Social Justice Model Research Articles

Reflections on a Pedagogical Shift: A Public Speaking for Social Justice Model

While the basic content of the public speaking course has changed little, the method and manner in which these skills are taught can, and should, reflect the dynamic socio-political contexts in which we live and teach. This reflection essay addresses a struggle to keep the public speaking course relevant, innovative, and practical while also incorporating necessary learning outcomes. As a potential solution, I introduce a Public Speaking for Social Justice Model for the introductory course. The model requires that students thoroughly examine a timely social justice issue; situate themselves and their classmates within the issue while featuring marginalized voices and narratives; seek a critical, well-researched understanding through sustained analysis and interrogation; and offer pragmatic solutions in order to affect change. The paper concludes with appraisals and limitations based on utilization of the model for four years.

Crossing Boundaries: VET, the Labour Market and Social Justice

Purpose: The paper explores the relationship between vocational education and training (VET), the labour market and social justice in the current conjuncture.Approach: The paper adopts an approach rooted in critical policy analysis. It consequently sets the discussion within the wider socio-economic and political context. Such an approach enables an exploration of the changing nature of waged labour in current conditions.Results: A critical policy analysis facilitates a discussion of the labour process, waged labour and its intensification. At the same time these processes are allied to the effective expulsion and marginalisation of particular groups of workers from employment. Importantly, such processes need to be placed in their localised and spatial context within particular social formations.Conclusion: Equity models of social justice that emphasise equal opportunities, are restrictive and can be contrasted with equality models which have a more expansive and philosophically rooted understanding of justice. The paper through its examination of the salience of VET in the current conjuncture as well as its significance for a post austerity democratic and radical politics, argues for a relational analysis that seeks to interrupt the patterns of inequality precipitated by neo-liberalism.

Reorganize your office based on a social justice model

Starting in 2009, Joan Green, director of the Accessibility Resource Center at the University of New Mexico, reorganized her unit based on a social justice model. The change has resulted in ongoing efforts to promote social justice.

Using the Multiphase Model of Psychotherapy, School Counseling, Human Rights, and Social Justice to Support Haitian Immigrant Students

Using the Multiphase Model of Psychotherapy, School Counseling, Human Rights, and Social Justice to Support Haitian Immigrant Students

The role of transformation in learning and education for sustainability

Education research has acknowledged the value of transformation, which offers an opportunity for researching and rethinking how appropriate and successful educational practices may be. However, despite the role of transformation in higher education and particularly in sustainability learning, there is a paucity of studies which examine the extent to which transformation and learning on matters related to sustainable development may be integrated.Based on this perceived research need, the purpose of this article is to present how transformation in learning in education for sustainability requires the commitment of Faculty and the engament of students. To do this, a set of qualitative case studies were used in higher education institutions across seven countries (Brazil, Serbia, Latvia, South Africa, Spain, Syria, UK). The findings revealed that the concept of education for sustainable development has not been sufficiently integrated into the concept of transformation in higher education institutions. It also found that to enhance sustainability in the curricula, academics should develop collaborative approaches, and discuss how to redesign their own disciplines, and how to appreciate the epistemology and multicultural vision of sustainability, both as a topic, and as a field of education research. It was further found that reflections of the academics on their own values are crucial for developing the transformative potential of students as agents of a sustainable future. It is necessary that universities should transform to serve as models of social justice and environmental stewardship, and to foster sustainability learning.

Теория социально-правового государства как модель социальной справедливости: взгляды русских либералов конца XIX — начала XX в.

Теория социально-правового государства как модель социальной справедливости: взгляды русских либералов конца XIX — начала XX в.

THE DIGITAL COMIC DEVELOPMENT IN INDONESIA (A CASE STUDY ABOUT THE STORY OF “SI PITUNG”)

Indonesia is an archipelago. It is one of the biggest archipelagos in the world. Indonesia it is 14th. Indonesia is devided by territories and each territory has its own culture. Indonesia has 245. 000.000 people as the inhabitant. The capital city of Indonesia is Jakarta and the original culture of Jakarta is Betawi. Betawi as the original culture of Jakarta has a lot of stories and one of the popular stories is “Si Pitung”. The story of “Si Pitung” is being told very often by Indonesian community and becomes a legend and an inheritance from Betawi or Indonesia. Si Pitung” sometimes is beingtold as a ballad, a poem or a folk thetare. Koesasi(1992), “Si Pitung” is identified as a prominent figure from Betawi who is very humble. He is a Muslim. He is very patient and he likes to help people. He is also a person who works very hard. He is a model of social justice. Based on the folktale from Betawi culture, the authors would like to introduce the story of “Si Pitung” to be well known by people from other cities in Indonesia. The authors also hope that children and teenagers from Indonesia know the story of “Si Pitung” as he is one of the hero in Indonesia. The digital comic of “Si Pitung” can be downloaded through electronic media such as mobile phone, PC Tablet or other gadgets easily.

Why We Forget the Pulse Nightclub Murders

Research Article| January 01 2018 Why We Forget the Pulse Nightclub Murders: Bodies That (Never) Matter and a Call for Coalitional Models of Queer and Trans Social Justice Elijah Adiv Edelman Elijah Adiv Edelman Search for other works by this author on: This Site Google GLQ (2018) 24 (1): 31–35. https://doi.org/10.1215/10642684-4254432 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Elijah Adiv Edelman; Why We Forget the Pulse Nightclub Murders: Bodies That (Never) Matter and a Call for Coalitional Models of Queer and Trans Social Justice. GLQ 1 January 2018; 24 (1): 31–35. doi: https://doi.org/10.1215/10642684-4254432 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsGLQ Search Advanced Search The text of this article is only available as a PDF. Copyright © 2018 Duke University Press2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Asset Building and Property Owning Democracy: Singapore Housing Policy as a Model of Social Investment and Social Justice

Asset Building and Property Owning Democracy: Singapore Housing Policy as a Model of Social Investment and Social Justice

Mass Trauma in the African American Community: Using Multiculturalism to Build Resilient Systems

Within the last 4 years, there has been an increasing awareness of traumatic shootings of Black Americans in our society, more specifically Black American males who are likely descendants of slaves and or low socioeconomic status. This increase in media coverage of these shootings has highlighted not only the plight of Black Americans in America but also the real threat of death Black American’s live with. Americans in general have expressed outrage against these fatal shootings, which has been traumatic for many people, especially Black Americans and their community. These shootings severely impact Black American families and communities causing them to become trauma organized; losing basic sense of physical and psychological safety as well as family and community functionality. Understanding the effects these shootings have on the Black American community can help clinicians work more effectively work with this population. This article presents the Multi-Phase Model of Psychotherapy, Counseling, Human Rights and Social Justice (MPM) as a vital and necessary perspective in the treatment of traumatized Black Americans, specifically those effected by mass traumatic events, as well as a case study that applies the MPM using the fatal shooting of Philando Castile.

Technologically-Facilitated Violence Against Women and Girls: If Criminal Law Can Respond, Should it?

With growing public awareness of the ways in which technologies, in various forms, can be used to perpetrate violence against women and girls (VAWG), long-standing feminist questions about the role of criminal law in responding to VAWG have resurfaced. First, can criminal law respond? Does existing criminal law cover the kinds of abuses that are manifesting in digitally networked environments? Second, should criminal law be used to address technologically-facilitated violence against women and girls (TFVAWG)? In particular, how should feminist advocates respond to the claim that penal models may eclipse “competing models of social justice” and effectively incorporate carceral politics “into the domestic terrain in a benevolent, feminist guise”? This paper focuses on reported jurisprudence involving TFVAWG from across Canada. Part I provides an overview of TFVAWG and related Canadian criminal law cases. It introduces some technology-specific terminology and provides an overview of some of the kinds of behaviours and consequences involved as well as the offences prosecuted in the cases we reviewed. Part II addresses the wrongfulness of TFVAWG, why it merits criminal censure, and the extent to which the offences being charged in the identified cases capture the essence of the wrong in issue. Part III returns to some of the cases outlined in Part I in order to explore three ways in which survivor-centred outcomes can be compromised in TFVAWG cases: the sometimes-competing assessments of concepts such as “harm”, “violence” and “injury”; implicit and explicit judgments about which victims are deserving of the criminal law’s protection; and inadequate protection of women’s and girls’ privacy, dignity and sexual integrity in public places.

Future Legacy of the Russian Revolution: Participatory Political Economies

ABSTRACTThe article is based on the assumption that the October Revolution had a major impact on human history and brought into play relevant motifs, which may also influence the future. The author deals with this future legacy in three steps. First, the article shows the parallels between the soviets (councils) and current participatory systems, which allow the implementation of various concepts of economic and political democracy. Second, the text analyses several kinds of economic democracy. In the third step, the author analyses the heritage to-date of socialism. He explains the need to overcome economic, political and cultural reductionism, to involve various progressive social groups as subjects of social change and to base their emancipation on the institutional social justice models that these social groups have created at local, national, macro-regional, and global levels. It clarifies that the future will indeed be limited by past and future conditions but the historical development will hardly copy a linear trajectory. The future legacy of the Russian revolution is both potential and burden which will influence our activities next decades.

Gender and older LGBT* housing discourse: the marginalised voices of older lesbians, gay and bisexual women

PurposeThis paper is a conceptual discussion of the marginalisation of the voices of older lesbians, gay and bisexual (LGB) women, within the collective discourse of “older LGBT* housing”. The purpose of this paper is to critically interrogate its (in)equality implications and to consider ways in which they might be overcome.Design/methodology/approachThis is a conceptual discussion that draws on the social justice model of equality developed by Nancy Fraser, specifically the domains of resources, recognition and representation.FindingsThe housing needs, wishes and concerns of older LGB women are often marginalised while at the same time those of older gay men are privileged. Older LGB women’s preferences for gender- and/or sexuality- specific housing are silenced within collective homogenising discourse – by researchers and activists alike – which mobilises a “mainstream” or “LGBT*-specific” binary about housing options.Research limitations/implicationsResearch findings which do not include the voices of older lesbian, gay and bisexual women are inherently flawed. There is a need to ensure their voices – across the older age spectrum – are included.Practical implicationsThe voices of older LGB women in relation to older age housing need to be better heard so that they can be better resourced.Social implicationsThe marginalisation of older lesbian, gay and bisexual women’s voices in relation to older age housing has profound equality and human rights implications.Originality/valueCritical discussions about the gendering of older LGBT* housing discourse are long overdue. This paper seeks to open a dialogue about these important issues.

Community food hubs: an economic and social justice model for regional Australia?

ABSTRACTCommunity food hubs expand market access for small to medium-sized farmers and enhance producer viability and capacity. They also have the potential to create jobs, strengthen local and regional economies, build resilience, increase access to healthy food and support the necessary transition to sustainable agriculture. From less than a dozen existing 15 years ago, there are now more than 350 food hubs across the United States which are part of a booming local food sector worth in excess of $US12 billion annually. To support the emergence of these enterprises in Australia, an inaugural Australian community food hubs conference and speaking tour occurred in August 2016, with international speakers attending from the United States and Canada. By conducting a critical literature review, further informed from participant observation, this article analyses the opportunities and challenges for the development and expansion of a food hub sector in regional Australia.

Toward a Social Justice Model for an EdD Program in Higher Education

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders. The program emphasizes the integration of equity, social justice, and ethics into professional practice. As such, this article utilizes a social justice, leadership framework. Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership. The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework. The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

Refugee Trauma: Culturally Responsive Counseling Interventions

This article presents the Multiphase Model of Psychotherapy, Counseling, Social Justice, and Human Rights as a culturally responsive intervention model for working with refugee trauma. The model specifically addresses unique challenges in working with refugees with trauma, taking into account premigration displacement and postmigration adjustment and adaptation brought about by the increased number of global refugees with high rates of posttraumatic stress and psychopathology due to war and conflict.

Human Rights and Social Justice

This paper addresses the question of the normative domains of human rights and social justice. Today, the dominant view in political philosophy is that they occupy largely distinct spheres, with social justice being a set of stronger egalitarian norms and human rights functioning as baseline protections against common threats posed by states to the general interests of persons subjected to them. Reflecting on current human rights practice and discourse, this paper develops a reconstructed normative model of social justice and human rights as nested membership norms in political societies. By connecting membership to processes of political legitimacy, human rights are conceptualized as increasingly functioning as the language of contesting and reforming barriers of exclusion to that status. This leads to an understanding of the possible content of human rights that is dynamic and relational, bringing it closer in line with the egalitarianism of social justice.

Re-Constructing the Leadership Model of Social Justice for African-American Women in Education

The mainstream epistemology about women in educational leadership roles has been constructed,canonized, and theorized from a white hegemonic female perspective. The early literature about women asleaders include The Managerial Woman (Henning & Jardim, 1977); Men and Women of the Corporation(Kanter, 1977); Paths to Power (Josefowitz, 1980); The Androgynous Manager (Sargent, 1981); Women andMen as Leaders (Heller, 1982); In a Different Voice (Gilligan, 1982); and Feminine Leadership (Loden,1985). This literature suggests that women lead from a different frame of reference due to their socializationprocess. Because of male dominated managerial customs that exist in the workplace, in some instances, theyexperience obstacles to leadership. Recent mainstream white female scholars like Shakeshaft (1989) andBensimon (1989) suggest that the feminist perspective is not recognized in the leadership literature.Shakeshaft posits that women's leadership experiences are generalized into one category and that theleadership discussion appears androcentric in nature. Bensimon (1989) suggests that the prevailingleadership theories do not take into account that "women experience the social world differently than mendo and that this translates into a particular epistemology and a particular ethic.it translates into a differentexperience of leadership.gender must be taken into consideration" (Bensimon, 1989, p. 146).

Social justice and out-of-school science learning: Exploring equity in science television, science clubs and maker spaces.

We cannot take access to equitable out-of-school science learning for granted. Data compiled in 2012 show that between a fifth (22% in Brazil) and half (52% in China and the United States) of people in China, Japan, South Korea, India, Malaysia, the United States, the European Union, and Brazil visited zoos, aquaria, and science museums (National Science Foundation, 2012). But research suggests participation in out-of-school science learning is far from equitable and is marked by advantage, not least the social axes of age, social class, and ethnicity (Dawson, 2014a, 2014b; National Science Foundation, 2012; OECD, 2012). For instance, in the UK data suggest that the two-thirds of the population who took part in out-of-school science learning activities1 in the previous year were more affluent (upper and middle classes) and from the White ethnic majority (Ipsos MORI, 2014). If we believe that out-of-school science learning provides valuable educational, cultural, social and political opportunities, then we must take questions of equity seriously. Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science learning practices can be understood on a spectrum from weak to strong models of social justice. Thinking about social justice as a spectrum helps us think through what equitable out-of-school science learning practices might involve, both to analyze existing practices and, importantly, to imagine new, more inclusive ones. Out-of-school science learning is a broad term, used to describe quite different activities, participants, aims, and practices. It can mean enjoying science festivals, watching science documentaries, pursing science-related hobbies as well as activities focused on engineering, mathematics, or technology (see, e.g., Bonney et al., 2009; Dingwall & Aldridge, 2006; Kaiser, Durant, Levenson, Wiehe, & Linett, 2013). In this paper, I focus primarily on the contrasting worlds of television and science clubs as out-of-school science learning contexts2. I use “science” as an umbrella term for science, technology, engineering, or mathematics related subjects. However, I add a caveat to how I use the term out-of-school. Because “out-of-school” invokes the idea of school, there can be a tendency to focus on youth as participants and activities that are for, by, or with youth. But of course adults may not consider their television watching an “out-of-school” activity. Thus, I note here that I keep both adults and youth in mind when writing about equity and out-of-school science learning.

Rx for Reading Detroit: Place-Based Social Justice Pedagogy

While social justice models of service-learning improve on volunteerism that ignores structural inequality, they often neglect the critical role of local environments in which the service occurs. I argue that a place-based model of service-learning enables a diverse student body to move beyond compassionate service to social justice activism. In 2014, I founded Rx for Reading Detroit, a service-learning program at University of Detroit Mercy that works to promote children's literacy in Detroit. Augmenting critical service-learning models with a place-based approach offers students a theoretical frame with which to interrogate the complex intersections of geography and justice. Examining Rx for Reading Detroit as a case study in place-based social justice pedagogy, I argue that this paradigm is particularly useful for service-learning in Detroit and other urban contexts because it calls attention to, rather than effaces, the power dynamics inherent with service, including students' diverse relationships to the environments in which they serve. Talent is spread evenly across America, opportunity is --Darren Walker, President of the Ford Foundation, former Head Start student Frederick Douglass said that literacy is the path from slavery to freedom. There are many kinds of slavery and many kinds of freedom, but reading is still the path. --Carl Sagan, Scientist and Writer Despite various media outlets touting rebirth, rejuvenation, and renaissance, Detroit remains the most impoverished large city in America. According to the most recent census data, 40.3% of the city's residents live below the poverty line--$24,008 for a family of four. The median family income is $25,764, approximately half that of the state as a whole (U.S. Census Bureau, 2015 data), while Detroit's unemployment rate is 16.7%, more than twice that of the Michigan average (Michigan League for Public Policy, 2016). 81.6% percent of Detroit children qualify for free or reduced lunch (Michigan League for Public Policy, 2016) (1), and 29% percent of children in the city are living in extreme poverty--less than 50% of the federal poverty level (Annie E. Casey Foundation, 2015). Moreover, while there has been a surge in development in the city, much of the economic investment is not benefiting its poorest citizens; in many cases it is pushing them further to the margins (Brookings Institute, 2016; Economic Innovation Group, 2016; Reese, Elkers, Sands, & Vojnovic, 2017; We the People of Detroit, 2016). From 2007 to 2014 Detroit jobs held by Detroit residents actually dropped by 35.5%, while jobs in the city held by individuals living in the suburbs, many of whom are White, increased by 16.6% (Reese & Sands, 2017). Detroit is also the most racially segregated city in America (Logan & Stults, 2011), an enduring legacy of housing policies that institutionalized racism and exacerbated economic disparities in the region. From 1934 to 1968, the Federal Housing Administration's notorious redlining policy undermined minority home ownership and contributed to economic collapse in Black neighborhoods (Silverman, 2005; Sugrue, 2014). Eight Mile Wall, a 6-foot high, half-mile long barrier built between a Black and White neighborhood in northwest Detroit, is only the most tangible artifact of FHA policy. Stark disparities between Detroit and its surrounding suburbs were amplified by White flight in the second half of the 20th century. In 1950, Detroit was 84% White; by 2010, 82.68% of the population was African-American (U.S. Census Bureau, 2010 data). The metaphorical and physical boundary of 8 Mile Road continues to reverberate as a dividing line between suburb and city, White and Black, rich and poor. The startling extent of racial segregation in Metro Detroit is made visual in Cable's Racial Dot Map (2013), which represents every American with a colored dot indicating their race. …