Social Justice Perspective Research Articles

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

Access to online learning: Machine learning analysis from a social justice perspective

Access to education is the first step to benefiting from it. Although cumulative online learning experience is linked academic learning gains, between-country inequalities mean that large populations are prevented from accumulating such experience. Low-and-middle-income countries are affected by disadvantages in infrastructure such as internet access and uncontextualised learning content, and parents who are less available and less well-resourced than in high-income countries. COVID-19 has exacerbated the global inequalities, with girls affected more than boys in these regions. Therefore, the present research mined online learning data to identify features that are important for access to online learning. Data mining of 54,842,787 initial (random subsample n = 5000) data points from one online learning platform was conducted by partnering theory with data in model development. Following examination of a theory-led machine learning model, a data-led approach was taken to reach a final model. The final model was used to derive Shapley values for feature importance. As expected, country differences, gender, and COVID-19 were important features in access to online learning. The data-led model development resulted in additional insights not examined in the initial, theory-led model: namely, the importance of Math ability, year of birth, session difficulty level, month of birth, and time taken to complete a session.

Falling off the treatment wagon: Barriers to cancer treatment and care for people experiencing health and social inequities.

135 Background: A key pillar of Canada’s healthcare system is universal access, yet significant barriers to cancer services remain for those impacted by health and social inequities (e.g., poverty, homelessness, racism). For this reason, cancer is diagnosed at a later stage, resulting in worse patient outcomes, a reduced quality of life, and at a higher cost to the healthcare system. Those who face significant barriers to access are under-represented in cancer control services Consequently, these inequities result in people dying from cancers that are highly treatable and preventable, however; little is known about their treatment and care course. The aim of this study was to explore barriers to accessing cancer treatment among people experiencing health and social inequities within a Canadian context. Methods: We conducted a secondary analysis of ethnographic data informed by critical theoretical perspectives of equity and social justice. The original research draws from 30 months of repeated interviews (n = 147) and 300 hours of observational fieldwork with people experiencing health and social inequities at the end-of-life, their support persons, and service providers. Results: Our analysis identified four themes presenting as ‘modifiable’ barriers to inequitable access to cancer treatment: (1) housing as a key determinant for cancer treatment (2) health literacy and ‘missing the window’ for shared decision making (3) invisibility of the social/structural determinants of health (4) navigating a complex and fractured system. These inter-related themes point to how people impacted by health and social inequities are at times ‘dropped’ out of the cancer system and therefore unable to access cancer treatment. Conclusions: Findings make visible the contextual and structural factors contributing to inequitable access to cancer treatment within a publicly funded health care system. Identifying people with social and health inequities and approaches to delivering cancer services are explicitly equity-oriented are urgently needed.

Indigenous people in vocational education and training from a social justice perspective: an overview of international literature

ABSTRACT Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education.

Racism and health: the need for urgent action

Racism and health: the need for urgent action

Counseling psychology and participatory justice: “sharing the university”

ABSTRACT What is a participatory justice approach to counseling psychology, and what actions would express its inclusive intentions? We propose that a participatory justice framework for counseling psychology practice and training would complement social justice perspectives by emphasizing university-community collaborations and resource-sharing; it also privileges public, community-based knowledge creation as exemplified by participatory action research. In this way, a participatory justice approach offers a counterbalance to current political trends toward private ownership of social assets and resources. This article 1) expands upon these theoretical foundations, and then 2) presents three current practice-related project examples to show how these foundations can tangibly translate to academic and professional activities. Finally, the article 3) relates these activities to the training of students by concluding with suggested curricula by which to prepare graduate students and others for participatory undertakings.

Quality of Education From a Social Justice and Capabilities Perspective: The Case of Turkey

We explore how a social justice and capabilities perspective serves as a conceptual tool to understand the quality of education (QoE) in Turkey so that policy can be developed to make the education system inclusive of all learners, provide relevant education, and allow stakeholders’ democratic participation. We provide a critical discussion about the Turkish education system and continue with a critical analysis of the three interrelated dimensions of QoE from a social justice and capabilities perspective; that is, inclusive education, relevance, and democracy. Finally, we make recommendations to improve QoE in Turkey by strengthening social justice and developing appropriate capabilities in education.

Public health in undergraduate nursing education and workforce readiness.

Student engagement with the community is a cornerstone of undergraduate nursing education in Canada. Working with community from perspectives of social justice, health equity, advocacy, and political action are essential for workforce readiness. We suggest that the erosion of public health theory and clinical courses in baccalaureate nursing programs undermines the potential capability of nurses to address the intersectionality of the social determinants of health. The impact of the COVID-19 pandemic on populations further demonstrates inequities, particularly among marginalized populations. Public health nursing education supports students' understanding about the health impacts of social injustice, how systemic racism is embedded in colonial and Eurocentric structures, and practices of superiority and privileges.We, as a national group of public health nursing educators, set out to investigate how existing guidelines and competencies support public health in undergraduate education across Canada. Results from a national questionnaire of educators, and of PHN leaders on new graduate practice readiness are presented. Questionnaire responses confirm an erosion of PHN theory and practice in baccalaureate nursing education (BNE) curricula. The results of the questionnaires combined with evidence of PHN since the global pandemic provide educators and practitioners more insight to inform future directions to respond to workforce readiness.

Deliberating enhanced weathering: Public frames, iconic ecosystems and the governance of carbon removal at scale.

Meeting goals for 'net zero' emissions may require the removal of previously emitted carbon dioxide from the atmosphere. One proposal, enhanced rock weathering, aims to speed up the weathering processes of rocks by crushing them finely and spreading them on agricultural land. Public perceptions of enhanced rock weathering and its wider social and environmental implications will be a critical factor determining its potential; we use six 2-day deliberative workshops in England, Wales and Illinois to understand public views. Consideration of enhanced rock weathering deployment in tropical countries led participants to frame it from a social justice perspective, which had been much less prevalent when considering Western agricultural contexts, and generated assumptions of increased scale, which heightened concerns about detrimental social and environmental impacts. Risk perceptions relating to 'messing with nature' became amplified when participants considered enhanced rock weathering in relation to 'iconic' environments such as the oceans and rainforest.

Cultivating classroom democracy: Educational philosophy and classroom management for social justice

Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls’s A Theory of Justice, social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate space and time for democracy, by focusing on the educational specificity of the classroom community, which is called ‘Gakkyu’ in Japanese. Social justice in education is not only a policy issue, but also a practical issue which should be tackled in the classroom. Rethinking the ways of democracy to face conflicts arising due to differences and equality of children in the classroom is an important method of bridging social justice and education. In this paper, the following question will be explored: how classroom democracy can be nurtured and the classroom community transformed into a democratic place where children from various background and experiences gather and learn from each other.

Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving

There is a vast amount of literature which locates the home-school relationship as a keystone to improving academic outcomes and preventing school dropouts. It is not always sufficiently clear, however, how these relationships are established and function and how they impact on students’ school engagement. This paper draws on the concepts of familial habitus and institutional habitus to better understand how home-school relationships are formed and how they are deeply class-biased. Using in-depth qualitative interviews with parents and teachers from four public secondary schools in Barcelona, this paper examines the factors explaining more and less harmonious relations between these two agents. This article will help shed light on the challenging relation between home and schools, taking into account different sociocultural contexts mediating this interaction and suggesting some implications in terms of educational policy from a social justice perspective.

Opening spaces for researching feminism and public relations: Perspectives from Australia, Indonesia and Malaysia

Drawing on communication, feminist studies and public relations scholarship, this interdisciplinary paper contributes to feminist perspectives on public relations in order to draw attention to the disciplinary implications of the ongoing exclusion of diverse women’s voices and the ways gendered exclusion is exacerbated by the marginalisation of voices from Global South, Indigenous and settler colonial contexts. Writing from three countries located in the Asia-Pacific region, the authors interrogate the field as feminist public relations scholars and highlight the need for more inclusive practices in academic processes that shape disciplinary knowledge. The paper challenges liberal feminist and postfeminist perspectives, arguing these have significant implications for the production of public relations knowledge. Instead, it argues that feminist public relations scholarship needs to foreground intersectionality and social justice and embrace perspectives and research outside the US and Europe. It calls for greater awareness of the ways power is associated with privilege and determines ‘legitimate’ disciplinary knowledge within public relations in order to challenge structural and institutional inequalities. In advocating for critical, intersectional and transnational feminist public relations, the paper argues for greater reflexivity and vigilance in opening up the field to new and diverse perspectives and improving disciplinary processes.

Evaluation of Land-Use Layout of the Rail Station Area Based on the Difference in Noise Sensitivity to Rail Transit, Taking a Suburb of Tokyo as an Example

Rail transit has been deemed a sustainable means of transportation, but its agglomeration effect and the noise therefrom create conflict. Generally, such conflict can be solved by designing the architecture and facilities of rail transit using noise-reduction methods. However, relevant studies have pointed out the limitations of such methods from the perspective of enforceability and social justice. Specifically, extensive monitoring of noise is difficult, and the cost of noise reduction is mostly borne by the surrounding residents. Thus, another question has been raised: Can we apply a land-use layout that takes into account the difference in sensitivity to rail noise of different types of land so as to weaken the negative impact of rail noise? In this paper, we adopted various methods of the characteristic price method, progressive multivariate regression analysis method and noise simulation method, and adopted the suburban rail transit system in Japan as the research object to analyze the impact of rail noise on the price of residential land within 200 m of the rail line. Additionally, we investigated the impact of the accessibility to the station site on the price of commercial and residential land within 800 m of the rail line. We also established the evaluation model on this basis. Lastly, we conducted a further discussion on the evaluation model by studying the re-development project of Tokyo’s Futako Tamagawa Station. The major conclusions in this paper are the following: rail noise is negatively related to the price of residential land within 200 m of the rail line; the price of commercial land within 800 m of the station site is negatively related to the station’s accessibility; and the price of residential land is unrelated to the station’s accessibility. According to the results of the analysis of Tokyo’s Futako Tamagawa Station, designing and arranging commercial land that is insensitive to rail noise in the area surrounding the rail line and using commercial buildings as a shield for the residential land behind them will be beneficial for weakening the negative impact of noise and maximizing the use of the commercial value generated by the station’s accessibility.

Arenas of Contestation: A Senian Social Justice Perspective on the Nature of Materiality in Impact Measurement

Although the importance of measuring and reporting the social and environmental impact of organisational action is increasingly well recognised by both organisations and society at large, existing approaches to impact measurement are still far from being universally accepted. In this context, the stakeholder dynamics within the nascent field of impact investing demonstrate the complexity of resolving potentially differing perspectives on key impact measurement issues such as materiality. This paper argues, from an organisational perspective, that such arenas of contestation can be conceptualised in terms of social justice. Specifically, we draw upon Sen’s notions of ‘arrangement and realisation’ to explore the dynamics of contestation across a range of stakeholders concerning materiality judgements to suggest that such ‘arrangements’ may lead to suboptimal impact outcomes as ‘realisations.’ Our analysis of the nature of materiality contestations in impact measurement reveals the conflicts, tensions and paradoxes evident in this field of action. Empirically, we examine data drawn from 19 cases and 33 interviews. The analysis suggests three arenas of contestation around the materiality of impact measurement: the power dynamics between economically powerful investors and objectified investees; the conflicts between materiality norms and standards; and the interactions between all stakeholders with differing motivations towards radical or incremental materiality. Building upon this analysis, we then discuss how arenas of contested materiality may be mediated by drawing upon Sen’s notions of transcending the individual interests of the invested parties for the greater good via processes of contextualisation and case-specificity.

Addressing health in psychotherapy: Future directions from a community wellness lens.

Building off insight provided by authors in this special section and in the broader literature, this closing article describes future directions in health in psychotherapy. We use the community wellness model (CWM; Prilleltensky, 2005) sites of personal, relational, and collective to highlight psychotherapy constructs that offer future directions for more fully embracing a community and social justice perspective in health in psychotherapy. Within each level, we describe implications for researchers and clinicians: the personal level focuses on individual psychotherapy, including theoretical orientation, interventions, and feedback-informed treatment; the relational level covers clinician-client dynamics and group psychotherapy; the collective level addresses the scope and innovation of our interventions as well as advocacy efforts. Our hope is that these psychotherapy constructs and processes offer researchers and clinicians future directions for more fully integrating health into psychotherapy in a way that embeds a social justice perspective. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Gender-Affirming Hormone Therapy Linked to Better MH in Trans Youth

Gender-Affirming Hormone Therapy Linked to Better MH in Trans Youth

Furthering Social Justice for Disabled People. A Framework Based on Amartya Sen’s Capability Approach

Abstract Understanding disability as a social phenomenon opened up the way for disability studies and social justice theories to mutually benefit from each other. One of the most significant recent advancements in the field of social justice has been the capability approach (CA) of Amartya Sen. The present paper builds on the CA to analyse disability form a social justice perspective. We argue that the CA provides several advantages when conceptualizing disability and furthering justice for disabled people. The objective of the paper is to develop a framework for analysis on the basis of the CA and to apply it through the case of D/deaf and hardof- hearing children and their carers in Szeged, Hungary. We demonstrate that the advancement of justice occurs through the scrutiny and comparison of feasible alternatives instead of arguing for principles or institutional guarantees of perfectly just societies.

Co-agency: reconsidering agency in guidance practice

ABSTRACT This article contributes a social justice perspective to the ongoing discussions about the concepts that inform career guidance theory and practice. Due to the field’s psychological tradition, career guidance practices often adopt highly individualised notions of agency that fail to grasp the contextual factors and societal structures from which agency emerges. In this article an alternative approach to agency is offered by repositioning agency as a relational phenomenon. First, based on the findings of an ethnography that focuses on career guidance for youth in the margins of education and work, I explore how agency emerges as a relational and joint construction. A concept of co-agency is elaborated to express the embedded, co-constructed and political nature of agency.

Sistem Transportasi Terintegrasi di DKI Jakarta: Analisis Transformasi Berkeadilan Sosial

This study aims at analyzing the transformation process of the integrated transportation system in Jakarta City using Amartya Sen’s Capability Approach (CA) in terms of social justice. The exploration of the indicator of CA by Beyazid is used to identify social justice in the related program. Unlike previous studies that focus on the evaluation and public opinion against the integrated transportation system in Jakarta, this article fills the gap in the social justice perspective in transportation system studies. Textual Network Analysis (TNA) is used as an analysis technique. Digital approaches are used in the data collection process. This study provides the frame of the social justice principle in an integrated transportation system in Jakarta. The result shows that the developing process of the integrated transportation system already uses a social justice approach. However, the strategy of maximizing the use of mass transportation needs to be fixed.

Responding to perinatal health and services using an intersectional framework at times of natural disasters: A systematic review

The culture of disaster-related health service provision has focused on an “all hazards” disaster management approach, addressing issues from a generalized perspective [1]. This approach has overlooked the specific and time-sensitive needs of a variety of multiply-vulnerable populations. Additionally, understanding service needs from equity and social justice perspectives is critical. Applying intersectional frameworks of Black feminism, Queer theory, and indigenous perspective can dismantle some of the heteronormative approaches of disaster politics. This is especially true for pregnant people, as their health affects more than one generation, and their immediate health and service needs may be more complex than other disaster survivors. This systematic review employed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) in reviewing 9 out of 2,411quantitative and qualitative studies published between June 2005 and June 2020 to understand perinatal healthcare service provision during times of natural disaster. The result showed a need for focused planning on healthcare services for gestating, birthing, and postpartum people during natural disasters. Further, the inclusion of intersectional and traditional practices and local partnerships are essential in providing specialized services to vulnerable groups for both physical security and psycho-emotional health, were reflected in the findings.