverage

ABSTRACT This article investigates how journalists perceive the role of inclusion and objectivity in their coverage of social justice topics. Theoretically, this article engages with the concept of objectivity through the feminist lens of standpoint theory. Seventeen semi-structured interviews were conducted with journalists covering LGBTI topics, nine of whom identified as non-heterosexual, from five prominent Flemish newspapers. The findings reveal three distinct approaches to covering social justice issues, based on how journalists conceptualize objectivity and inclusion in their work: the objectivity model, the inclusivity model, and the advocacy model. Additionally, this article identifies three key challenges to achieving more inclusive coverage that go beyond the traditional notion of objectivity: implementing clear guidelines, fostering reflexivity, and addressing intersectional shortcomings. Newsrooms can tackle these challenges by creating opportunities for reflection, both in terms of time and physical space, and by openly communicating their value frameworks to both audiences and staff. This is particularly crucial in an era marked by deliberate provocations against LGBTI rights.

Sanitizing Stories, Palatable Books: Fictionalizing Dutch Colonial History for Anglophone Audiences in The Miniaturist and The Naturalist of Amsterdam

ABSTRACT Works of “book club fiction” like Jessie Burton’s The Miniaturist and Melissa Ashley’s The Naturalist of Amsterdam often are destined to reach a wide non-academic audience, potentially becoming the primary conduit through which that audience is exposed to the histories of so-called “minor empires.” For this reason, it is critical that we think carefully about exactly what stories are being told in narratives of this type. While The Miniaturist has ironically attracted criticism from reviewers for coming across as almost too aware of and engaged with social justice issues, a careful reading of both Burton’s and Ashley’s novels reveals pressing questions about how well they address colonial histories. Although Burton and Ashley confront the usurpation of women’s agency in various forms and imagine anti-patriarchal resistance in a rich array of guises, both texts also reproduce persisting mythologies of empire that oversimplify and occlude the challenging relationships between gender, race, and imperial power. A paired reading of Burton’s and Ashley’s novels illustrates the continuing vulnerability of the histories of “minor empires” to being suppressed, sanitized, and made palatable for white Anglophone readers from former or current colonizer societies – including in ostensibly feminist texts where intersectional perspectives are missing or are incompletely rendered.

Challenges and Resiliency: Social Determinants of Health, COVID-19, and the Disproportionate Impact on Immigrants and Refugees Living with HIV.

The human immunodeficiency virus (HIV) pandemic is a global public health and social justice issue. HIV continues to disproportionately affect marginalized populations, including immigrants and refugees living with HIV (IRLHIV). This study investigated and captured the experiences of IRLHIV using the social determinants of health framework. This study examined the intersecting factors affecting the health and well-being of IRLHIV in Alberta, Canada, prior to and during the COVID-19 pandemic. Concurrent mixed methods were used. Employing an online survey (n = 124) and photovoice methodology (n = 13), the researchers identified five salient themes: experiences of racism and discrimination, challenges accessing nutrition, healthcare, and affordable housing, and precarious employment situations. The findings underscored the amplification of pre-existing inequities during the COVID-19 pandemic, intensifying the discrimination and stigma faced by IRLHIV due to both their health status and immigration background. These findings highlight the urgent need for targeted, evidence-based interventions to address the social determinants of health that adversely affect IRLHIV. The researchers recommend further participatory research action into health disparities for IRLHIV to create responsive and culturally safe services for IRLHIV.

Exploring Racial Justice with Culturally Responsive Mathematical Modeling in the Primary Grades: Cultivating Criticality in the Problem-Based Learning Space

This study explores the integration of culturally responsive mathematical modeling (CRMM) in primary grades to promote racial justice and critical consciousness. The research focuses on how CRMM can support problem-based learning (PBL) by engaging students in analyzing real-world issues through mathematics. CRMM leverages students' cultural knowledge, identities, and experiences to critically examine and address social justice issues, such as racial representation in classroom libraries. The study utilizes a case study approach to investigate the supports and challenges faced by two primary grade teachers in designing and implementing a CRMM task, the Library Diversity Project. This project aimed to evaluate and improve the fairness of classroom library collections by analyzing the representation of different racial and cultural groups in children's books. The research highlights the importance of collegial support, critical reflection, and the use of specific pedagogical tools, such as decision matrices and graphical representations, in facilitating CRMM. Key findings indicate that CRMM tasks can cultivate critical awareness and empathy among students, enabling them to take action to address inequities. The study also unveils the complexity of implementing CRMM, particularly in navigating political, contextual, and mathematical challenges. Teachers' critical reflexivity and collaboration were essential in addressing these challenges and fostering a learning environment that allowed students to use mathematics to analyze an issue and take action. The research contributes to the literature on equity-focused mathematics education by providing empirical evidence of the potential of CRMM to promote social justice in the primary grades. It emphasizes the need for ongoing professional development and support for teachers to effectively integrate CRMM into their practice. The study concludes with recommendations for future research and practice in culturally responsive mathematics teaching.

Study on the Interactive Relationship Between Educational Equality and National Development: Educational Gender Differences as Examples

Gender disparities in education persist in the 21st century despite significant economic and societal advancements, leading to a negative impact on general education and educational equity. This essay explores the intricate relationship between gender gaps in education and their broader economic and societal development implications. The analysis highlights how disparities in educational access and outcomes between genders influence workforce participation, income equality, and overall economic growth by examining various global contexts. Preserving educational equality also heavily depends on economic stability and national progress. It also considers the role of cultural norms and policies in shaping educational opportunities, demonstrating that equitable education for all genders fosters innovation, social cohesion, and sustainable development. Ultimately, the essay argues that addressing gender gaps in education is an issue of social justice, an important factor in societal advancement and economic prosperity, and a cause that should receive more national support as well as the creation and revision of pertinent policies.

Endometriosis in later life: an intersectional analysis from the perspective of epistemic injustice.

Endometriosis, a chronic inflammatory condition affecting 10% of biological women, is widely understudied and particularly overlooked in later life. Discussions surrounding endometriosis predominantly centre on medical gender bias during reproductive years, with limited attention to intersecting factors of discrimination and the impact of ageism on affected individuals. As endometriosis is framed as a disease of reproductive age, research is lacking when it comes to the effects of the illness on the older population. Symptoms in (post)menopausal individuals are frequently misattributed to other ailments due to ageist and sexist preconceptions, leading to prolonged diagnoses and mistreatment. This is a social justice issue in which age and sex contribute to the discrimination of a certain population - namely older biological women living with endometriosis. In this paper, we approach this issue from the perspective of epistemic justice. The experiences of the affected persons are shaped by a lack of knowledge about endometriosis among both the healthcare personal and the affected person, as well as a lack of acknowledgement and consideration of the persons experiences. Using the lens of epistemic justice, we develop an analytical model to understand the intersection of age and gender in the experiences of endometriosis patients. This article contributes to ongoing debates on epistemic injustice and intersectionality within medicine and healthcare, offering an analytical model that connects the critical approaches of epistemic injustice and intersectionality to address health injustice. Ultimately, this work advocates for a comprehensive, lifespan approach to endometriosis that acknowledges and addresses intersecting forms of discrimination.

Emanating Change Fragments of Micro-Empowerment Among Women Leaders in Mindanao Philippines

Significant efforts have been undertaken to address the challenges in Mindanao. Given the complexity of issues in the region, a top-down approach must be complemented by grassroots-level initiatives. In this context, micro-empowerment is key to fostering positive community transformation. This article explores the motivations and work of twelve (12) women leaders in Mindanao who have advanced community empowerment through education, micro- entrepreneurship, and peace-building initiatives. These efforts have amplified marginalized voices and enhanced the visibility of women’s participation in addressing issues of peace and social justice, contributing to the broader cause of women’s empowerment in Mindanao. Moreover, their community engagement has fostered personal growth, offering a nuanced understanding of empowerment. Using narrative analysis, the study evaluates the motivations and fundamental practices behind these leaders’ grassroots efforts. Findings reveal that the women’s activism arises from intersecting factors such as contextual influences, ingrained social activities, and experiences of marginalization, which shape their unique perspectives on community concerns. Their activism is not coincidental, but a reflexive response to their lived experiences, inspiring them to drive change. By integrating the concepts of situated knowledges and intersectionality, the study highlights how these women’s consciousness and worldviews have informed their community engagement, transforming personal narratives into political action. By amplifying women’s narratives, the study underscores the importance of inclusive narratives in addressing gender inequalities, aligning with the United Nations Sustainable Goals focused on gender equality and women’s empowerment.

A Qualitative Analysis of Student Perspectives of Their Post-secondary Nutrition and Dietetics Program, Courses, and Instructors: Applying a Critical Pedagogies Perspective

Postsecondary dietetics education is in a time of transition in Canada and specifically in Manitoba. We sought to qualitatively investigate this cohort’s perspectives on the University of Manitoba’s dietetics program. In 2020/21, interviews were conducted with undergraduate dietetics students as well as dietetics interns and graduate students who had recently completed the undergraduate dietetics program. We recruited 25 participants, all of whom self-identified as female, with 60% identifying as white, with an average age of 25 years old. Informed by critical pedagogy, our analysis yielded four themes: motivations for studying dietetics; learning outside the classroom; development of critical awareness; and uncertain career futures and training improvements. Social media featured in each of the themes, particularly in how it exposed participants to various social justice movements. While students acknowledged developing more critical awareness in their programs, they nonetheless felt a disconnect between what they perceived they needed to learn and what was taught. Participants also described uncertainty associated with the future directions of their program or career. Analysis of their perspectives reveal ways dietetics and dietetics education could further incorporate critical pedagogies that highlight social justice issues, enhancing the field’s potential to contribute to public health and health promotion. In this time of transition for dietetics education in Manitoba, drawing inspiration from perspectives of this cohort, there is an opportunity for dietetics and pedagogy to evolve. There is also potential to apply critical pedagogy to analyze trainee perspectives of other health professional education and training programs.

Blood on the Plaza

Exploration of the pivotal events surrounding the Tlatelolco Massacre of October 2, 1968, and its profound impact on Mexican society, politics, and international relations. The research delved into the complex dynamics leading up to and following the tragic event, examining the role of student activists, and the actions of the Mexican government under President Gustavo Díaz Ordaz, and the broader implications for issues of social justice and governmental control of social classes, not only in Mexico but globally.

Student mental health since COVID-19 and teachers' use of culturally relevant and emotionally supportive practices.

The rising social unrest regarding social justice issues across the nation, as well as health concerns and isolation as a result of the COVID-19 pandemic, brought about a time of unprecedented distress for students across the United States. As schools transitioned back to in-person instruction, teachers may have utilized different strategies in the classroom to help support student mental health during this time of crisis. In the present study, we surveyed a sample of 1,449 full-time K-12 teachers during the Spring 2022 semester to examine the relationships between their perceptions of student mental health decline and their use of emotionally supportive and culturally relevant practices. We examined whether these relationships differed depending on whether students spoke a foreign language at home and the racial background of the students in the class. Structural equation modeling results revealed that teachers' perceptions of student mental health decline were associated with greater use of emotionally supportive, but not culturally relevant, strategies. The relationship between teachers' perceptions of student mental health decline and use of both types of strategies were stronger in classrooms with 50% or more students who spoke a foreign language at home, but not as a function of the proportion of Black, Indigenous, and people of color students in class. Results highlight teachers' responsive use of emotional support, and use of both emotionally supportive and culturally relevant strategies to support the mental health of students from non-English-speaking households. However, findings point to the need for teachers to utilize more culturally relevant strategies in times of crisis, particularly in classrooms with more Black, Indigenous, and people of color students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Interdisciplinary Urban Interventions: Fostering Social Justice Through Collaborative Research-Led Design in Architectural Education

This study aims to examine how interdisciplinary urban interventions within architectural education can effectively address social justice issues. Motivated by the growing need for inclusive and equitable urban spaces, this research explores the potential of collaborative design and participatory research methods to foster social awareness and community engagement. Focusing on student-led projects in cities such as Houston, San Diego, and Amsterdam, this study addresses social justice challenges across themes like Art Activism, Tactical Urbanism, environmental justice, and gender equity. Using case study analysis, digital mapping, and poster creation as core methodologies, the research demonstrates the value of multi-scalar, interdisciplinary approaches in tackling complex urban problems. The key findings highlight that integrating these approaches into architectural education promotes critical engagement with social justice issues, equipping students with practical skills for future professional challenges. The implications suggest that expanding this framework to diverse urban contexts could enhance its impact, offering a foundation for further studies on interdisciplinary design as a tool for urban equity.

Student Perceptions of the Names of Women’s and Gender Studies Programs: Considerations for Administrators and Decision-Makers

In recent years, a shift toward the commercialization of higher education and economic market-oriented priorities have pushed academic departments to reflect on their identities as disciplines and consider innovative recruitment and retention methods. The name of a program has broad implications for how students perceive an academic unit within an institution. The question of what to call a program is contentious, particularly for academic departments whose disciplines are diverse and dynamic over time. Women’s and Gender Studies (WGST) programs face additional challenges in an increasingly polarized political landscape. This tension has prompted some programs to consider changing their names to titles they believe may be more marketable to potential students. However, the extent to which alternative names are perceived as more engaging remains unclear. This exploratory study of students at a university in southeastern Ontario, Canada, assessed perceptions of different WGST program names depending on previous experience in WGST. Students who had previously taken a WGST course generally supported traditional names such as Women’s Studies. However, students who had never taken a WGST course responded more positively to “neutral” names (e.g. Equity, Diversity, and Inclusion Studies). Thus, adopting broader program names may appeal to new students while maintaining the commitment to feminist scholarship, thereby improving recruitment and retention. We present considerations for university administrators, including emphasizing recruitment efforts toward students who may not traditionally gravitate toward WGST courses. Diversity in enrollment in WGST courses encourages rich discussion of social justice issues that may not be apparent under the narrow heading of “Women’s Studies.”

Does artificial intelligence bias perceptions of environmental challenges?

Abstract Artificial intelligence (AI) is reshaping how humans obtain information about environmental challenges. Yet the outputs of AI chatbots contain biases that affect how humans view these challenges. Here, we use qualitative and quantitative content analysis to identify bias in AI chatbot characterizations of the issues, causes, consequences, and solutions to environmental challenges. By manually coding an original dataset of 1512 chatbot responses across multiple environmental challenges and chatbots, we identify a number of overlapping areas of bias. Most notably, chatbots are prone to proposing incremental solutions to environmental challenges that draw heavily on past experience and avoid more radical changes to existing economic, social, and political systems. We also find that chatbots are reluctant to assign accountability to investors and avoid associating environmental challenges with broader social justice issues. These findings present new dimensions of bias in AI and auger towards a more critical treatment of AI’s hidden environmental impacts.

Stewardship and social justice: implications of using the precautionary principle to justify burdensome antimicrobial stewardship measures.

Antimicrobial resistance has been termed a 'silent pandemic', a 'hidden killer.' This language might indicate a threat of significant future harm to humans, animals, and the environment from resistant microbes. If that harm is uncertain but serious, the precautionary principle might apply to the issue, and might require taking 'precautionary measures' to avert the threat of antimicrobial resistance, including stewardship interventions like antibiotic prescription caps, bans on certain uses in farming sectors, and eliminating over-the-counter uses of antibiotics. The precautionary principle is a useful tool in ethical analyses of antimicrobial stewardship measures, but as I argue in this article, it ought not be used as a standalone tool. The principle considers the magnitude of harms to be averted and those arising from precautionary measures, but-importantly-it does not consider the distribution of those harms. That may raise issues of social justice if the harms of stewardship measures befall already disadvantaged populations. To avoid this blind spot in ethical analysis using the precautionary principle, it ought never be used alone, but rather always alongside justice-considering ethical concepts such as reciprocity, benefit-sharing, or a just transition.

Echoes of Justice: The Impact of Laudato Si and Laudate Deum on Addressing Injustice in Our World

This study examines and highlights the relevance of Laudato Si’ and Laudate Deum in addressing injustice within the context of environmental degradation. The researcher argues that these documents provide profound moral perspectives that frame environmental issues not merely as ecological challenges but as manifestations of injustice affecting humanity as a whole. A qualitative approach was employed, combining descriptive qualitative and comparative methods. The study involves an in-depth exploration of Pope Francis's thoughts on justice in Laudato Si’ and Laudate Deum, utilizing literature reviews of Church documents and the Pope's personal history. The findings reveal that Pope Francis integrates social and ecological justice within a framework of integral ecology, emphasizing the interconnectedness of humanity and creation. Drawing from John Rawls's distributive justice and Brian Baxter's ecological justice theories, the study explores how these perspectives are reflected in the papal encyclicals. While Rawls focuses on the fair distribution of rights and duties within social institutions, Baxter extends justice to non-human entities. Pope Francis synthesizes these ideas, advocating for social inclusion and ecological stewardship as responses to exploitation and inequality. The study underscores the holistic approach of Pope Francis, where justice encompasses the dignity of the marginalized and the protection of the environment. His teachings challenge technocratic paradigms and call for collective responsibility to create a more just and sustainable world. By bridging social and ecological concerns, Laudato Si’ and Laudate Deum offer critical insights for addressing environmental degradation as an issue of moral and social justice.

The Evolution of Activism: From Civil Rights to Digital Advocacy

This paper investigates the transformation of activism from the Civil Rights Movement to the modern era of digital advocacy. Activism has historically served as a powerful catalyst for societal change, shaping public policy, social norms, and cultural values. From civil rights demonstrations in the mid-20th century to today’s online campaigns, the methodologies and mediums of activism have evolved significantly, mirroring shifts in technology, political ideologies, and social dynamics. The paper traces these changes, highlighting key historical movements, the integration of environmental and social justice issues, and the rapid rise of digital platforms as vehicles for mass mobilization. Despite the efficiency and global reach of digital activism, challenges such as misinformation, digital privacy, and the sustainability of online engagement persist. Examining the interplay between technology and activism, the study ultimately considers the opportunities and limitations that digital platforms present for the future of social advocacy. Keywords: Activism, Civil Rights Movement, Social Justice, Digital Advocacy, Environmental Activism.

Towards a just Chinese energy transition: Socioeconomic considerations in China's carbon neutrality policies

Many countries have been actively implementing carbon neutrality initiatives. In September 2020, China, which is the second-largest economy and the top carbon emitter, publicly committed to reaching carbon neutrality by 2060. This paper presents a novel bibliometric visualisation analysis of the carbon neutrality policies developed in China to investigate the topics of these policies and determine whether China can achieve a just energy transition (JET). The results show that socioeconomic factors are insufficiently considered in the selected policies, which leads to conclusions about what insights are still needed to understand a JET in the pursuit of carbon neutrality and ensure that no one is left behind. Accordingly, this paper presents several policy implications for increasing social justice and achieving a better, more just energy transition. This work may inspire scholars and policymakers in China and other countries to pay more attention to the unemployment of vulnerable groups and other social justice issues. Moreover, this paper provides an opportunity to expand the academic horizon of the JET as a research field.

The Impact of Psychological Violence on Social Cohesion and Political Stability

Psychological violence, particularly against women, has detrimental effects on mental health. Political leaders must prioritize initiatives to address this issue and empower survivors of gender equality and social justice. By integrating the principles of justice and equality into political agendas, societies can foster gender equity and protect the rights and dignity of individuals. This study examines the impact of psychological violence on social cohesion and its ramifications on political stability. Using a comprehensive mixed-methods approach, this study explored gender dynamics, the impact of psychological violence, and political involvement. Conflict theory is used to understand how psychological violence exacerbates social and political tension. This study found that political intimidation threatens democratic norms and social cohesion. Recognizing these distinctions is crucial for crafting targeted interventions and policies to mitigate the belongings of psychological strength, foster social consistency, and safeguard administrative stability in an interconnected world.

Supporting Public Humanities at the Critical Intersections: An Imagining America Manifesto

Abstract Drawing upon findings from an Imagining America research project funded by the Mellon Foundation (2019–2023), this research paper and manifesto proposes five critical ways in which institutions of higher education can better support public humanities. Through over one hundred individual interviews, twenty multimedia case studies, a national graduate scholar survey, an online study group, and public conversations, we learned how public scholars have consistently conducted research that matters – responding to urgent challenges in the world, including on the pressing ecological, social, racial, and economic justice issues of our time. However, the diverse inter-generational Imagining America (IA) research team also found that most academic institutions are still not designed to support this important work. By favoring narrow disciplinary boundaries and norms and individualized methods over collective commitments and reciprocal partnerships, most institutions marginalize and disincentivize public humanities. Our research respondents overwhelmingly agreed that instead of change initiatives led from the top of the university, publicly engaged scholars themselves lead the way by virtue of their groundbreaking collaborative, relational, reflective, critical yet hopeful grounded research. The manifesto shared at the end of the paper proposes how to support this important work today.

Mathematics for Social Justice: An Action Research Study with Working-Class Children in a Pakistani Classroom

This paper investigates the integration of social justice in mathematics teaching in Pakistani classrooms. It has been widely observed that mathematics lessons usually focus on factual recall and procedural fluency which do not promote students’ capability of using mathematics for critical analysis of societal practices. Therefore, critical mathematics education makes an effort to shift the focus of mathematics teaching from procedural fluency to thinking critically about mathematical concepts, understanding the socio-political context of mathematics, and promoting a more inclusive and equitable learning environment. Hence, this approach recognizes that mathematics is not a neutral subject but is influenced by cultural, social, and historical factors. Like many countries, Pakistan also views education as a prerequisite for fighting poverty, improving living standards, and eliminating all forms of discrimination. So, these purposes of education can be better achieved by developing a sense of awareness and importance of social issues among students. Therefore, this action research explored the integration of the concepts of social justice in teaching mathematics. Consequently, the study incorporated a range of mathematical concepts such as percentages, fractions, and decimals to engage students in discussion, debate, and thinking to explore alternatives to address the inequalities prevalent in the society. The study concludes that social justice pedagogy allows students to explore mathematics beyond the classrooms, develop a deeper understanding of mathematical concepts, and acquire knowledge to become critical individuals. Moreover, integrating social justice issues into teaching mathematics has potential to help students develop an awareness of social inequality and a sense of social agency.