Understanding Of Social Justice Research Articles

Appropriating the Trinity for an Inclusive Christian Vision on Development

Abstract In this article, an inclusive Christian vision for the development sector is sketched. A clearer understanding of the Christian vision is useful to guide Christian development institutions as they deliberate their priorities in the broader development sector. This vision appropriates the Trinity, a core Christian doctrine that is included in all Christian orthodox traditions. It focuses on the revelation of God in this world and the understanding of the missio Dei. The article clarifies the particular way that development institutions participate in this mission, through social justice. Justice is understood as the pursuing of the wellbeing of the other in light of God’s love. For a fuller understanding of God’s love, the way that each divine person clarifies the understanding of social justice, and therefore the subsequent development sector, is outlined.

Land, group identities and competing justice values in South Africa: Reformed perspectives on embracive justice and permeable identity formation

This contribution argues that competing justice values are hindering progress in the land debate in South Africa. Two factors contribute to this state of affairs: Firstly, social justice is a multifaceted concept undergirded by a range of values. These values often stand in tension with each other, especially when it comes to intergenerational conflicts and transitional social contexts. Secondly, South African approaches to justice seem to be closely related to group identities, particular historical experiences and political interests. To address the impasse on land, we need to recalibrate our disposition to the hierarchy of justice values and the priority we assign to each value. Moreover, we need to address the relationship between justice dispositions and identities. The question posed is the following: Can reformed-theological resources add an extra ingredient to our understanding of social justice? What would be the implications of such a recalibration for our understanding of human identity? This article proposes the concept of embracing justice as orienting principle in resolving the land issue. Furthermore, it draws on reformed notions of self-denial and cross-bearing to advocate a permeable notion of identity that internalises and enacts the demands of embracive justice.

‘Falling through the cracks’: recognising sitting disabilities

This article attempts to ‘give voice’ to those with sitting disabilities, in order to raise awareness and enable constructive dialogue amongst stakeholders. These voices were collected through interviews and conversational email correspondence, with participants recruited via support websites and hailing from across Europe, Australia and North America. Numerous themes emerged in our participants’ accounts and were largely framed around an inability to fit the deeply-rooted prevailing norms of a sitting society. Necessary shifts in relationships, an inability to travel, difficulties with retaining employment and feelings of distrust and inauthenticity in relation to official knowledges all emerged as a result of this. After an account of the participants’ stories, we offer a preliminary analysis via Nancy Fraser’s understanding of social justice, where these experiences can be understood through the categories of recognition and distribution. In doing so, we develop some recommendations for change.

ПРИНЦИП СПРАВЕДЛИВОСТИ В КОНФЛИКТОЛОГИИ

The article discusses the possibility of applying the principle of social justice in conflict study. Considerable attention is paid to the study of the essential characteristics of the phenomenon of social justice, its social content and specificity. The methodological analysis of the problem of social justice in different knowledge areas is carried out: in the socio-philosophical discourse in the context of the relationship between being and proper; in the economics in terms of its role in the distribution of resources and benefits, opportunities for motivation to work, ways to meet individual needs, etc.; in the aspect of legal science as a tool for reconciliation and a way to regulate social relations; in political science as a principle of action in the organization of power and the establishment of a political regime, as well as a means of unity in the community of citizens, fundamental values, etc. A significant place is given to the study of problems related to the application of the principle of social justice in the conflict resolution, relevance, and often necessary, the use of this principle in the agreement of interests of the conflicting parties. However, the problem is its subjectivity associated with the possible discrepancy between the expectations of the conflict parties, usually associated with the lack of monitoring of needs or preliminary standardization of relations. It is also noted that difficulties in application the principle of justice may arise at all stages of the conflict and require its correct use. At the same time, the article shows the importance and need to address the phenomenon of social justice to ensure optimal social interaction, which is reflected in contemporary conflict study. Contemporary theoretical approaches, such as drama theory by George C. Homans, based on the understanding of social justice of the actions of the parties to the conflict. The applied level in conflict study is also based on the algorithms of conciliation procedures related to ensuring a sense of social justice for the conflict parties. This is what makes it possible to achieve success in regulating conflict relations in all spheres of society.

Philosophy of Justice in the Context of Ukraine

This article investigates one of the major problems of modern political philosophy – the problem of justice in its fundamentally important methodological measurement in the Context of Ukraine. It’s consistently shown that justice belongs to a prominent place among the moral and social values: particularly its people owe to each other, because it is the scale, which measured freedom, equality and human rights.For this purpose it is analyzed the relationship and difference of methodological changes in grasping the concept of justice in the works of K-O-Apel, J.Habermas, O.Höffe, R.Forst. It was found that Habermas interprets a new essence of solidarity and justice as normative principles of a democratic state where the requirement of respect for the dignity of each based on the acceptance of the inviolability of his body, life and property. It is proved that O.Höffe draws attention to the need of fundamental changes in the understanding of social justice, emphasizing the pre-modern, paternalistic sense of distributive models. Іn the writings of R.Frost social justice gain a political dimension, just as political or social relationship can exist only in case of their full justification, respect for human dignity. In the latest theories of justice is said that the victim of injustice is firstly the one who is ignored both in the process of manufacturing and distribution of public goods. To conclude: only the justice of exchange permits us to solve the immediate, practical dilemma: should one hand over a part of one’s freedom to social, state, authoritative structures, or be independent of them and be unable to resort to their assistance in case of emergency. People, perforce, mutually abandon part of their freedom as legal agents in order to enjoy their right for freedom. If this abandonment is universal, such exchange may be considered just.
 By insisting that everything individual is also social because it requires and is embedded into social context, R.Forst presents intersubjectivity as a fundamental dimension of human existence that shows itself in our ability to self-determination, i.e. freedom, but within the limits of human community. Also his point is that our obligations are no less rooted in our existence than our rights, and law has no priority over good and depends on moral good as a defining factor of justice.

A Call to the Helping Disciplines to Deconstruct Diversity and Race: an Essay on the Social Constructions of the “Other”

This article provides a contemporary deconstruction of diversity, race and intersecting identities in America. The authors challenge current conceptualizations of race/ethnicity and difference via social constructionist, contextual and critical approaches through an essay format. Considerations for the helping professions (i.e., counselors, psychologists, social workers and psychotherapists) are offered through various lenses, including historical, political, social and economic perspectives, providing the opportunity for continued professional dialogue towards the promotion and understanding of social justice.

Sympathizing with Social Justice: Poetry of Invitation and Generation

In this paper, we use Sameshima’s Parallaxic Praxis Model to create collaborative poetry. The model invites juxtaposing articulations to generate alternative thinking. Similar to Daignault's (1992) notion of a “thinking maybe" space, we invite readers into what we call a liminal studio to theorize new understandings of social justice. In the data phases for this project, Viet Thanh Nguyen’s (2015) The Sympathizer served as a play object: The narrator, the sympathizer, is a captured communist spy in the aftermath of the Vietnam war, and his confession (the novel) considers a critical question for understanding social justice: “What is more important than independence and freedom?” Nguyen refuses simplistic overtures of social justice. Instead, readers are confronted with questions: “What do those who struggle against power do when they seize power? What does the revolutionary do when the revolution triumphs? Why do those who call for independence and freedom take away the independence and freedom of others?” (p. 178). These questions lead us to the frame of our own ten-part poem, the modern scholar under interrogation. Our poetry reframes social justice as the art of being/nothing, the something of nothingness being a language of resistance for a reimagined politics.

Формирование инклюзивной культуры при реализации инклюзивного образования: вызовы и достижения

The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

Perspective Transformation Through College Summer Service Immersion Programs: Is Learning Enhanced by Sustained Engagement?

Summer offers the opportunity for sustained community engagement through immersions in summer service-learning programs. A group of 16 colleges and universities that sponsor domestic and international summer service initiatives have formed a Summer Service Collaborative (SSC) to enhance preparation, immersion, and follow-up in light of the unique parameters of summer service-learning. SSC members developed a shared assessment rubric and a pre/post-immersion survey for student participants to evaluate what students learn about poverty, diversity, and civic engagement over the course of summer service-learning experiences. Findings suggest three key areas of student learning and indicate that greater length of engagement coupled with reflection elements create perspective transformation on understanding of social justice for participants.

Majoritarian values and women’s rights: police and judicial behavior in Tajikistan and Azerbaijan

This paper analyzes judicial and police behavior in dealing with cases of family violence and divorce in Tajikistan and Azerbaijan. Police and judges deliberately violate existing legal provisions to prevent women from divorcing or filing charges against their husbands in cases of domestic violence. While the law does not recognize religious marriages in Tajikistan, judges often rule to protect women’s living space after the dissolution of such unions. Drawing on rich interview and archival data, this behavior is explained by showing that judicial and police behavior reflects their biases, which in turn are a reflection of majoritarian norms in these countries. Since current laws are derived from Soviet codes, which were never internalized by the population, police and judges bend them to fit their understanding of social justice.

Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students

This review of current research into ‘at-risk’ programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students ‘at-risk’ from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. Using as a lens the (various and varied) understandings of social justice and the goals of education, three sometimes overlapping and sometimes contesting standpoints are identified in relation to ‘at-risk’ students; they are characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. I argue that a critical transformative understanding of ‘at-risk’ may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’.

From Tenuous to Tenacious: Social Justice Practice in Child Welfare

ABSTRACTThis qualitative study explores the relationship between social workers’ understanding of their professional obligation to work for social justice and their practice as child welfare workers. Twenty-five social workers with at least six months front line child welfare experience, from two Canadian provinces, were interviewed. Findings suggest that experienced workers were best able to link their understanding of social justice with their practice. In contrast novice workers, preoccupied with understanding and adhering to policy and procedures, were less able. Implications are discussed and suggestions made for better supporting new workers in aligning child welfare practice with social work’s social justice mission.

Between Inclusion and Fairness

The article claims that equity is an indispensable dimension of the widening of access to adult education. Building on the understanding of social justice in adult education as a complex phenomenon, two indicators are developed: an index of inclusion and an index of fairness in participation in adult education. The article analyses social justice separately in formal and nonformal education for two social groups—people with low and high education. Using data from the Adult Education Survey from 2007 and 2011 for 25 countries, it is shown that in most of the countries, there are signs of improvement in the fairness aspect of social justice as a result of a decrease in the overrepresentation of people with high education and in the underrepresentation of people with low education. However, the inclusion of people with low education in adult education remains considerable lower in comparison with the inclusion of people with high education.

So Just Make a Difference: A Unique Approach to Leadership and Social Justice Education

Exploration of social justice issues need to be integrated into a person’s life. Development in the understanding of social justice cannot be done in one course or conversation on a college campus. This article describes how one institution of higher education in the United States focused on the creation and implementation of a Social Justice Living Learning Community. In this community, students explore social justice issues through taking courses together, living on the same residence hall floor and reflecting on their own development. The words “So Just…” have become an active reference to this living learning community culture. Those two simple words capture the community’s vision to become aware and engaged in social justice issues. The use of leadership theory in program framework, practical implementation strategies of building community, education and reflection, as well as, successes, challenges and implications of this program will be explored.

Social Justice in Sun Yat-Sen ’s The Three Principles of the People

The intent of this paper is to derive an understanding of social justice from Dr. Sun Yat-sen’s San Min Chu I, The Three Principles of the People. Sun Yat- sen, the founder of modem China, gave a series of lectures in 1924, setting the goals of the revolution against the Qin dynasty and the foundation of a modem China. The word “justice” is mentioned only once in the lectures and it is paired with “faithfulness,” or trust referring to the ancient moral character or virtue. And yet underlying the whole programme is a notion of justice that is not interpersonal but social. The first part of the paper gives a summary of the meaning of the three principles: nationalism, democracy and people’s livelihood. The second part attempts to draw the meaning of social justice from the three principles, hopefully showing the relevance of Sun Yat-sen’s ideas to our time.

Social work students’ reflections on gender, social justice and human rights during a short-term study programme to India

This article explores the impacts of a short-term international study programme on Australian social work students’ understanding of social justice and human rights issues, with particular emphasis on gender oppression. Using qualitative data from a reflective workshop plus written evaluations, students’ reflections on learning experiences during the programme are described and explored. Implications for social work study abroad programmes and the professional knowledge base are considered. Findings indicate that student understanding of gender oppression, social justice and human rights as global issues was enriched by the programme and the need for faculty-led facilitated, reflective learning is reinforced.

Shunted across the tracks? Autoethnography, education research, and my whiteness

Likening education to the railway helped reconceptualise my understanding of social justice and contributed to my research on race-making in the classroom. Education and the railway are similar in how they underpin experiences, mobilities, opportunities and limitations in life. For example, boarding a train makes a range of destinations available, but these are limited to where the tracks extend. Similarly, education for many so-called ‘marginalised’ students, is likewise, limiting. Both rail and education require access and mastery of particular knowledges and practices. Then there are costs, with the currency of some students opening up more diverse and far reaching destinations. For people with/out the ‘right’ capital then, train travel – like education – can be limiting or privileging. This paper presents a creative account of the shunting I experienced in coming to (re)locate myself in the education system, an undertaking that was part of a critical race insider autoethnographic study.

Four concepts of rules: A theory of rule egalitarianism

This article outlines the foundations of a nomos-observing theory of social justice, termed ‘rule egalitarianism’, that explains how the seemingly contradictory merger of classical liberalism and social justice is conceivable. The first step towards such a theory consists in ensuring that a concern for the rule of law is etched in the very core of our understanding of social justice, in which case some egalitarian rules will be acceptable from a classical liberal viewpoint. The legal framework of capitalism can indeed be designed to reduce inequality in the name of justice inasmuch as any egalitarian goal is specified in terms of institutional rules. More precisely, rules in a liberal polity should be general and abstract, which will lead us to establish a distinction between four concepts of rules, namely between laws, regulations, statutes and decrees. Moreover, against the neoclassical liberal understanding of social justice, rule egalitarianism argues that having general and abstract rules of market capitalism imposes some constraints on any institutional framework so that social justice becomes necessary to correct the errors of imperfect generalisations, leaving some people behind.

Career guidance for social justice

This editorial sets the context for issue 36 of the NICEC journal which is focused on social justice and career guidance. The editorial explores the key themes of the issue highlighting the social justice tradition within the career guidance field and making the case for a strong focus on social justice. However the editorial also highlights the tensions that exist between career guidance’s orientation to the individual and understandings of social justice which are more socially orientated. The editorial concludes by arguing that if career guidance is to formulate a meaningful response to social injustice it needs to draw on diverse theoretical traditions and stimulate new forms of practice.

An Ongoing Journey to Foster Urban Students' Online “Public Voices”

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).