Social Justice Themes Research Articles

Socially responsible pedagogy: critical information literacy and art

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

Reimagining Student Success: Equity-Oriented Responses to Traditional Notions of Success

This study examined how 20 faculty and staff members used a one-time funding initiative to (re)conceptualize and design student success interventions. We found that they selectively adopted traditional notions of student success but also elevated themes of social justice, civic engagement, and overall student well-being as valuable dimensions of student success. This more expansive conception of student success informed how project leads designed interventions, including peer-tutoring supports and programs to support a sense of belonging. We argue that participatory approaches to student success framing and programming might advance more relevant and responsive conceptions of student success and facilitate organizational processes for achieving these more expansive aims.

What do participants learn at Group Relations conferences? A report on a conference series on the theme of authority, power, and justice

This article reports findings from evaluation research conducted from three conferences in the Authority, Power, and Justice: Leadership for Change series, convened annually from 2014 to 2016 at Boston College. The conferences have had similar structures and themes, with some slight variations. The highly diversified staff and membership has highlighted the themes of social identity, power, and justice in the conferences. Findings were consistent with prior research that participants do indeed learn at conferences. For both experienced and inexperienced conference members, the process of learning and meaning making is complex, relational, and evolves over time beyond the conference boundaries, and is idiosyncratic and variable. Learning can also occur at a steep cost. Recommendations are offered for enhancing learning and mitigating some of the factors that may interfere with learning. Suggestions involve re-thinking our notions of conference boundaries and the consulting stance, better integration of conference themes into conference structure, and integration of evaluation processes into conferences.

What do participants learn at Group Relations conferences? A report on a conference series on the theme of authority, power, and justice

This article reports findings from evaluation research conducted from three conferences in the Authority, Power, and Justice: Leadership for Change series, convened annually from 2014 to 2016 at Boston College. The conferences have had similar structures and themes, with some slight variations. The highly diversified staff and membership has highlighted the themes of social identity, power, and justice in the conferences. Findings were consistent with prior research that participants do indeed learn at conferences. For both experienced and inexperienced conference members, the process of learning and meaning making is complex, relational, and evolves over time beyond the conference boundaries, and is idiosyncratic and variable. Learning can also occur at a steep cost. Recommendations are offered for enhancing learning and mitigating some of the factors that may interfere with learning. Suggestions involve re-thinking our notions of conference boundaries and the consulting stance, better integration of conference themes into conference structure, and integration of evaluation processes into conferences.

On Social Justice, Diversity, and Development: The Asian Context

Introducing the main articles in this issue of Social Transformations, the overarching theme of social justice is explored in tandem with Amartya Sen’s concept of development as freedom. The main articles provide different ways of understanding social justice as economic justice, as based on human rights, and that which thrives on democracy. As Dr. Eduardo Araral presents in “The Asian Dilemma,” social justice in Asia continues to be an issue to this day precisely because the same drivers of progress are also the impetus of issues that plague Asian societies. Justin Joseph G. Badion tackles the global food crisis and uniquely provides an avenue for the Catholic Church to enter this discussion. Separately tackling the refugee crisis, Yamamoto Nobuto and Mon Mon Myat analyze the Rohingya and the Indochinese refugee crises emphasizing rights as the basis of social justice. Taniguchi Miyoko and the pair, Liang Guanghan and Xie Xiaowen, point to the importance of democracy (formal and material) for social justice to thrive through their articles on peacebuilding in Mindanao and gender equality in China, respectively. Through these articles, Sen’s perspective provides a key lens to tackle social justice in Asia from an Asian perspective but also concludes with the problems that arise from this perspective: prioritization of substantive freedom over instrumental freedom in situations of urgency, the conflict between legal rights and human rights in Asian societies with diverse cultures, and the emphasis on individual freedom over family identity.

Music Theory as Social Justice: Pedagogical Applications of Kendrick Lamar’sTo Pimp A Butterfly

Kendrick Lamar’sTo Pimp A Butterflyoffers core music theory instructors many opportunities: to engage with popular music in a curriculum traditionally focused on art music, to discuss theoretical topics not usually considered in the music theory core (including flow, groove, meter and rhythm), and to diversify the range of composer identities included in classroom repertoire. The album’s focus on African-American experiences of race and racism in the contemporary United States also allows instructors to integrate social justice topics with music-theoretical ones. This article discusses three possible models for such integration. In the “plug-and-play” model, examples from the album are embedded within lesson plans focused on traditional music theory topics. In the “concept” model, the undergraduate core curriculum is reorganized to focus on musical concepts rather than on analytical approaches to a particular repertoire, and musical examples from the album are used to explore analytical strategies for each concept. Finally, in the “social justice” model, the album is used as a springboard for classroom discussions and assignments about race, racism, poverty, and more, while still maintaining focus on analytical methods. For all three types, the author includes sample teaching materials including lesson plans, curricular design strategies, and teaching techniques. With this work, the author encourages instructors of all backgrounds, abilities, and institutional settings to consider ways of incorporating social justice into their own classrooms to change the world for the better.

Whose Sustainability? An Analysis of a Community Farming Program's Food Justice and Environmental Sustainability Agenda

AbstractAs the 1960s U.S. environmental movement gained momentum, sustainability and justice discourses surfaced to the forefront. While environmental justice discourse considers the unequal effects of environmental burdens, the language that frames “sustainability” is often socially and politically neutral. This paper critically examines the sustainability initiatives and practices of urban farming program in Florida. Based on ethnographic fieldwork in 2017, it explores the extent to which these initiatives consider a community's race and socioeconomic class when working to provide sustainably grown food in diverse communities. We argue that the program's initiatives overlook food justice concerns and use the same approach across disparate communities that focus on environmental rather than community benefits. Therefore, the program's non‐political approach neglects to integrate the experiences of those living on the margins. This research calls for a critical examination of sustainability practices, and the incorporation of social justice themes into sustainability agendas.

Voices 21C: A Collaborative Choral Enterprise

Voices 21C: A Collaborative Choral Enterprise Ruth A. Debrot Abstract How can passion for choral music be turned into something that challenges the status quo? Over the course of four seasons, VOICES 21C has progressed from being a short-term, project choir to an established, high-level performing choral collaborative. Like many community music choral organizations, VOICES 21C is centered on social justice themes that are highly relevant in today‘s world. Unlike many choirs, VOICES 21C is concerned with the empowerment of singers; both individually and collectively. Social justice, in the context of VOICES 21C, is where the intersection of critical and historical thinking, sustained inquiry, concern for a more equitable social order and for ―the marginalized other‖ take on significance. The group‘s critical, contemporary approach to choral singing evokes for the listener a thoughtful and provocative politicized perspective regarding the fears, hopes, and desires that characterize humankind. This article will address the philosophical, artistic and organizational processes that have evolved as the members of VOICES 21C have purposefully moved toward creating a more inclusive and collaborative, social justice-oriented choral enterprise. Full Text: PDF DOI: 10.15640/ijmpa.v7n1a2

Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness

ABSTRACTThis study includes an in-depth examination of 9 students’ weekly reflections and reactions to a hybrid (synchronous and asynchronous) course for preservice teachers focused on diversity and equity topics in early childhood. Through online learning modules and readings organized into six units and 14 lessons, students covered a variety of topics including race, culture, gender roles, and socioeconomic diversity. Embedded videos and activities as well as synchronous guest speakers supported connections to material. Students reacted to content by processing areas of tension and challenge, and displayed individual tension and growth across all units with weekly writing and self-reflection being instrumental in processing their reactions. Implications for developing impactful online courses focused on antibias, equity, and social justice topics and preparing educators to be aware of their own biases are discussed.

Using Literacy Approaches to Begin the Conversation on Racial Illiteracy

AbstractSystemic racism, and the white privilege that it supports and maintains, remains firmly entrenched in U.S. culture. The current educational climate may be experiencing an increase in racial animus, and students are not immune to the challenges they face as a result. For teachers who truly believe that all children can learn and are entitled to the very best opportunities to reach their full potential, racism must be considered a barrier to reaching this goal for students of color. To actively create an anti‐racist climate in classrooms, educators must actively engage in racial literacy efforts with students. High‐quality, age‐appropriate books with social justice themes can help facilitate conversations about racism and privilege. Integrating literacy approaches, such as literature circles, dialogue journals, and writing impactful pieces, can start important conversations to eradicate racial illiteracy in our classrooms and to better our world.

OER and Social Justice: A Colloquium at Oregon State University

INTRODUCTION Librarians are most likely to address issues of scholarly communication, including information economics and information privilege, with faculty and graduate students who are researching and publishing. However, undergraduate students, being both consumers and creators of information, should also be aware of these issues and can become advocates for open access. While they may not be publishing, the high cost of information directly affects students. They are often unaware the economic models that drive the price of information creation and access. Scholarly communication is not often included in basic information literacy instruction. Including undergraduates in discussions or activities surrounding open access and social justice topics is one way to help create future advocates. DESCRIPTION OF PROGRAM Two librarians developed a 2-credit, 10-week Honors College course on open educational resources and social justice targeted at undergraduate students. The purpose of the course was to raise awareness among undergraduates on issues of scholarly communication through activities, discussion, and reflection. Course activities were designed to help students discover, synthesize, and reflect on social justice and information access. NEXT STEPS Feedback from the students indicated that the course content was appropriate and that students had a better understanding of these issues and could formulate arguments both for and against open access. Some changes to the course structure and content are under development to give students more opportunities to act as advocates and informed citizens.

The Role of Teacher Educators’ Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice

Background As social-justice-focused teacher education programs continue to gain prominence, a wealth of research explores approaches for preparing teachers for social-justice-minded teaching. This study looks closely at a key aspect of teacher education programs frequently absent from the research—the teacher educators (TEs) themselves. Focus of Study The study intentionally expands the consideration of TEs’ identities beyond reductive demographic characteristics to explore how the personal histories and motivations of TEs impact teacher candidates’ (TCs’) opportunities to learn about teaching for social justice. Setting and Participants The study follows two parallel sections of a single teacher education course taught by two different TEs. Because the TEs taught from the same syllabus, within the context of the same program, the impact of each TE's instructional choices is revealed. Research Design Using a comparative case study design, data sources included field notes, audio recordings of class meetings, course readings and materials, and two interviews with each TE. Audio recordings were transcribed and analyzed following a micro-ethnographic discourse analysis approach. The second interview took place after initial analysis of the data, allowing the TEs to respond to initial findings. Findings Although both TEs focused on social justice topics, in alignment with the program goals, their choices of what topics to focus on differed greatly. One TE used the course readings to open up discussions of gender and sexuality, critically examining heteronormative ideals and a dismissive attitude toward adolescent relationships and sexuality. The other TE used the same readings and assignments to create inquiry into complicated issues of racial and ethnic identity with implications for classroom teaching. In each case, the choices by the TEs in how they framed discussions and assignments and what ideas they took up and built on during class interactions shaped the curriculum in unique ways. These instructional choices corresponded to each TE's own personal experiences and motivations. Conclusions The findings suggest that research on teacher education programs must look beyond course syllabi or the structural components of a program to understand the opportunities to learn provided to TCs. Decisions by TEs during classroom instruction shape very different opportunities to learn. These decisions are based, at least partially, on TEs’ unique personal histories and motivations. When considering how teacher education programs address the issue of social justice, a TE's own history and motivations will impact the enacted curriculum as much as, if not more than, the written curriculum. As we continue to wrestle with how to prepare teachers for a diverse and inequitable society, teacher education programs and teacher education research would benefit from more nuanced consideration of the role TEs play in what gets taught in teacher preparation courses.

Константин Величков: Ориентализъм и културна чувствителност

Angel Angelov examines the theme of Orientalism in the visual and the literary works of Konstantin Velichkov. He draws the conclusion that in Velichkov’s work Orientalism manifests as a cultural sensibility to the other and is part of his permanent interest in the more important theme of social justice. Angelov compares Velichkov’s paintings with some works of Italian and Austrian artists of the same epoch. He also makes a survey of the publications on Velichkov’s visual and literary works in Bulgaria.

Activism in Bosnia-Herzegovina: Struggles against Dual Hegemony and the Emergence of "Local First".

The 2014 protests and plenums in Bosnia-Herzegovina were widely noted for their insertion of economic and social justice topics into the stale public discourse of ethnocracy. They also signified a potential to break with an anemic civil society shaped by international intervention, technocratic “project logic” and apolitical service provision. This article argues for treating these struggles in reference to the dual nature of the hegemony created by both local ethnonationalists and international liberal intervenors. It applies a Gramscian perspective to the processes by which hegemony is created and (re)produced via consensus in civil society. The challenge to dual hegemony can be seen in the central focus of contestation on social justice in economic arrangements as well as in the alternative logics of engagement and organizational forms in society. We describe the tensions arising from this dual challenge in terms of the degree to which they contest or reproduce the predominant anti-politics, a stance of distancing from dialogue or even contact with political actors and institutions. We conclude that the events during and since 2014 have strengthened the means to build an alternative third bloc via a “local first” approach, containing heterogeneous forms of local-scale action with explicitly political strategies.

Webtoons to promote critical thinking in neo-liberal South Korea: A thematic analysis of Awl social justice themes

Abstract This article explores the use of South Korean webtoons, Songkot (meaning Awl), for informal adult learning through visual narratives and audience comments in the social, historic and academic context. Drawing on Newman’s critical thinking and Giroux’s critical public pedagogy, the study explicates how the Awl creates a discursive space for an unpublicized theme, unionization, through its narrative structures and audience discussion. The findings imply that Awl’s major themes – critical thinking, empathy and social action – create informal adult learning opportunities for the public by increasing their conscious awareness of institutionalized oppressions. Awl also has the potential to promote critical thinking about commonly unvoiced issues of social justice in neo-liberal South Korea.

Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men

This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.

Oscars So White: Gender, Racial, and Ethnic Diversity and Social Issues in U.S. Documentary Films (2008–2017)

Recent public backlash about diversity in the scripted U.S. entertainment industry has been reflected under the viral #OscarsSoWhite hashtag. Despite the heightened importance of contemporary independent documentary films as reflections of social justice challenges, the #OscarsSoWhite scrutiny has ignored nonfiction storytelling. Using content analysis, this study examined the first decade of Oscar-shortlisted documentary feature films (N = 150) distributed in the streaming digital era (2008–2017) to assess racial, ethnic, and gender diversity among credited directors (N = 190) and producers (N = 1,027); the extent to which Oscar-shortlisted nonfiction feature films reflect social issues; and contemporary audience distribution availability. Over 10 years, contemporary Academy Award–shortlisted documentaries were overwhelmingly created by White, male directors and producers, and they were more likely to spotlight social justice topics than to portray purely entertaining narratives. This study draws from feminist and critical race theories to analyze the societal value of inclusion in the nonfiction storytelling business, given increased audience access to digital-era documentaries, as well as the dominance of the social issue documentary genre as a means of counter-storytelling. Implications and future research directions for documentary industry professionals and scholars are discussed.

Diversity and Social Justice: Applying Theory and Adapting Practices

Diversity and Social Justice: Applying Theory and Adapting Practices Bengü Ergüner-Tekinalp, Guest Editor, Leigh Johnson-Migalski, Guest Editor, and Susan E. Belangee, Guest Editor This special issue was born over a luncheon during the NASAP Annual Conference in Minneapolis in 2016. As we three coeditors talked about Adler’s theory and underrepresented individuals, we realized that not much had been published recently (or ever, with regard to certain populations) and that the theoretical tenets were highly relevant to multiple aspects of diversity and social justice. Discussion brought out questions of how well the theory, techniques, and assessment tools captured those experiences of diverse populations and how those needed adaptation to be more sensitive and relevant. Practitioners of Individual Psychology cannot ignore how social and political realities affect their clients’ and students’ lives. Social justice and diversity issues are not at the margins of our work; they are very much at the center. A recent example of how the larger cultural and sociopolitical climate might have an impact on our clients’ well-being is that one of the editors of this special issue, Dr. Bengu Erguner-Tekinalp, decided not to attend the 2017 NASAP conference in Canada, as she did not want to take a risk in her international travel as a noncitizen and immigrant from a majority-Muslim country. Although her country was not an identified country in the United States travel ban, she did not feel safe to travel. A simple policy change affects individuals in many unexpected ways. A person with many privileges such as skin color, gender and sexual identity, and socioeconomic status may still feel marginalized, unsafe, or not belonging because of one part of identity. Even an identity that is not as salient for an individual may become a marker for a sense of marginalization. As belonging is one of the core tenets of Individual Psychology, Adlerians do not have the luxury to ignore the social, cultural, and political realities that make belonging difficult. [End Page 1] As a constructivist, humanistic, existential, postmodern, feminist, systemic, and culturally sensitive theory, Individual Psychology is strongly positioned to provide a theoretical framework for understanding, identifying, and addressing diversity and social justice issues. The articles in this special issue discuss various multicultural, diversity, and/or social justice topics from an Adlerian perspective and examine the practices and concepts in a cultural context. The special issue took the position of intersectionality and had an inclusive viewpoint on the definition of culture. Chavez, Moore, and McDowell educate readers on the distinctive experiences of Mexican American communities and show us how to tailor treatment of parenting-reorientation using Adlerian theory. Chatters and Zalaquett’s empirical study demonstrates success in integrating acceptance of others on the basis of social interest with bullying and prejudice reduction in pre- and postoutcome analyses. Johnson-Migalski and O’Connor Drout use a case study of a White rural woman facing shoulder injury to illustrate how Adlerian theory integrates into the World Health Organization’s International Classification of Functioning, Disability, and Health for treatment recommendations and social justice practice. Day’s article provides a case of a coaching relationship using early recollections as metaphors with an African American woman. The coaching process described in the article focuses on both individual and systemic dynamics, providing practical applications to coaches as well as therapists working with marginalized populations. Lemberger-Truelove presents the results of a phenomenological study exploring belonging, striving, and lifestyle among Black women. Intersectionality of identities is at the core of her research, and as such, the article discusses the ways Black women deal with gendered racism and how Adlerian theory can promote resilience. In their empirical study, Akdogan, Aydın, and Eken explore the contributions of inferiority feelings on attachment styles of college students in Turkey. They discuss the research results in the cultural context and gender role expectations in the Adlerian perspective. Their article offers evidence for the cross-cultural applicability of Adlerian theory and provides future research directions for cross-cultural explorations of inferiority feelings. Harless and Stoltz present a case study showing the utility of early recollections in career counseling with a high school student from a low-socioeconomic-status family. Because...

Modify and Adjust: Senior Inquiry as a Transformative Whole-School Program for Race and Social Justice

Abstract Senior Inquiry is a dual-credit bridge program partnership between University Studies and regional school districts. The partnerships with Portland Public Schools have prioritized serving first-generation students and other underserved populations. As the program has grown, equity concerns among the collaborative teaching teams prompted experimenting with a whole-school model at Jefferson High School Middle College for Advanced Studies while working within the frame of the course theme of Race and Social Justice. This article documents how the Jefferson Senior Inquiry team attempts to authentically address the accumulated systemic inequities encountered by students in our classrooms. Student-centered pedagogy must be modified and adjusted to meet students where they are. Using the example of a summer assignment and engagement with visionary fiction, we show how we implement the inquiry model with our collaborative and iterative planning.

"Do Not Oppress!" (Zech 7:10): The Widow, the Orphan, the Sojourner and the Poor in Post-exilic Israel by Shabu Joseph Thottumkal, S.D.B.

Reviewed by: "Do Not Oppress!" (Zech 7:10): The Widow, the Orphan, the Sojourner and the Poor in Post-exilic Israel by Shabu Joseph Thottumkal, S.D.B. Michael Ufok Udoekpo shabu joseph thottumkal, s.d.b., "Do Not Oppress!" (Zech 7:10): The Widow, the Orphan, the Sojourner and the Poor in Post-exilic Israel (Kristu Jyoti Research Studies 1; Bengaluru, India: Kristu Jyoti, 2016). Pp. 311. $12. Thottumkal's monograph is the revision of his thesis submitted to the Faculty of Theology at the Pontifical University of St. Thomas Aquinas (Angelicum), Rome. It is a well-researched work, originally supervised by Joseph Agius, O.P., on the rights of the widows, the orphans, the aliens, and the poor in Israel according to the postexilic prophecy of Zech 7:9-10, in the context of the OT and the ancient Near East. T. arranges his work in five concise chapters. The book has a well-focused introduction, a strong conclusion, an extensive bibliography, and a subject index. In chap. 1 ("The State of the Widow, the Orphan and the Sojourner in the Ancient Near East Background for the Old Testament Study"), T. applies lexical, theological, and historical approaches to examine the plights of the poor, aliens, and widows in the ancient Near East, particularly in Mesopotamia, Assyria, ancient Egypt, and Babylonia. In these cultures, it was the will of the gods and the kings to protect the poor, the widows, and the aliens (p. 68). In chap. 2 ("The Widow, the Orphan, the Alien and the Poor in the Old Testament"), T. examines his topic in various contexts and sections of the Hebrew Bible. He discusses various Hebrew terms that represent different nuances of poverty and poor persons in the OT. In addition, he draws a theological contrast with the ancient Near Eastern traditions. Even though the OT people "absorbed the ethos" of their neighbors, it was their relationship [End Page 325] with Yhwh, their sense of mercy and compassion, the inclusion of the גר ("alien"; Exod 22:20; Lev 19:33-34; Deut 15:15), and their taking personal and communal responsibility for the poor in their midst that made them different from their neighbors. In drawing this contrast, T., conscious of the Sitz im Leben of the prophet Zechariah, dedicates chap. 3 ("Zechariah: Situating the Person, the Book and His Times") to the sociopolitical, economic, and religious setting of the postexilic period, marked by the return of the exiles to Jerusalem and the need to rebuild not just the temple but their faith in their ever-present God, to cultivate a sense of "social justice," and to promote the inclusion of the poor, as stressed by the prophet Zechariah. Chapter 4 ("An Exegetical Study of Zechariah 7:9-10) is the exegetical nucleus of the monograph. Here, T. stresses Zechariah's call to social justice by pointing out the importance of ethical and theological concepts such as משפט ("justice"), אמת ("truth"), חסד ("kindness"), and רחמים ("mercy"), as well as the triad "widow–orphan–stranger" (cf. Deut 10:18; 14:29; 16:11, 14; 24:17, 19, 20, 21; 26:12, 13; 27:19; Ps 94:6; 146:9; Jer 22:3; Ezek 22:7; Mal 3:5). These concepts, T. argues, relate to the theme of social justice and of the inclusion of the poor, who are "socially in a disadvantageous position and are unable to claim their rights" (pp. 196). In chap. 5 ("Theological Considerations Emerging from Zechariah 7:9-10"), T. presents the theological implications, perspectives, and significance of the study, highlighting the role of God and of Israel's prophets. Yhwh accompanies his people throughout history. Yhwh is "the Lord of Israel's history and of the history of other nations" (p. 212). Zechariah 7:9-10 points to a just Yhwh who cherishes Jerusalem, Zion, and the temple, as well as the practice of transformative justice by all, including the leaders. In Zech 7:9-10, a robust theological importance, T. insists, is given "to those virtues which have inset a strong praxis dimension such as justice, and above all, love; not love understood as a vague sentiment of benevolence, but a strong forceful love expressed in the...