Social Justice Research Articles

Beyond Factory Walls

This study explores the practice of Community Unionism (CU) as a response to the challenges that member of labor union faced in the area of Mega Regency Housing complex in Bekasi Regency, Indonesia. CU emerges as an alternative strategy that expands the role of union member from mere workers in the workplace to be part of the wider community. CU views workers are not only as economic entities, but also social ones, which in return can strengthen social solidarity among union member and political bargaining power. This research uses qualitative methods, including literature review, in-depth interviews, observation, and document analysis, to answer a question and analyze how CUs operate in one of housing complexes populated by union members in the region. The results show that CUs are able to improve the bargaining position of workers while providing significant benefits to local communities. This study contributes to the Indonesian labor literature by filling the knowledge gap regarding CUs in Indonesia, as well as offering insight into the potential of CUs in strengthening the labor movement and promoting social justice at the community level. The research emphasizes the importance of community-based approaches in contemporary labor movement strategies to achieve broader social transformation.

Introduction to the Forum: With Liberty and Social Justice for All: Part 1

Purpose: The introduction provides background information about the Perspectives of the ASHA Special Interest Groups (SIG 1: Language Learning and Education) Forum: With Liberty and Social Justice for All: Part 1, and a preview of the articles published.

Catalytic role of Islam’s social well-being and economic justice as determinants of peaceful coexistence: a systematic literature review using PRISMA

Purpose The contributions of Islam to human civilization, spanning theology, philosophy, politics, economy, sociology and science, find ample documentation in several historical records. This paper aims to critically examine the catalytic role played by Islam’s social well-being and economic justice in advancing peaceful coexistence. Design/methodology/approach This exploration is carried out through a systematic literature review using the PRISMA framework. The paper addresses three core thematic research questions, with the intent of offering a comprehensive contribution to both the theory and application of Islamic Studies. To acquire essential data, a qualitative research approach focused on documentation, particularly the collection of non-numerical data from secondary sources, including the Qur’an, Hadith and scholarly articles, was used. Findings The systematic literature review led to three notable insights. Firstly, the promotion of social well-being by Islam contributes positively to peaceful coexistence across various global regions. Secondly, Islam’s emphasis on economic justice also plays a constructive role in nurturing peaceful coexistence in diverse geographical areas. Thirdly, the alignment between Islam’s promotion of social well-being and economic justice, following the principles of Maqasid al-Shari’ah and the five international principles of peaceful coexistence, lays the groundwork for prospective theoretical inquiries. Originality/value This study provides a pioneering perspective by systematically integrating Islamic principles with international frameworks for peaceful coexistence through the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) methodology. It offers a unique contribution by presenting how Islam’s intrinsic values of social well-being and economic justice using Maqasidul Shari’ah indicators serve as catalysts for promoting global harmony and social stability. By bridging religious tenets with universal coexistence principles, the study sets a foundational framework for interdisciplinary and policy-driven discourse on achieving sustainable peace through faith-based social and economic structures.

Leadership, Gender, and School Culture: Navigating Power and Resistance in Education

This paper investigates the ongoing gender inequalities within education systems, influenced by globalization and entrenched power dynamics that often limit gender inclusivity. Global initiatives aimed at gender equality frequently adopt a universalist approach, yet this can mask intersectional disparities and reinforce hegemonic masculinity, especially through the spread of Western masculine ideals. Within educational institutions, heteronormative and cisnormative school cultures frequently marginalize non-heterosexual identities, creating challenging environments for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) students. Although anti-discrimination policies exist, many teachers lack adequate training to address gender and sexuality issues, leading to adverse academic and social outcomes for marginalized students. The study reveals that traditional educational leadership often reinforces conventional gender norms, while transformational leadership grounded in social justice is essential to fostering inclusivity and addressing intersecting inequalities. The findings underscore the need for structural reforms to establish supportive and equitable school settings that acknowledge and celebrate diverse gender identities

Linguistic Vulnerability and Slow Bureaucratic Violence in Institutional Welfare Borderscapes

ABSTRACT Despite the fact that public services in contemporary societies are increasingly marked by language diversity, research on language as a vantage point for understanding social (in)justice in human service work is still scarce. The logic of the neoliberal welfare state emphasises an individual’s responsibility and thus produces a situation where one has to actively claim services, such as interpretation. Drawing on conceptualisations of bureaucratic and slow violence, we examine language barriers as a site for oppression that is intimately linked with other material and symbolic disadvantages. Empirically, we build on a set of qualitative interviews collected in Finland, addressing the role of language in migrants’ experiences of welfare encounters. The analysis shows that language barriers dehumanise and isolate structurally vulnerable non-speakers of dominant languages and produce practices of silence. In this article, we demonstrate that linguistic and structural vulnerabilities and intersectional power asymmetries often create concrete harm and, ultimately, obstacles for substantive citizenship. Moreover, we ask what kind of agency is being produced when complaining actively is not possible and where non-native speakers turn to assistance if their needs are ignored in public welfare service encounters.

The Impact of Land Development Rights Transfer on Urban–Rural Spatial Justice: A Case Study of Chongqing’s Land Quota Trading

Spatial justice, as a fundamental value in social systems, plays a key role in achieving social justice and improving human well-being. Drawing on theories of spatial justice, property rights, and new institutional economics, this study explores the comprehensive impact of land development rights (LDR) transfer on urban–rural spatial economic, resources, social, and ecological equity from the perspective of urban–rural spatial justice. Using the Chongqing land quota trading pilot as the core case, we apply synthetic control methods to analyze the causal effects of this policy. The results show that LDR transfer promotes urban–rural spatial resources equity in the short term, particularly through the marketization of land transactions. Over the long term, it significantly enhances urban–rural spatial economic and social equity, evidenced by the narrowing of the income gap, the growth of the primary industry, and improved connectivity between urban and rural areas. However, the improvement in ecological equity through LDR transfer lacks sustainability, suggesting the need for stronger ecological protection measures in future policies. By establishing a comprehensive framework for urban–rural spatial justice and using comparative spatial indicators to measure equity, this study advances our understanding of how LDR transfer can promote urban–rural spatial justice and provides valuable insights for future policy refinement and institutional reforms.

Datafied ageing futures: Regimes of anticipation and participatory futuring

With this paper we join others in their call to resist and challenge regimes of anticipations that suggest our futures are inevitably linked to certain imaginaries about data-driven systems. The future is not simply happening but is made now – through regimes of anticipation that shape our expectations, imaginaries, visions and hypes, and define what is thinkable and desirable. Who or what is able to claim the future is an exercise of power and a matter of social justice. However, current anticipations circulating about datafied futures are often determined by powerful social actors such as states or technology companies. In this paper, we explore how we might open up futures-making to different people in relation to futures of ageing. Central is the question of whether and how we can actually think (and imagine) outside of powerful anticipation regimes around the increasing spread and relevance of data-driven systems and/or ageist assumptions about how to ‘fix’ the problem of demographic ageing. We draw on data from a series of design fiction workshops with older adults, civil society organisations and civil servants in Germany, Austria and the UK. Our analysis explores how participatory futuring might allow participants to question their own assumptions and anticipations about the futures of data-driven technologies in ageing societies but that, due to ‘discursive closure’, this may not lead to radically different futures imaginaries.

La solidaridad post mortem a favor del conviviente

This paper explores the principle of family solidarity in the context of succession law, emphasizing its relevance to cohabiting partners. It argues that the constitutional mandate for comprehensive family protection should extend to cohabitants by recognizing them as legitimate heirs. The exclusion of cohabitants from inheritance rights is criticized, despite the reciprocal duties of assistance imposed by the Argentine Civil and Commercial Code. The proposal calls for legitimate succession rights, prioritizing registered cohabitants over the state's claim, as a measure of social justice to safeguard the family's economic stability after the death of a member.

Self-care in social work: An imperative or beyond reach?

Abstract In recent years, the self-care of social workers has become a focus for research and practice in recognition of the demands of the social work role. As part of a research project to explore ways to embed self-care into a social work degree programme at a Scottish university, a narrative literature review was undertaken to examine existing research on self-care for social work students and practitioners. This article reports on the findings from this review, including the multiplicity of ways in which self-care is defined and conceptualized, how it is practised by social work students and practitioners, and the evidence base for identified approaches to self-care. Broader conceptualizations of self-care are explored, which encompass philosophical constructions of the ‘self’ and the impact of social and cultural norms on self-identity. It is argued that a cultural shift is required in the conceptualization and practice of self-care in social work to include collective and political approaches alongside individual strategies thereby promoting the social justice and anti-oppressive aims of the social work profession. Connections between self-care and ethical practice are highlighted, and further reinforce the need for self-care to be an imperative in social work.

Adapting to climate change and multi-risk governance: toward sustainable adaptation and enhancing urban resilience—Indonesia

Climate change has contributed to an increase in natural catastrophes over the past five years in Indonesia, causing various forms of damage in urban areas and posing a severe danger to multi-risk governance for municipal governments in Indonesia. This study explores how multi-risk governance strategies encourage sustainable adaptation to climate change and increase urban resilience in Bandung and Makassar City, Indonesia. This study method uses a qualitative-exploratory approach with a case study in two (2) climate-vulnerable cities in Indonesia. Data analysis uses qualitative-interactive analysis. The results of this study show that the impact of climate change in Bandung and Makassar City, Indonesia has caused an increase in the potential for erosion, reduced wetlands along the coast, an increase in the rate of seawater intrusion, a decrease in food production, damage to infrastructure, a reduction in clean water sources, an increase in disease. respiratory, floods, droughts, and other hydrological disasters. This has resulted in many climate approaches and actions being taken to respond to the impact of climate change in Indonesia (Bandung and Makassar City), the results of which are still not optimal to date. This study suggests a sustainable adaptation approach to climate action in Bandung and Makassar City which prioritizes social justice and environmental integrity so that it has a real impact on community vulnerability and environmental damage due to the impacts of climate change. The contribution of this study provides sufficient insight into the institutional approaches and adaptive sustainability measures needed to promote resilience in Indonesia. At the same time, this study will be a useful reference in future research on multi-risk governance and sustainable adaptation strategy for climate action and enhancing urban governance.

Teaching About and For Social Justice

Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice. Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice.

Social Justice Work in the University: Understanding Student and Staff Perceptions and Aspirations for Decolonising the Curriculum from a University-Wide Survey

In recent years, we have seen social movement-based calls for social justice and decolonisation in universities around the world. Some of these have been in response to specific events such as the murder of George Floyd in 2020, while others are rooted in longer standing social movements such as Rhodes Must Fall. These movements have served as catalysts for universities to rethink their commitments to social justice. This article presents the preliminary findings of a university-wide research initiative focused on understanding student and staff perceptions of decolonisation and their aspirations for decolonial work within a post-1992 institution in the United Kingdom. Positioned within the university’s broader commitments to anti-racism and as part of a student–staff partnership project focused on interrogating contemporary coloniality, this research investigates how participants understand and experience decolonial initiatives as well as the perceived impact of these efforts on curriculum, relationships, and institutional culture. By conducting a survey, we sought to unravel the complexities surrounding how students and staff conceptualise decolonisation, articulate their aspirations for decolonial initiatives, and envision the potential of student–staff partnerships as catalysts for transformative social justice work within the university. This study aims to enrich the discourse on social justice work in higher education by offering a critical lens on decolonial efforts and highlighting opportunities for collective action to rethink knowledge production and pedagogical practices. Grounded in the belief that decolonial research partnerships between students and staff are essential, the survey and article were developed by six researchers—three staff members and three students.

Exploring Racial Justice with Culturally Responsive Mathematical Modeling in the Primary Grades: Cultivating Criticality in the Problem-Based Learning Space

This study explores the integration of culturally responsive mathematical modeling (CRMM) in primary grades to promote racial justice and critical consciousness. The research focuses on how CRMM can support problem-based learning (PBL) by engaging students in analyzing real-world issues through mathematics. CRMM leverages students' cultural knowledge, identities, and experiences to critically examine and address social justice issues, such as racial representation in classroom libraries. The study utilizes a case study approach to investigate the supports and challenges faced by two primary grade teachers in designing and implementing a CRMM task, the Library Diversity Project. This project aimed to evaluate and improve the fairness of classroom library collections by analyzing the representation of different racial and cultural groups in children's books. The research highlights the importance of collegial support, critical reflection, and the use of specific pedagogical tools, such as decision matrices and graphical representations, in facilitating CRMM. Key findings indicate that CRMM tasks can cultivate critical awareness and empathy among students, enabling them to take action to address inequities. The study also unveils the complexity of implementing CRMM, particularly in navigating political, contextual, and mathematical challenges. Teachers' critical reflexivity and collaboration were essential in addressing these challenges and fostering a learning environment that allowed students to use mathematics to analyze an issue and take action. The research contributes to the literature on equity-focused mathematics education by providing empirical evidence of the potential of CRMM to promote social justice in the primary grades. It emphasizes the need for ongoing professional development and support for teachers to effectively integrate CRMM into their practice. The study concludes with recommendations for future research and practice in culturally responsive mathematics teaching.

Public Libraries, Digital Equity Coalitions, and the Public Good

ABSTRACT Public libraries play a critical role in addressing the digital divide and advancing digital equity in their communities. However, little is known about their participation in digital equity coalitions and what this information might tell us about public libraries as partners in community-wide efforts to advance the public good. This paper seeks to address this gap in the literature by presenting findings from a pilot study of public libraries working with digital equity coalitions in the U.S. The findings from the survey revealed that public libraries support the public good through: (1) convening and leading digital equity coalitions; (2) participating in coalition action planning and advocacy to advance digital equity; and (3) actively centering equity, as opposed to equality, and social justice in their efforts to create and sustain healthy digital equity ecosystems. These findings suggest that if public libraries are to effectively lead and actively participate in digital equity coalitions they must not take a neutral stance to librarianship. The findings have implications for public libraries, coalitions, and policymakers interested in understanding how public libraries can support digital equity coalitions. This issue is relevant and timely, as the National Telecommunications and Information Administration has allocated $2.75 billion to advance digital equity over the next five years. The agency has also recognized that community coalitions will play an important role in the success of this federal initiative.

Italian adaptation and psychometric analysis of the moral foundations questionnaire 2

Abstract Within the framework of Moral Foundations Theory (MFT; Haidt & Graham, Social Justice Research, 20(1), 98–116, 2007; Haidt & Joseph, Daedalus, 133(4), 55–66, 2004), the aim of the present study is to adapt and discuss the psychometric features of the Moral Foundations Questionnaire 2 (MFQ-2; Atari et al., Journal of Personality and Social Psychology, 2023) in the Italian context. Utilizing a sample of 947 Italian adults, a Confirmatory Factor Analysis (CFA) was conducted, which confirmed the six-factor solution initially proposed for the MFQ-2. Each moral foundation demonstrated acceptable reliability, underscoring the robustness of the questionnaire’s internal consistency. Correlation analyses between the MFQ-2 and MFQ-1 dimensions indicate a significant consistency across the dimensions of both versions, affirming the convergent validity of the MFQ-2. Additionally, Multi-Group Confirmatory Analyses (MGCFAs) indicated that the MFQ-2 exhibits configural invariance across genders. Despite several limitations, this study provides precious insights into the adaptation process of the MFQ-2 for the Italian cultural context, contributing to a broader understanding of the MFT in Italy.

A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity

PurposeThis work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.Design/methodology/approachThis framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.FindingsWe provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.Research limitations/implicationsThe research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.Practical implicationsThe practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.Social implicationsThe social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.Originality/valueWhile qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review

AbstractThere is a dearth of knowledge regarding how self‐directed learning and inclusion relate as concepts. In this paper, we explore how self‐directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self‐directed learning and inclusion. We included peer‐reviewed texts with an explicit focus on both inclusion and self‐directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years—8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies. Context and implicationsRationale for this study: To date there is limited literature on how self‐directed learning and inclusion relate to each other.Why the new findings matter: Our findings suggest that the connections between self‐directed learning and inclusion are not unproblematic, which reflects the complexities of inclusion.Implications for teachers and researchers: Key insights gained through this process include that (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, it is essential to consider that the majority of studies reviewed in this present work were small‐scale and cross‐sectional in nature. Therefore, this field remains an important open door for further research.

Proposing critical realism and second-generation environmental justice for advancing sacrifice zone analysis

This article addresses the complex social-ecological challenges faced by sacrifice zones—territories subjected to severe environmental degradation and social injustices. Traditional environmental justice research, with its emphasis on distributive justice, often fails to capture the intricate dynamics of these often not-recognized areas. In light of these limitations, this article proposes a second-generation environmental justice approach, employing a critical realist paradigm, to identify sacrifice zones and explore their deeper causal mechanisms. This approach, which transcends the distributional focus of traditional research, reveals mechanisms commonly observed in these zones. These mechanisms enable and sustain environmental degradation and social injustices through dynamics such as economic exploitation, policy failures, and power imbalances. Intertwined within social-ecological systems, these dynamics create cycles of poverty, health disparities, and ecological harm. Moreover, the article offers a methodological reflection on the theoretical proposal and planning practices toward environmental justice. It concludes with recommendations for future research, emphasizing the importance of systemic change and inclusive policy-making to achieve environmental justice and sustainability.

Book Review: The Palgrave handbook of crisis leadership in higher education

At the start of the COVID-19 pandemic, I was working in a public university in Wuhan, China. As the global crisis unfolded, I saw firsthand how higher education institutions responded to unprecedented disruptions. With the urgent shift to emergency remote teaching, challenges in institutional governance, and widespread uncertainty of the pandemic’s trajectory, academic leaders and community faced enormous pressures. My own experience of being confined to China during this period afforded me a unique perspective on how institutions struggled to maintain educational continuity while managing the multifaceted challenges of the crisis (see Tang & Liu, 2022). These observations deepened my understanding of crisis leadership in higher education, especially as it pertains to institutional adaptability, resilience, and the strategic foresight required to lead our way through crises effectively. While crisis leadership can be viewed through many lenses, I find the framework proposed by the editorial team of The Palgrave Handbook of Crisis Leadership in Higher Education – Dr. Jürgen Rudolph, Dr. Joseph Crawford, Dr. Choon-Yin Sam, and Shannon Tan – particularly compelling; not mentioning that the editors are all multi-disciplinary experts and frontline academics in management, leadership, higher education policy and practices. They argue that crisis leadership in higher education is not always tied to formal titles or positions of authority. Instead, it revolves around the actions of individuals at every level – those who step up, influence, and inspire positive responses during times of crisis (Rudolph et al., 2024, pp. 7-8). Whether it was pivoting to online platforms overnight or supporting faculty and students through the emotional and logistical upheaval of lockdowns, the need for strategic, compassionate, and agile leadership became clear. At its core, true crisis leadership is about cultivating an environment where everyone feels empowered to contribute, creating a sense of psychological safety, and transcending the traditional boundaries of institutional hierarchies. It is within this framework that I approached this edited book. This timely volume addresses a broad range of crises – financial, political, environmental, and technological – and presents global case studies that offer critical insights into leadership strategies. As someone who has witnessed the direct impact of crises on higher education. I found the thematic structure of this handbook especially relevant. Each chapter rigorously explores the intersection between crisis leadership and institutional survival, demonstrating how crises like the COVID-19 pandemic or those brought upon by generative artificial intelligence (AI) serve not only as challenges but also as potential catalysts for innovation and systemic reform. In addition to the opening chapter, this handbook encompasses nine thematic chapters (Chapters 2-10) and 23 chapters that explore global case studies (Chapters 11-33) featuring some underrepresented countries or regions in the established literature such as Cambodia, Ghana, Papua New Guinea, and Uzbekistan. The topics that contributors have delved into are structured around leadership models, financial sustainability, digital transformation, social justice and equity, global and regional responses, and environmental sustainability. Due to its exhaustive content, this handbook would be of great interest to academic researchers, teaching practitioners, policy makers, institutional leaders as well as a broader international audience who seek a thorough and practical reference for future crisis handling in higher education.

Evolving Roles for International Social Work in Addressing Climate Change

Global warming and ozone layer depletion signal the onset of climate change, a “slow-onset” disaster exacerbating poverty and social inequality. Addressing this requires global cooperation, as exemplified by the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 13, which focuses on climate action. Mitigation measures include reducing greenhouse gas emissions, transitioning to clean energy, and enhancing community resilience. Social workers play a crucial role in climate change adaptation, engaging in community resilience, advocacy, and policy influence. Their work spans individual counseling, social protection, and addressing environmental refugee crises. As climate change impacts intensify, social workers must expand their roles internationally, advocating for human rights, social justice, and disaster risk reduction. Human rights frameworks guide social workers in addressing climate-related health and social inequalities, emphasizing empowerment and equity. International social workers contribute significantly to disaster response, pandemic recovery, and community resilience, advocating for vulnerable populations and promoting sustainable development. Their evolving role underscores the need for a comprehensive, transnational approach to social protection, ensuring equitable access to resources and fostering a more just and resilient global community.