Social Justice Perspective Research Articles

Bringing a Social Justice Lens to Matthews’ Five Propositions for Genuine Students-as-Partners Practice: A Narrative Review

In 2017, in the second issue of the International Journal for Students as Partners (IJSaP), Matthews presented five propositions for genuine students-as-partners practice. Whilst these propositions did not focus directly on social justice, a social justice ethos (seeking to achieve parity of participation for all in higher education) was implicit within the discussion. Working with students as partners (SaP) can contribute to social justice, and a social justice perspective can contribute to the practice and conceptualization of students-as-partners work. From this perspective, I present a narrative literature review that brings a social justice lens to Matthews’ five propositions by examining 26 publications (research articles, case studies, reflective essays, and opinion pieces) in IJSaP concerning students-as-partners work. These are identified using the search terms “justice”, “equity”, “inclusion”, and “ethical”. The review provides clear examples of how the practice of working with students as partners can promote equity and inclusion in higher education, thereby striving toward social justice.

Counselors’ theoretical orientations and competencies in counseling women

AbstractThe current study examined the relationship between theoretical orientations and competencies in counseling women among professional counselors. Counselors currently meeting clients were recruited from professional counseling organizations, and the responses from 265 counselors were analyzed using structural equation models. Results indicated that a stronger psychoanalytic orientation predicted lesser competencies in counseling women, while stronger humanistic, feminist, and multicultural orientations predicted higher competencies in counseling women. The study highlights the need for counselors to integrate theoretical orientations with social justice perspectives to better serve women.

From Their Experience: A Thread of Participation Uncertainties Amongst Adult Returnees at a University in a Developing Context

Learning in adulthood offers prospects for (re)defining and strengthening our self-worth for sustainable personal survival, growth, and development. The rate at which adults enroll in university studies upholds the longstanding belief that education is an enabler for social participation, progress, and transformation. An adult, who chooses to stop learning chooses to stagnate in adulthood. However, sometimes, their decision to return to class is submerged in circles of uncertainties that impede their social integration and participation in a system that was not originally designed for them. This article uses the principle of inclusion of the social justice perspective to explore the nature of adult returnees’ participation uncertainties and their implications on the teaching and learning processes. We draw our findings from narratives of adult returnees and academic staff at a public university in Uganda. This study acknowledges that adult returnees experience multiple issues that humiliate, obstruct, and hinder their participation and learning aspirations. However, this should not be grounds for underrating what they can do and achieve during a learning encounter. We suggest learner support systems and instruction practices that restore these learners’ confidence and stimulate and guide their participation in the teaching and learning process

Equitable stormwater utility fees: an integrated analysis of environmental, socioeconomic and infrastructure factors at the community scale

Abstract Municipalities worldwide implement stormwater management programs to mitigate the hydrological and water quality impacts of stormwater runoff. Stormwater utility fees (SWUF) are often used to fund such important programs by collecting revenue from residential and commercial properties. However, existing SWUFs often solely rely on the estimate of impervious surfaces and do not consider other environmental, infrastructure, and socioeconomic factors in the generation and effects of stormwater runoff. This study is the first attempt to propose a reconstruction of SWUFs from the perspectives of social equity and environmental justice. The method aims to address disparities in fee rates among residential parcels, focusing on helping economically disadvantaged communities. It integrates drainage service, potential contribution to non-point source pollution, and socioeconomic status through two alternative schemes. The two schemes allocate fees based on combined rankings of the three factors at the level of census block groups. The proposed method was applied to 88 180 residential parcels in Corpus Christi, Texas, a mid-sized coastal community. The results suggest that over 70% of the disadvantaged communities would benefit from the reconstructed SWUFs without affecting the targeted funding for stormwater infrastructure. This method builds on publicly available datasets and offers an adaptive framework for other municipalities to incorporate additional factors or datasets, representing an exploratory step toward achieving more equitable stormwater management practices.

Gender and Lower Economic Status Moderate the Relation between Positive Youth Development and Mental Health.

Adolescent mental health problems account for almost half of overall health problems globally with a risk to mental health in adulthood. Since most mental health problems begin in adolescence, this developmental period should be a focus of strengths-based approach and prevention. The most researched positive youth development framework shown to be associated with youth mental health is The Five C model which distinguishes five indicators: competence, character, confidence, caring, and connection. The aim of the present study is to examine whether sociodemographic differences moderate the association of Five Cs positive youth development indicators and depression and anxiety symptoms in adolescence. The participants of the study were 3,438 students enrolled in the first year of secondary schools in Croatia who completed the Short Measure of the Five Cs, Depression Anxiety and Stress Scales and reported the perception of the socioeconomic status of their family. Gender and socioeconomic status main effects were shown for seven out of ten models with depression and anxiety as criterion variables. Results show that girls with lower levels of competence, confidence, and connection and lower socioeconomic status reported the highest depression and anxiety scores. These results imply that confidence, competence, and connection could be sensitive to equality and distribution of resources for youth. Reducing youth mental health problems should include social justice perspective and more available public services for families. Supportive environments are key for positive development; therefore, promotive and preventive efforts should target factors operating on societal level as well.

Teacher shortages: a social justice perspective on an Australian teacher education policy

ABSTRACT Australia and much of the Global North are facing a teacher shortage crisis. In this paper, we examine the most recent (2023) Australian education policy response to the crisis that ties this crisis to Initial Teacher Education (ITE): Strong Beginnings: Report of the Teacher Education Expert Panel (TEEP). Social justice imperatives related to economic, cultural, and political justice are used in this paper not only to explore the contents of this policy but also to think about the problem beyond borders. The policy focus, we argue, has shifted towards greater government regulation and intervention into ITE programs than ever before and that such moves work to undermine teacher professionalism. Whilst issues of student and teacher diversity are raised within some aspects of the policy, systemic social justice issues for education related to poverty, ethnicity, gender, teacher and student voice, and workplace justice are not adequately addressed. There is also little recognition within this policy that some schools are much harder to staff than others. In presenting this critical analysis, we offer ways forward for social justice imperatives to be realised within Australian ITE policy and the broader global teacher shortage crisis.

FOSTERING INCLUSIVE TEACHING PRACTICES: THE CRUCIAL ROLE OF SOCIAL PHILOSOPHY IN DEVELOPING PROFESSIONAL IDENTITY

This article argues that social philosophy is key for teachers. It helps them create inclusive classrooms and develop a strong professional identity. By reflecting on social justice and cultural perspectives, teachers can refine their practices and make ethical decisions. This article also explores how social philosophy can prepare future teachers by examining how social factors shape their identity. Finally, it emphasizes the importance of a strong professional identity for teachers and highlights the role of social philosophy in teacher education programs.

Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk Oblast). To that end, rural schools are modelled and described based on the developed criteria. Difficulties experienced by the teachers in the course of inclusive educational process, including when using distance technologies, are typified. According to the results obtained, typical models of rural schools in the Murmansk Oblast include suburban schools and remote schools and their following variants: the school as a territorial cooperation, a border school, an isolated school, and an indigenous school. In all rural school models, under successful formation of external and internal social ties, a shortage of special education teachers is observed. The teachers face methodological, organizational, and social difficulties. In addition, the educational environment is not sufficiently accessible, which forms barriers to social justice. The revealed regional specificity of rural schools serves as a justification for a conceptual and substantive development of Arctic pedagogy. The results obtained are useful for further theoretical and empirical research in the field of inclusive education, as well as for the development of regional programs of inclusive educational practices, taking the differentiation of social conditions into account.

A common law in space for public health

Beyond the gravitational pull of Earth, space travel poses substantial public health hazards pertaining to the physical and mental well-being of astronauts and passengers, in addition to a possible threat to the populace of Earth upon re-entry. Exposure to cosmic radiation, cranial pressure from microgravity, weakened immunity to contagion, and the potential for depression and psychosis are all risks. Public health crises of this nature are to be expected as the duration of missions extends, as is the case with Mars settlement. In contrast to national space programmes, which have regarded these obstacles as human factors effecting the mission, public health law in common law British nations approaches them from the perspective of social justice and the preservation of human life and societal welfare. Countries including Australia, Canada, the United States, and the United Kingdom continue to apply traditional common law principles of public health law, which provide a sensible and enduring method for reconciling competing public and private interests. Common law permits the violation of civil liberties through the use of force in public health restraint, forced medication, and quarantine, but only if necessary, reasonable, and equitable. While the understanding of the health challenges associated with long-duration spaceflight may be in its infancy for national space programmes and civilian space ventures, the application of common law public health principles could aid in the establishment of health and safety protocols in which human reactions to crises in space resemble those observed on Earth. This may, nevertheless, necessitate the enactment of a more comprehensive federal public health statute. Embedded in both public health common law and international space law, the pre-eminence of preserving and respecting human life and well-being continues to be a cornerstone of humane justice despite the perilous conditions of space.

Dignity at Work: A Critical Conceptual Framework and Research Agenda

This article provides a narrative review of the literature on dignity at work with a focus on social justice perspectives, which informs the development of a conceptual framework to guide future theory, research, practice, and public policies. Dignity at work encompasses earned and inherent dignity; the capacity for autonomous action; the affirmation of diversity; access to decent and humane work conditions; freedom to organize and resist; and opportunities for contribution, meaningfulness, and achievement. The literature review highlighted the diverse disciplinary and conceptual frameworks that inform how dignity at work is defined and understood along with a review of relevant empirical literature exploring the nature, antecedents, and outcomes of dignity at work. We presented a critical conceptual model that includes macro-level, work-based and relational conditions, systems of oppression, and resistance as the context for understanding dignity at work and its outcomes. The paper concluded with directions for future research and implications for practice and public policy.

Hate Speech and Human Rights: A Social Justice Perspective in Pakistan

This paper explores hate speech issues through the lens of human rights and social justice, focusing particularly on its impact on minority communities in Pakistan. It examines how hate speech undermines their human rights and leads to a denial of social justice, eroding the social fabric and perpetuating discrimination. The paper begins with a discussion of the current global context and then delves into the socio-political landscape of Pakistan, presenting relevant background information. It highlights that Pakistan, marked by religious, cultural, ethnic, and linguistic diversity, has struggled to fully embrace this diversity. Within this context, the article specifically studies the issue of online hate speech directed at minority communities and its detrimental effects on their well-being and societal integration. The paper concludes with comprehensive recommendations to tackle hate speech both online and offline, aiming to promote a more inclusive and just society for all, where every individual’s rights are respected and protected.

Khawla Badwan, Language in a Globalised World. Social Justice Perspectives on Mobility and Contact. Springer, 2022

Khawla Badwan, Language in a Globalised World. Social Justice Perspectives on Mobility and Contact. Springer, 2022

Creating and enacting culturally responsive assessment for First Nations students in higher education settings

In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace with culturally responsive pedagogical practices to improve assessment validity for First Nations students and to maintain constructive alignment between learning, teaching, and assessment. Based on qualitative interviews with stakeholders in the On Country Teacher Education program, we describe how university lecturers changed their approaches to assessment and modified their assessment tasks to enact and create culturally responsive assessments. These practices, whilst beneficial for First Nations students, are viewed as being ‘responsive’ rather than ‘proactive’. Recommendations include shifting to a ‘proactive’ stance by evaluating the validity of student learning outcomes and assessment design from the onset.

Exploring the Radical Potential of Queer AZN and Pasifika CRT for Clinical Social Work Praxis

ABSTRACT In the wake of the COVID-19 pandemic, the crisis in Palestine, and the continued rise in hate crimes against Asian American and Pacific Islander (AAPI) communities, clinical social work praxis centering on the intersectional identities of queer and transgender AAPI communities has never been more vital. Through the visioning of an approach that addresses these intersecting identities and our own experiences with racism, cisheterosexism, and transphobia, we propose a theoretical framework, Queer AZN and Pasifika Critical Race Theory (CRT), for clinical social work praxis. Specifically, we describe six tenets of a Queer AZN and Pasifika CRT approach, which include (1) Queer, Brown Asianization; (2) Challenging mainstream ideologies about Asians, Pacific Islanders, Queer and Transgender Pacific Islanders, and Queer and Transgender Asian Americans; (3) Global, decolonial perspectives; (4) Re-constructive histories; (5) Multidisciplinary story, practice, praxis, and voice; and (6) a Social Justice perspective. We present cases as an opportunity to explore and reflect on clinical social work practice with queer and trans AAPI people through the lens of Queer AZN and Pasifika CRT.

Are real-time volunteer apps really helping visually impaired people? A social justice perspective

While digital technologies have undoubtedly enhanced the quality of life for individuals with visual impairment, their influence on social justice remains underexplored. Drawing upon intergroup contact theory, this study employs a mixed-methods approach, utilizing both surveys and interviews, to examine the impact of real-time volunteer apps on social justice from the perspectives of both visually impaired people (VIP) and non-impaired people (NIP). Our results reveal unintended adverse effects associated with the use of real-time volunteer apps. Despite enhancing perceived social connection, these apps paradoxically increase VIP's prejudice vulnerability, which is potentially attributed to the social contrast effect. Meanwhile, app usage increases NIP's stereotyping and reduces their social acceptance of VIP groups, as these apps fail to create equal status contact between NIP and VIP. This research illuminates the complex dynamics of how information technology (IT) affects social justice for VIP and highlights the overlooked downside of IT. It advances our understanding of intergroup contact theory by providing empirical evidence on contact effects when equal status conditions are lacking and serves as a reminder to app designers and developers of the crucial role of social influence in app design, particularly in the development of apps intended for minority groups.

The Global Disappearance of Decent Work? Precarity, Exploitation, and Work‐Based Harms in the Neoliberal Era

This thematic issue offers an international perspective on precarious work and the social harms generated by such work. In the following introduction, we contextualise these trends in relation to entrenched neoliberal policy, rising contractual insecurity, the proliferation of borders, and other forms of institutional discrimination and inequality. We distinguish between formal contractual insecurity and the subjective experiences of precarity, interrogate the types of harms that accompany precarious work, and set out a social justice perspective for an engaged critique of precarious work. The collection is truly global in its scope, encompassing case studies from Bangladesh, China, Czechia, Ecuador, Finland, Italy, India, Jordan, Latvia, and Spain. These case studies draw out the diverse contexts for rising precarity, ranging from post‐soviet, post‐socialist, and neoliberal transitions to post‐colonial and neocolonial contexts, examining how precarity is shaped by and interacts with divisions of ethnicity, migration status, gender, sexuality, and class. This thematic issue arises out of the work of the (In)Justice International Collective and is dedicated to the organization’s founder, Dr. Simon Prideaux, who passed away in 2023.

Exploring social justice education in Türkiye: Unveiling the impact on university students' social justice perspectives

AbstractThe significance of social justice in education has become increasingly important, as education plays a crucial role in empowering individuals and fostering a dynamic environment that promotes awareness of social justice issues. This study focuses on exploring social justice education (SJE) within the context of Türkiye, where research in this area is relatively limited, particularly in terms of classroom‐based investigations. This qualitative study adopted the case study design and facilitates as an extracurricular activity focusing on sustainable development goals, given the absence of a predefined curriculum or specific lesson plans for SJE. The study involved 15 students from a state university preparatory English class and utilized diverse online resources. The study's results indicated a significant transformative influence, specifically in enhancing the comprehension of the scope of social justice and fostering critical thinking abilities. The implications of the study are discussed in detail.

Rethinking researcher-participant roles

Abstract Recent studies on language and migration have attempted to address the social injustices stemming from global disparities in wealth and opportunities. However, there’s a risk of researchers unintentionally reinforcing traditional power dynamics, positioning themselves in power while reducing participants to mere data sources. Focusing on migrants in precarious living conditions, whose migration is often a consequence of political and economic upheaval in the origin, this paper interrogates the role of researchers and the researched with respect to social justice perspectives. We argue that conducting research on, for, and with such vulnerable migrant populations requires a reflexive understanding of our own positions and decisions throughout our engagement with participants. We propose that this approach is most effectively executed if we treat participants as equal partners in knowledge generation and social action, guided by principles of care, empathy, and unconventional methodologies. Through this, we hope to advocate for migration linguistics that is truly fair, just, and empowering among migrants.

Democratization of access to Brazilian Higher Education: the evening program in Dentistry from the perspective of social justice

Resumo Este artigo analisa a oferta de vagas no curso noturno de Odontologia de uma universidade federal enquanto democratização da Educação Superior com justiça social. Relata pesquisa empírica com ingressantes e concluintes do diurno e noturno, realizada por meio de aplicação de questionário e consulta a microdados do Censo da Educação Superior. A análise envolveu distribuição de frequências e teste estatístico. O curso de Odontologia noturno recebe mais estudantes acima de 25 anos, primeiros da família a cursar graduação, com intervalo de três anos ou mais entre o fim do Ensino Médio e o ingresso no curso, trabalhadores e com renda familiar menor que os ingressantes do diurno. O curso noturno tem menor número de concluintes pretos e pardos e de egressos das escolas públicas do que os ingressados, o que denota a fragilidade destes grupos na permanência e conclusão da Educação Superior. A oferta de vagas noturnas de Odontologia em universidade federal contribui para a justiça social na Educação Superior, ainda que seja necessário avançar na redução das desigualdades sociais e educacionais.

Temporal dimension in recognition of prior learning (RPL) in vocational education and training from a social justice perspective

ABSTRACT An international movement is underway to promote the recognition of prior learning (RPL) as a means of social justice, especially for disadvantaged populations. This article examines the duration of the RPL pathway towards the upper secondary VET diploma from a social justice perspective. Grounded in the Sen’s capability approach (CA) and using survival analysis with administrative data, the results show that, under certain conditions, the RPL helps promote access to an upper secondary vocational education and training (VET) diploma, especially for experienced workers without a diploma. Indeed, some personal (e.g. immigration status) and social conversion factors (e.g. involvement of employers in the RPL pathway) are associated with the time until graduation through RPL. The discussion highlights the relevance of using survival analysis when examining the association between conversion factors and the RPL pathway. The conclusion sheds light on the relevance of incorporating a temporal dimension when analysing pathway in RPL and under CA framework.