Social Justice Model Research Articles

COVID-19 pandemic: the role of community-based pharmacy practice in health equity.

The COVID-19 pandemic disrupted the landscape of primary care practice, creating new gaps in chronic disease management and worsening existing health disparities. Community-based pharmacy practices have played a critical role in responding to the pandemic; however, their role in promoting health equity and addressing existing health disparities has not been fully characterized. The objective of this commentary is to highlight some of the challenges and opportunities to cultivate an equitable plain field for communities to overcome significant health crises. Moreover, this commentary underscores the potential role of integrating community-based pharmacies into the public health infrastructure. It is uncommon to find an individual or an organization that has not been impacted by the pandemic. As painful as it has been to lose so many lives due to COVID-19 infection, it is critical to dedicate the time to reflect on how we arrived at this point. Compounding this global health crisis, the pandemic did not weigh equally on all community members, but rather some population groups carried the brunt of the pandemic more than others. The disproportionate burden of COVID-19 has uncovered significant gaps in our healthcare system and the global public health response. Understanding how we arrived at that point in the pandemic is a crucial first step toward achieving health equity. While many factors have led us onto the pandemic path, using national and global health frameworks to address health disparities and monitor health inequalities are worth discussing to delineate a roadmap to optimal population health. As these pandemic lessons challenge the status quo throughout communities, facing these new realities allows us to envision a roadmap for social justice, health equity, and innovative models to optimize health. Leveraging community-based pharmacy services could promote health equity, close growing health gaps, increase access to health care, and rapidly detect and respond to public health threats.

The Fourth Industrial Revolution: A Literature Study of Challenges Associated with Access to Education in Rural Schools in Zimbabwe

Research on access to education in Africa has resulted in the revealing of impediments working against the advancement of marginalised groups. Indeed, research shows that Africa lags behind the rest of the world in skills development. This paper reflects on the factors perpetuating hierarchies in the fourth industrial revolution, with particular attention on rural schools in Zimbabwe. It seeks to unearth challenges perpetuating inequalities in access to education. Utilising Fraser’s model of social justice, this paper contributes to the unmasking of the potential disparities manifested by the fourth industrial revolution. Therefore, by exposing the challenges of the fourth industrial revolution, this paper highlights the complexity of achieving equal access to education. The findings point to the fourth industrial revolution as a global system that has been created over time and which is unfortunately not ready to meet the needs of rural schools in a developing country like Zimbabwe. The fourth industrial revolution escalates the subjugation of rural schools, complicating the exclusionary power structures. The fourth industrial revolution has brought about social colonisation, further widening deep-rooted status gaps. This paper explores some gaps in the literature that can be investigated further and may guide research to open avenues of social transformation.
 
 Received: 19 July 2021 / Accepted: 18 March 2022 / Published: 5 May 2022

Promoting justice through community-based research: International case studies.

Community-based participatory research (CBPR) approaches to promoting justice focus on working from the ground up and giving a voice to marginalized communities regarding their concerns, potential solutions, and how to address social justice issues that matter to them. The pursuit of justice is often related to efforts to attain personal as well as collective well-being. In this paper, we illustrate three exemplars of community psychologists' efforts to promote justice. Within each case study, we discuss the social and community context and examine how the researchers built partnerships and solidarity, developed ways of doing, and approached challenges and solutions. First, we present an example to promote economic justice through an entrepreneurship initiative developed in collaboration with young Black youth with disabilities in the United States. The second case illustrates an effort to promote reproductive justice in collaboration with Roma women and girls in Spain. The third exemplar depicts the use of life stories as a method to raise the voices of displaced, marginalized indigenous women in Peru. Based on these three case studies, we present a synthesis model of social justice. We also discuss implications for future studies emphasizing the importance of engaging community participants in research meaningful ways, developing sustainable partnerships, and decolonizing research.

Reflections on the Significance of the France Télécom Trial in the United Kingdom

The France Télécom trial has had considerable impact across the international stage and especially in the United Kingdom where work-related suicides are still not recognized, counted or regulated. This article examines the legal and moral scope of the France Télécom trial as a potential model for progressive regulatory reform in UK workplaces. The article describes a campaign by researchers and trade unionists to urge the Health and Safety Executive to fulfil its duty to regulate work-related suicides. The aim of the campaign was to exert international pressure on the Hse, by showing that its position put British workers at risk and to highlight its abnormal, even negligent stance compared to that of other countries. The article presents the British legislative context around mental health and work-related suicide and shows the extent of current research on work-related suicides in the United Kingdom, as opposed to the French context. Faced with the Hse’s stance that treats suicide as an individual mental health problem unrelated to work, the France Télécom case has been a positive model of legal recognition and social justice.

Trajectories of social justice within social stratification: towards a Bourdieusian reading of social class for social workers

Vies towards social justice in the social work academy and elsewhere have too frequently been imprecise, rhetorical and definitionally opaque. This article pursues a rigorous and theoretically exact treatment of the matter of social class for social workers, towards presenting set parameters for operationalising social justice. The research base of the article is social stratification scales drawn from the social sciences, upon which a bespoke and composite conceptual frame is applied. Within this, the Bourdieusian theory of capital, extended and applied within Bonnycastle’s relational illustrative model of social justice, supports both an economic and non-materialist reading of class. The intention is to assist social workers in understanding and therefore contesting social class inequality, towards creating a more egalitarian and socially just society.

СПРАВЕДЛИВОСТЬ И РАВЕНСТВО В ЗДРАВООХРАНЕНИИ: ОБЗОР И КРИТИЧЕСКИЙ АНАЛИЗ СОЦИОЛОГИЧЕСКОГО ПРОЕКТА 2016-2017 ГГ. – МОНОГРАФИИ Ж.В. САВЕЛЬЕВОЙ, Л.М. МУХАРЯМОВОЙ И И.Б. КУЗНЕЦОВОЙ

Introduction. The study of social justice and equality in health care is presented in the context of scientific, expert and media conceptualizations of this phenomenon. Opinions and social perceptions of justice are characterized in terms of the liberal, socialist model of equitable health care and the modern concept of equality of opportunity in access to system resources. Aim. Conduct a critical analysis of the social project “Fairness and Equality in Health Care”, described in the monograph “Fairness and Equality in Health Care. Opinions of patients, experts and media discourse” by Zh.V. Saveleva, L.M. Mukharyamova, I.B. Kuznetsova. Material and methods. The article provides a review and critical analysis of the social project “Fairness and Equality in Health Care”, described in the monograph “Fairness and Equality in Health Care. Opinions of patients, experts and media discourse” by Zh.V. Saveleva, L.M. Mukharyamova, I.B. Kuznetsova. Results and discussion. The purpose of the project under review was to show how, through the analysis of the incidence in two Russian republics - the industrialized Republic of Tatarstan, and the predominantly agrarian Republic of Mari El - the cause of justice and equality in healthcare is presented and how contradictions can be resolved. Different positions, expectations regarding health care reforms and models of social justice are compared. The method of triangulation was used [lat. triangulum - triangle] quantitative and qualitative research methods. Semi-structured surveys of the population, experts, focus groups were conducted, and a mass survey was conducted. From the results obtained by the authors, 2 conclusions stand out: 1) an integrated approach to the analysis of equity in healthcare is needed; 2) actions are needed to equalize the accessibility of medical care to the population. Conclusion. Monograph “Fairness and equality in healthcare. Opinions of patients, experts and media discourse” by Zh.V. Saveleva, L.M. Mukharyamova, I.B. Kuznetsova, touches on one of the most burning issues that arise in modern Russian healthcare, issues that concern almost every inhabitant of Russia - "justice and equality". It is impossible to solve them in isolation from the global social policy in the state. The authors of the monograph literally keep their finger on the pulse of this important problem - as they say, they do it here and now. I hope that the authors will not confine themselves to one monograph on this vitally important topic (raising the question) and that the next monograph will be devoted to solving this most important problem.

Understanding issues of ‘justice’ in ‘free higher education’: policy, legislation, and implications in the Philippines

ABSTRACT In the context of global debates regarding the purpose of higher education, many national governments have adopted ‘cost-sharing’ mechanisms. Yet in 2017 the Philippines introduced legislation to provide ‘Universal Access’ to higher education by subsidizing tuition fees for all Filipino students in public institutions, partial fee subsidies students in private institutions, and further means-tested support. This article uses a conceptual framework integrating multiple models of social justice to examine 73 legislative texts: 59 individual House of Representative bills, 11 individual Senate bills, the cumulative House and Senate bill, and the final Republic Act. We develop an innovative methodology for analysing legislation that incorporates both structured content and reflexive thematic analysis. The findings show a striking consensus on representing access to HE as a social justice issue, but concepts of procedural fairness varied. Economic rationales intersected with justice narratives, positioning universal tuition as ensuring equal access to income, fostering ‘inclusive growth’ for national development that includes the private sector. The Philippines offers an instructive case for other liberal democracies where ‘who pays’ for higher education remains politically divisive. Our analysis suggests that legislators achieved consensus w by situating social justice as compatible with marketised, neo-liberal paradigms of higher education.

Playback Theatre, social justice and empathy: A diffractive review

This article explores the relationship between social justice and Playback Theatre practice. In lieu of a diffractive approach, this study breaks away from representational forms of research such as the traditional literature review. Instead, the author strives to review the selected studies as alive and dynamic, with the ability to activate new insights when creatively played with and re-examined. This review traces selected Playback Theatre research that has sought a deeper understanding of empathy in Playback Theatre practice and its relationship with social justice. The author foregrounds what has resulted from these studies regarding empathy in Playback Theatre and their relationship with Nancy Fraser’s social justice model, particularly the cultural dimension of recognition. This review offers a social justice definition relevant to Playback Theatre while seeking to explore how this informs the artistic dimension of Playback Theatre enactments.

Trauma informed practices in education and social justice: towards a critical orientation

Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and teacher education. Applying this framework to trauma-informed practice indicates that trauma- informed practice, as so far developed, generally has either a conservative or a socially liberal social justice orientation. Practices are proposed that align with a critical orientation, which attends to cultural and structural relationships implicated in trauma and adversity in childhood. A critical orientation should not only consider practice but also be informed by further theoretical, philosophical and ethical engagement as part of a project of activist professionalism across educational professions.

Help Students with Disabilities Develop a Positive Identity

Help Students with Disabilities Develop a Positive Identity

Building a team that looks beyond accommodation

For Randall K. Ward, Director of the Disability Resource Center at Purdue University, success begins with building a team committed to advancing the social justice model of disability. Ward discussed his office's approach in hiring and in shaping a disability paradigm across campus.

Social Prescribing and Therapeutic Recreation: Making the Connection

An increasing number of people are experiencing social isolation and loneliness and this trend is becoming cause for concern around the world. Considering that isolation and loneliness give rise to a number of health problems, it is essential to find innovative ways to address this issue. One such approach is to enhance experiences of belonging within communities. Social prescribing (SP) is a method that can promote belonging by connecting people to the social support they need. The purpose of this paper is to explore the potential relationship that can exist between therapeutic recreation (TR) and SP. As we explain, TR can complement SP efforts by ensuring people have access to inclusive, social leisure and recreation opportunities. In this sense, TR professionals are well positioned to be key players in SP processes. We contend that TR practice is best positioned to work in tangent with SP to nurture socially connected communities when it focuses on building community capacity, facilitates welcoming and inclusive leisure and recreation experiences that foster regular social interaction, and adopts principles of community development as part of a social justice model of practice.

Practicing alliance: an experiential model of teaching diversity and inclusion for social work practice and education

ABSTRACT Social work students are expected to engage diversity and difference in practice, yet few approaches in social work education explicitly focus on strengthening skills required for such allyship engagement. Constructs such as cultural competence, cultural humility, and intersectionality are often difficult for students to learn and for educators to teach effectively. This article describes Practicing Alliance, a curriculum that extends the Ally Model for Social Justice through a systematic integration of experiential learning theory, designed to increase the allyship skills of social work students across social locations. Participants (N = 85) in the pilot evaluation were students in the Foundation-year (n = 21) and second-year (n = 47) of a two-year MSW program, and 17 Advanced Standing MSW students. Practice experience ranged from 1–2 years (17.76%) to over 5 years (37.65%). Following completion of Practicing Alliance, 100% of participants reported that they were better able to practice allyship, 91% agreed that they were better equipped to intervene in incidents of discrimination, and 93% stated that Practicing Alliance contributed to their development as a social worker. Qualitatively, participants reported increased confidence in utilizing their allyship skills. The Practicing Alliance model is described with recommendations for implementation within social work education.

СОЦИАЛЬНЫЕ И ТЕХНОЛОГИЧЕСКИЕ ВЫЗОВЫ РОССИЙСКОЙ ЭКОНОМИКИ

The Russian economy is recovering faster than previously expected, but it is lags behind i world leaders in growth and scale of social programs. The most acute societal challenge remains low incomes and high social inequalities. For long-term sustainable growth, the transition to a new model of human wealth development, social justice, knowledge and technology economics is crucial. Tight fiscal rules and monetary policies are hampering this transition.

POTENTIAL OF THE KANTIAN NOTION OF SOCIAL JUSTICE

Purpose. This paper aims to show how the views of Kant persist in the modern debate on social justice and to outline the practical and political potential contained in his understanding of a just state system and international justice. To that end, I will present what Kant meant by a just state system and just relationships between states. Then, I will reference his understanding of social justice against three fundamental models of social justice thus far established in the philosophical tradition: the legal, distributive, and contractual justice. Finally, I will explain how the Kantian understanding of social justice is reflected in select modern interpretations of a just state system and justice in international relationships, and how we can grasp the current practice and the expected development of sociopolitical life in the framework of social justice as understood by Kant. Originality. The article presents the theoretical-conceptual and practical-political relevance of the concept of social justice, developed by I. Kant. It was shown that Kant considered justice to be the basis of all correct social relations, both at the level of individual states and in the sphere of international relations. According to Kant, the only just state system is a republic. In his opinion, justice in the field of international relations requires that they be based on the principles of federal unification of individual states. The concept of social justice developed by Kant can be identified as a form of classically understood contractual justice. In addition, Kan’s notion of justice was correlated with the works of modern authors: John Rawls, Robert Nozick and Otfried Höffe, showing identical and different elements in them. Conclusions. The reflections above suffice to assert that the Kantian understanding of social justice primarily involves the following observations: 1. under a relevant contract, interested parties institute a public authority, i.e. a republican state (at the level of citizen-to-citizen relations) or a federal institution endowed with judicial or executive powers (in the international arena); 2. the institution of public authority (a republican state, a federal court or government) remains fair (impartial) in dealings with the governed; 3. the public authority has the right to intervene only in the circumstances of threat to the external freedom, equality and independence of the governed individuals; 4. the public authority is responsible only for guaranteeing just relations between individuals and the enforcement of their contracts. Furthermore, Kantian understanding of justice falls within the scope of the classical notion of contractual justice and remains present in the modern debates on justice, as exemplified by the thought of Rawls, Nozick and Höffe. Finally, the Kantian understanding of social justice remains topical and worthy of consideration during the design and the development of current and future solutions for a just public order, both at the national and international level.

An Examination of CACREP Curriculum Standards From a Psychiatric Rehabilitation Recovery Model Perspective

PurposeThis article compares disability-related social justice, inclusion, and psychiatric rehabilitation recovery model principles with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) counseling curriculum standards in order to clearly articulate areas in the current standards that need revisions.MethodWe conducted a structured analysis of the CACREP curriculum standards in light of the Psychiatric Rehabilitation Association's 12 principles and values.ResultsSections of the CACREP curriculum standards are very beneficial for RC education, such as the additional emphasis on Diagnostic and Statistical Manual 5 (DSM-5) diagnoses, human development theories, crisis intervention, trauma-informed strategies, and the use of evidence-based counseling practices. Standards emphasizing the importance of client autonomy and respect, quality of life, community inclusion, advocacy, access, and evidence-based recovery model approaches need to be strengthened. The term “disability” does not currently appear in the eight core curriculum standards.ConclusionsThe authors offer specific course materials and activities that rehabilitation counselor (RC) educators can begin to incorporate into the design of their curriculum in order to better infuse ethical, social justice, disability inclusion, and recovery model principles into required coursework. Recommendations for changes to the CACREP curriculum standards are discussed.

School governance and funding policy in South Africa: Towards social justice and equity in education policy

Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal – made apparent by the current COVID-19 pandemic. In this paper we take a critical (re)look at South African education governance and funding policies, considering why the South African Schools Acts (SASA) and the National Norms and Standards for School Funding (NNSSF), first promulgated in 1997 and 1998 and subsequently amended, have not delivered as expected on the promises of equity, redistribution and redress. The paper advances conceptual flaws, operational failures and implementation naivety as to why these promises have not been realised, advocating for an alternative social justice model for school governance and funding.

Language teacher agency for educational justice–oriented work: An ecological model

AbstractRecent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end and building on recent work on teacher agency in general education and second language teacher education research, we propose an ecological model to investigate teacher agency. Our ecologically oriented model draws specifically on Pantić’s (2015) model for social justice and the Douglas Fir Group’s (2016) call for an examination of language teaching as impacted by macro‐, meso‐, and micro‐level forces. Through our proposed teacher agency model that represents the multilayered complexity of second language learning and teaching, we seek to advance an educational justice agenda. To illustrate the power and potential of our analytic ecological model to teacher agency for educational justice, we focus on a focal English as a foreign language teacher from Chile, Camila. The article ends with discussion of pedagogical possibilities that can be explored in conjunction with the research model we put forward.

Is anyone home? Appropriating and re-narrativisating the post-criminalisation squatting scene in England and Wales

This paper explores the political significance of narratives of home. Using the aftermath of the 2012 criminalisation of squatting in England and Wales as a case study, the paper traces the ways in which the concept of ‘home’ is deployed to both reinforce neoliberal ideals, and is utilised as a tool of resistance by squatters. This paper focuses on the ways in which particular narratives of home are utilised to shape and legitimise housing policy and legislation such as the criminalisation of squatting through moralising language that delegitimise anti-capitalist homes as ‘nonhomes’. Following this, the paper goes on to explore how tropes and aesthetics of squatting are appropriated, re-narrativised and commercialised by neoliberal stakeholders. The remainder of the paper focuses on the methods by which squatters and other housing activists, too, utilise re-narrativisation tactics. Firstly, I highlight instances in which squatters have subverted assumptions of squats as ‘non-homes’ in order to make themselves invisible, and thus safe, in the urban landscape. Secondly, I explore linguistic methods utilised by squatters as a means of disassociating themselves from negative connotations through re-framing elements of the practice as ‘occupation’. The paper concludes by calling for closer attention to be paid to the political potency of the homespace, and the ways in which narratives of home can be utilised in the pursuit of social justice and anti-capitalist housing models.

Using Interactive Learning Spaces for Global Diplomacy: Social Justice Collaboration between US and International Students

ABSTRACT Students from six countries collaborated on projects promoting social justice and aimed at international diplomacy. The collaboration included social work students in policy courses and international students in English courses. Students explored topics such as human trafficking and poverty. Students identified global strategies for addressing these social inequalities through Sen’s (2009) and Estes’ (2009) models of social justice. Additionally, faculty members used inquiry- and team-based learning to engage students in this educational process and their exploration of global social justice. The collaboration was possible because of learner engagement tools available in an Interactive Learning Space. This paper will outline the lessons learned from faculty members and students who participated in this international collaboration, as well as the impact of this collaboration on course outcomes.