Social Justice Perspective Research Articles

Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade

The field of school psychology continues to further embrace a social justice perspective to address systemic racism, privilege, prejudice, and discrimination. To accomplish this mission, school psychologists must ensure that there is a solid literature base that is inclusive and representative of students from minoritized backgrounds. A review of student sociodemographic characteristics was conducted of all articles in four of the primary journals of school psychology from 2010 to 2019 (n = 1,213 articles). Compared to national estimates of school-age sociodemographic distributions, researchers tended to include samples more representative of students identifying as White/Caucasian and underrepresentative of students from low-income backgrounds. Authors rarely included or described participants’ sexual orientations and gender identities beyond the binary (female/male). We provide a discussion and recommendations for improving the inclusivity of students from minoritized backgrounds in future school psychology research. IMPACT STATEMENT To provide evidence-based school psychological practices to all students, the field’s literature must be representative of the student population. In reviewing the past decade of school psychology research, the literature tends to overrepresent students who are White and come from middle to high socioeconomic backgrounds. There tends to be underrepresentation of sexual minority youth, youth from low SES backgrounds, and children at the elementary grade level. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1927831

What is career success? A new Asian American psychology of working.

Model minority stereotypes of Asian Americans as high educational and occupational achievers are perpetuated by conceptual and methodological issues in career development research that aggregate across Asian ethnicities and oversample high achievers. These issues render those marginalized, such as working-class immigrants with limited English proficiency, as well as their children, as invisible within research, practice, and policy. A new theoretical framework, entitled the Asian American Intergenerational Model of Psychology of Working (AAIM), questions the mainstream career development assumptions of linearity, stability, and upward mobility that reveal inherent classism. Building on the Psychology of Working Theory (Duffy et al., 2016); the AAIM broadens the scope and definition of work beyond career, and acknowledges the significance of structural and cultural forces on people's work and life. An expanded qualitative analysis of interviews with 17 low-income, working-class, Chinese immigrant parents (Tu et al., 2019) provides an empirical illustration of the intergenerational and coethnic dynamics of vocational experiences central to the AAIM. The working-class immigrants relied on coethnic networks to secure employment within a narrow range of options, many straddling helplessly between arduous manual labor and family demands. Though they had immigrated primarily to provide a better future for their children, many parents struggled to participate meaningfully in their children's development. These findings highlight the need to expand Asian American psychology of working to incorporate systems and social justice perspectives. Research, practice, and policy implications of AAIM advocate for maximal inclusivity and offer directions to address invisibility of the most marginalized and disenfranchised Asian American workers. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Essence of Ownership Rights of College Foundation in Social Justice Perspective

This research is based on the essence of the ownership rights of higher education foundations in the perspective of social justice. By looking at several facts related to ownership rights and institutions and their management. This research method is normative with a philosophical approach, laws, theories/concepts, and cases. The data used are secondary data in the form of primary and secondary legal materials. The results show that ownership rights to tertiary institutions are public/community ownership rights that are responsible for trust, not those of the founders, supervisors, administrators, and supervisors. The ownership rights of this foundation are pseudo or imperfect because it is only limited to the right to use or benefit from the existence of the higher education foundation. The ownership rights of the student community over foundations have implications for the management of foundations and universities with the foundation's obligation to provide academic services and economic assistance for underprivileged students.

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Despite significant research into the education of autistic children and young people (CYP) and an increased awareness of the employment needs and rights of autistic adults, little attention has been paid to autistic teachers. We discuss findings drawn from an online survey in the UK in which autistic teachers and other autistic education staff (n = 149) describe the lack of understanding, sensory impacts, mental health issues and the complexities associated with revealing an autism diagnosis as a result of their work. These issues can represent significant impediments to either entering or remaining in the school education profession. Positive experiences were also found and, from a social justice perspective, the possibilities of autistic school staff to constitute a role model for autistic CYP and to facilitate their educational inclusion are considered. Future directions in this under-researched area are also discussed. Points of interest There is a lack of research into autistic teachers and other autistic school staff. Autistic school staff experience many difficulties in training, recruitment, job satisfaction and career development. Participants in our survey wrote that they lack support. They also find the physical environment of schools difficult and can experience mental health issues and prejudice. Some participants feared sharing the fact that they were autistic at work, but others had positive experiences of doing so. In the right circumstances, autistic staff in schools can make an important contribution to educational inclusion, particularly of autistic pupils.

Mayan Traditional Knowledge on Weather Forecasting: Who Contributes to Whom in Coping With Climate Change?

Despite international commitments to integrate indigenous peoples and their Traditional Ecological Knowledge (TEK) in actions combating climate change, their inclusion remains limited. Integrating TEK with scientific knowledge has become particularly important in sectors such as agriculture, which both contributes to and is affected by climate change. While there is a general recognition that integrating TEK will contribute to climate change adaptation, agricultural interventions have made little progress in achieving this due to the assumption of a clear divide between TEK and scientific knowledge. This paper considers that knowledge integration is already occurring, but in contexts of economic, sociocultural, and political inequalities. We elaborate on the case of traditional weather forecasting methods used by Mayan indigenous farmers in Mexico's Yucatán Peninsula to propose a social justice perspective for knowledge integration in climate change interventions. Using information from three studies conducted between 2016 and 2019, we first explain the importance of weather and traditional weather forecast methods for indigenous Mayan farmers. Later we describe in detail both these methods and their links with Mayan cosmology. Findings show how weather phenomena such as drought and hurricanes are main concerns for milpa farming. They illustrate the diversity of traditional short, medium, and long-term weather forecast methods based on observations from nature and the sky. Farmers also perform rituals that are related to their Mayan gods and goddess. As TEK not only defines agricultural calendars but also reproduces Mayan culture, we discuss what is needed for its integration into actions combating climate change. We use a rights-based approach that considers the economic, cultural, and political scales of justice to equally allocate resources and benefits for traditional knowledge systems, recognize indigenous values and worldviews avoiding cultural harms, and accomplish indigenous self-determination through equal representation. As a result, we hope to incentivize development actors engaged in agricultural interventions on climate change to critically reflect and examine power dynamics and relations when working with indigenous communities.

Immaterial Monuments, Narrative Inequality and Glocal Social Work. Towards Critical Participatory Community Art-Based Practices

Abstract The aim of this study is to ask critical questions about the immaterial narrative force of monuments and social justice related to place and space, and to develop an interdisciplinary, participatory, art-based methodology for the study of narrative inequality in glocal social work. The study begins with the glocal turn in social work, a condition characterised by a critical understanding of the interlinked and intersectional localities within a world perspective, theoretically and methodologically reshaped towards space, the arts, architecture and interdisciplinary practice-based collaborations. It develops participatory art as a tool for dialogue and critical spatial practice in urban environment by drawing upon critical scholarship on participatory art projects and the author’s experiences as a guest participant within the project ‘Immaterial Monuments’ in the Western Balkans. Experiences from this project are used as a catalyst to illustrate and discuss how participatory community art and social sculpture, with illustrations from photography and poetry, are useful for visualising the language of narrative inequality. The study argues that the question of how immaterial monuments reflect the worldviews and dominant narratives of privileged elites restrict spaces for marginalised people, and that glocal social work research, education and practice needs to promote anti-discriminatory and social justice perspectives through the critical study of immaterial monuments.

Discrimination and Bias in State Triage Protocols Toward Populations With Intellectual Disabilities During the COVID-19 Pandemic.

Individuals with intellectual disabilities face discrimination on a daily basis. The coronavirus disease (COVID-19) pandemic has highlighted the systemic ableism that is embedded within American culture, particularly through health care bias and discrimination. In turn, this creates further marginalization during diagnosis, triage, and treatment of the novel coronavirus. Multiple states have filed complaints against state triage protocols that suggest an abled life is more worthy than a life with a disability. Although many of these protocols have been updated and replaced, generalized triage statements fail to address health care bias that is embedded within the American system. In addition to the existing solutions, proposed solutions to addressing health care bias include integrating social workers into the emergency management process and the overall disaster management field. To combat bias and ableism across the health care system, a social justice perspective that highlights discrimination, inequalities, and inequities in overall individual care must be adopted.

Cities in crisis: examining the pandemic through urban planning and state capacity

ABSTRACT The Covid-19 pandemic and the subsequent migrant crisis has exposed and magnified the cracks in the politico-economic arrangements of our cities. Going beyond the pandemic, however, the article argues that the crisis is rooted in the manner in which our cities have been imagined, planned, and developed under the modernist paradigm and further guided by the neoliberal framework. The problems that have surfaced today have been always present but been brushed aside or given symptomatic treatment in the governance and policy sphere. Engaging with the planning and its interrelated dynamics in Delhi from a social justice perspective, the article explores the imagination of the city as formulated over the years through urban planning, how it impacts the integration of the migrant labor in the city and how the state capacity is central to these questions.

School Counselor Preparation to Support Inclusivity, Equity and Access for Students of Color With Disabilities

The effective implementation of comprehensive school counseling services to all students is premised on the ASCA National Model framework themes of leadership, advocacy, collaboration, and systemic change. The school counselor’s role is to support the academic, career and social-emotional development of all students. From a school counselor advocacy and social justice perspective, school counselors engage in practices that will support all students and create opportunities for equal access and success through their leadership and service as collaborators, consultants and change agents. School counselor leadership results in positive changes within the school community. Using the ASCA Model Framework themes, school counselors can integrate these themes to support inclusivity, equity and access for students of color with disabilities, to the general education curriculum. In order to better prepare school counselor trainees to provide culturally appropriate support and services for students of color with disabilities, school counselor education programs must be more intentional in providing graduate-level course work that introduces trainees to best practices in their work with students with disabilities. First, this writer will discuss the ethical imperative for school counselor educators to be intentional in integrating special education curriculum in preparation programs and how school counselor education programs can use the ASCA Model framework themes in preparing school counselor trainees to engage in best practices to encourage, support, and ensure that students of color with disabilities have access and inclusion in the general education settings. Secondly, this writer will also discuss the incorporation of interactive related ASCA theme activities as preparation for school counselor trainees, in a special topics course as well as during practicum and internship and future professional school counselor opportunities.

Debating Cookstoves: Questioning if we need “better behaved” cooks in the developing world

The title of a recently published paper in the ‘Energy Research and Social Science’ (ERSS) journal is “Do we need better behaved cooks? Reviewing behavioural change strategies for improving the sustainability and effectiveness of cookstove programs”. I argue in this ‘Perspective’ that such a title is offensive from a social justice perspective and the title framing is misleading from a scientific perspective.

Cultivating social justice literacy in education leaders: contemplating bodily and conceptual knowledges

ABSTRACT How can instructors in higher education understand and address the challenges of cultivating critical social justice knowledge and perspectives? In this paper an embodied knowledge framework is used to interpret the accounts of two former doctoral students within a US research institution who, while expressing appreciation for a graduate seminar designed to cultivate critical social justice literacy, did not embrace its content to the degree demonstrated by their peers. Narratives constructed for the two participants, a Black woman and a White man, suggested that knowledge inscribed deeply in their bodies from experience and emotion created friction with critical social justice concepts and principles examined in the seminar. This collision of bodily and conceptual knowledges can create disjuncture that is a barrier to learning. In order to cultivate critical social justice literacy in higher education, instructors may need to create tools that call on an embodied, experientialist view of cognition. (150)

Appraisals and de/legitimation of classroom well‐being: A study based on Chilean students' voices

AbstractThis study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to take and then select photographs about their school experience, and later participated in semi‐structured interviews and a group workshop. Findings regarding the classroom context showed that children legitimised active learning methodologies, teachers to whom they feel close, and the use of technology for learning. They delegitimised punishment and teachers who ignored minority students or those with learning difficulties.

Discrimination and mental health of Christians in Egypt: coping trajectories and perceived posttraumatic growth

ABSTRACT The impact of discrimination on the Egyptian Christians minority’ mental health has never been evaluated. The current study utilised Egyptian data that included 247 Christian. The data included measures for discrimination, identity salience, interfaith spirituality, religiosity, “Will to Exist, Live and Survive” (WTELS), reappraisal, self-esteem, posttraumatic growth, collective existential annihilation anxiety (Col-EAA), psychopathology, and post traumatic stress disorder (PTSD). We conducted a T-test, stepwise regressions, and path analysis. Discrimination predicted Col-EAA and PTSD, while WTELS and spirituality were protective against Col-EAA. Discrimination had direct effects on higher Col-EAA, and indirect effects on higher PTSD, internalising and thought disorders, and negative effects on self-esteem. Col-EAA had negative effects on reappraisal, self-esteem, and positive effects on PTSD, externalising, internalising, and thought disorders. Identity salience had positive effects on reappraisal and indirect effects on self-esteem. It had indirect effects on lower externalising, internalising, and thought disorders. Discrimination negatively impacts Egyptian Christian mental health. However, their strong identity, WTELS, and interfaith spirituality are protective factors. We discussed the implications of these results from mental health and social justice perspectives.

Education and bioethics teaching in times of pandemic

Abstract: Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.

Social Justice Tort Theory

Alongside the dominant law and economics and corrective justice approaches to tort law, a new genre of tort theory based on principles and perspectives of social justice has come into its own and deserves recognition. Social justice tort theory starts from the premise that tort law reflects and reinforces systemic forms of injustice in the larger society and maintains that the compensatory ideal of tort law cannot be extricated from these larger systems. It is multi-dimensional and intersectional, recognizing that the impact of injury lands intersectionally, sometimes changing the intensity of the injury or distorting the nature of the injury. Social justice tort scholars have examined torts in gendered and racialized contexts, as well as in ordinary cases that seem to have little to do with systemic injury. In addition to feminist and critical race theory, they have borrowed from critical disability studies, queer theory and political economy. Their work demonstrates how tort law unfairly distributes damages, fails to provide adequate relief for victims of sexual assault or for people who suffer racial insult and discrimination, and erases maternal and reproductive harms. In their work, we can see common deconstructive moves (an emphasis on disparate impacts and devaluation; a teasing out of cognitive bias; and a critique of exceptionalism in tort doctrine) as well as guiding principles for reconstruction (incorporating victims’ perspectives; treating boundaries between civil rights law and tort law as permeable; and enhancing dignity and recognition).

Education and bioethics teaching in times of pandemic

Abstract: Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.

A Social Justice Perspective on IP Protection for Artificial Intelligence Programs

A Social Justice Perspective on IP Protection for Artificial Intelligence Programs

FL Teaching and Learning as a Gateway for Democracy in the 21st Century

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

Trade Secrets from an IP Social Justice Perspective

Trade Secrets from an IP Social Justice Perspective

Legal Analysis of Gorontalo Urban Drainage Development: Social Justice Perspective

Justice is one of the main basic ideas in a rule or law. A rule is not considered as a law if it does not provide a sense of justice to the subject it governs. The aim of this article is to analyze the context of social justice on the effectiveness of urban drainage construction facilities system in the cities. This study used an empirical-juridical method based on the Minister of Public Works Regulation Number 12 of 2014, the implementation of Urban Drainage. The result of data analysis showed since the planning stage, the implementation of each infrastructure development in the city of Gorontalo continually refers to the spatial planning map and collaborates with the associations engaged in the environmental sector so that it reaches the development and control processes. In this case, an infrastructure of the drainage facility does not violate its designated zone. Yet, there are several zones whose utilization is not in accordance with their designation. Thus, the problem collides with the fulfillment of social justice which affects the implementation of drainage facilities construction.Keadilan merupakan salah satu ide dasar pokok dalam sebuah peraturan atau hukum. Sebuah peraturan bukanlah hukum jika tidak memberi rasa keadilan terhadap subjek yang diaturnya. Tujuan artikel ini untuk menganalisis konteks keadilan sosial pada efektivitas pembangunan fasilitas sistem drainase perkotaan di kota dengan menggunakan metode yuridis empiris berdasarkan Peraturan Menteri Pekerjaan Umum Nomor 12 Tahun 2014 tentang Penyelenggaraan Drainase Perkotaan. Hasil penelitian Analisis data menunjukkan bahwa setiap pelaksanaan pembangunan infrastruktur di kota Gorontalo sejak perencanaannya selalu mengacu pada peta penataan ruang wilayah dan melakukan kerjasama dengan asosiasi yang bergerak di bidang lingkungan hidup sehingga sampai pada proses pembangunan dan pengendalian, sebuah infrastruktur dalam hal ini fasilitas drainase tidak menyalahi zona peruntukkannya. Meskipun masih terdapat beberapa zona yang pemanfaatannya tidak sesuai peruntukkannya sehingga permasalahan terbentur pada pemenuhan keadilan sosial yang mempengaruhi pelaksanaan pembangunan fasilitas