Social Justice Values Research Articles

Collaborative construction of a virtual agroecological fair between family farming and federal higher education institutions in the state of Goiás-Brazil

Alternative food networks have emerged in recent decades as a bottom-up social phenomenon and consist of food provision initiatives that seek to operate outside globalized industrial supply chains that incorporate the values of social justice, environmental sustainability, community health and democracy. In this sense, the present study aimed to analyze the contributions that the virtual agroecological fair action plan between family farming and federal institutions in the state of Goiás-Brazil brought to family farmers. The methodology is characterized by an action research both by the character of the collaborative construction action plan of an agroecological fair, and by the structure of development in which the insertion of authors is guided by the permanent collection of elements of the practice and, also, for the development of small interventions that help to elucidate the problems detected, through problematization and theoretical deepening. The Virtual Agroecological Interinstitutional Fair is held in an interinstitutional and collaborative way with family farmers with the appreciation of family farming of ecological Goiás basis and culminates in a path that enhances more sustainable territorial development with income generation, weaves an alternative for food supply and the promotion of the alternative food network “from the countryside to the city” in the face of socio-environmental rationality, in addition to a fairer and more equitable society, with the enhancement of biodiversity and the offer of food produced in the face of ecological practices.

The World in Question

Abstract This essay focuses on two radical gay/homosexual organizations of the early 1970s: Third World Gay Revolution (TWGR)—a small group of radical Black and Latinx activists that spun off from the Gay Liberation Front in 1970—and the Argentine organization Homosexual Liberation Front (FLH), which was active between 1971 and 1976. By analyzing periodicals, bulletins, and other ephemera produced by them, Garrido demonstrates how both groups not only articulated demands related to queer sexualities in relation to those of other oppressed communities but also inscribed their gay struggles in a movement for the liberation of all peoples on a planetary scale within the framework provided by third world anticolonial and anti-imperialist struggles being waged in African, Asian, and Latin American countries at the time. TWGR and the FLH engaged in “dissident forms of cosmopolitanism” (Chela Sandoval) that drew, in part, from the imaginary of a world in dispute—a world in which colonial and (neo)colonial/imperialist powers were being challenged and third worldism as a global emancipatory project led by “the darker nations” (Vijay Prashad) was gaining ground. At the dawn of neoliberal globalization, both organizations advanced a radical political agenda based on values of social justice with a spirit of transnational solidarity that, Garrido argues, may inspire the multidimensional nature of a queer cosmopolitics to come.

Meditations from a Black Woman Chair: Social Justice Values and a New Normal in Academic Administration

Meditations from a Black Woman Chair: Social Justice Values and a New Normal in Academic Administration

Pandemic Leadership in Higher Education: New Horizons, Risks and Complexities

The disruption of the academic year by the COVID-19 pandemic required higher education institutions to manage and lead under untenable conditions. This article is a case study of a leadership model adopted at the University of Johannesburg (UJ) located in South Africa. It offers insights into how the leadership and governance evolved and enabled management of the crisis presented by the pandemic. This article presents the relevant theory and concepts on leadership followed by a review of the impact of COVID-19 on higher education. This is followed by an interpretation of the sequence of events as they unfolded at UJ propelled by the mandate to leave no student behind and continue with the academic year. The UJ experience was characterised by the values of social justice, equity, access and teaching excellence. This article explores the University of Johannesburg’s response in relation to these values and leadership theories.

The Workforce Innovation and Opportunity Act: Supporting “Successful” Transitions into Adulthood

Completing education, obtaining employment, and securing an independent residence, tasks tied to an ideal of self-sufficiency are viewed as important hallmarks of adulthood. Yet, not all youth and young adults (YYA) have adequate resources and many require assistance to overcome transition barriers including lack of social support, poverty, and homelessness. This study analyzed the policy design and social justice values (equity, equality, and adequacy) of three federal workforce programs, authorized by the Workforce Innovation and Opportunity Act (WIOA), and designed to increase economic self-sufficiency among disconnected YYA. These programs lack stable and adequate funding and currently serve a small fraction of the YYA who could benefit. A value of equity is evident in the eligibility and financing criteria, while adequacy as it relates to programming—particularly benefits and services offered to address basic needs, economic stability, and healthy development—warrants further investigation. The programs’ focus on self-sufficiency through connection to education, training, and employment ignores research suggesting that at least six other dimensions are crucial for a successful transition to adulthood. Research on program entry and exit, primary services/benefits received, and life experiences of program participants is needed to determine current levels of support and the potential of these programs to enhance other components of a healthy transition including health, community engagement, and social support among disconnected YYA. Such research may also need to be focused regionally, given the highly localized control of programs.

DEBTOR PROTECTION IN PERSPECTIVE OF PANCASILA JUSTICE VALUE ON SEPARATIC CREDITOR EXECUTIONS

The execution of the execution by separatist creditors without going through court adjudication as stipulated in Article 55 and Article 56 of Act No. 37 of 2004 is contrary to Pancasila justice. The method used in this research is a non-doctrinal method. Based on the data obtained, it can be seen that the implementation of bankruptcy executions as regulated in Article 55 and Article 56 of Act No. 37 of 2004 prioritizes the interests of separatist creditors, this is further complicated by the existence of a legal culture that shows that bankruptcy executions are guaranteed with mortgage rights. Without having to go through an amazing in court, the meaning of the debtor's insolvency should be an examination in court or through amazing regarding the debtor's ability to pay off his debt, not solely based on the analysis and views of the separatist creditors. This is implicitly based on Article 28D of the 1945 Constitution of the Republic of Indonesia and automatically contradicts the values of Pancasila social justice. This means that in the legal policy of bankruptcy execution, it must be able to create a balance of protection of rights between creditors and debtors, by the view of appreciation for human values or human rights awards in the form of equality before the law to be able to realize a just bankruptcy execution that can protect the interests of separatist creditors while protecting debtors from losses resulting from bankruptcy.

Make Juvenile Justice More Just: Raise-the-Age to 20 Years Old

The USA does not have a consistent age of majority for criminal responsibility in its justice systems. This article examines empirical evidence regarding benefits and drawbacks of serving youth younger than 20 in the adult criminal justice system and provides a case example of Vermont, the first state to raise the age to 20. A review of the effects of serving youth in juvenile versus criminal courts published between January 2000 and December 2019 was conducted, as well as an examination of current state laws regarding the age of responsibility. The review produced six overarching themes—parent/family involvement, recidivism and education, developmentally appropriate service provision, the impact of a criminal record, institutional and community safety, and cost-effectiveness. These themes and the case example from Vermont support legislating a consistent age of juvenile jurisdiction at 20 years old. Raising the age is congruent with the social work value of social justice and the Grand Challenge to Achieve Equal Opportunity and Justice. Moreover, given the recent reauthorization of the Juvenile Justice and Delinquency Prevention Act (P.L. 115-385), there is strong bipartisan support for juvenile justice reform. Social workers are uniquely positioned to change policy practice to improve equity and the lives of youth, their families, and communities, by raising the national age in juvenile justice to 20 years old.

ETHICAL BUSINESS IN THE PERSPECTIVE OF PANCASILA MORALITY: A CRITICAL REVIEW

It is moral duty to manage business ethically for human solidarity and general welfare. Recognized that ethical business should be based on fairness, responsiblity, honesty, wisdom, loyality, moral integrity and no harm to the others principles. These ethical principles were found in state ideology, culture, and religioeus teachings. Indonesian state ideology is pancasila. Pancasila means five principles, that are belive on one God, fair and civilized humanity, Indonesian unity, democracy and social justice. These principles provide guidance for Indonesian people in everyday lifes as citizenship and business activities. Based on library research I found that these five principles and UUD 1945 constitution articles could support in bulding ethical activity and ethical structur in business everyday activities. It is fairness if workers salary is based on social justice values and govermental rules. Sosial justice values and govermental rules should be produced from the democracy values in salary negotiating process between business corporate and workers. These salary negotiating process should based on the unity spirit prinsiple. Pay attention to the humanity inherently comes from the unity spririt principle. And becuase we are God’s creature, pay attention to the humanity is must. In the same level, contitution article in UUD 1945 and rule law regulate rights and duties of the workers. For example, article 27 point 2 explain that every citizen should have working and way of living properly. Labour law nomor 11 tahun 2020 could be called ethical structure if this law contains of justice, democratic, unity, humanity and divinity value
 
 Key words: ethical business, pancasila morality, ethical attitude and ethical structure

Allyship, Social Justice Values, and Commitment at an Australian Social Service Organization

Social service organizations are increasingly adopting social justice and social inclusion values to inform their public mission statements, service provision, and internal work cultures. Ubiquitous as it is in practice, little is known about how social justice and inclusion orientations may be interpreted and expressed by employees and what implications might present for the management of social service organizations. In a sample of 185 employees of this organization, strong self-reported allyship with four disadvantaged groups was found; Aboriginal and Torres Strait Islander Peoples; sexual and gender diverse people; cultural and linguistically diverse people; and people with disability. A greater alignment between personal and organizational values was associated with greater commitment to the organization’s social justice and inclusion mission. Although no direct effect of allyship was observed, values alignment moderated the role of allyship. The impact of allyship on commitment to organizational mission was observed for participants who were high versus low in values alignment. Further implications for management, leadership, and policy within the organization and in the broader Australian social service context are explored.

The Journal of Global Neurosurgery (JGNS)

The Global Neurosurgery Committee of the World Federation of Neurosurgical Societies defines Global Neurosurgery as “the clinicaland public health practice of neurosurgery with the primary purpose of ensuring timely, safe, and affordable neurosurgical care to allwho need it” (1). The definition weaves the values of equity, social justice, and inclusivity through the fabric of the traditionalcharacteristics that define modern neurosurgery, such as excellence, technical mastery, integrity, and compassion. The recent additionof the global health dimension and the accompanying scientific and systems approach to address the unmet neurosurgical needs in theworld has galvanized our profession, stimulated academic inquiry, and inspired many who wish to enter it. One only needs to see theexplosive number of publications using the terms “global neurosurgery” over the last few years as a proxy of academic interest (2)(figure 1).

The Journal of Global Neurosurgery

1 | WHAT IS GLOBAL NEUROSURGERY?
 The Global Neurosurgery Committee of the World Federation of Neurosurgical Societies defines Global Neurosurgery as “the clinical and public health practice of neurosurgery with the primary purpose of ensuring timely, safe, and affordable neurosurgical care to all who need it”(1). The definition weaves the values of equity, social justice, and inclusivity through the fabric of the traditional characteristics that define modern neurosurgery, such as excellence, technical mastery, integrity, and compassion. The recent addition of the global health dimension and the accompanying scientific and systems approach to address the unmet neurosurgical needs in the world has galvanized our profession, stimulated academic inquiry, and inspired many who wish to enter it. One only needs to see the explosive number of publications using the terms “global neurosurgery” over the last few years as a proxy of academic interest (2) (figure 1).

Digital storytelling methodologies: Recommendations for a participatory approach to engaging underrepresented communities in counseling psychology research.

While counseling psychologists made substantial proposals to advance qualitative research since the special issue on related methods was published 15-years ago (Haverkamp, Morrow, & Ponterotto, 2005), the field continues to demonstrate an overreliance on quantitative methods. Though important for producing knowledge we can depend on, excessive use of these methods poses a barrier for counseling psychologists to address the needs of the communities that are at the core of our discipline's values-those who are marginalized and underserved in society. In alignment with our values of social justice, advocacy, and empowerment, we propose counseling psychologists adopt a methodology within a critical paradigm to better address issues of inequality and inequity when working with underrepresented communities, such as digital storytelling. Rooted in a movement to increase access to art for marginalized communities in the 1970s and 1980s, digital storytelling is an arts-based research methodology that captures first-person narrated accounts of peoples' lives through the use of stories, photos, and videos, and empowers communities to be a part of research to create social change. We provide recommendations for using digital storytelling in counseling psychology research as outlined through 5 phases, including Phase I) digital storytelling's critical paradigm, Phase II) project development, Phase III) implementation, Phase IV) data analysis, and Phase V) dissemination. While doing so, we draw on examples from 2 digital storytelling projects we are familiar with, Immigrant Stories and OrigiNatives, providing a framework for a digital frontier in counseling psychology research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Developing holistic competence in cross-cultural social work practice: Simulation-based learning optimized by blended teaching approach

ABSTRACT Integrating anti-oppressive practice (AOP) into clinical interactions is critical for embodying social justice values and promoting equitable and socially just interventions in social work practice. Therefore, training social work students to perform this task is invaluable and pedagogically challenging. Social work education scholars note that students’ knowledge and attitudes are not automatically translated into well-demonstrated professional behaviors and thus encourage to develop the holistic competence inclusive of both meta- and procedural competencies in students. Toward this pedagogical goal, this paper elaborates the development of a cross-cultural social work practice course to foster students’ holistic competence. Following the Council of Social Work Education’s Education Policy and Accreditation Standards and AOP scholarship, we outline students’ learning outcomes and the expected competencies in embodying socially just and culturally competent practice (SJCCP). Using blended learning, this course maximizes both online and in-person interfaces to foster social work students’ competencies in SJCCP. We provide details of how we incorporated simulation-based learning into various teaching methods (i.e., intergroup dialogue, digital storytelling, and role plays) and present a case illustration that highlights cross-cultural social work encounters. We close with discussing challenges and new lessons learned from teaching AOP in clinical practice and future teaching recommendations.

The Facts of Science & the Values of Social Justice

The Facts of Science & the Values of Social Justice

“I am a change agent”: A mixed methods analysis of students’ social justice value orientation in an undergraduate community psychology course.

“I am a change agent”: A mixed methods analysis of students’ social justice value orientation in an undergraduate community psychology course.

Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.
 
 Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

Social work legitimacy: democratising research, policy and practice in child protection

This article analyses the concept of legitimacy as applied to the use of power in statutory social work with children and families in the UK. It draws on literature from police studies and criminology, in which the concept is a stable one that continues to be heavily researched and analysed. Police and social workers bear comparison in respect of legitimacy because of the significant powers they use on behalf of the state with direct implications for the civil and human rights of their fellow citizens. The article defines legitimacy in theoretical terms before applying the concept to social work. Here, perceptions of fairness in the distribution of resources, the quality of treatment people receive, and the quality of decision-making are critically examined. The article then proposes a democratising agenda across the three domains of social work research, policy, and practice. Through challenging social work’s legitimacy and analysing its relationship to social democracy, it is argued that new ways may be found to realign practice with the values of human rights and social justice that are said to underpin the profession. Given the severe socioeconomic impact of the Covid-19 pandemic on many families, these questions acquire a particular urgency.

Learning from the flight of the geese: The life stories of two female principals who lead in vulnerable contexts

This study describes the life story of two female principals who carry out their work in particularly challenging schools in the Spanish educational context. This work is part of two larger international (ISSPP) and national research projects that aim to study the professional identity of school leaders. In this case, our objective was to analyse the construction of a leadership identity when faced with the challenges of working in a difficult school context, and to identify the main strategies adopted to achieve educational improvement in such adverse situations. The findings reveal that leading with others – and not over others – was key to achieving change. Our participating principals developed a style of leadership that is distributed and oriented towards values of social justice in an attempt to eradicate inequality and discrimination in their schools. Being a woman was also a determining factor in this professional performance. Learning from ‘the flight of the geese’ was the essence of these professional stories, facing challenges with professional values of empathy, active listening, companionship, and commitment. Finally, we discuss the implications of this work for future research and professional practice.

Escalas salariales en la economía del bien común

El sistema económico capitalista, desde el comienzo de su historia, no ha estado exento de teorías y pensamientos críticos que han puesto sobre la mesa sus dificultades e imposibilidades en ciertos aspectos. La presente economía capitalista lleva para muchos, aparte de una crisis monetaria, repercusiones en otros contextos (impacto ecológico, energético, crisis social, alimentaria, etc.). Si bien, se han ido forjando, desde hace años, otros tipos de alternativas y más recientemente la Economía del Bien Común, un proyecto económico que pretende crear los incentivos con los cuales la actividad económica se dirija hacia el Bien Común, es decir, fomentar los valores humanos de la solidaridad, dignidad, sostenibilidad, justicia social, democracia y transparencia, recuperando el concepto de éxito económico y vinculándolo hacia el beneficio social. El modelo de la EBC plantea el uso de unas premisas e indicadores para conformar unas escalas salariales justas, siendo éste el objeto de estudio del presente trabajo, junto con el análisis de dos de los valores fundamentales del modelo y su contribución a ambos, la equidad y justicia social.

Better together: comprehensive social work education in England

Prospective social workers in England are increasingly being segregated into different qualification routes. While the justification for this segregation relates to either academic achievement or the vocational nature of the course, students also end up segregated based on prior advantage, personal circumstances, context and experience. This article examines the three main routes into contemporary social work in England: fast-track training programmes, apprenticeships and mainstream programmes. It is shown that each of these approaches arguably have advantages and disadvantages, but that ultimately it is the segregation itself is doing the most damage to the profession. An alternative approach is suggested, based on comprehensive and social justice values, where the focus is on bringing students together, rather than splitting them apart.