WorldWideScience

Sample records for justice education project

  1. Rural science education as social justice

    Science.gov (United States)

    Eppley, Karen

    2017-03-01

    What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community"(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.

  2. Rethinking Discussions of Justice in Educational Research: Formative Justice, Educational Liberalism, and Beyond

    Science.gov (United States)

    Thompson, Winston C.

    2016-01-01

    Background/Context: Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This has created a body of educational research that largely responds to the "justice" goals of those disciplines rather than education qua education.…

  3. Understanding Education for Social Justice

    Science.gov (United States)

    Hytten, Kathy; Bettez, Silvia C.

    2011-01-01

    It has become increasingly common for education scholars to claim a social justice orientation in their work. At the same time, education programs seem to be adding statements about the importance of social justice to their mission, and a growing number of teacher education programs are fundamentally oriented around a vision of social justice.…

  4. Teachers' Views on an ICT Reform in Education for Social Justice

    Science.gov (United States)

    Tarman, Bülent; Baytak, Ahmet; Duman, Harun

    2015-01-01

    FATIH project (Movement of Enhancing Opportunities and Improving Technology) is an information and communication technologies (ICT) project to promote social justice for all schools in Turkey. The educational movements and reforms in Turkish Educational System (TES) are not new but this project has a purpose to integrate the newest technologies…

  5. Educational Justice and Big Data

    Science.gov (United States)

    Ben Shahar, Tammy Harel

    2017-01-01

    This article examines the effects of incorporating information and communication technologies in schools in terms of distributive justice. To do so, four issues that are central to educational justice are discussed: scarcity of resources, the positional nature of education, peer effects, and biases in educational decision-making. The discussion…

  6. Educational Justice, Segregated Schooling and Vocational Education

    Science.gov (United States)

    Giesinger, Johannes

    2017-01-01

    The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second,…

  7. Teaching for social justice education: the intersection between identity, critical agency, and social justice education

    OpenAIRE

    Dennis Francis; Adré le Roux

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, howe...

  8. Educational Justice Due to More Education? Requests for a Solution Strategy

    Science.gov (United States)

    Grümme, Bernhard

    2017-01-01

    Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other…

  9. Doing justice to social justice in South African higher education ...

    African Journals Online (AJOL)

    This paper attempts to develop a conceptualisation of social justice in higher education based on a close reading of the current literature in the field. An important assumption we make is that higher education is a valuable mechanism for social justice. We set the literature against policy documents that detail South African ...

  10. Educational Administration and Social Justice

    Science.gov (United States)

    Bates, Richard

    2006-01-01

    After observing that texts in educational administration have largely failed to address the problem of the justice and fairness of social and educational arrangements, this article goes on to examine the necessary relationships between ethical leadership, community and the notion of social justice. Such relationships are argued to be necessarily…

  11. Educational Justice Due to More Education? Requests for a Solution Strategy

    OpenAIRE

    Grümme, Bernhard

    2017-01-01

    Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other hand, it is not only political and institutional determinants that seem to be opposed to that. In class, there are moments that counteract the abol...

  12. Engineering justice transforming engineering education and practice

    CERN Document Server

    Leydens, Jon A

    2018-01-01

    Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in human...

  13. What is justice in education? Sketch of answer based on theories of justice and economics.

    OpenAIRE

    D. Waltenberg , Fábio

    2004-01-01

    D. Waltenberg, F. (2004). What is justice in education? Sketch of answer based on theories of justice and economics. Les Cahiers de Recherche du Girsef, 32.; What is justice in education? How can we evaluate whether given distributions of educational inputs or educational outcomes are just or not? How should a society distribute its educational resources? How can we evaluate the level of (un)fairness of a schooling system? In this paper, we try to provide a basic framework for thinking about ...

  14. In Pursuit of Educational Justice and Liberated Hearts

    Science.gov (United States)

    Mirci, Philip S.

    2008-01-01

    This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program's design is intended to empower graduates to act with hearts liberated through…

  15. "The Path of Social Justice": A Human Rights History of Social Justice Education

    Science.gov (United States)

    Grant, Carl A.; Gibson, Melissa Leigh

    2013-01-01

    Although not often recognized, social justice education in the U.S. is historically and philosophically tied to the twentieth century's human rights initiatives. The efforts of human rights pioneers, such as those who authored the Universal Declaration of Human Rights, have indelibly shaped social justice efforts, including within education, in…

  16. Formative Justice: The Regulative Principle of Education

    Science.gov (United States)

    McClintock, Robert

    2016-01-01

    Background/Context: Concepts of justice relevant to making personal and public decisions about education. Purpose: To clarify a concept of formative justice that persons and the public often ignore in making decisions about educational effort. Setting: "The windmills of your mind" Research Design: Reflective essay.…

  17. Strategic Activism, Educational Leadership and Social Justice

    Science.gov (United States)

    Ryan, James

    2016-01-01

    This article describes the strategic activism of educational leaders who promote social justice. Given the risks, educational leaders need to be strategic about the ways in which they pursue their activism. Citing current research, this article explores the ways in which leaders strategically pursue their social justice agendas within their own…

  18. Justice and the Human Genome Project

    Energy Technology Data Exchange (ETDEWEB)

    Murphy, T.F.; Lappe, M. (eds.)

    1992-01-01

    Most of the essays gathered in this volume were first presented at a conference, Justice and the Human Genome, in Chicago in early November, 1991. The goal of the, conference was to consider questions of justice as they are and will be raised by the Human Genome Project. To achieve its goal of identifying and elucidating the challenges of justice inherent in genomic research and its social applications the conference drew together in one forum members from academia, medicine, and industry with interests divergent as rate-setting for insurance, the care of newborns, and the history of ethics. The essays in this volume address a number of theoretical and practical concerns relative to the meaning of genomic research.

  19. Justice and the Human Genome Project

    Energy Technology Data Exchange (ETDEWEB)

    Murphy, T.F.; Lappe, M. [eds.

    1992-12-31

    Most of the essays gathered in this volume were first presented at a conference, Justice and the Human Genome, in Chicago in early November, 1991. The goal of the, conference was to consider questions of justice as they are and will be raised by the Human Genome Project. To achieve its goal of identifying and elucidating the challenges of justice inherent in genomic research and its social applications the conference drew together in one forum members from academia, medicine, and industry with interests divergent as rate-setting for insurance, the care of newborns, and the history of ethics. The essays in this volume address a number of theoretical and practical concerns relative to the meaning of genomic research.

  20. Culturally Responsive Teaching: Implications for Educational Justice

    Science.gov (United States)

    Bassey, Magnus O.

    2016-01-01

    Educational justice is a major global challenge. In most underdeveloped countries, many students do not have access to education and in most advanced democracies, school attainment and success are still, to a large extent, dependent on a student's social background. However, it has often been argued that social justice is an essential part of…

  1. Predictors of justice system involvement: Maltreatment and education.

    Science.gov (United States)

    Robertson, Angela A; Walker, Courtney S

    2018-02-01

    Decades of research have established that experience of abuse and/or neglect in childhood is related to negative outcomes, such as juvenile delinquency. Existing research has shown that involvement in child welfare services is also related to juvenile delinquency, particularly for children who are victims of neglect. Research has also identified educational factors such as chronic absenteeism as significant predictors of involvement in the juvenile justice system. However, little research has investigated the combined influence of educational factors, child abuse, and involvement in child protective services on justice system involvement. The current study examined the influence of educational factors and involvement in child protective services on justice system involvement. The study utilized records from an educational database of children who attended a school within a county of Mississippi in any year from 2003 through 2013. Cases were then matched with records from the county Youth Court, Law Enforcement agencies, and Child Protection Services. A multivariate logistic regression controlling for gender, race, current age, and time at risk was conducted to involvement in the justice system. In general, educational factors were stronger predictors of justice system involvement than allegations of maltreatment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education

    Science.gov (United States)

    Francis, Dennis; le Roux, Adré

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more…

  3. Integrating HIV & AIDS education in pre-service mathematics education for social justice

    Directory of Open Access Journals (Sweden)

    Linda van Laren

    2011-01-01

    Full Text Available Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.

  4. Mathematics education for social justice

    Science.gov (United States)

    Suhendra

    2016-02-01

    Mathematics often perceived as a difficult subject with many students failing to understand why they learn mathematics. This situation has been further aggravated by the teaching and learning processes used, which is mechanistic without considering students' needs. The learning of mathematics tends to be just a compulsory subject, in which all students have to attend its classes. Social justice framework facilitates individuals or groups as a whole and provides equitable approaches to achieving equitable outcomes by recognising disadvantage. Applying social justice principles in educational context is related to how the teachers treat their students, dictates that all students the right to equal treatment regardless of their background and completed with applying social justice issues integrated with the content of the subject in order to internalise the principles of social justice simultaneously the concepts of the subject. The study examined the usefulness of implementing the social justice framework as a means of improving the quality of mathematics teaching in Indonesia involved four teacher-participants and their mathematics classes. The study used action research as the research methodology in which the teachers implemented and evaluated their use of social justice framework in their teaching. The data were collected using multiple research methods while analysis and interpretation of the data were carried out throughout the study. The findings of the study indicated that there were a number of challengesrelated to the implementation of the social justice framework. The findings also indicated that, the teachers were provided with a comprehensive guide that they could draw on to make decisions about how they could improve their lessons. The interactions among students and between the teachers and the students improved, they became more involved in teaching and learning process. Using social justice framework helped the teachers to make mathematics more

  5. Indigenous Teachers and Learners: Higher Education and Social Justice

    Science.gov (United States)

    Sumida Huaman, Elizabeth; Abeita, Shawn

    2018-01-01

    Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices…

  6. Overview of criminal justice projects at Sandia National Laboratories

    Energy Technology Data Exchange (ETDEWEB)

    Spencer, D.D.

    1995-07-01

    The criminal justice projects at SNL include three projects for the National Institute of Justice (smart gun, restraining foam, aqueous foam, corrections perimeter), a Southwest Border study, and one involving corrections agencies. It is concluded that the national technologies developed to protect nuclear and other high value assets have enormous potential for application to crime and personal safety; the difficulty lies in simplifying the technology transfer and making the new systems affordable.

  7. Does educational privatisation promote social justice?

    NARCIS (Netherlands)

    Levin, Henry M.; Cornelisz, Ilja; Hanisch-Cerda, Barbara

    2013-01-01

    Social justice in education refers to the expectation that the education system provides fairness in its access to opportunities and results. Proponents of educational privatisation believe this would not only open up opportunities for those that otherwise are restricted from attending good schools,

  8. The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

    Directory of Open Access Journals (Sweden)

    Molly K. Ness, PhD

    2010-08-01

    Full Text Available In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

  9. The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education

    Science.gov (United States)

    Lawyer, Gloshanda

    2018-01-01

    This article presents the case of the author's experience as a student in a multicultural education course. The exploration of this case expands on Cho's (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to…

  10. Two Ideals of Educational Justice

    Science.gov (United States)

    Stillwaggon, James

    2016-01-01

    Background/Context: This essay takes up McClintock's (2004) critique of educational discourses as overly dependent upon a distributive model of justice and largely ignorant of the formative assumptions that ground educational policy and practice. Purpose/Objective/Research Question/Focus of Study: The question that McClintock's analysis begs is…

  11. Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

    Science.gov (United States)

    Cho, Hyunhee

    2017-01-01

    This article uses well-received contemporary scholarship--works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay--to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that…

  12. Educational justice from the perspective of Kermanshah paramedical students in 2014

    Directory of Open Access Journals (Sweden)

    m jalalvandi

    2016-07-01

    Full Text Available Introduction: Equity in education is meant providing equal educational opportunities for students that often included the equality in professors' behaviors with their students. This form of justice can improve students' performance. So, considering the importance of educational equity and the its special position in medical education, this study was performed to investigate the situation of educational justice from the perspective of paramedical students in Kermanshah Faculty of Paramedical Sciences. Methods: In this analytical cross-sectional study, which was performed by stratified sampling method in 2014, the required information was collected by educational justice questionnaire. The reliability and validity of this questionnaire was confirmed. Then, the data were analyzed using SPSS software (version 21 and Kruskal–Wallis test. Results: The average score of education justice was 53/48 ± 15/24. A significant relationship was found between the average scores of students educational justice with gender and their field of study (P<0.05. Conclusion: The research findings showed that the students' demographic characteristics are the influencing factors on the situation of education justice in Kermanshah Faculty of Paramedical Sciences. Therefore, the need to creating equal opportunities in education in a way that all students have access to the same facilities in the same environment, must be considered through the university and especially the professors.

  13. Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education

    Science.gov (United States)

    Cremin, Hilary; Sellman, Edward; McCluskey, Gillean

    2012-01-01

    This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar…

  14. Arizona Education Tax Credit and Hidden Considerations of Justice

    Directory of Open Access Journals (Sweden)

    Michele S. Moses

    2000-08-01

    Full Text Available The current debate over market-based ideas for educational reform is examined, focusing specifically on the recent movement toward education tax credits. Viewing the Arizona education tax credit law as a voucher plan in sheep's clothing, I argue that the concept of justice underlying the law is a crucial issue largely missing from the school choice debate. I question the libertarian conception of justice assumed by voucher and tax credit advocates, and argue instead that a contemporary liberal democratic conception of justice ought to undergird attempts at school reform. A call for educators and policymakers to concentrate energies on efforts to help needy students rather than on efforts to channel tax dollars toward self- interested ends concludes the article.

  15. Social Justice Advocacy in Graduate Teacher Education

    Science.gov (United States)

    Hoyle, Amy Gratch

    2018-01-01

    This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and…

  16. Desert, Liberalism and Justice in Democratic Education

    Science.gov (United States)

    Jonsson, Olafur Pall

    2012-01-01

    Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on…

  17. Shaping Social Justice Leadership: Insights of Women Educators Worldwide

    Science.gov (United States)

    Lyman, Linda L.; Strachan, Jane; Lazaridou, Angeliki

    2012-01-01

    "Shaping Social Justice Leadership: Insights of Women Educators Worldwide" contains evocative portraits of twenty-three women educators and leaders from around the world whose actions are shaping social justice leadership. Woven from words of their own narratives, the women's voices lift off the page into readers' hearts and minds to inspire and…

  18. Justice Project en Asie du Sud | IDRC - International Development ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Le Justice Project réunit des documentaristes de renom, des chercheurs chevronnés et des praticiens afin de documenter l'état de la justice dans la région. Seront ... As countries in South Asia move toward greater economic integration, a range of interconnected challenges to constitutional and human rights guarantees are ...

  19. The Ethics of Teaching for Social Justice: A Framework for Exploring the Intellectual and Moral Virtues of Social Justice Educators

    Science.gov (United States)

    Taylor, Rebecca M.

    2015-01-01

    Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by…

  20. Picking a Hill to Die On: Discreet Activism, Leadership and Social Justice in Education

    Science.gov (United States)

    Ryan, James; Tuters, Stephanie

    2017-01-01

    Purpose: The purpose of this paper is to describe a study that explores the discreet activist strategies of educational leaders who promote social justice. Design/methodology/approach: Part of a larger project, this study employed qualitative methods. In particular, researchers interviewed 26 leaders--principals, vice principals, department heads,…

  1. Relational Restorative Justice Pedagogy in Educator Professional Development

    Science.gov (United States)

    Vaandering, Dorothy

    2014-01-01

    What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

  2. Integrating Social Justice across the Curriculum: The Catholic Mission and Counselor Education

    Science.gov (United States)

    Calley, Nancy G.; Pickover, Sheri; Bennett-Garraway, Jocelyn M.; Hendry, Simon J.; Garraway, Garbette M.

    2011-01-01

    Counselor education and the Catholic faith share an important core value: social justice. As a counselor education program within a Jesuit and Sisters of Mercy institution, the construct of social justice is a unifying value that is rooted in academic preparation and practice. To promote a lifestyle of social justice, the counselor education…

  3. Religious Education towards Justice: What Kind of Justice Is to Be Taught in a Christian Context?

    Directory of Open Access Journals (Sweden)

    Monika Bobbert

    2017-02-01

    Full Text Available Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion.

  4. Inclusion in Education: A Step towards Social Justice

    Science.gov (United States)

    Polat, Filiz

    2011-01-01

    This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial…

  5. Alternative Education and Social Justice: Considering Issues of Affective and Contributive Justice

    Science.gov (United States)

    Mills, Martin; McGregor, Glenda; Baroutsis, Aspa; Te Riele, Kitty; Hayes, Debra

    2016-01-01

    This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser's work to understandings of social justice. It then goes on to argue that her framework…

  6. Vulnerability: Self-Study's Contribution to Social Justice Education

    Science.gov (United States)

    Knowles, Corinne

    2014-01-01

    Teaching, as a social justice project, seeks to undo and re-imagine oppressive pedagogies in order to transform teachers, their students, and the knowledge with which they work. In this article, I argue that self-study can contribute to social justice in a number of ways by, for instance, making the sometimes limiting norms that frame teaching and…

  7. Distributive Justice in Education and Conflicting Interests: Not (Remotely) as Bad as You Think

    Science.gov (United States)

    Ben-Shahar, Tammy Harel

    2015-01-01

    The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of…

  8. Leadership Education and Development for Justice Using the Canonical Framework of John Rawls's, "A Theory of Justice"

    Science.gov (United States)

    Kliewer, Brandon; Zacharakis, Jeff

    2015-01-01

    Higher education that presupposes a specific conception of justice does well in preparing students to make claims of justice from specific perspectives or positions. However, civic leadership students with a strong background in specific conceptions of justice are often not equipped with necessary skills, dispositions, and habits to exercise…

  9. Ends, Principles, and Causal Explanation in Educational Justice

    Science.gov (United States)

    Dum, Jenn

    2017-01-01

    Many principles characterize educational justice in terms of the relationship between educational inputs, outputs and distributive standards. Such principles depend upon the "causal pathway view" of education. It is implicit in this view that the causally effective aspects of education can be understood as separate from the normative…

  10. Teaching for social justice education: the intersection between ...

    African Journals Online (AJOL)

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating ...

  11. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  12. Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators

    Science.gov (United States)

    Capper, Colleen A.; Young, Michelle D.

    2014-01-01

    In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of…

  13. The Place of Social Justice in Higher Education and Social Change Discourses

    Science.gov (United States)

    Singh, Mala

    2011-01-01

    A familiar discourse about higher education and social change today relates to higher education's socio-economic role within knowledge societies in a globalizing world. This paper addresses how issues of social justice feature in such discourses; whether social justice in higher education has been appropriated into a neo-liberal strategy for…

  14. Learning from the Neo-Liberal Movement: Towards a Global Justice Education Movement

    Science.gov (United States)

    Saltman, Kenneth J.

    2015-01-01

    This commentary suggests that a countermovement for educational and social justice must learn from the dominant global neo-liberal movement and its successes in creating institutions and knowledge-making processes and networks. Local struggles for educational justice are important, but they need to be linked to a broader educational justice…

  15. Music Teacher Educator Perspectives on Social Justice

    Science.gov (United States)

    Salvador, Karen; Kelly-McHale, Jacqueline

    2017-01-01

    Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the…

  16. A Neo-Aristotelian Account of Education, Justice, and the Human Good

    Science.gov (United States)

    Curren, Randall

    2013-01-01

    This article sketches the contours of a neo-Aristotelian account of education, justice, and the human good, organized around a sequence of three increasingly distinctive features of the Aristotelian understanding of respect for persons as rational beings. The first and second of these features bear on important aspects of educational justice,…

  17. Social Justice in Preservice and Graduate Education: A Reflective Narrative Analysis

    Science.gov (United States)

    Olson, Margaret R.; Craig, Cheryl J.

    2012-01-01

    This research shows how two teacher educators, one from Canada and one from the United States, have attempted to imbue their preservice and graduate education practices with a sense of social justice, despite the downgrading of the importance of social justice by accreditation agencies such as National Council for the Accreditation of Teacher…

  18. Social justice and rural education in South Africa | Hlalele ...

    African Journals Online (AJOL)

    This paper, grounded in a distributive paradigm that views social justice as a proper distribution of social benefits and burdens among members of society, traverses the positive and negative features of rural education related to social justice. It concedes that difference is an inherent, inevitable and indispensable feature of ...

  19. Social Justice and Capacity for Self-Development in Educational Systems in European Union

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This paper explores social justice and equity in educational policies and systems in the European Union, and analyzes the significance within. Equity indicators of the European educational systems, "Equity of the European Educational Systems: A set of indicators" declared in 2006, introduces the debates on educational justice issues on…

  20. The Economic Payoff to Investing in Educational Justice

    Science.gov (United States)

    Levin, Henry M.

    2009-01-01

    The quest for educational equity is a moral imperative for a society in which education is a crucial determinant of life chances. Yet whether there is an economic return to the taxpayer for investing in educational justice is often not considered. It is possible that the economic benefits of reducing inadequate education exceed the costs,…

  1. Social Justice in Outdoor Experiential Education: A State of Knowledge Review

    Science.gov (United States)

    Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G.

    2014-01-01

    Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and…

  2. An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

    Science.gov (United States)

    Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

    2013-12-01

    Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

  3. Justice Project en Asie du Sud | CRDI - Centre de recherches pour ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Le Justice Project réunit des documentaristes de renom, des chercheurs chevronnés et des praticiens afin de documenter l'état de la justice dans la région. Seront produits, au Bangladesh, au Népal, au Pakistan, au Sri Lanka et en Inde, des documents de recherche et cinq films qui exploreront les thèmes suivants : les ...

  4. Remembrance, Public Narratives, and Obstacles to Justice in the Western Balkans

    Directory of Open Access Journals (Sweden)

    Jelena Subotic

    2013-06-01

    Full Text Available Twenty years since the onset of the traumatic wars of Yugoslav secession, the countries of the Western Balkans continue to nurture narratives of the past that are mutually exclusive, contradictory, and irreconcilable. The troubling ways in which states in the region remember their pasts provide continuing obstacles in the search for acknowledgment and justice. In this essay, I develop an argument for understanding the relationship between justice and remembrance of the past. To illustrate this relationship, I explore ways in which education and memorialization projects contribute to justice efforts. I critically analyze a few ongoing education and memory projects in the region, and then present alternative ideas on mechanisms of public memory that would be more conducive to building the foundational blocks of justice based on trust, respect, and dignity.

  5. Engaging Public Space: Art Education Pedagogies for Social Justice

    Science.gov (United States)

    Duncum, Paul

    2011-01-01

    Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the…

  6. Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

    Science.gov (United States)

    Desroches, Sarah J.

    2016-01-01

    In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which…

  7. Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

    Science.gov (United States)

    Dollarhide, Colette T.; Mayes, Renae D.; Dogan, Sabri; Aras, Yahyahan; Edwards, Kaden; Oehrtman, J. P.; Clevenger, Adam

    2018-01-01

    In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can…

  8. Is diversity necessary for educational justice?

    NARCIS (Netherlands)

    New, W.S.; Merry, M.S.

    2014-01-01

    In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue

  9. Betty Reardon's Philosophy of Peace Education and the Centrality of Justice

    Science.gov (United States)

    Ragland, David

    2015-01-01

    There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its…

  10. Educational Inequality and Social Justice: Challenges for Career Guidance

    Science.gov (United States)

    Müller, Walter

    2014-01-01

    The article provides a multiperspective approach to educational careers. It first discusses social justice issues in the distribution of the crucial individual and social good of education. It then summarizes core findings of recent international research on processes and factors generating social disparities in the acquisition of education. Based…

  11. Is Diversity Necessary for Educational Justice?

    Science.gov (United States)

    New, William S.; Merry, Michael S.

    2014-01-01

    In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits…

  12. Education Policy for Social Justice in Cyprus: The Role of Stakeholders' Values

    Science.gov (United States)

    Hajisoteriou, Christina; Angelides, Panayiotis

    2014-01-01

    This article examines (a) the official policy for social justice as developed by the Ministry of Education and Culture and its policy-makers, (b) the ways in which school leaders (head teachers) and school actors (teachers) understand education policy for social justice, and (c) the impact of this process on school leaders' and actors' action or…

  13. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Lastly, these practitioners aligned their management strategies with human rights values, as well as human dignity and equality, and their strategies found pride of place in extant ubuntu principles. Keywords: determinants; education; human rights; management strategies; restorative; social justice praxis; sustainable ...

  14. Social Justice Education in an Urban Charter Montessori School

    Directory of Open Access Journals (Sweden)

    Kira Banks

    2016-11-01

    Full Text Available As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

  15. Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice

    Directory of Open Access Journals (Sweden)

    Eugene Matusov

    2018-01-01

    Full Text Available In our essay, we challenge the hegemonic Kantian discourse of defining justice as equality (in a broader sense and injustice as inequality in education (and elsewhere. We argue that this discourse is based on the underlining assumption of replaceability and measurement of people and of educational practice itself. In contrast, we argue that people and their education are unique. Thus, it is necessary to develop an alternative notion of justice based on uniqueness and immeasurability of people and their education. We found that Bakhtin’s dialogic ethics framework is helpful for developing such an alternative approach. According to the Bakhtinian dialogic ethics, people are engaged in self-contradictory deeds, charged with ethical tensions. These ethically problematic deeds must be challenged by others and the self in critical dialogue and must demand responses by the authors of the deeds striving to achieve justice. Taking responsibility is not merely a discursive process of answering – it is not “answerability” – but rather another ethic deed of defining ethically good or bad, defining quality and values, accepting blame, standing grounds, committing to fixing negative consequences, emotional sympathy, and so on. The process of challenging people’s deeds in critical dialogue and their taking (or not taking responsibility defines (injustice of people’s deeds. We examine two cases of educational injustice based on the Bakhtinian dialogic ethics framework of uniquness. We try to show that education and its justice are essentially authorial and, thus, unique processes. Even when justice involves measurable things like money, it is still about unique people with unique educational goals, interests, and needs in unique circumstances that these measurable resources afford. We consider a case of allocation of measurable resources as a compromise between the Kantian formulistic and the Bakhtinian dialogic ethics approaches. We conclude our

  16. Becoming a Social Justice Educator: Emerging from the Pits of Whiteness into the Light of Love. A Response to "Respect Differences? Challenging the Common Guidelines in Social Justice Education"

    Science.gov (United States)

    Fujiyoshi, Kay F.

    2015-01-01

    This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers.…

  17. Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States.

    Science.gov (United States)

    Harrison, Louis; Clark, Langston

    2016-09-01

    Ongoing events in the United States show the continual need to address issues of social justice in every social context. Of particular note in this article, the contemporary national focus on race has thrust social justice issues into the forefront of the country's conscious. Although legal segregation has ran its course, schools and many neighborhoods remain, to a large degree, culturally, ethnically, linguistically, economically, and racially segregated and unequal (Orfield & Lee, 2005). Even though an African American president presently occupies the White House, the idea of a postracial America remains an unrealized ideal. Though social justice and racial discussions are firmly entrenched in educational research, investigations that focus on race are scant in physical education literature. Here, we attempt to develop an understanding of social justice in physical education with a focus on racial concerns. We purposely confine the examination to the U.S. context to avoid the dilution of the importance of these issues, while recognizing other international landscapes may differ significantly. To accomplish this goal, we hope to explicate the undergirding theoretical tenants of critical race theory and culturally relevant pedagogy in relation to social justice in physical education. Finally, we make observations of social justice in the physical education and physical education teacher education realms to address and illuminate areas of concern.

  18. Practising What We Preach: Justice and Ethical Instruction in Management Education

    Science.gov (United States)

    Robbins, Tina L.; Jeffords, Ben C.

    2009-01-01

    Building on organizational justice research, we extended the study of classroom justice to management education. In the first study, we identified the criteria that business students use to define distributive, procedural, and interactional fairness. In a second study, we found that management students' perceptions of both procedural and…

  19. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Hennie

    2015-05-29

    May 29, 2015 ... A lack of education leadership and management invariably contributes to this situation (Bush, Kiggundu & Moorosi,. 2011). ... they necessarily lead to reforms as the outcomes- ... privileged ought to share in the promise of ..... justice remains a challenge. ... who needed to work together and take care of one.

  20. Social Justice Issues and Music Education in the Post 9/11 United States

    Science.gov (United States)

    Wagoner, Cynthia L.

    2015-01-01

    The purpose of this paper is two-fold: first, to examine the impact of historical sociopolitical events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of…

  1. Moving Social Justice: Challenges, Fears and Possibilities in Dance Education

    Science.gov (United States)

    Risner, Doug; Stinson, Susan W.

    2010-01-01

    This essay explores social justice commitments in dance pedagogy and dance education teacher preparation in the USA as developed through a series of conversations between two dance educators and former administrators in higher education. The authors examine the history of multiculturalism, multicultural practices in postsecondary dance, their…

  2. A Co-Created Journey: Designing a College-Wide Graduate Certificate Program in Social Justice Education

    Science.gov (United States)

    Thurston, Linda P.; Yelich Biniecki, Susan M.

    2017-01-01

    A strengths assessment of the College of Education at Kansas State University in the United States showed that a majority of faculty had strong interests in social justice issues in education. The need for providing continuing post-graduate education in social justice education with theory-to-practice relevancy is critical in formal and informal…

  3. A critique on the role of social justice perspectives in mathematics education

    DEFF Research Database (Denmark)

    Dahl, Bettina

    2008-01-01

    This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes.......This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes....

  4. Digital story telling in social justice nursing education.

    Science.gov (United States)

    LeBlanc, Raeann G

    2017-07-01

    The purpose of this study was to explore and evaluate how digital stories integrated into public health nursing education can teach social justice concepts essential for nurse leadership. Four digital stories were selected and incorporated into a public health nursing course. Students were asked to reflect on these stories. A retrospective qualitative analysis was completed on the student narrative reflections and analyzed for themes. A total of 108 narrative reflections of public health nursing students were included from 2015 to 2016. Themes were identified based on analysis and include-Encountering Vulnerability, Questioning Systems and Choosing Moral Courage. Digital stories offer an innovative medium to convey the importance of story, advance social justice as an essential practice of nursing, and create opportunities that addresses social justice in nursing and in developing nursing leaders. © 2017 Wiley Periodicals, Inc.

  5. Humanism, Feminism, and Multiculturalism: Essential Elements of Social Justice in Counseling, Education, and Advocacy

    Science.gov (United States)

    Brady-Amoon, Peggy

    2011-01-01

    This article explores the association between and among humanism, feminism, multiculturalism, and social justice in counseling, education, and advocacy. In so doing, it shows how these theoretical forces, individually and collectively, are essential to professional counseling, client welfare, education, and the promotion of social justice. The…

  6. Politics without "Brainwashing": A Philosophical Defence of Social Justice Education

    Science.gov (United States)

    Bialystok, Lauren

    2014-01-01

    Social justice education (SJE) is a ubiquitous, if inconsistently defined, component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even "brainwashing" children in the public education system. In a liberal democracy such as our own, it is important that state-sponsored…

  7. Education, Justice, and Discursive Agency: Toward an Educationally Responsive Discourse Ethics

    Science.gov (United States)

    Martin, Christopher

    2016-01-01

    Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic…

  8. Educating for Social Justice: Drawing from Catholic Social Teaching

    Science.gov (United States)

    Valadez, James R.; Mirci, Philip S.

    2015-01-01

    This article uses a duoethnographic process to develop a model for socially just education based on social justice theory and Catholic social teaching. Three major issues are addressed, including: (a) the definition of socially just education, (b) explaining a vision for establishing socially just schools, and (c) providing a practical guide for…

  9. Medical education for social justice: Paulo Freire revisited.

    Science.gov (United States)

    DasGupta, Sayantani; Fornari, Alice; Geer, Kamini; Hahn, Louisa; Kumar, Vanita; Lee, Hyun Joon; Rubin, Susan; Gold, Marji

    2006-01-01

    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.

  10. Organizational Justice in Higher Education: Perceptions of Taiwanese Professors and Staffs

    Science.gov (United States)

    Yang, Jason Cheng-Cheng; Cho, I-Pei

    2017-01-01

    Higher education in Asia is becoming more prominent according to Western higher education researchers, but it is also being influenced by globalization, resulting in two types of structural inequality in higher education. Organizational justice relates to positive developments of educational organizations. It refers to the sense of fairness and…

  11. Forming Social Justice Projects: Student Activists Reflect on Coalition-Building

    Directory of Open Access Journals (Sweden)

    Darren E. Lund

    2010-05-01

    Full Text Available Student activists share their experiences with racism and more specifically, their attempts to form school diversity initiatives. The author outlines a problematic lack of engagement of student activists in the scholarly literature on social justice, particularly related to their undervalued role as leaders in school-based antiracist coalitions. Excerpts from in-depth interviews with seven student participants in western Canadian schools offer new understandings on the potential of school-based activists. They explain the challenges and successes in building and sustaining activist coalitions and in pursuing their social justice efforts beyond school. Their contributions represent new voices to join the ongoing conversation in educational research and community activism.

  12. Countercultural Autobiography: Stories from the Underside and Education for Justice

    Science.gov (United States)

    Cascante-Gomez, Fernando A.

    2007-01-01

    This article describes a countercultural approach to autobiography in comparison with three dominant uses of autobiography in religious education. It defines countercultural autobiographies as stories from the underside of society meant as tools for education for justice and as invitations for transformative dialogue in institutional and societal…

  13. A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation

    Science.gov (United States)

    Bertrand, Melanie; Rodela, Katherine C.

    2018-01-01

    This article reimagines the social justice educational leadership field, highlighting the leadership of youth, parents, and community. We examine widely cited social justice educational leadership publications, in addition to critical research on youth voice, parent engagement, and community organizing. Our analysis reveals that the field often…

  14. Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context

    Science.gov (United States)

    Nygreen, Kysa

    2016-01-01

    This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity.…

  15. Seeing through the lens of social justice: A threshold for engineering

    Science.gov (United States)

    Kabo, Jens David

    In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities, the intention was to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically. A conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory. All three of the courses studied operated on a similar basic pedagogical model, however, the courses were framed differently, with social justice in the foreground or in the background with the focus on, in one case, ethics and in the other, sustainability. All courses studied appeared to be successful in encouraging engineering students to engage

  16. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  17. Training School Leaders Who Will Promote Educational Justice: What, Why, and How?

    Science.gov (United States)

    Lalas, Jose W.; Morgan, Ronald D.

    2006-01-01

    This article examines social justice as a vehicle for equity for all children. It focuses on the training of school leaders who can promote democratic schools and address inequality in K-12 schools. It outlines the needs assessment, consensus building, curriculum, and faculty voice in establishing a doctorate in educational justice. (Contains 1…

  18. Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum

    Directory of Open Access Journals (Sweden)

    Shapiro, Valerie B.

    2015-02-01

    Full Text Available This paper describes one effort to infuse a social justice framework into a social work doctoral education programme in a prominent research university of the United States. The “Social Justice in Doctoral Education” (SJDE Project identified Social Justice Learning Objectives (SJLOs in the categories of scholarship, teaching, and service. Doctoral students were surveyed in 2010 to determine the extent to which the SJLOs were being systematically facilitated by their doctoral programme. The forms that guide and shape the milestones of doctoral education at that institution were revised in 2011 in an attempt to create new opportunities for social justice learning. A second survey of doctoral students in 2013 resulted in two findings. First, doctoral students reported using the SJLOs to guide their education. Second, a pre/post comparison of student perceptions indicated an increase in opportunities for social justice learning through doctoral education. This case study provides preliminary support for the modification of organisational routines to expand social justice education in social work.En este artículo se describe el esfuerzo para infundir un marco de justicia social en un programa doctoral de trabajo social dentro de una universidad prominente de investigación de los Estados Unidos. El proyecto de investigación “Justicia Social en la Educación Doctoral” (SJDE identificó los Objetivos de Aprendizaje de la Justicia Social (SJLOs en una serie de categorías de la investigación científica, como la enseñanza y el servicio. Los estudiantes de doctorado respondieron a una encuesta en 2010 para determinar el grado en el que los SJLOs se facilitaban sistemáticamente en el programa de doctorado. En 2011 se revisaron los formularios que guían y dan forma a los hitos de la educación doctoral en esa institución, en un intento de crear nuevas oportunidades para la justicia social de aprendizaje. En 2013, una encuesta seguimiento a

  19. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Science.gov (United States)

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  20. Social Justice and Education in the Public and Private Spheres

    Science.gov (United States)

    Power, Sally; Taylor, Chris

    2013-01-01

    This paper explores the complex relationship between social justice and education in the public and private spheres. The politics of education is often presented as a battle between left and right, the state and the market. In this representation, the public and the private spheres are neatly aligned on either side of the line of battle, and…

  1. Service-learning in nursing education: its impact on leadership and social justice.

    Science.gov (United States)

    Groh, Carla J; Stallwood, Lynda G; Daniels, John J

    2011-01-01

    Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

  2. "Frayed All Over:" the Causes and Consequences of Activist Burnout among Social Justice Education Activists

    Science.gov (United States)

    Gorski, Paul C.; Chen, Cher

    2015-01-01

    Despite the growing body of scholarship on burnout among social justice activists who are working on a variety of issues, from labor rights to queer justice, little attention has been paid to burnout among those whose activism focuses on issues of educational justice. To begin to address this omission and understand what supports might help social…

  3. Justice on Both Sides: Transforming Education through Restorative Justice

    Science.gov (United States)

    Winn, Maisha T.

    2018-01-01

    Restorative justice represents "a paradigm shift in the way Americans conceptualize and administer punishment," says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, "Justice on Both Sides," provides an urgently needed,…

  4. Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria

    Science.gov (United States)

    Oghenekohwo, Jonathan E.; Torunarigha, Young D.

    2018-01-01

    Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals (SDGs) in 2030…

  5. Meeting Our Standards for Educational Justice: Doing Our Best with the Evidence

    Science.gov (United States)

    Joyce, Kathryn E.; Cartwright, Nancy

    2018-01-01

    The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based…

  6. Promoting Moral Growth through Pluralism and Social Justice Education

    Science.gov (United States)

    Stewart, Dafina Lazarus

    2012-01-01

    Issues of morality, including deciding among competing values and negotiating obligations to self and community, are pervasive and saturate many aspects of life. This article explores the role of educating for pluralism and social justice in promoting moral growth among college students. James Rest's four-component model of moral maturity frames…

  7. Social Justice in Music Education: The Problematic of Democracy

    Science.gov (United States)

    Gould, Elizabeth

    2007-01-01

    While social justice concerns of feminist research in music education have been mostly ignored or rejected by the profession, democracy based on paternalist Enlightenment concepts of humanism and liberalism is generally understood and accepted with little or no consideration of its social and economic implications. More nuanced accounts refer to…

  8. teacher education for democracy and social justice: A reply to Harley ...

    African Journals Online (AJOL)

    teacher education for democracy and social justice: A reply to Harley and Parker. B van Wyk. Abstract. No Abstract. South African Journal of Higher Education Vol. 20 (6) 2006: pp.879-887. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online.

  9. Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice

    Science.gov (United States)

    Väkevä, Lauri; Westerlund, Heidi; Ilmola-Sheppard, Leena

    2017-01-01

    This article addresses the discourse on social justice and inclusion in music education by exploring how educational systems can be transformed in the rapidly changing world of late modernity. We aim to show that one possible approach to tackling injustice in music education at the micro level is to reflect on the possibilities for institutional…

  10. Project-Based Social Justice Mathematics: A Case Study of Five 6th Grade Students

    Science.gov (United States)

    McHugh, Maighread L.

    2015-01-01

    The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as they designed and implemented their own project centered on mathematics while using a social justice lens. The theoretical frameworks of Authentic Intellectual Work and Social Justice…

  11. Cosmopolitanism, Global Social Justice and Gender Equality in Education

    Science.gov (United States)

    Unterhalter, Elaine

    2008-01-01

    This article attempts to locate approaches to understanding gender, education and notions of the international within debates on global social justice and cosmopolitanism. It looks at the work of three feminist scholars (Martha Nussbaum, Onora O'Neill and Iris Young) on this theme, draws out some ways in which they engage critiques of…

  12. Social Justice Praxis in Education: Towards Sustainable Management Strategies

    Science.gov (United States)

    van Deventer, Idilette; van der Westhuizen, Philip C.; Potgieter, Ferdinand J.

    2015-01-01

    Social justice, defined as an impetus towards a socially just educational world, is based on the assumption that all people, irrespective of belief or societal position, are entitled to be treated according to the values of human rights, human dignity and equality. Diverging from the classical positivist approach in social science research that…

  13. Educational Justice and Occupational Mobility: The Role of Civic Commitment and of Imagination

    Science.gov (United States)

    Gobbo, Francesca

    2017-01-01

    In Italy, the exploration of, and debate on, problems of educational rights and justice are not subsumed under the comprehensive rubric of "Urban Education". They are rather studied from disciplinary realms and approaches such as social education or intercultural education that aim to understand and respond to issues of pressing social,…

  14. Comparison between current and ideal condition of educational justice from the students' viewpoints at Jahrom Nursing and Paramedical School.

    Science.gov (United States)

    Montaseri, Mohammad Ali; Hojat, Mohsen; Karimyar Jahromi, Mahdi

    2014-01-01

    Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students' viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings.  This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study.  In order to determine the status of the scores, 5 points (very high), 4 (often), 3 (moderate), 2 (low) and 1 (very low) were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data.  There was a significant difference between the ideal and the current conditions in all items (p≤0.001) and also in the total mean score of ideal condition  and mean score of current condition (p=0.010). In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly.

  15. Space, Place, and Social Justice: Developing a Rhythmanalysis of Education in South Africa

    Science.gov (United States)

    Christie, Pam

    2013-01-01

    This article develops a methodological approach based on the spatial theory of Henri Lefebvre to address relationships between space, place, and social justice in education. In understanding the contradictory effects of globalization on local education policies and the continuing effects of historical geographies in education, Lefebvre's theory…

  16. The effect of restorative juvenile justice on future educational outcomes

    NARCIS (Netherlands)

    Rud, I.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

    2014-01-01

    In this article, we study the effects of a Dutch restorative justice program for adolescent first-time offenders on early school leaving and years of education attained. Causal statistical estimates are presented using data from a randomized experiment, in which 944 adolescent offenders are randomly

  17. The Human Rights and Social Justice Scholars Program: a collaborative model for preclinical training in social medicine.

    Science.gov (United States)

    Bakshi, Salina; James, Aisha; Hennelly, Marie Oliva; Karani, Reena; Palermo, Ann-Gel; Jakubowski, Andrea; Ciccariello, Chloe; Atkinson, Holly

    2015-01-01

    Despite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series. The aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions. Ultimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

  18. Gender Justice and School Education

    Science.gov (United States)

    Gao, Desheng

    2009-01-01

    Gender justice includes three basic dimensions: gender equality, respect for difference, and free choice. In reality, schools construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and the invisible curriculum, and the teacher's behaviour. In terms of gender justice, the social…

  19. The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena

    2018-01-01

    Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice…

  20. Social justice in medical education: strengths and challenges of a student-driven social justice curriculum.

    Science.gov (United States)

    Ambrose, Adrian Jacques H; Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-08-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai'i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service.

  1. Social Justice in Medical Education: Strengths and Challenges of a Student-Driven Social Justice Curriculum

    Science.gov (United States)

    Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-01-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai‘i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service. PMID:25157325

  2. A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research.

    Science.gov (United States)

    Cammarota, Julio; Romero, Augustine F

    2009-01-01

    The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts.

  3. Student Perceptions of Social Justice and Social Justice Activities

    Science.gov (United States)

    Torres-Harding, Susan R.; Steele, Cheronda; Schulz, Erica; Taha, Farah; Pico, Chantal

    2014-01-01

    Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of…

  4. A Call for Restorative Justice in Higher Education Judicial Affairs

    Science.gov (United States)

    Clark, Karen L.

    2014-01-01

    This paper aims to provide support for post-secondary institutions' exploring and implementing restorative justice in their judicial practices. Although restorative principles have been employed successfully across the globe in criminal proceedings and K-12 education, most colleges and universities have not yet embraced this practice. By exploring…

  5. Teaching the Concepts of Justice and Evil in Secondary Education

    DEFF Research Database (Denmark)

    Lytje, Maren

    This paper asks how history in secondary education might cultivate the ethical and political compass of the students and help them think through the ethical and political questions of justice and evil in the contemporary world. The paper takes its point of departure in the field of perpetrator...

  6. Teaching the Possible: Justice-Oriented Professional Development for Progressive Educators

    Directory of Open Access Journals (Sweden)

    Mollie A. Gambone

    2017-12-01

    Full Text Available Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN, the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled “Teaching the Possible: Access, Equity, and Activism!” This article documents PEN’s framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1 workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2 workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3 doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone’s (2009 framework for judging effective professional development for teachers.

  7. Privatisation of Higher Education in Uganda and the Global Gender Justice Ideal: Uneasy Bedfellows?

    Science.gov (United States)

    Baine, Euzobia M. Mugisha

    2010-01-01

    This paper examines ways in which privatisation of education is affecting the search for gender justice through education focusing on Uganda's higher education institutions (HEIs). Since 1988 when the first private university was opened, the winds of change have swept Uganda's higher education sector to change how it is financed and managed. The…

  8. Towards a Capability-Based Theory of Social Justice for Education Policy-Making

    Science.gov (United States)

    Walker, Melanie

    2006-01-01

    Increasingly there is interest in development studies and specifically in the field of education in taking up Amartya Sen's capability approach as a framework for theorizing, implementing and evaluating education policy as a matter of social justice. This paper sets out to contribute to the emerging debate and to show how the capability approach…

  9. Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation. Special Summary

    Science.gov (United States)

    Southern Education Foundation, 2014

    2014-01-01

    This brief summarizes the findings of the larger study, "Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation." With awareness growing that schools are disciplining and suspending minority students at alarming rates, the…

  10. Interrelation of satisfaction educational activity and sense of justice of students of pedagogical high school

    Directory of Open Access Journals (Sweden)

    S M Szinkovskaya

    2010-09-01

    Full Text Available Formation of sense of justice of students is caused not only objective factors, but also subjective among which essential value has satisfaction study. In article the analysis of satisfaction of students is given by educational activity and its interrelation with levels of sense of justice of students is shown.

  11. 34 CFR 21.1 - Equal Access to Justice Act.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Equal Access to Justice Act. 21.1 Section 21.1 Education Office of the Secretary, Department of Education EQUAL ACCESS TO JUSTICE General § 21.1 Equal Access to Justice Act. (a) The Equal Access to Justice Act (the Act) provides for the award of fees and...

  12. Toward Community Research and Coalitional Literacy Practices for Educational Justice

    Science.gov (United States)

    Campano, Gerald; Ghiso, María Paula; Yee, Mary; Pantoja, Alicia

    2013-01-01

    Community-based research can provide an avenue for understanding the complexities of students' and families' lives and working together for educational justice through what we refer to as coalitional literacy practices. In this article, we share a critical incident about a student's absence from school as an illustrative case of the grass-roots…

  13. Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices.

    Science.gov (United States)

    Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

    2015-01-01

    Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment-focused on ranking and social comparison, known to hinder the success of lower status students-and formative assessment-focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students' needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles.

  14. Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

    Science.gov (United States)

    Lange, Elizabeth; Baillie Abidi, Catherine

    2015-01-01

    This chapter summarizes the key themes across the articles on transnational migration, social inclusion, and adult education, using Nancy Fraser's framework of redistributive, recognitive, and representational justice.

  15. Welfare, social justice, and equality in educational settings in the Nordic countries

    OpenAIRE

    Lappalainen, Sirpa; Odenbring, Ylva; Steen-Olsen, Tove Herborg

    2013-01-01

    © Universitetsforlaget 2013. This is the authors' accepted and refereed manuscript to the article. The final publication is available at https://www.idunn.no/np/2013/04/welfare_social_justice_and_equality_in_educational_settin

  16. Depoliticization of the Language of Social Justice, Multiculturalism, and Multicultural Education

    Science.gov (United States)

    Grant, Carl A.

    2016-01-01

    This article discusses the depoliticization of the language of social justice, multiculturalism, and multicultural education in this moment of neoliberalism and multiculturalism, and in each section includes both national and international examples of depolicizaton to point out the pervasiveness of depolicization throughout the world.…

  17. Imagining Flipped Workshops: Considerations for Designing Online Modules for Social Justice Education Workshops

    Science.gov (United States)

    Tharp, D. Scott

    2017-01-01

    Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This…

  18. Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks

    Science.gov (United States)

    Kapustka, Katherine M.; Howell, Penny; Clayton, Christine D.; Thomas, Shelley

    2009-01-01

    A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term "social justice" in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included…

  19. Art Education as a Means of Promoting Democracy: Preparing Pre-Service Art Teachers for Social Justice Education

    Science.gov (United States)

    Alazmi, Fatemah M.

    2017-01-01

    The purpose of this qualitative study was to investigate the use of art as a pedagogical tool with pre-service art teachers in a graduate-level art education class. A curriculum was developed focusing on educational social justice theories and their application in regard to gender inequity and diversity issues. The goal was to lead students to…

  20. New Love, Long Love: Keeping Social Justice and Ethnography of Education in Mind

    Science.gov (United States)

    Heath, Shirley Brice

    2011-01-01

    Heath takes readers back to Hymes's years as Dean of the University of Pennsylvania Graduate School of Education. She recalls, in particular, his relentless passion for introducing public school administrators to ethnography's potential for seeing what could be done to increase equity and social justice within public education. She contrasts this…

  1. Addressing elder abuse: the Waterloo restorative justice approach to elder abuse project.

    Science.gov (United States)

    Groh, Arlene; Linden, Rick

    2011-04-01

    The Community Care Access Centre (CCAC) of Waterloo Region, in partnership with a number of other social service agencies, designed and implemented a restorative justice model applicable to older adults who have been abused by an individual in a position of trust. The project was very successful in building partnerships, as many community agencies came together to deal with the problem of elder abuse. The program also raised the profile of elder abuse in the community. However, despite intensive efforts, referrals to the restorative justice program were quite low. Because of this, the program moved to a new organizational model, the Elder Abuse Response Team (EART), which has retained the guiding philosophy of restorative justice but has broadened the mandate. The team has evolved into a conflict management system that has multiple points of entry for cases and multiple options for dealing with elder abuse. The team has developed a broad range of community partners who can facilitate referrals to the EART and also can help to provide an individualized response to each case. The transition to the EART has been successful, and the number of referrals has increased significantly. Copyright © Taylor & Francis Group, LLC

  2. Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership toward Social Justice and Equity

    Science.gov (United States)

    Santamaría, Lorri J.

    2014-01-01

    Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in…

  3. Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices

    Science.gov (United States)

    Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

    2015-01-01

    Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment—focused on ranking and social comparison, known to hinder the success of lower status students—and formative assessment—focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students’ needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice

  4. Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education

    Science.gov (United States)

    Hughes, Glyn

    2013-01-01

    Formal administrative protocols for responding to bias incidents are now the norm in higher education. In considering these developments, the author of this article poses critical questions about racial justice work on campus, identifies key features of an under-acknowledged institutional racism, and contributes to discussions about ways that…

  5. Social Justice, Disability, and Rehabilitation Education

    Science.gov (United States)

    Kelsey, Daniel; Smart, Julie F.

    2012-01-01

    The academic field and the professional practice of rehabilitation counseling focuses on one aspect of social justice, assisting individuals with disabilities to attain full community inclusion. Nonetheless, social justice focuses on many marginalized groups and in the related fields of counseling and psychology, those with disabilities are rarely…

  6. JUSTICE IN EDUCATION: EVALUATING THE SATZ-ANDERSON RESPONSE

    Directory of Open Access Journals (Sweden)

    Valentin Stoian

    2016-06-01

    Full Text Available The paper aims to evaluate the reply offered by philosophers of educational justice Elizabeth Anderson and Debra Satz to the challenge posed by Harry Brighouse and Adam Swift. According to the latter two authors, the positional character of education undermines the application of sufficientarian principles to the distribution of educational resources. In the Brighouse-Swift view, a good is positional when its crucial characteristic is how much one possesses of it in relation to others. The two philosophers argue that education has this characteristic. Satz and Anderson reply that sufficientarianism can also survive in education, as the current educational structure should be modified. They maintain that the argument for an adequate minimum can diffuse the positionality objection and that by modifying the social structure to allow for other avenues of social mobility one can put less stress on formal education. The paper rejects the two claims and argues against sufficientarianism in education. Firstly, it puts forward the idea that any minimum is politically debatable and not an adequate reply to the positionality objection. The paper then rejects the second claim by arguing that it requires too much social engineering and that education under conditions of equality fits the purpose of social mobility much better

  7. ECONOMIC EQUALITY OR JUSTICE

    Directory of Open Access Journals (Sweden)

    Ekrem Tufan

    2017-12-01

    Full Text Available From the beginning of economic life, equality has been a matter for human. Intrinsically human has two legs: Selfish and Groupish. Our selfish side does not care equality while Groupish side cares. What about the justice? Does human wants justice more than equalities in economic life? In this research, we have applied a questionnaire to find these two questions answer. As a result we can report that respondents prefer equality rather than justice in negative outcomes. On the other hand, they tend to prefer justice if there is possibility for positive outcomes. We cannot give evidence about gender, education and age differences effect on equality and justice preference.

  8. Gendered Justice Gaps in Bosnia-Herzegovina

    DEFF Research Database (Denmark)

    Björkdahl, Annika; Mannergren Selimovic, Johanna

    2014-01-01

    , and reparations gaps-this article examines structural constraints for women to engage in shaping and implementing transitional justice, and unmasks transitional justice as a site for the long-term construction of the gendered post-conflict order. Thus, the gendered dynamics of peacebuilding and transitional...... justice have produced a post-conflict order characterized by gendered peace and justice gaps. Yet, we conclude that women are doing justice within the Bosnian-Herzegovina transitional justice project, and that their presence and participation is complex, multilayered, and constrained yet critical....

  9. Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal with Social Justice Education

    Science.gov (United States)

    Cammarota, Julio; Romero, Augustine

    2011-01-01

    The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students' engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively…

  10. Teacher Activism: Enacting a Vision for Social Justice

    Science.gov (United States)

    Picower, Bree

    2012-01-01

    This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within…

  11. Educational Reflections on the "Ecological Crisis": EcoJustice, Environmentalism, and Sustainability

    Science.gov (United States)

    Mueller, Michael P.

    2009-01-01

    There is a tendency by scholars arguing for a more just and sustainable future to position the "ecological crisis" as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present…

  12. Relationship between Organizational Justice Perceptions and Organizational Commitment Levels of School of Physical Education and Sports Academicians

    Science.gov (United States)

    Ari, Abdil; Çaglayan, Hakan Salim

    2017-01-01

    This study was conducted to determine organizational justice perceptions and organizational commitment levels of the school of physical education and sports academicians and to establish whether there is a relation between their organizational justice perceptions and organizational commitment levels or not. In the study, a method for the…

  13. Relieving Burnout and the "Martyr Syndrome" among Social Justice Education Activists: The Implications and Effects of Mindfulness

    Science.gov (United States)

    Gorski, Paul C.

    2015-01-01

    Activist burnout, which causes activists to disengage from their activism, is a formidable barrier to the sustainability of social justice movements, including those focused on social justice in educational contexts. However, the cultures of these movements often disregard the importance of self-care, seeing it as self-indulgence, putting…

  14. From Curricular Justice to Educational Improvement: What Is the Role of Schools' Self-Evaluation?

    Science.gov (United States)

    Sampaio, Marta; Leite, Carlinda

    2017-01-01

    This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools' external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority…

  15. How does justice smell? Reflections on space and place, justice and the body

    Directory of Open Access Journals (Sweden)

    Jacob Meiring

    2016-11-01

    Full Text Available Flowing from a joint consultation on Spatial Justice and Reconciliation on 21–22 September 2015, hosted by the Centre for Contextual Ministry and the Ubuntu Research Project of the University of Pretoria, this article reflects on the notions of space and justice from the perspective of a contemporary theological anthropology as ‘embodied sensing’, where the making of meaning is sensed in the body. The argument is put forward that spatial justice is an embodied endeavour and that it cannot be achieved disconnected from the bodies of the persons in the concrete context where justice is strived for and where bodies can flourish. The relation between spatial justice, sense of place, human flourishing and the embodied sensing of meaning is explored.

  16. Teaching for Social Justice and Equity: The Journey of a Teacher Educator

    Science.gov (United States)

    Kelly-Jackson, Charlease

    2015-01-01

    Teacher-education programs continue to face the challenge of improving the preparation of teachers for diversity in particular racially diverse and low-income students. Certain factors such as dispositions, self-reflection, and prior experiences contribute to preservice teachers' attitudes and beliefs toward diversity and social justice issues.…

  17. Assessment for Social Justice: The Role of Assessment in Achieving Social Justice

    Science.gov (United States)

    McArthur, Jan

    2016-01-01

    This article provides a rationale for "assessment for social justice", through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students…

  18. Project IVOR - Implementing victim-oriented reform of the criminal justice system in the European Union

    NARCIS (Netherlands)

    Biffi, Emanuela; Mulder, Eva; Pemberton, Antony; Santos, Manuela; Valério, Mafalda; Vanfraechem, Inge; van der Vorm, Benny

    2016-01-01

    Project IVOR – Implementing victim-oriented reform of the criminal justice system in the European Union (2014-2016) offers an overview of current research into and with victims’ rights and services, identifying lacunas in the knowledge base and offering a model which can serve to connect experience

  19. From Entrepreneurship to Activism: Teacher Autobiography, Peace and Social Justice in Education

    Science.gov (United States)

    Sharra, Steve

    2005-01-01

    This article argues that while social entrepreneurship shares concerns similar to those of social justice activism, the corporate and business ethos in the idea of entrepreneurship is not suited to the social concerns that teachers and other educators deal with in their everyday lives. The article points out characteristics of social…

  20. The Power of Discourse: Reclaiming Social Justice from and for Music Education

    Science.gov (United States)

    Spruce, Gary

    2017-01-01

    Through the prism of the two main paradigms of social justice--"distributive" and "relational"--and drawing on the concept of "discourse," this article examines how more socially just approaches might be embedded in the classroom music education of young people in the upper primary and lower secondary schools (9-13…

  1. Applying Threshold Concepts Theory to an Unsettled Field: An Exploratory Study in Criminal Justice Education

    Science.gov (United States)

    Wimshurst, Kerry

    2011-01-01

    Criminal justice education is a relatively new program in higher education in many countries, and its curriculum and parameters remain unsettled. An exploratory study investigated whether threshold concepts theory provided a useful lens by which to explore student understandings of this multidisciplinary field. Eight high-performing final-year…

  2. Spheres of Justice within Schools

    DEFF Research Database (Denmark)

    Sabbagh, Clara; Resh, Nura; Mor, Michal

    2006-01-01

    This article argues that there are distinct spheres of justice within education and examines a range of justice norms and distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify the following five areas: the right to education......, the allocation of (or selection into) learning places, teaching–learning practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the beliefs by students and teachers about the just distribution of educational goods in these five domains......, and on the practices used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover, these ideals often do not correspond...

  3. Restorative justice innovations in Canada.

    Science.gov (United States)

    Wilson, Robin J; Huculak, Bria; McWhinnie, Andrew

    2002-01-01

    As many jurisdictions move towards more retributive measures as a means to address public discontent with crime, a parallel movement has developed in regard to restorative justice. This article presents three restorative initiatives currently in use in Canada. Each initiative addresses offender behavior and community engagement at a different point in the justice continuum. The use of Sentencing Circles is an example of how restorative justice principles can be instituted at the front end, prior to an offender becoming lodged in the system. The Restorative Justice Options to Parole Suspension project demonstrates how community engagement can assist in preventing offenders from being returned to the system once they have achieved conditional release. The Circles of Support and Accountability project has enlisted the support of professionally supported volunteers in the community reintegration of high-risk sexual offenders. These initiatives are presented within a framework of effective correctional interventions and increased empowerment for a variety of stakeholders. Copyright 2002 John Wiley & Sons, Ltd.

  4. Implementing Climate-Compatible Development in the Context of Power: Lessons for Encouraging Procedural Justice through Community-Based Projects

    Directory of Open Access Journals (Sweden)

    Benjamin T. Wood

    2018-05-01

    Full Text Available Climate-compatible development (CCD is being operationalised across the developing world through projects that integrate development, adaptation and mitigation using community-based approaches—community-based CCD (CB-CCD. By incorporating and considering local people’s concerns, these projects are positioned as more effective, efficient and sustainable than ‘top-down’ climate and development solutions. However, the literature pays little attention to whether and how these projects achieve procedural justice by recognising local people’s identities, cultures and values; and providing local people with meaningful participatory opportunities. We address this gap through an analysis of two donor-funded CB-CCD projects in Malawi, drawing on household surveys, semi-structured interviews and documentary materials. Our findings show that the projects had only limited success in facilitating procedural justice for the target populations. Households’ meaningful engagement in project activities and decision-making was often curtailed because power asymmetries went unchallenged. While many households were well engaged in projects, the recognition and participation of others—including many of the most vulnerable households—was limited. Building on our findings, we present a six-step approach to help CB-CCD project staff understand, manage and challenge power asymmetries; and create widespread recognition of, and meaningful participatory opportunities for, local people.

  5. Evaluation in the Transnational "Management by Projects" Policies

    Science.gov (United States)

    Heikkinen, Anja

    2004-01-01

    There is a supranational tendency in educational governance towards a "management by projects" policy, which substitutes democratic procedures and norm-based control in the materialisation of educational justice. The organisational level becomes crucial for the management of education and the pressure to conceive education as a…

  6. The Fierce Urgency of Now: Diffusion of Innovation as a Mechanism to Integrate Social Justice in Counselor Education

    Science.gov (United States)

    Ratts, Manivong J.; Wood, Chris

    2011-01-01

    The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in…

  7. Value Creating Education and the Capability Approach: A Comparative Analysis of Soka Education's Facility to Promote Well-Being and Social Justice

    Science.gov (United States)

    Sherman, Paul David

    2016-01-01

    The relatively unfamiliar pedagogy of Soka (value creating) education is analysed for its capacity to promote well-being and social justice, using the well-known Capability Approach (CA) as a comparator. Various aspects of Soka education correspond favourably with the CA, indicating its potential as a credible and constructive approach for…

  8. Developing Educational Leaders for Social Justice: Programmatic Elements that Work or Need Improvement

    Science.gov (United States)

    Guerra, Patricia L.; Nelson, Sarah W.; Jacobs, Jennifer; Yamamura, Erica

    2013-01-01

    In this qualitative study, Brown's (2004) tripartite theoretical framework on leadership preparation was used to explore the role programmatic elements played in development as social justice leaders within an educational leadership preparation program located in the United States. Findings from focus groups with twelve former graduate students…

  9. "Really Useful Research" for Real Equality and Justice in Adult and Community Education

    Science.gov (United States)

    Connolly, Bríd

    2016-01-01

    In recent decades, adult and community education has emerged as a distinctive discipline in its own right, based on scholarship in the quest for real equality and social justice. This distinctive discipline is already characterised by "really useful practice", that is, critical, creative pedagogy, heavily influenced by women's studies…

  10. Social justice in pandemic preparedness.

    Science.gov (United States)

    DeBruin, Debra; Liaschenko, Joan; Marshall, Mary Faith

    2012-04-01

    Pandemic influenza planning in the United States violates the demands of social justice in 2 fundamental respects: it embraces the neutrality of procedural justice at the expense of more substantive concern with health disparities, thus perpetuating a predictable and preventable social injustice, and it fails to move beyond lament to practical planning for alleviating barriers to accessing care. A pragmatic social justice approach, addressing both health disparities and access barriers, should inform pandemic preparedness. Achieving social justice goals in pandemic response is challenging, but strategies are available to overcome the obstacles. The public engagement process of one state's pandemic ethics project influenced the development of these strategies.

  11. The secret adventures of order: globalization, education and transformative social justice learning

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Torres

    Full Text Available There are many definitions of globalization, or perhaps more accurately, there are many globalizations. Discussing the four faces of globalization - globalization from above, globalization from below, the globalization of human rights, and the globalization of the war against terrorism - and their impacts on education and learning, this article offers an analysis of neoliberal globalization and how "competition-based reforms" affected educational policy in K-12 and higher education. These reforms are characterized by efforts to create measurable performance standards through extensive standardized testing (the new standards and accountability movement, introduction of new teaching and learning methods leading to the expectation of better performance at low cost (e.g., universalization of textbooks, and improvements in the selection and training of teachers. Competition-based reforms in higher education tend to adopt a vocational orientation and to reflect the point of view that colleges and universities exist largely to serve the economic well-being of a society. Privatization is the final major reform effort linked to neoliberal globalization and perhaps the most dominant. As an alternative, the article provides insights into the possibilities of employing the concept of marginality as a central construct for a model of transformative social justice learning. Following the inspiration of Paulo Freire, I argue that transformative social justice learning is a social, political and pedagogical practice which will take place when people reach a deeper, richer, more textured and nuanced understanding of themselves and their world.

  12. Projects in Medical Education: “Social Justice In Medicine” A Rationale for an Elective Program as Part of the Medical Education Curriculum at John A. Burns School of Medicine

    Science.gov (United States)

    Schiff, Teresa

    2012-01-01

    Background Research has shown that cultural competence training improves the attitudes, knowledge, and skills of clinicians related to caring for diverse populations. Social Justice in medicine is the idea that healthcare workers promote fair treatment in healthcare so that disparities are eliminated. Providing students with the opportunity to explore social issues in health is the first step toward decreasing discrimination. This concept is required for institutional accreditation and widely publicized as improving health care delivery in our society. Methods A literature review was performed searching for social justice training in medical curricula in North America. Results Twenty-six articles were discovered addressing the topic or related to the concept of social justice or cultural humility. The concepts are in accordance with objectives supported by the Future of Medical Education in Canada Report (2010), the Carnegie Foundation Report (2010), and the LCME guidelines. Discussion The authors have introduced into the elective curriculum of the John A. Burns School of Medicine a series of activities within a time span of four years to encourage medical students to further their knowledge and skills in social awareness and cultural competence as it relates to their future practice as physicians. At the completion of this adjunct curriculum, participants will earn the Dean's Certificate of Distinction in Social Justice, a novel program at the medical school. It is the hope of these efforts that medical students go beyond cultural competence and become fluent in the critical consciousness that will enable them to understand different health beliefs and practices, engage in meaningful discourse, perform collaborative problem-solving, conduct continuous self-reflection, and, as a result, deliver socially responsible, compassionate care to all members of society. PMID:22737646

  13. Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA

    Science.gov (United States)

    Danforth, Scot

    2016-01-01

    Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and…

  14. Political Mothering: Latina and African American Mothers in the Struggle for Educational Justice

    Science.gov (United States)

    Fuentes, Emma

    2013-01-01

    This article explores the process and impact of women organizing for educational justice in Northern California by documenting the efforts of a committed group of mothers who sought to address the disproportionate underachievement of Latino and African American students within their city's high school. Using a combined methodology of ethnography…

  15. The design of a medical school social justice curriculum.

    Science.gov (United States)

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  16. Visible, Legitimate, and Beautiful Justice: A Case Study of Music Education Formalization within a Haitian NGO

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2017-01-01

    When music education is formalized within schools and non-governmental organizations, it often becomes aligned with justice-oriented aims of providing universal access to music education. This qualitative case study examines the formation of a marching band within a Haitian school in northeastern Haiti. Data sources collected and analyzed included…

  17. A focus on educational choice has social justice consequences

    DEFF Research Database (Denmark)

    Skovhus, Randi Boelskifte

    2016-01-01

    This presentation demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen?s capability approach as a lens to analyse this focus. It is argued that attention...... to the processes occurring before choices are made is of central importance, as these help to give students a genuine opportunity to choose from a broader range of options. This consideration is important from a social-justice perspective even if students end up choosing what they would have chosen without broader...

  18. Social justice representations of students and teachers in Spain

    Directory of Open Access Journals (Sweden)

    Sainz Vanesa

    2016-01-01

    Full Text Available In this empirical study, we designed a questionnaire that seeks to analyse the representation that Spanish students and teachers have about Social Justice. The questionnaire includes a set of different dilemmas about social justice issues, especially in educational context The questions equitably represent three fundamental dimensions in social justice: Representation, Redistribution and Recognition. The questionnaire for students has 30 dilemmas and for teachers has 39 ones. The instrument has been applied to a sample of teachers and students of secondary education in 17 secondary public schools of different Spanish Communities Autonomous. The results show a good reliability of our instrument and differences in social justice conceptions regarding level of education, age and gender. These results show a developmental and gender trend and differences between students and teachers in the accessibility to the three dimensions of Social Justice: Representation, Recognition and Representation.

  19. Tax justice of the reform of higher education: tuition fees or tax relief?

    Directory of Open Access Journals (Sweden)

    Pavel Semerád

    2012-01-01

    Full Text Available This paper deals with the current reform of higher education which is now being discussed in the Czech Republic. The Government and the Ministry of Education, Youth and Sports propose a tuition fee for students at universities but there is still no clear concept of it. University leaders and students are against the tuition fee because of their fear of getting into debt during their study. The aim of this paper is to show an alternative way of funding higher education without tuition fee loans and from the point of view of tax justice. According to the concept of horizontal justice (Mankiw, 1999 taxpayers should pay taxes at the same rate, but it does not work this way. The result of research is that changes in Act 586/1992 Coll., on income tax and in Act 117/1995 Coll., on state social welfare are required. Abolition of tax relief is proposed where discrimination against other taxpayers and groups of students could occur. By abolition of tax relief for a student and tax relief for a dependent child the amounts of 4,020 CZK and 13,404 CZK respectively could be saved. Changes in legislation could be politically more acceptable than the tuition fee. The solution could also lead to simplification for taxpayers. The target should be equal access to higher education for all students.

  20. Demos as an Explanatory Lens in Teacher Educators' Elusive Search for Social Justice

    Science.gov (United States)

    Oikonomidoy, Eleni M.; Brock, Cynthia H.; Obenchain, Kathryn M.; Pennington, Julie L.

    2013-01-01

    Borrowing insights from the Ancient Greek ideal conceptions of a democratic civic space (demos), this article examines the applicability of this framework to four teacher educators' journey to implement social justice in their programs. It is proposed that the three constitutive dimensions of demos (freedom of speech, equality to vote and hold…

  1. Community Building in Social Justice Work: A Critical Approach

    Science.gov (United States)

    Bettez, Silvia Cristina; Hytten, Kathy

    2013-01-01

    In this article we argue for the importance of building critical communities as an integral, yet neglected, aspect of education for social justice. We begin by defining critical communities and by describing goals and vision for social justice education. We then explore how community is discussed in the education literature, limitations and…

  2. Social justice in Chinese higher education: Regional issues of equity and access

    Science.gov (United States)

    Jacob, W. James

    2007-01-01

    A topic of growing concern in Chinese higher education to policy-makers, scholars, and future student applicants is social justice. With the trend toward increasing enrollments in China's higher-education institutions, issues of equity and access have begun to surface, especially as they relate to China's minority population of over 100 million persons. The present contribution offers an overview of the regional boundaries of China, both geographic and historical. It then looks at the development of urbanicity in connection with higher education. Third, it describes the recent history of the gender gap in education both in general and in higher education in particular. Fourth, it examines the ethnic boundaries that exist in higher education. The final section analyzes related findings drawn from interviews and questionnaires administered to faculty members, administrators, and students at ten sample universities.

  3. European Adult and Lifelong Education in Times of Crisis: Where is Social Justice when the Social Dimension turns into Social Cohesion?

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    of society; for example, in terms of access to, benefit from and success in education and employment. In this contribution, I adopt a social justice perspective to examine the redistributive function of the European Union and the role it attributes to adult and lifelong education in alleviating social......Four years on from the 2010 debt crisis, economists claim that Europe has still not recovered from the recession that worsened social inequality. This raises the important question of whether social inequality can be tackled by social justice. The concept of social justice emphasises the idea...... inequality. In doing so, I highlight not only how member states represent the primary source of revenue for the Union but also how they benefit in return from the redistribution of economic means through several financial tools and programmes. This also applies to areas such as education and vocational...

  4. The Criminal justice system in Northern Ireland

    OpenAIRE

    Carr, Nicola

    2017-01-01

    As with any country, crime and justice and the contours of criminal justice have to be situated within the particular historical, social, and political context. Nowhere is this truer than in Northern Ireland, where the criminal justice system that has emerged has been shaped by a violent political conflict which spanned over three decades (from the late 1960s to the late 1990s). In the transition to peace, the reform of criminal justice agencies has been central—to a wider project of state le...

  5. An advocacy project for multicultural education: The case of the Shiyeyi language in Botswana

    Science.gov (United States)

    Nyati-Saleshando, Lydia

    2011-12-01

    Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. It is founded on the belief that a school curriculum which promotes the ideals of freedom, justice, equality, equity and human dignity is most likely to result in high academic achievement and quality education. In Botswana, English is the official language and medium of instruction and Setswana is the national lingua franca which is used for formal occasions in the villages and other informal settings. Any other languages spoken by unrecognised tribes are banned from use in schools or the media, including minority languages taught before independence in 1966, This paper describes the Shiyeyi Language Project, initiated by the Wayeyi tribe, which advocates for a multicultural model of education where children learn in their mother tongue and about their local culture at an early stage, then add the national language, and eventually an international language as medium of instruction. The project operates within an unfriendly political and legal context, but has achieved some results. Continued efforts, especially as supported by similar language projects, have the potential to change the situation in Botswana.

  6. Critical Constructivism: Interpreting Mathematics Education for Social Justice

    Science.gov (United States)

    Skovsmose, Ole

    2018-01-01

    The notion of social justice has been addressed from the perspective of 'ethical realism' and 'ethical anarchistic'. Here, however, the possibility of 'ethical constructivism' becomes formulated. With departure in Rawls' description of an idealised meeting defining social justice, the initial steps into ethical constructivism become taken.…

  7. The Law of Peoples and Global Justice

    Czech Academy of Sciences Publication Activity Database

    Hrubec, Marek

    2010-01-01

    Roč. 20, č. 2 (2010), s. 135-150 ISSN 1210-3055 R&D Projects: GA MŠk(CZ) LC06013 Institutional research plan: CEZ:AV0Z90090514 Keywords : international justice * global justice * Rawls * recognition Subject RIV: AA - Philosophy ; Religion

  8. Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice into Social Work Practice Curricula

    Science.gov (United States)

    Beltrán, Ramona; Hacker, Alice; Begun, Stephanie

    2016-01-01

    Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the…

  9. A focus on educational choice has social justice consequences

    DEFF Research Database (Denmark)

    Skovhus, Randi Boelskifte

    2016-01-01

    This article demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen’s capability approach as a lens to analyse this focus. It is argued that attention to the p......This article demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen’s capability approach as a lens to analyse this focus. It is argued that attention...... to the processes occurring before choices are made is of central importance, as these help to give students a genuine opportunity to choose from a broader range of options. This consideration is important from a social-justice perspective even if students end up choosing what they would have chosen without broader...

  10. An Evaluation of the British Red Cross’ Educational Pilot Project for Young People Serving Reparation Orders

    OpenAIRE

    Dresser, Paul; Irving, Adele; Soppitt, Sarah

    2015-01-01

    Using Newcastle Youth Offending Team (YOT) as a case-study, this report presents the findings of the evaluation of the British Red Cross (BRC) Educational Pilot Project (EPP) for service users serving reparation as part of Community Orders. The EPP was implemented between November 2011 and June 2012. However prior to this development, the BRC and Newcastle YOT had been working in partnership since 2005, to offer young people alternative forms of youth justice, focused around more physical tas...

  11. University Access and Theories of Social Justice: Contributions of the Capabilities Approach

    Science.gov (United States)

    Wilson-Strydom, Merridy

    2015-01-01

    Issues of social justice in higher education together with a focus on access or widening participation have become of increasing importance globally. Given the complex theoretical terrain of social justice and the tensions inherent in applying social justice frameworks within higher education, and particularly in the area of access, this paper…

  12. Social Justice becomes a Living Experience for Students, Faculty, and Community

    Science.gov (United States)

    Blundo, Robert

    2010-01-01

    This social justice course was the result of a service-learning project with African American and First Nations peoples of a Southern community telling their story of desegregation through the creation of a video documentary project. Combining the pedagogy of service-learning with documentary video making, a social justice project was created that…

  13. Developing Critical Social Justice Literacy in an Online Seminar

    Science.gov (United States)

    Bondy, Elizabeth; Hambacher, Elyse; Murphy, Amy S.; Wolkenhauer, Rachel; Krell, Desi

    2015-01-01

    The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators' perspectives of the…

  14. Teaching Mathematics for Social Justice: Examining Preservice Teachers' Conceptions

    Science.gov (United States)

    Jong, Cindy; Jackson, Christa

    2016-01-01

    Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice…

  15. Restorative justice: a changing community response

    Directory of Open Access Journals (Sweden)

    Thomas G Ryan

    2015-03-01

    Full Text Available Our purpose herein is to demonstrate how restorative justice continues to unfold globally and we explain how the use of a restorative justice ideology and intervention leads to a common alternative, not only in criminal justice institutions, but also within social agencies, such as elementary schools, and the related social support systems. We draw attention to this emerging trend via current research and resources that enable us to put forward a definition, theoretical background and list the characteristic traits of this alternative mode of life consequence. Finally, we argue that the use of restorative justice in schools is a focus that is really a paradigm shift within the landscape of the educational enterprise.

  16. Globalizing Social Justice Education: The Case of The Global Solidarity Network Study e-Broad Program

    Science.gov (United States)

    Harrison, Yvonne D.; Kostic, Kevin; Toton, Suzanne C.; Zurek, Jerome

    2010-01-01

    This paper documents the development, implementation, and evaluation of "The Global Solidarity Network Study e-Broad Program (GSNSeBP)", an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and…

  17. The Potential of Critical Feminist Citizenship Frameworks for Citizenship and Social Justice in Higher Education

    Science.gov (United States)

    Bozalek, Vivienne; Carolissen, Ronelle

    2012-01-01

    There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how…

  18. 34 CFR 33.40 - Stays ordered by the Department of Justice.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Stays ordered by the Department of Justice. 33.40 Section 33.40 Education Office of the Secretary, Department of Education PROGRAM FRAUD CIVIL REMEDIES ACT § 33.40 Stays ordered by the Department of Justice. If at any time the Attorney General or an Assistant...

  19. Social Justice in Australian Higher Education Policy: An Historical and Conceptual Account of Student Participation

    Science.gov (United States)

    Gale, Trevor; Tranter, Deborah

    2011-01-01

    This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review.…

  20. Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire

    Science.gov (United States)

    Snauwaert, Dale

    2011-01-01

    The purpose of this paper is to philosophically explore a "realization-focused" capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and…

  1. Social Justice and the Future of Higher Education Kinesiology

    Science.gov (United States)

    Culp, Brian

    2016-01-01

    This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas…

  2. Social and psychological aspects of criminal juvenile justice in the world practice (Anglo-Saxon model of juvenile justice

    Directory of Open Access Journals (Sweden)

    D.S. Oshevsky

    2013-10-01

    Full Text Available The article is the final part of the review of existing foreign models of juvenile criminal justice system. We analyze the principles of juvenile justice in the criminal trial: protective orientation, personalization and social richness of the trial, the emphasis on educational influences. We present the foreign experience of incorporating social, psychological and clinical special knowledge into specialized justice concerning juvenile offenders. We analyze modern trends in the development of juvenile justice in the United States and Canada. We present material related to methods of risk assessment of re-offending among adolescents. We highlight approaches to complex long-term follow-up of juvenile offenders in Anglo-Saxon juvenile justice. We describe some aspects of the probation service using the method of case management. In the context of the accepted “National Strategy for Action for the Benefit of Children for 2012-2017”, the prospects for the development of specialized criminal justice for young offenders in the Russian Federation are discussed

  3. Problematising Development in Sustainability: Epistemic Justice ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education, Vol. ... justice in education for sustainable development (ESD) and presents alternative ... that global definitions of development cement the dominant hegemonic discourse .... constituted by collective community and ecological components, social responsibility becomes.

  4. The Impacts of Organizational Justice on Early Childhood Educators' Intention to Participate in Professional Associations: The Mediator Role of Deliberative Beliefs.

    Science.gov (United States)

    Lin, Chun-Wen

    2018-01-01

    Guided by the general incentives rational action model and deliberative participatory democracy framework, we investigated whether deliberative beliefs, including normative and personal aspects, mediate the relationship between distributive, procedural, and interactive organizational justice and intention to participate in professional associations. Self-report measures of organizational justice, deliberative belief, and intention of participation were obtained from 789 early childhood educators in Taiwan. Structural equation modeling was used to analyze the proposed model. According to the results of the study, there is a relationship between organizational justice and intention of professional association participation, and a fully significant mediation effect was found for deliberative beliefs between organizational justice and intention to participate. These findings are discussed with respect to improving professional association participation and applying deliberative pedagogy.

  5. Accreditation and Its Significance for Programs of Higher Education in Criminology and Criminal Justice: A Review of the Literature.

    Science.gov (United States)

    Simpson, Antony E.

    The development of minimum standards in higher education through the evolution of accreditation in specialized disciplines, and standard setting in criminology and criminal justice education are examined. The very different experiences with the concept of accreditation encountered in the fields of public administration and law are considered. Law…

  6. With "Restorative Justice," Colleges Strive to Educate Student Offenders

    Science.gov (United States)

    Lipka, Sara

    2009-01-01

    Student-conduct administrators around the country are hailing restorative justice as the next big thing. A blend of mediation and restitution, it seeks to resolve a conflict by identifying the harms caused and devising, with suggestions from both victims and offenders, an agreement to repair them. Restorative justice not only offers an alternative…

  7. Nailing Jello to the Wall: Articulating Conceptualizations of Social Justice

    Science.gov (United States)

    Sandretto, Susan; Ballard, Keith; Burke, Pam; Kane, Ruth; Lang, Catherine; Schon, Pamela; Whyte, Barbara

    2007-01-01

    This article presents conceptualizations of social justice expressed by a group of teacher educators in New Zealand and seeks to reinforce the importance of placing social justice on the agenda of teacher education. It is presented in the form of a reader's theater script designed to elicit discussion and encourage others to reflect critically on…

  8. The Arizona Education Tax Credit and Hidden Considerations of Justice: Why We Ought To Fight Poverty, Not Taxes.

    Science.gov (United States)

    Moses, Michele S.

    2000-01-01

    Describes the Arizona education tax credit law as a voucher plan in disguise, and argues that the concept of justice underlying the law is an element largely missing from the school choice debate. Calls on educators and policymakers to concentrate on efforts to help needy students rather than to channel tax dollars toward self-interested ends.…

  9. Values and religiosity as predictors of engagement in social justice.

    Science.gov (United States)

    Torres-Harding, Susan R; Carollo, Olivia; Schamberger, Antú; Clifton-Soderstrom, Karl

    2013-01-01

    Some researchers have suggested that values, including religious values and motivations, might facilitate social justice work. Individuals might view social justice work as an expression of religious beliefs, values, and practices, or as an expression of their personal morals and values. The current study examined the role of religious variables and secular values to predict attitudes, intentions to engage in social justice, perceived norms around social justice, and perceived ability to engage in social justice within a culturally and religiously diverse student population. Implications of the study results for social justice education are presented and discussed.

  10. Social Justice, Education and School Social Work in Turkey

    Science.gov (United States)

    Nadir, Ural; Aktan, Mehmet Can

    2015-01-01

    This study focuses on welfare state, social justice and school social work interaction. In this paper, these three concepts' reflections in Turkey were mentioned. Researchers aimed to discuss how school social work (which is brought to the agenda recently) is important in the provision of social justice in Turkish public service delivery. [For the…

  11. NDTAC Practice Guide: Quality Education Services Are Critical for Youth Involved with the Juvenile Justice and Child Welfare Systems

    Science.gov (United States)

    Gonsoulin, Simon; Clark, Heather Griller; Rankin, Victoria E.

    2015-01-01

    This National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk (NDTAC) practice guide examines the principle that quality education services are critical for youth involved with the juvenile justice and child welfare systems. This principle asserts that, to address the…

  12. Academic Disciplines and Debates: An Essay on Criminal Justice and Criminology as Professions in Higher Education.

    Science.gov (United States)

    Morn, Frank T.

    Current developments concerning criminology and criminal justice education are viewed historically and placed within a broader perspective of academic professionalization, and a few of the debates going on within and between the two fields are considered. Some early sociologists made considerable claim to studies of crime, and criminology and…

  13. Academic Politics and the History of Criminal Justice Education. Contributions in Criminology and Penology, No. 46.

    Science.gov (United States)

    Morn, Frank

    This book reviews the history of academic criminal justice--the studying and teaching of crime, police, law and legal processes, and corrections--from 1870 to the present. The nine chapters have the following titles: (1) "Introduction: Academic Politics and Professionalism, 1870-1930"; (2) "Progressivism and Police Education,…

  14. PROJECT - RESOURCE MANAGEMENT OF INNOVATIONS IN EDUCATION: ANTHROPOLOGICAL PROJECTION

    Directory of Open Access Journals (Sweden)

    Galina Aleksandrovna Ignat’eva

    2015-08-01

    Full Text Available The purpose of the research was to denote a way to solve the problem of education mana-gement ΄s insufficient efficiency considered from the point of view of education opportunities to influence on the formation of mechanisms for sustainable development of society as a whole and its educational component. The concept «project-resource management of innovation in education» regarded on the basis of the anthropological project-transforming paradigm. Conceptually-categorical context presented by conceptual cluster composed of coordinated concepts «project», «resource», «educational reality», «organizational-resource potential», «project commonality». In the theoretical part of the study on the basis of analysis of the normative and exploratory approaches to educational innovations organization and management it was established the search approach ΄s leading role in the methodological substantiation of project-resource management. The study have indicated that in the presence of variable models of innovation management in education, corresponding to various predictive models of continuing education post-industrial society, project-resource management is an universal mechanism for the transition from separate innovation΄s precedents to the an authentic reality of innovative education. In the technological part of the study the main concern was to submit the project-resource management by the management goal’s system, each of which includes the specific management actions, projected results and the organizational forms. The project-resource management ΄s professional – activity context of the study showed evolution of managerial positions: an effective performer – an effective leader – strategist, implemented during the transition from directly directive management to the project management and further to the project-resource management. Based on the findings identified the key factors of initiatively-problem projects

  15. Criminal Justice System of Children in The Law Number 11 of 2012 (Restorative Justice

    Directory of Open Access Journals (Sweden)

    Ansori Ansori

    2014-01-01

    Full Text Available The future of the children will determine the future of the nation. The increasing problem of juvenile delinquency in this globalization and information technology era, requires the state to give more attention to the child's future. Application of the criminal justice system for children in Indonesia is as stipulated in Law Number 3 of 1997 potentially detrimental to the child's interests. In practice, the judicial system had many problems, among them is a violation of the rights of children, such as: physical and psychological violence, as well as deprivation of the right to education and welfare. It happened because the juvenile justice system is against to national and international regulations on the protection of children’s rights. Besides that, theory of punishment for the juvenile delinquency still refers to the concept of retribution for the crimes. This concept is not very useful for the development of the child, so the concept need to be repaired with the concept of restorative justice. With this concept, the criminal justice system for the juvenile delinquency, leads to the restoration of the state and the settlement pattern, involving the perpetrator, the victim, their families and engage with the community. This is done with consideration for the protection of children against the law. Whereas in line with this spirit of the restorative justice, it gives birth to the Law No. 11 of 2012 on The Criminal Justice System of Children. How To Cite: Ansori, A. (2014. Criminal Justice System of Children in The Law Number 11 of 2012 (Restorative Justice. Rechtsidee, 1(1, 11-26. doi:http://dx.doi.org/10.21070/jihr.v1i1.95

  16. Flaunting It for Social Justice

    Science.gov (United States)

    Jackson, Janna

    2010-01-01

    By examining various movements in education in "Flaunt It! Queers Organizing for Public Education and Justice," Quinn and Meiners show a systematic and intentional "straightening" of American public schools. Throughout the book, the authors explore how various public and private realms operate to try to silence queer voices, and they discuss ways…

  17. The concept of energy justice across the disciplines

    International Nuclear Information System (INIS)

    Heffron, Raphael J.; McCauley, Darren

    2017-01-01

    Over the last decade, ‘Energy Justice’ is a concept that has emerged in research across many disciplines. This research explores the role and value of the energy justice concept across the disciplines. It provides the first critical account of the emergence of the energy justice concept in both research and practice. A diagrammatical image for examining the energy justice concepts is presented and this is a tool for interdisciplinary engagement with the concept. In this context, restorative justice is introduced and how it results in energy justice applying in practice is detailed. Energy research scholarship at universities is assessed and it is clear that through universities there is a platform for energy justice scholarship to build on the interdisciplinary energy scholarship at universities. Further, the role of education is vital to policy-making, and the understanding and development of the energy justice concept. Finally, in analysing how the energy justice concept can impact on policy-making, there is a critical examination of the energy justice and its relationship with economics, and how it can transfer directly into practice by assisting in balancing the competing aims of the energy trilemma. - Highlights: • Presents the value of the energy justice concept itself. • Introduces restorative justice as having a key role across the energy justice concept. • Expresses the need to develop a ‘common approach’ for the energy justice concept Advances the conceptual framework for energy justice – from theory to practice.

  18. Humane Education Projects Handbook.

    Science.gov (United States)

    Junior League of Ogden, UT.

    This handbook was developed to promote interest in humane education and to encourage the adoption of humane education projects. Although specifically designed to assist Junior Leagues in developing such projects, the content should prove valuable to animal welfare organizations, zoos, aquariums, nature centers, and other project-oriented groups…

  19. Restorative Justice, Reintegration, and Race: Reclaiming Collective Identity in the Postracial Era

    Science.gov (United States)

    Utheim, Ragnhild

    2014-01-01

    Restorative justice has gained ascendancy within both judicial systems and educational settings through which court-involved youth are resocialized as part of reintegration intervention. This article explores the conflict over collective representation at the intersections among public education, criminal justice, and restorative intervention. The…

  20. Youth with Disabilities in the Corrections System: Prevalence Rates and Identification Issues. Monograph Series on Education, Disability and Juvenile Justice.

    Science.gov (United States)

    Rutherford, Robert B., Jr.; Bullis, Michael; Anderson, Cindy Wheeler; Griller-Clark, Heather M.

    This monograph, one of a series on youth with disabilities and the juvenile justice system, reviews current data on disabilities requiring special education and related supports. Statistics on the prevalence of juvenile crime are followed by statistics on the prevalence of special education disabilities in the system, specifically specific…

  1. The social justice imperative in transforming a secondary school

    Directory of Open Access Journals (Sweden)

    Mafora Patrick

    2016-01-01

    Full Text Available The thrust of education policy and legislation in South Africa points to a quest for democracy, equity and social justice throughout the education system. Notwithstanding, research suggests that different stakeholders experience schools as socially unjust and marginalising in some way. This article reports findings of a follow-up qualitative case study of one purposively sampled Soweto secondary school. The study sought to explore the principal’s social justice leadership strategies which account for the school being perceived as democratically transformed and socially just. Data were collected through a series of in-depth semi-structured interviews and observations. Data analysis followed Tesch’s steps for open coding. Findings suggest that the principal’s personal values and commitment to social justice principles account for his resilience in the face of resistance and systemic barriers. The principal’s social justice leadership practices and barriers that he encountered are outlined.

  2. Preserving Social Justice Identities: Learning from One Pre-Service Literacy Teacher

    Science.gov (United States)

    Ticknor, Anne Swenson

    2014-01-01

    Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of "all" future students. However, maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article…

  3. Transitional Justice as Elite Justice? Compromise Justice and Transition in Tunisia

    NARCIS (Netherlands)

    Lamont, Christopher; Pannwitz, Hannah

    2016-01-01

    This article reflects upon the ways in which transitional justice debates and processes impacted Tunisia's transition. It explores key questions such as what demands for justice emerged in the aftermath of the Tunisian revolution? Did Tunisia's transitional justice process reflect these demands?

  4. Justice in and through Education? Students' Participation in Decision-Making

    Science.gov (United States)

    Rönnlund, Maria

    2014-01-01

    Drawing on one year of ethnographic work in three Swedish lower secondary schools, this article problematizes students' participation in decision-making in everyday school life in the perspective of social justice. In order to extend the traditional liberal understanding of justice and include also relational, procedurial, social and cultural…

  5. Special Justice for Peace: A Transitional Justice Model According to Modern Tendencies and Orientations of Law and Justice

    Directory of Open Access Journals (Sweden)

    Carlos Arturo Gómez Pavajeau

    2016-06-01

    Full Text Available The article analyses the constitutional implications of the peace agreement about Colombia’s armed conflict. It examines constitutional rules and international instruments about human rights, confronting the agreement with justice criteria in the national and international context, to underline the role of justice for the definitive solution of the conflict. By using the methodology of opposing concepts, it reviews the implications of formal justice and material justice, to establish the superiority of the last one and it’s relation with social justice; it analyses the differences between individual justice and global justice, to demonstrate the need to obtain an integral justice; it contrasts alternative justice and traditional justice, to propose an integrated justice; it explains that justice based upon the formal syllogism should be overcome by a justice based upon equity, to obtain a justice anchored in the Constitution, universal and concentrated in the human rights; it hypothesizes that justice supported in the atonement and retribution should be overcome by a justice that is preventive and restorative, that allows the construction of a justice focused in the future, without ignoring the past; it clarifies that justice with one jurisdiction and special justice are the components of a integrative transitional justice; it explains the presence of justice in different institutions with different functions and justice concentrated in one institution, although with different functions, because there is a search for an integrative justice; it exposes the search for a constitutional and political justice, discussing the vision of justice as a triumph of the force or the scandalous concession of benefits; it exalts that it is a justice in search of a positive discrimination, not a negative discrimination, overcoming the discussion between justice for the powerful and justice for the weak; finally, it considers that it is a justice

  6. The Planning, Implementation and Evaluation of a Character-Based School Culture Project in Taiwan

    Science.gov (United States)

    Lee, Chi-Ming

    2009-01-01

    This study focused on the planning, implementation and evaluation of a character-based school culture (CBSC) project in Taiwan. The project integrated the principles of justice, caring and developmental discipline and was influenced by several well-known American models of character education programmes. The CBSC project was conducted in a…

  7. Electronic Data Exchange within European Justice: A Good Opportunity?

    Directory of Open Access Journals (Sweden)

    Nadia Carboni

    2012-12-01

    Full Text Available This paper analyses one of the most debated and controversial issues regarding the changes which are taking place in the Justice domain: the complexity of developing and implementing ITC systems that ‘actually work’, and doing so with a reasonable budget and in a reasonable time. While the number of studies on National experiences is slowly growing (see for example Fabri & Contini 2001, Fabri 2007, Contini & Lanzara 2009, Reiling 2012, filling an often-mentioned gap in justice sector literature, building on the European project e-CODEX case study, the authors point the attention to a somewhat new and unexplored phenomenon, the concrete attempt to build cross-border electronic data exchange within the European justice field. e-CODEX (e-Justice Communication via Online Data Exchange is the first European Large Scale Pilot in the domain of e-Justice. The project is carried out by 19 partners either being or representing their national ministries of justice of 15 European countries, plus the Council of Bars and Law Societies of Europe (CCBE, the Conseil des Notariats de l'Union Européenne (CNUE and the National Research Council of Italy (through two of its institutes - IRSIG-CNR and ITTIG-CNR. To provide a better grasp of the project scale, its overall budget is over 14 M euro and about 14 hundred person-months are committed to it. The project aims at improving cross-border access of citizens and businesses to legal means in Europe, as well as to improve the interoperability between legal authorities of different Member States. With a case based approach, e-CODEX is developing and will be soon implementing an interoperability layer to connect existing National Systems in order to provide cross border e-justice services. The project commitment includes running a live pilot in a ‘production environment’ for a duration of twelve months. The electronic services that have been so far selected are: European Payment Order (EPO, European Small

  8. Educating in Social Justice –by it and for it: An Imperiously Ethical Battle

    Directory of Open Access Journals (Sweden)

    Ileana Castillo-Cedeño

    2015-05-01

    Full Text Available Indefensibly, we are in a world that has been colonized by global economies and the interests of the market. This makes us think about the urgent need of getting back in touch with the historical and social role of education, thus looking back at the past, valuing the present, and envisioning the future. Indisputably, today we need cognitive and epistemological intelligence and, most of all, spiritual intelligence, the will needed to fiercely struggle to fulfill the ideal and the principle of the educational essence: social justice understood as the direction that inspires us from a deep and generous perspective. This implies estimating the variability and diversity of a world whose framework of relations and correlations make it hard to understand and face. Therefore, not only a deep and critically rigorous look is needed, but also an ontological and axiological basis that help us promote the development of transformations from the ethics of alterity, thus promoting that our reflections, and mainly our actions, allow the understanding required to confront, with genuine courage and intelligence –the one that arises from knowledge, from understanding and being, from doing and coexisting. A vision that involves and warns that no educational process is neutral and, therefore, undergoes the filter of interpretations and subjectivities that occur in the educational environments and that the market logic covers up the different environments and realities where life fluctuates. Based on this, we conclude that it is our civic responsibility, in a global village -with capacity and awareness, to combine expertise, knowledge, and affections in order to rediscover the universal awareness that makes it possible to educate in social justice –by it and for it. This includes the power to interact from writing -based on the legitimacy not only given by a university degree, but also from shared knowledge, from experience in and out of the classroom, and from

  9. Social Empathy as a Framework for Teaching Social Justice

    Science.gov (United States)

    Segal, Elizabeth A.; Wagaman, M. Alex

    2017-01-01

    Social work education stresses training students to understand oppressive structural barriers and promote social and economic justice. Social empathy, which is rooted in a deep understanding of those who are different from us through contextual understanding and macro perspective-taking, offers a framework for teaching social justice that…

  10. Procedural justice in wind facility siting: Recommendations for state-led siting processes

    International Nuclear Information System (INIS)

    Ottinger, Gwen; Hargrave, Timothy J.; Hopson, Eric

    2014-01-01

    Evidence suggests that state control of wind facility siting decisions fosters new project development more effectively than local control, yet the literature suggests that affected citizens tend to be more fairly represented in local siting processes. We argue that successful renewable energy policy must satisfy both the need for new project development and the obligation to procedural justice. To suggest how it can do so, we analyze existing state- and county-level siting processes in Washington state, finding that both fall short on measures of procedural justice. To overcome this limitation and address the tension between procedural justice and project development, we then propose a collaborative governance approach to wind facility siting, in which state governments retain ultimate authority over permitting decisions but encourage and support local-level deliberations as the primary means of making those decisions. Such an approach, we argue, would be more just, facilitate wind development by addressing community concerns constructively and result in better projects through the input of diverse stakeholders. - Highlights: • States have made wind energy development a priority. • Local opposition to new projects could hinder future wind energy development. • Procedural justice is necessary to resolve local issues and ensure timely wind facility siting. • Both state- and county-led siting processes fall short with respect to criteria for procedural justice, though local processes have some advantages. • States could instead induce counties, developers to engage in deliberation

  11. Transitional Justice

    DEFF Research Database (Denmark)

    Gissel, Line Engbo

    This presentation builds on an earlier published article, 'Contemporary Transitional Justice: Normalising a Politics of Exception'. It argues that the field of transitional justice has undergone a shift in conceptualisation and hence practice. Transitional justice is presently understood to be th...... to be the provision of ordinary criminal justice in contexts of exceptional political transition.......This presentation builds on an earlier published article, 'Contemporary Transitional Justice: Normalising a Politics of Exception'. It argues that the field of transitional justice has undergone a shift in conceptualisation and hence practice. Transitional justice is presently understood...

  12. Restorative Justice in Everyday Life: Beyond the Formal Ritual

    Science.gov (United States)

    Wachtel, Ted

    2003-01-01

    Restorative justice provides a promising alternative to punitive models in justice and education. Most programs to date have focused on "conferencing," where victims and offenders are brought together for mediation and reconciliation. This article extends the restorative model to the entire milieu of an alternative school setting. (Contains 3…

  13. Organizational Justice and the Shortage of Nurses in Medical & Educational Hospitals, in Urmia-2014.

    Science.gov (United States)

    Fathabad, Heidar Sharifi; Yazdanpanah, Abbas; Hessam, Somayeh; Chimeh, Elham Ehsani; Aghlmand, Siamak

    2015-06-12

    One of the most important reasons of turnover is perceptions of organizational justice. The purpose of this study was to investigate the effect of perceived organizational justice and its components on turnover intentions of nurses in hospitals of Urmia University of Medical Sciences. This cross-sectional study was among nurses. 310 samples were estimated according to Morgan Table. Two valid and reliable questionnaires of turnover and organizational justice were used. Data analysis was performed using the software SPSS20. Using the Kolmogorov-Smirnov test, the normality and relationship between variables with Pearson and Spearman correlation test were analyzed. Most people were married and aged between 26 and 35 years, BA and were hired with contraction. The mean score of organizational justice variable was 2.59. The highest average was the interactional justice variable (2.81) and then Procedural fairness variable (2.75) and distributive justices (2.03) were, respectively. The mean range of turnover variable was 3.10. The results showed weak and negative relationship between various dimensions of organizational justice and turnover in nurses. Organizational justice and turnover had inverse relationship with each other. Therefore how much organizational justice in the organization is more; employees tend to stay more. Finally, suggestions for improvement of justice proposed.

  14. "I Was Dead Restorative Today": From Restorative Justice to Restorative Approaches in School

    Science.gov (United States)

    McCluskey, G.; Lloyd, G.; Stead, J.; Kane, J.; Riddell, S.; Weedon, E.

    2008-01-01

    This paper explores definitions and understandings of restorative practices in education. It offers a critique of current theoretical models of restorative justice originally derived from the criminal justice system and now becoming popular in educational settings. It questions the appropriateness of these concepts as they are being introduced to…

  15. An injury awareness education program on outcomes of juvenile justice offenders in Western Australia: an economic analysis

    Directory of Open Access Journals (Sweden)

    Ho Kwok M

    2012-08-01

    Full Text Available Abstract Background Injury is a major cause of mortality and morbidity of young people and the cost-effectiveness of many injury prevention programs remains uncertain. This study aimed to analyze the costs and benefits of an injury awareness education program, the P.A.R.T.Y. (Prevent Alcohol and Risk-related Trauma in Youth program, for juvenile justice offenders in Western Australia. Methods Costs and benefits analysis based on effectiveness data from a linked-data cohort study on 225 juvenile justice offenders who were referred to the education program and 3434 who were not referred to the program between 2006 and 2011. Results During the study period, there were 8869 hospitalizations and 113 deaths due to violence or traffic-related injuries among those aged between 14 and 21 in Western Australia. The mean length of hospital stay was 4.6 days, a total of 320 patients (3.6% needed an intensive care admission with an average length of stay of 6 days. The annual cost saved due to serious injury was $3,765 and the annual net cost of running this program was $33,735. The estimated cost per offence prevented, cost per serious injury avoided, and cost per undiscounted and discounted life year gained were $3,124, $42,169, $8,268 and $17,910, respectively. Increasing the frequency of the program from once per month to once per week would increase its cost-effectiveness substantially. Conclusions The P.A.R.T.Y. injury education program involving real-life trauma scenarios was cost-effective in reducing subsequent risk of committing violence or traffic-related offences, injuries, and death for juvenile justice offenders in Western Australia.

  16. Emotions and Positional Identity in Becoming a Social Justice Science Teacher: Nicole's Story

    Science.gov (United States)

    Rivera Maulucci, Maria S.

    2013-01-01

    Becoming a social justice teacher, for high-poverty urban settings, is fraught with emotional ambivalence related to personal, professional, relational, political, and cultural social justice issues. Prospective teachers must navigate their sense of justice, grapple with issues of educational disparity, engage with theories of critical,…

  17. Federalism and social justice: implications for social work.

    Science.gov (United States)

    Linhorst, Donald M

    2002-07-01

    Federalism is a system of government that divides power between two or more levels of government. During the current conservative political climate in the United States, power has shifted increasingly from the federal government to states, a move that has implications for the achievement of social justice. Consequently, it is now necessary for social workers to engage in political activity at the state and local levels, in addition to the federal level, to promote social justice. Implications for social work policy practice, research, and education for advancing social justice within the federal system of government are explored.

  18. Emancipatory Nursing Praxis: A Theory of Social Justice in Nursing.

    Science.gov (United States)

    Walter, Robin R

    Emancipatory nursing praxis (ENP) is a middle-range nursing theory of social justice developed from an international, grounded theory study of the critical factors influencing nurses' perceptions of their role in social justice. The ENPs implementing processes (becoming, awakening, engaging, and transforming) and 2 conditional contexts (relational and reflexive) provide an in-depth understanding of the transformative learning process that determines nurse engagement in social justice. Interpretive findings include the voice of Privilege primarily informed ENP theory, the lack of nursing educational and organizational support in social justice role development, and the advocate role should expand to include the role of an ally.

  19. Physical Education Pre-Service Teachers' Understanding of Teaching for Social Justice: The Impact of Teaching Kids' Tennis to Youth Living in Poverty

    Science.gov (United States)

    Kreider, Carri Sue

    2013-01-01

    The purpose of this action research study was to better understand and improve my efforts as a Physical Education Teacher Education (PETE) instructor to transform the attitudes, beliefs, and understandings of preservice teachers (PSTs) with regard to issues of social justice, specifically by achieving equality by providing opportunities and…

  20. Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Issue Brief

    Science.gov (United States)

    Gagnon, Joseph C.; Read, Nicholas W.; Gonsoulin, Simon

    2015-01-01

    Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities. This brief discusses…

  1. "Girls need to behave like girls you know": the complexities of applying a gender justice goal within sexuality education in South African schools.

    Science.gov (United States)

    Ngabaza, Sisa; Shefer, Tamara; Macleod, Catriona Ida

    2016-11-01

    Sexuality education, as a component within the Life Orientation (LO) programme in South African schools, is intended to provide young people with knowledge and skills to make informed choices about their sexuality, their own health and that of others. Key to the programme are outcomes relating to power, power relations and gender. In this paper, we apply a critical gender lens to explore the ways in which the teaching of sexuality education engages with larger goals of gender justice. The paper draws from a number of ethnographic studies conducted at 12 South African schools. We focus here on the data collected from focus group discussions with learners, and semi-structured interviews with individual learners, principals and Life Orientation (LO) teachers. The paper highlights the complexities of having gender justice as a central goal of LO sexuality education. Teaching sexuality education is reported to contradict dominant community values and norms. Although some principals and school authorities support gender equity and problematize hegemonic masculinities, learners experience sexuality education as upholding normative gender roles and male power, rather than challenging it. Teachers rely heavily on cautionary messages that put more responsibility for reproductive health on female learners, and use didactic, authoritative pedagogical techniques, which do not acknowledge young people's experience nor facilitate their sexual agency. These complexities need to be foregrounded and worked with systematically if the goal of gender justice within LO is to be realised. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Social Justice and Education as Discursive Initiation

    Science.gov (United States)

    Stojanov, Krassimir

    2016-01-01

    In this essay Krassimir Stojanov attempts first to reconstruct the "heart" of Jürgen Habermas's discourse ethics, namely the so-called "principle of universalization" of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative…

  3. McSustainability and McJustice: Certification, Alternative Food and Agriculture, and Social Change

    Directory of Open Access Journals (Sweden)

    Maki Hatanaka

    2014-11-01

    Full Text Available Alternative food and agriculture movements increasingly rely on market-based approaches, particularly voluntary standards and certification, to advance environmental sustainability and social justice. Using a case study of an ecological shrimp project in Indonesia that became certified organic, this paper raises concerns regarding the impacts of certification on alternative food and agriculture movements, and their aims of furthering sustainability and justice. Drawing on George Ritzer’s McDonaldization framework, I argue that the ecological shrimp project became McDonaldized with the introduction of voluntary standards and certification. Specifically, efficiency, calculability, predictability, and control became key characteristics of the shrimp project. While the introduction of such characteristics increased market access, it also entailed significant costs, including an erosion of trust and marginalization and alienation of farmers. Given such tradeoffs, in concluding I propose that certification is producing particular forms of environmental sustainability and social justice, what I term McSustainability and McJustice. While enabling the expansion of alternative food and agriculture, McSustainability and McJustice tend to allow little opportunity for farmer empowerment and food sovereignty, as well as exclude aspects of sustainable farming or ethical production that are not easily measured, standardized, and validated.

  4. All projects related to Colombia | Page 2 | IDRC - International ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Violence Prevention, Access to Justice, and Economic Empowerment of Women in ... This project will identify and analyze economic opportunity policies and practices that aim to support ... Education is a key pillar of economic and social development. ... The Role of the Private Sector in Reducing Corruption in Latin America.

  5. Realising the child's best interests: lessons from the Child Justice ...

    African Journals Online (AJOL)

    ... Act to refine the Schools Act with regard to serious matters of school discipline and to ensure its proper alignment with the constitutional imperatives regarding the best-interests-of-the-child right. Keywords: School discipline; child justice; the best interests of the child; children's rights; education law; restorative justice ...

  6. Using a Multicultural Social Justice Framework to Analyze Elementary Teachers' Meanings of Multicultural Science Education

    Science.gov (United States)

    Kye, Hannah Anne

    In response to the persistent gaps in science opportunities and outcomes across lines of race, class, gender, and disability, decades of science reforms have called for "science for all." For elementary teachers, science for all demands that they not only learn to teach science but learn to teach it in ways that promote more equitable science learning opportunities and outcomes. In this qualitative case study, I use a framework of multicultural social justice education to examine three teachers' beliefs and practices of multicultural science education. The teachers, one preservice and two in-service, taught elementary science in a month-long summer program and met weekly with this researcher to discuss connections between their expressed commitments about teaching toward social justice and their work as science teachers. The data sources for this study included audio recordings of weekly meetings, science lessons, and semi-structured individual interviews. These data were transcribed, coded, and analyzed to define the most salient themes and categories among the individual teachers and across cases. I found that the teachers' beliefs and practices aligned with traditional approaches to school and science wherein science was a set of scripted right answers, diversity was only superficially acknowledged, and multiculturalizing the curriculum meant situating science in unfamiliar real world contexts. These meanings of science positioned the teacher as authority and operated outside of a structural analysis of the salience of race, culture, gender, and disability in students' science learning experiences. As they taught and reflected on their teaching in light of their social justice commitments, I found that the teachers negotiated more constructivist and student-centered approaches to science education. These meanings of science required teachers to learn about students and make their experiences more central to their learning. Yet they continued to only acknowledge

  7. Social justice and religious participation: a qualitative investigation of Christian perspectives.

    Science.gov (United States)

    Todd, Nathan R; Rufa, Anne K

    2013-06-01

    This investigation examines how self-identified Christians in the Midwest U.S. understand and work for social justice, with a focus on their process of social justice development and the role of religious congregations in promoting social justice. Using a grounded theory analysis of 15 in-depth interviews, results indicated multiple understandings of social justice such as meeting basic needs, fixing social structures and systems to create equal distributions of resources, promoting human rights and dignity, and as a religious responsibility. Participants also described a process of social justice development facilitated by exposure to injustice, mentors, educating others, and the importance of finding a social justice community. Distinct personal barriers to social justice engagement were identified such as resources and negative emotions, whereas congregational leadership was important for congregational involvement. General frustration with congregations was expressed regarding low social justice engagement; however, participants balanced this frustration with hope for the positive potential of congregations to promote social justice. Together these findings show multifaceted understandings of social justice and a dynamic process of social justice development for these self-identified Christians. Implications for future research and partnership with religious individuals and congregations also are discussed.

  8. How to drag with a worn-out mouse? Searching for social justice through collaboration

    DEFF Research Database (Denmark)

    Penteado, Miriam Godoy; Skovsmose, Ole

    2009-01-01

    We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our...... discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network......, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone...

  9. A broader view of justice.

    Science.gov (United States)

    Jecker, Nancy S

    2008-10-01

    In this paper I argue that a narrow view of justice dominates the bioethics literature. I urge a broader view. As bioethicists, we often conceive of justice using a medical model. This model focuses attention at a particular point in time, namely, when someone who is already sick seeks access to scarce or expensive services. A medical model asks how we can fairly distribute those services. The broader view I endorse requires looking upstream, and asking how disease and suffering came about. In contrast to a medical model, a social model of justice considers how social determinants affect the health of a population. For example, social factors such as access to clean drinking water, education, safe workplaces, and police protection, profoundly affect risk for disease and early death. I examine one important social determinant of health, health care coverage, to show the limits of a medical model and the merits of a broader view.

  10. A Schizoanalytical Praxis for Social Justice Education

    Science.gov (United States)

    Carstens, Delphi

    2017-01-01

    This paper uses Deleuzoguattarian schizoanalysis to interrogate concepts of social justice in relation to the crisis of neo-liberal capitalism by referring to the work of the Situationist International movement, the posthuman philosophy of Giles Deleuze and Félix Guattari as well as Afrofuturism. Providing an array of new theoretical responses as…

  11. Education for climate changes, environmental health and environmental justice

    International Nuclear Information System (INIS)

    Hens, L.; Stoyanov, S.

    2013-01-01

    Full text: The climates changes-health effects-environmental justice nexus is analyzed. The complex issue of climate changes needs to be approached from an interdisciplinary point of view. The nature of the problem necessitates dealing with scientific uncertainty. The health effects caused by climate changes are described and analyzed from a twofold inequalities point of view: health inequalities between rich and poor within countries, and inequalities between northern and southern countries. It is shown thai although the emission of greenhouse gasses is to a large extent caused by the industrialized countries, the effects, including the health effects, will merely impact the South. On the other hand, the southern countries have the highest potential to respond to and offer sustainable energy solutions to counteract climate changes. These inequalities are at the basis to call for environmental justice, of which climate justice is part. This movement calls for diversification of ecologists and their subject of study, more attention for urban ecology, more comprehensive human ecological analyses of complex environmental issues and more participation of stakeholders in the debate and the solution options. The movement advocates a more inclusive ecology targeted to management, sodo-ecological restoration, and comprehensive policies. The fundamental aspects of complexity, inter-disciplinary approaches, uncertainty, and social and natural inequalities should be core issues in environmental health programs. Training on these issues for muitidisciplinary groups of participants necessitates innovative approaches including self-directed, collaborative, and problem oriented learning in which tacit knowledge is important. It is advocated that quality assessments of environmental health programs should take these elements into account. key words: environmental justice, climate changes, sustainable energy solutions

  12. Thomas Piketty and the Justice of Education

    Science.gov (United States)

    Bøyum, Steinar

    2016-01-01

    Thomas Piketty's "Capital in the Twenty-First Century" is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him…

  13. Governance and Justice | IDRC - International Development ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    This program fosters better governance and justice systems so people can lead ... A man peers through a hole in a wall that separates Tijuana, Mexico, from the United States. ... Denial of health care or an education is unthinkable for most.

  14. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Science.gov (United States)

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  15. 'In this Interregnum' : dialectical themes in the critique of criminal justice

    OpenAIRE

    Carvalho, Henrique; Norrie, Alan W.

    2017-01-01

    In this article, we offer a critical examination of the long and rich history of criminal justice scholarship in the pages of Social & Legal Studies. We do so by identifying and exploring a dialectical tension in such scholarship, between the recognition of the role of criminal justice as an instrument of violence, exclusion and control on the one hand, and the effort to seek, through or perhaps beyond the critique of criminal justice, an emancipatory project. We explore this tension by exami...

  16. The limits of social justice as an aspect of medical professionalism.

    Science.gov (United States)

    Huddle, Thomas S

    2013-08-01

    Contemporary accounts of medical ethics and professionalism emphasize the importance of social justice as an ideal for physicians. This ideal is often specified as a commitment to attaining the universal availability of some level of health care, if not of other elements of a "decent minimum" standard of living. I observe that physicians, in general, have not accepted the importance of social justice for professional ethics, and I further argue that social justice does not belong among professional norms. Social justice is a norm of civic rather than professional life; professional groups may demand that their members conform to the requirements of citizenship but ought not to require civic virtues such as social justice. Nor should any such requirements foreclose reasonable disagreement as to the content of civic norms, as requiring adherence to common specifications of social justice would do. Demands for any given form of social justice among physicians are unlikely to bear fruit as medical education is powerless to produce this virtue.

  17. Discourses of social justice: examining the ethics of democratic professionalism in nursing.

    Science.gov (United States)

    Thompson, Janice L

    2014-01-01

    This essay provides a critical exploration of discourses of social justice in nursing. It examines commitments to social justice in the work of international nursing scholars and in professional codes of ethics in international nursing organizations. The analysis touches on salient conversations in philosophy, relating these ways of knowing to social justice as an ethical pattern in nursing practice. On the basis of this analysis, the discussion explores questions of professional formation in nursing, noticing when commitments to social justice are taken up or evaded in different models of professionalism. In concluding comments, implications of democratic professionalism are explored for professional formation in nursing, arguing for teaching, learning, and knowledge projects that contribute to social justice in our democracy.

  18. Can justice coexist with the supremacy of personal values in nursing practice?

    Science.gov (United States)

    Liaschenko, J

    1999-02-01

    This article explores a relationship between justice and personal values, typically understood as illustrative of universalist and particularist accounts of morality, and therefore, as oppositional. The possibility of the coexistence of personal values and justice depends on the conceptualization of justice and the nature of the personal values. In contrast to traditional conceptions, the author presents an alternative and feminist view of justice in which the universalist and particularist accounts of morality need not conflict. The author argues that personal values that work in such a way so as to include previously marginalized others in the group of those who have access to the goods of social life are the personal values that are compatible with justice. In conclusion, the author focuses on the implications for the care/justice debate, the necessity of political participation, and the importance of educating for justice.

  19. Social Justice and Leadership Development

    Science.gov (United States)

    Forde, Christine; Torrance, Deirdre

    2017-01-01

    The revised professional standards for the teaching profession in Scotland are underpinned by a set of values which includes a detailed articulation of social justice for education covering rights, diversity and sustainability. There is a future orientation in these standards that privileges the contribution of teachers and leaders to realizing a…

  20. Collective knowledge sharing as a social justice strategy: the difference it made in a service project about preterm birth disparity.

    Science.gov (United States)

    Boutain, Doris M

    2009-01-01

    Knowledge about how health disparities are created and sustained from those affected is needed. Collective knowledge sharing is one way to redefine and revalue dialogue and critique processes with the aim of promoting just relationships of knowledge production. This article describes how a community service project focused on using collective knowledge sharing as a social justice strategy with health ministry volunteers produced insights about preterm birth disparity issues. Project insights related to (1) the connection between faith and health, (2) the significance of family and congregational stories, and (3) the importance of praising assets in the context of disparity recognition.

  1. Project Work in Networked Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Helbo, Jan; Jensen, Lars Peter

    2000-01-01

    devoted to courses and the other half to project work. A computer conference system, LuvitÒ provides facilities for the courses, as well as structured synchronous and asynchronous communication. Eight times per year two-day seminars are held at the university for intensive lectures, project work......Problem oriented project work has been the foundation for the educational system at Aalborg University since its start 25 years ago. The duration of each student project is one semester, and the students spend half of their time working on the project in groups of typically 5-6 persons....... As the experience since then has proven this to be a very successful innovation in higher education [1], it seems to be an obvious idea also to base our new distance educations on the project study form. Traditionally, however, distance education has been characterized by one-way communication and self...

  2. Climate Change Justice

    OpenAIRE

    Sunstein, Cass R.; Posner, Eric A.

    2007-01-01

    Greenhouse gas reductions would cost some nations much more than others and benefit some nations far less than others. Significant reductions would impose especially large costs on the United States, and recent projections suggest that the United States has relatively less to lose from climate change. In these circumstances, what does justice require the United States to do? Many people believe that the United States is required to reduce its greenhouse gas emissions beyond the point that is ...

  3. AXEL HONNETH AND THE RECONSTRUCTION OF JUSTICE: AN ATTEMPT TO OVERCOME THE "DISTRIBUTION PARADIGM"

    Directory of Open Access Journals (Sweden)

    Stanley Souza Marques

    2015-12-01

    Full Text Available The article takes up the criticisms directed by Axel Honneth to the basic structure of the dominant conceptions of justice, but merely to point out the general outlines of his alternative project of justice normative reconstruction. If John Rawls and Michael Walzer structure theories of distributive justice very consistently and in order to get to the autonomy protection (already taken so in a more sophisticated way, that to be satisfied it transcends the (mere obligation of not interfering in the realization of individual life projects, Honneth proposes the radicalization of justice's demands. It is because he pays his attention to the mutual expectation of consideration. This point would be the new texture of the social justice. In this sense, the principles of fair distribution leave the scene to make way for principles which guidelines are directed towards the society basic institutions involved in a new goal: to set up favourable contexts for the success of plural reciprocal relationships.

  4. Exploring Project Management Education

    NARCIS (Netherlands)

    Steven Nijhuis

    2017-01-01

    From the article: "The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in

  5. Northern Ireland in Transition: The Role of Justice

    Directory of Open Access Journals (Sweden)

    Christian Mailhes

    2005-03-01

    Full Text Available All post-conflict societies switching to constitutional liberal democracies have to deal with their past through transitional justice mechanisms that offer to hear the victims, try the perpetrators of all types of abuses, introduce peace and reconciliation schemes. It is time for state and non-state organs to account for past crimes. Several countries have successfully tested such mechanisms. Northern Ireland is the ideal ground for transitional justice to operate but it dispels foreign tailor-made models. However, a number of major reforms and projects have addressed sensitive issues in the wake of the Good Friday Agreement. Two key institutions, the police and the criminal justice system, whose responsibility in the conflict was undeniable, have been reformed. Law and lawyers are concerned with these changes and the introduction of a Human Rights culture in Northern Ireland. A clear break with the past must be achieved for transitional justice mechanisms to work successfully.

  6. Water Demand Management for Social Justice — Women, like men ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-22

    Dec 22, 2010 ... ... and management of water projects enhances the intended results of projects and contributes to the sustainability of water resources as well as to social justice. ... Women's rights and access to water and sanitation in Delhi.

  7. A Principle in Search of a Practice: On Developing Guidelines/Standards To Evaluate Social Justice.

    Science.gov (United States)

    Brown, M. Christopher, II

    The question before educators responsible for preparing the new generation of global citizens is how to translate the principles of social justice into effective practice. In school settings around the United States, educators endeavor to inform learners of the impact and import of social justice. The question remains, however, how social justice…

  8. The Impact of Organizational Justice on Climate and Trust in High Schools

    Science.gov (United States)

    DiPaola, Michael; Guy, Stephanie

    2009-01-01

    In the private sector, organizational justice has consistently demonstrated a strong correlation with trust in management, employee commitment, and performance. The purpose of this study was to investigate whether organizational justice has a similar relationship with social processes in the educational arena. This study examined the relationship…

  9. Justice orientation as a moderator of the framing effect on procedural justice perception.

    Science.gov (United States)

    Sasaki, Hiroyuki; Hayashi, Yoichiro

    2014-01-01

    Justice orientation is a justice-relevant personality trait, which is referred to as the tendency to attend to fairness issues and to internalize justice as a moral virtue. This study examined the moderating role of justice orientation in the relationship between justice perception and response to a decision problem. The authors manipulated procedural justice and the outcome valence of the decision frame within a vignette, and measured justice orientation of 174 Japanese participants. As hypothesized, the results indicated an interaction between procedural justice and framing manipulation, which was moderated by individual differences in justice orientation. In negative framing, justice effects were larger for individuals with high rather than low justice orientation. The results are explained from a social justice perspective, and the contributions and limitations of this study are also discussed with respect to our sample and framing manipulation.

  10. Transitional Justice in Syria: Scenarios and Options | IDRC ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    ... and there has been widespread destruction to property and physical infrastructure. Syria's ... The project will provide research on key transitional justice issues, including methods to ... Syrian Center for Political and Strategic Studies SCPSS.

  11. Retributive and restorative justice.

    Science.gov (United States)

    Wenzel, Michael; Okimoto, Tyler G; Feather, Norman T; Platow, Michael J

    2008-10-01

    The emergence of restorative justice as an alternative model to Western, court-based criminal justice may have important implications for the psychology of justice. It is proposed that two different notions of justice affect responses to rule-breaking: restorative and retributive justice. Retributive justice essentially refers to the repair of justice through unilateral imposition of punishment, whereas restorative justice means the repair of justice through reaffirming a shared value-consensus in a bilateral process. Among the symbolic implications of transgressions, concerns about status and power are primarily related to retributive justice and concerns about shared values are primarily related to restorative justice. At the core of these processes, however, lies the parties' construal of their identity relation, specifically whether or not respondents perceive to share an identity with the offender. The specific case of intergroup transgressions is discussed, as are implications for future research on restoring a sense of justice after rule-breaking.

  12. Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis

    OpenAIRE

    Sharon Subreemduth

    2013-01-01

    This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s meta-narrative of equity and social justice. I t...

  13. Community College Students with Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

    Science.gov (United States)

    Rose, Lisa Hale

    2015-01-01

    In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first…

  14. Critical discourse analysis of social justice in nursing's foundational documents.

    Science.gov (United States)

    Valderama-Wallace, Claire P

    2017-07-01

    Social inequities threaten the health of the global population. A superficial acknowledgement of social justice by nursing's foundational documents may limit the degree to which nurses view injustice as relevant to nursing practice and education. The purpose was to examine conceptualizations of social justice and connections to broader contexts in the most recent editions. Critical discourse analysis examines and uncovers dynamics related to power, language, and inequality within the American Nurses Association's Code of Ethics, Scope and Standards of Practice, and Social Policy Statement. This analysis found ongoing inconsistencies in conceptualizations of social justice. Although the Code of Ethics integrates concepts related to social justice far more than the other two, tension between professionalism and social change emerges. The discourse of professionalism renders interrelated cultural, social, economic, historical, and political contexts nearly invisible. Greater consistency would provide a clearer path for nurses to mobilize and engage in the courageous work necessary to address social injustice. These findings also call for an examination of how nurses can critique and use the power and privilege of professionalism to amplify the connection between social institutions and health equity in nursing education, practice, and policy development. © 2017 Wiley Periodicals, Inc.

  15. Civilisation of Criminal Justice: Restorative Justice amongst other strategies

    NARCIS (Netherlands)

    J.R. Blad (John)

    2013-01-01

    markdownabstract__Abstract__ Is criminal justice becoming more and uncivilised if so, how could this be explained? Could Is criminal justice becoming more and uncivilised if so, how could this be explained? Could Is criminal justice becoming more and uncivilised if so, how could this be

  16. Two Views of Criminology and Criminal Justice: Definitions, Trends, and the Future.

    Science.gov (United States)

    Conrad, John P.; Myren, Richard A.

    The question of whether criminology and criminal justice are distinct fields is addressed in two papers. Differences between criminology and criminal justice are delineated by emphasizing formal definitions of the field(s), occupational roles, contemporary educational trends, and future development. According to John P. Conrad, criminology is the…

  17. Justice in the Classroom: Evaluation of Teacher Behaviors According to Students' Perceptions

    Science.gov (United States)

    Tomul, Ekber; Çelik, Kazim; Tas, Ali

    2012-01-01

    Problem Statement: In Turkey, students' perceptions about teachers' discrimination and justice behaviors and their effects on teacher-student relations have not been extensively studied. Within educational contexts, especially in justice literature, there is a lack of research about the perceptions of teacher candidates, as well as about teachers'…

  18. Exploring Intervening Influence of Interactional Justice between Procedural Justice and Job Performance: Evidence from South Asian Countries

    Directory of Open Access Journals (Sweden)

    Muhammad Ashraf

    2018-02-01

    Full Text Available The paper investigates the intervening influence of interactional justice between procedural justice and job performance (task, contextual and adaptive performance of the faculty members of Karachi (Pakistan and Dhaka (Bangladesh based government colleges by using Structural Equation Modelling (SEM. Data, for this study, has been collected through pre-designed close-ended questionnaire. The intervening variable fully mediated the relationship between procedural justice and job performance. The result of this study indicates that the performance of government college faculty members can be improved by ensuring fair procedures and dignified treatment of faculty members in the working environment. It can be concluded that teachers can accommodate harsh procedures, subject to courteously and fairly communicated. Significance of this study is that it has investigated the least researched areas in Pakistan and Bangladesh. Its findings can be helpful to the government and college administration while making and implementing policies for college education development in both countries

  19. Social Justice for Human Development

    Science.gov (United States)

    Jaramillo, Nathalia

    2010-01-01

    The topic of social justice in U.S. teacher education has a long and protracted history that harkens back to the civil rights movement of the mid-20th century, with its attendant legal rulings and constitutional amendments that sought to undo the legacy of discrimination against communities of color, women, and the poor. What is lost,…

  20. Educational Reflections on the ``Ecological Crisis'': EcoJustice, Environmentalism, and Sustainability

    Science.gov (United States)

    Mueller, Michael P.

    2009-08-01

    There is a tendency by scholars arguing for a more just and sustainable future to position the “ecological crisis” as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth’s ecosystems, which are threatened and vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in education.

  1. Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class

    Science.gov (United States)

    Dagkas, Symeon

    2016-01-01

    Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a…

  2. Corrective Justice vs. Social Justice in the Aftermath of War

    Directory of Open Access Journals (Sweden)

    Pablo Kalmanovitz

    2010-11-01

    Full Text Available How do we justify the practice of corrective justice for losses suffered during armed conflicts? This article seeks to show the force and relevance of this question, and to argue that, in cases of massively destructive wars, social justice should gain priority over corrective justice. Starting from a liberal Rawlsian conception of the relationship between corrective and social justice, it is argued that, paradoxically, the more destructive a war is, the less normative force corrective rights have and the higher priority policies of social justice, which guarantee basic rights to all citizens, should have.

  3. Restorative Justice for Discipline with Respect

    Science.gov (United States)

    Chmelynski, Carol

    2005-01-01

    Expulsion is commonly schools' last resort to maintain discipline and keep schools safe. But increasingly, educators are turning to "restorative justice"--an alternative method from the field of criminology--with promising results. According to Randall Comfort, assistant upper-school director, Mounds Park Academy, St. Paul, Minnesota, using this…

  4. The relationship between organizational justice and workplace aggression.

    Science.gov (United States)

    St-Pierre, Isabelle; Holmes, Dave

    2010-05-01

    This paper is a discussion of the links between organizational justice and workplace aggression. Managers have been identified as key players in implementing and maintaining an organizational culture of trust and justice. Employees who perceive themselves to be victims of injustice may rebel, using various means to 'punish' the source of the injustice. Literature review of publications in English and French from the early 1960 to 2009, including books, was conducted. Bibliographic databases searched for journal articles were Cumulative Index to Nursing and Allied Health Literature, Current Content, EMBASE, Medline, PsycINFO and Web of Science. The work environment and roles of nursing managers have changed considerably in the last 20 years, resulting in challenging working conditions for nursing managers. These can have an impact on their ability to create a trusting and fair culture, and can mean that they themselves be considered victims of organizational injustice. The failure of many re-engineering projects has been linked to a lack of consideration of the impact of perception of justice when implementing change. In addition, perception of organizational justice has the potential to influence many organizational outcomes, such as perception of respect and trust. As justice is a founding principle of biomedical ethics, principles of justice, equity and fairness must be upheld in practice in accordance with the requirements of professional codes of ethics. The concept of justice is linked to the founding principles of biomedical ethics, and these must be upheld in order to practise in accordance with professional codes of ethics and conduct.

  5. Contemporary Transitional Justice

    DEFF Research Database (Denmark)

    Gissel, Line Engbo

    2017-01-01

    This article studies the contemporary expression of transitional justice, a field of practice through which global governance is exercised. It argues that transitional justice is being normalised, given the normative and empirical de-legitimisation of its premise of exceptionalism. The article...... theorises exceptionalism and normalcy in transitional justice and identifies three macro-level causes of normalisation: the legalisation, internationalisation, and professionalization of the field. This argument is illustrated by a study of Uganda’s trajectory of transitional justice since 1986. Across five...... phases of transitional justice, processes of legalisation, internationalisation, and professionalization have contributed to the gradual dismantling of the country’s exceptional justice. The case demonstrates, further, that normalization is a contested and incomplete process....

  6. Teaching and Learning Social Justice through Online Service-Learning Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-10-01

    Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

  7. Campus sustainable food projects: critique and engagement.

    Science.gov (United States)

    Barlett, Peggy F

    2011-01-01

    Campus sustainable food projects recently have expanded rapidly. A review of four components - purchasing goals, academic programs, direct marketing, and experiential learning - shows both intent and capacity to contribute to transformational change toward an alternative food system. The published rationales for campus projects and specific purchasing guidelines join curricular and cocurricular activities to evaluate, disseminate, and legitimize environmental, economic, social justice, and health concerns about conventional food. Emerging new metrics of food service practices mark a potential shift from rhetoric to market clout, and experiential learning builds new coalitions and can reshape relations with food and place. Campus projects are relatively new and their resilience is not assured, but leading projects have had regional, state, and national impact. The emergence of sustainability rankings in higher education and contract-based compliance around purchasing goals suggests that if support continues, higher education's leadership can extend to the broader agrifood system.

  8. REDD+ on the rocks? Conflict Over Forest and Politics of Justice in Vietnam.

    Science.gov (United States)

    Sikor, Thomas; Cầm, Hoàng

    In Vietnam, villagers involved in a REDD+ (reduced emissions from deforestation and forest degradation) pilot protect areas with rocks which have barely a tree on them. The apparent paradox indicates how actual practices differ from general ideas about REDD+ due to ongoing conflict over forest, and how contestations over the meaning of justice are a core element in negotiations over REDD+. We explore these politics of justice by examining how the actors involved in the REDD+ pilot negotiate the particular subjects, dimensions, and authority of justice considered relevant, and show how politics of justice are implicit to practical decisions in project implementation. Contestations over the meaning of justice are an important element in the practices and processes constituting REDD+ at global, national and local levels, challenging uniform definitions of forest justice and how forests ought to be managed.

  9. Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom

    Science.gov (United States)

    Lerner, Justin E.; Fulambarker, Anjali

    2018-01-01

    A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle's social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster…

  10. Resolving society's energy trilemma through the Energy Justice Metric

    International Nuclear Information System (INIS)

    Heffron, Raphael J.; McCauley, Darren; Sovacool, Benjamin K.

    2015-01-01

    Carbon dioxide emissions continue to increase to the detriment of society in many forms. One of the difficulties faced is the imbalance between the competing aims of economics, politics and the environment which form the trilemma of energy policy. This article advances that this energy trilemma can be resolved through energy justice. Energy justice develops the debate on energy policy to one that highlights cosmopolitanism, progresses thinking beyond economics and incorporates a new futuristic perspective. To capture these dynamics of energy justice, this research developed an Energy Justice Metric (EJM) that involves the calculation of several metrics: (1) a country (national) EJM; (2) an EJM for different energy infrastructure; and (3) an EJM which is incorporated into economic models that derive costs for energy infrastructure projects. An EJM is modeled for China, the European Union and the United States, and for different energy infrastructure in the United Kingdom. The EJM is plotted on a Ternary Phase Diagram which is used in the sciences for analyzing the relationship (trilemma) of three forms of matter. The development of an EJM can provide a tool for decision-making on energy policy and one that solves the energy trilemma with a just and equitable approach. - Highlights: • Energy justice advances energy policy with cosmopolitanism and new economic-thinking. • An Energy Justice Metric is developed and captures the dynamics of energy justice. • The Energy Justice Metric (EJM) compares countries, and energy infrastructure. • EJM provides an energy policy decision-making tool that is just and equitable.

  11. The Justice Project in South Asia | CRDI - Centre de recherches ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    It will produce research papers and five films in Bangladesh, Nepal, Pakistan, Sri Lanka, and India on violent conflict and its aftermath; conflict and gender-based violence; justice delivery systems; group conflict, public space, and state order; and land, conflict, and the nation state. These films and papers aim to influence ...

  12. Reentry Program and Social Work Education: Training the Next Generation of Criminal Justice Social Workers.

    Science.gov (United States)

    Franke, Nancy D; Treglia, Dan; Cnaan, Ram A

    2017-01-01

    Social work plays a marginal role in opposing the trend of mass incarceration and high rates of recidivism, and social work education offers limited opportunities for students to specialize in working with people who are currently or were previously incarcerated. How to train students of social work to work against mass-incarceration is still challenging. The authors devised and implemented an in-school social service agency devoted to working with people pre and post release from a prison system. The agency is a field practicum setting where interested students study and practice reentry work. In this article, the authors describe and assess the educational merit of this in-school agency. Findings from surveys of students and alumni suggest that the program attained its educational goals of connecting classroom education to practice experience and training students for careers in the criminal justice system. The authors also discuss pending challenges. The experience of the Goldring Reentry Initiative suggests that by developing their own social work agencies, the authors may be able to heighten their students educational experience and expand their contribution to social work practice broadly.

  13. Impact Pathways to Address Social Well-Being and Social Justice in SLCA—Fair Wage and Level of Education

    Directory of Open Access Journals (Sweden)

    Sabrina Neugebauer

    2014-07-01

    Full Text Available Social well-being and social justice are meant to create a positive outcome meaningful for people and societies. According to the guidelines of social life cycle assessment, especially well-being should be considered as the main area of protection to assess social impacts of products. In addition, equity and equality need to be addressed in terms of social justice to ensure a fair and ethic society. However, even if a lot of studies focused on the definition social indicators to assess resulting impacts, neither have scientific or common agreements been founded to define a valid set of indicators, nor have consistent pathways from inventory towards impact indicators been established. This work, therefore, proposes possible pathways from life cycle inventory to impact assessment of two social midpoint categories: fair wage and level of education. Respective cause-effect-chains are developed based on the environmental life cycle assessment principle. Correspondingly, social inventory indicators throughout direct impacts to midpoint and endpoint categories are defined. Three endpoint categories are included (economic welfare, damage to human health and environmental stability to address social well-being and social justice. Qualitative characterization factors and a scaling method are proposed to evaluate the impacts according to threshold and reference values from valuable literature.

  14. The Case for Restorative Justice: A Crucial Adjunct to the Social Work Curriculum

    Science.gov (United States)

    van Wormer, Katherine

    2006-01-01

    This paper discusses the significance of restorative justice practices and orientations for social work education. It describes the four basic forms of restorative justice-victim-offender conferencing, community reparative boards, family group conferencing, and healing circles, with special relevance to social work. Learning about principles and…

  15. Special Justice for Peace: A Transitional Justice Model According to Modern Tendencies and Orientations of Law and Justice

    OpenAIRE

    Carlos Arturo Gómez Pavajeau

    2016-01-01

    The article analyses the constitutional implications of the peace agreement about Colombia’s armed conflict. It examines constitutional rules and international instruments about human rights, confronting the agreement with justice criteria in the national and international context, to underline the role of justice for the definitive solution of the conflict. By using the methodology of opposing concepts, it reviews the implications of formal justice and material justice, to establish the supe...

  16. Law and Justice CTE Program Offers a Hands-On Approach to Learning

    Science.gov (United States)

    Klein, Jennifer

    2013-01-01

    Tom Washburn, founder of the Law and Justice Program in Fulton County Schools in Atlanta, Georgia, sees career and technical education (CTE) as a framework for gains in reading comprehension, public speaking, math and science. "It's a holistic approach to learning, framed by law and justice. Behind the scenes we're reading novels, improving…

  17. What transitional justice in Zimbabwe? Women of Zimbabwe Arise ...

    African Journals Online (AJOL)

    Mary Ndlovu is a social justice and human rights activist with a background in education. Originally from Canada, she married a Zimbabwean nationalist in exile in Zambia and since returning with him to Bulawayo in 1980 has lived there, working in teacher education and the legal and human rights NGO sector.

  18. The relation between project management education and newer streams in project management research

    DEFF Research Database (Denmark)

    Leimbach, Timo; Goodall, Julie Bladt

    2017-01-01

    In the last decades, research in project management (PM) has experienced significant new inputs from a range of new PM methodologies and critical research streams. As a consequence, members of the more critical streams have called for the education of project managers to advance from that of trai......In the last decades, research in project management (PM) has experienced significant new inputs from a range of new PM methodologies and critical research streams. As a consequence, members of the more critical streams have called for the education of project managers to advance from...... that of training technicians, to fostering reflective practitioners that are better equipped to handle the increasing complexity of the profession. This paper is based on a recently commenced re-search project titled "Rethinking Project Management Education – the Role of Universities" that is aimed at analysing...... how the development of PM research is reflected in the education of project managers. On the basis of a short overview of the state of the art of PM education research and practices, the possible challenges for the development of PM education are discussed, and, finding that there is a lack...

  19. Projects: viable alternatives in the Environmental Education?

    Directory of Open Access Journals (Sweden)

    Marcos Jose Terossi

    2011-11-01

    Full Text Available In this article we are going to develop the reflection about the projects, its genesis, its use in education and environmental education.To this end, we will promote the discussion about the so-called "method of projects" and "projects pedagogy", with a comparison between them and outlining the approach that we consider most appropriate to EA, its limits and possibilities within the critical perspective, manufacturing and emancipatory education.

  20. Romanian Educational Seismic Network Project

    Science.gov (United States)

    Tataru, Dragos; Ionescu, Constantin; Zaharia, Bogdan; Grecu, Bogdan; Tibu, Speranta; Popa, Mihaela; Borleanu, Felix; Toma, Dragos; Brisan, Nicoleta; Georgescu, Emil-Sever; Dobre, Daniela; Dragomir, Claudiu-Sorin

    2013-04-01

    Romania is one of the most active seismic countries in Europe, with more than 500 earthquakes occurring every year. The seismic hazard of Romania is relatively high and thus understanding the earthquake phenomena and their effects at the earth surface represents an important step toward the education of population in earthquake affected regions of the country and aims to raise the awareness about the earthquake risk and possible mitigation actions. In this direction, the first national educational project in the field of seismology has recently started in Romania: the ROmanian EDUcational SEISmic NETwork (ROEDUSEIS-NET) project. It involves four partners: the National Institute for Earth Physics as coordinator, the National Institute for Research and Development in Construction, Urban Planning and Sustainable Spatial Development " URBAN - INCERC" Bucharest, the Babeş-Bolyai University (Faculty of Environmental Sciences and Engineering) and the software firm "BETA Software". The project has many educational, scientific and social goals. The main educational objectives are: training students and teachers in the analysis and interpretation of seismological data, preparing of several comprehensive educational materials, designing and testing didactic activities using informatics and web-oriented tools. The scientific objective is to introduce into schools the use of advanced instruments and experimental methods that are usually restricted to research laboratories, with the main product being the creation of an earthquake waveform archive. Thus a large amount of such data will be used by students and teachers for educational purposes. For the social objectives, the project represents an effective instrument for informing and creating an awareness of the seismic risk, for experimentation into the efficacy of scientific communication, and for an increase in the direct involvement of schools and the general public. A network of nine seismic stations with SEP seismometers

  1. RESTORATIVE JUSTICE DALAM SISTEM PERADILAN PIDANA ANAK / Restorative Justice In Juvenile Justice System

    Directory of Open Access Journals (Sweden)

    Randy Pradityo

    2016-11-01

    Full Text Available Anak sebagai generasi penerus bangsa sudah selayaknya mendapatkan perhatian khusus. Hal tersebut bertujuan dalam rangka pembinaan anak untuk mewujudkan sumber daya manusia yang berkualitas. Maka dari itu, diperlukan pula sarana dan prasarana hukum yang mengantisipasi segala permasalahan yang timbul. Sarana hukum ini bertujuan untuk mengantisipasi stigma atau cap jahat yang ditimbulkan ketika anak berhadapan dengan hukum, sekaligus memulihkan dan memasyarakatkan kembali anak tersebut. Salah satu solusinya adalah dengan mengalihkan atau menempatkan pelaku tindak pidana anak keluar dari sistem peradilan pidana serta memberikan alternatif bagi penyelesaian dengan pendekatan keadilan demi kepentingan terbaik bagi anak, yang kemudian dikenal dengan pendekatan restorative justice. Restorative justice yang merupakan implementasi konsep dari diversi telah dirumuskan dalam sistem peradilan pidana anak, namun sistem yang baik haruslah diiringi dengan suatu sikap yang dijiwai kehendak untuk memandang dan berkeyakinan bahwa dunia ini selalu menjadi lebih baik. Selain itu, hendaknya prinsip the best interest of the children selalu diutamakan ketika menangani anak yang berhadapan dengan hukum.   Children as the nation's next generation is already deserve special attention. It aims in order to develop the child to realize the quality of human resources. Therefore, it is also necessary legal infrastructure to anticipate any problems that arise. The legal means to anticipate stigma or stamp evil inflicted when the child against the law, as well as restoring and re-socialize the child. One solution is to divert or placing the offender children out of the criminal justice system as well as providing an alternative to the settlement with justice approach in the best interests of the child, who was then known as restorative justice approach. Restorative justice which is the implementation of the concept of diversion has been formulated in the juvenile justice system

  2. Learning to teach science for social justice in urban schools

    Science.gov (United States)

    Vora, Purvi

    This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also

  3. Campania Region's Educational Quality Facilities Project

    Science.gov (United States)

    Ponti, Giorgio

    2009-01-01

    This article describes the Educational Quality Facilities project undertaken by Italy's Campania Region to provide quality facilities to all of its communities basing new spaces on the "Flexible Learning Module". The objectives of the five-year project are to: build and equip new educational spaces; improve the quality of existing…

  4. Project Management in Higher Education

    Science.gov (United States)

    Alpert, Shannon Atkinson

    2011-01-01

    This study identified factors that influenced the use of project management in higher education research projects. Using a qualitative grounded theory approach that included in-depth interviews with assistant professors, the researcher examined how these individuals were using project management processes and tools and factors that enabled,…

  5. Effect of Organizational Justice Behaviors on Organizational Silence and Cynicism: A Research on Academics from Schools of Physical Education and Sports

    Science.gov (United States)

    Erdogdu, Murat

    2018-01-01

    In this research, it is aimed to examine the effect of organizational justice behaviors on organizational silence and cynicism based on the opinions of academics who serve in Schools of Physical Education and Sports, and Faculties of Sports Sciences. Research group consisted of academics from 22 different universities in Turkey. There are 320…

  6. Justice and Negotiation.

    Science.gov (United States)

    Druckman, Daniel; Wagner, Lynn M

    2016-01-01

    This review article examines the literature regarding the role played by principles of justice in negotiation. Laboratory experiments and high-stakes negotiations reveal that justice is a complex concept, both in relation to attaining just outcomes and to establishing just processes. We focus on how justice preferences guide the process and outcome of negotiated exchanges. Focusing primarily on the two types of principles that have received the most attention, distributive justice (outcomes of negotiation) and procedural justice (process of negotiation), we introduce the topic by reviewing the most relevant experimental and field or archival research on the roles played by these justice principles in negotiation. A discussion of the methods used in these studies precedes a review organized in terms of a framework that highlights the concept of negotiating stages. We also develop hypotheses based on the existing literature to point the way forward for further research on this topic.

  7. Project Work in Networked Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Helbo, Jan; Jensen, Lars Peter

    2000-01-01

    -study, whereas the project study form is based on collaboration and dialogue. Consequently, successful implementation of project work in distance education requires extensive utilisation of new information and communication technology. In this paper the experiences of project work in a new Master of Industrial...... devoted to courses and the other half to project work. A computer conference system, LuvitÒ provides facilities for the courses, as well as structured synchronous and asynchronous communication. Eight times per year two-day seminars are held at the university for intensive lectures, project work......Problem oriented project work has been the foundation for the educational system at Aalborg University since its start 25 years ago. The duration of each student project is one semester, and the students spend half of their time working on the project in groups of typically 5-6 persons...

  8. Social Justice and Spirituality: Educating for a Complicated Workplace

    Science.gov (United States)

    English, Leona M.; Cameron, Paula

    2016-01-01

    This chapter proposes a spiritually relevant and social justice pedagogy that assists learners in making the transition to the workplace. Key elements of this spirituality include religion, cultural diversity, identity, health, and social class. Pedagogical strategies for infusing this spirituality in the curriculum are given.

  9. Organisational justice and smoking: the Finnish Public Sector Study.

    Science.gov (United States)

    Kouvonen, Anne; Vahtera, Jussi; Elovainio, Marko; Cox, Sara J; Cox, Tom; Linna, Anne; Virtanen, Marianna; Kivimäki, Mika

    2007-05-01

    To examine the extent to which the justice of decision-making procedures and interpersonal relationships is associated with smoking. 10 municipalities and 21 hospitals in Finland. Cross-sectional data derived from the Finnish Public Sector Study were analysed with logistic regression analysis models with generalised estimating equations. Analyses of smoking status were based on data provided by 34,021 employees. Separate models for heavy smoking (> or = 20 cigarettes/day) were calculated for 6295 current smokers. After adjustment for age, education, socioeconomic position, marital status, job contract and negative affectivity, smokers who reported low procedural justice were about 1.4 times more likely to smoke > or = 20 cigarettes/day compared with their counterparts who reported high levels of justice. In a similar way, after adjustments, low levels of justice in interpersonal treatment was significantly associated with an increased prevalence of heavy smoking (OR 1.35, 95% CI 1.03 to 1.77 for men and OR 1.41, 95% CI 1.09 to 1.83 for women). Further adjustment for job strain and effort-reward imbalance had little effect on these results. No associations were observed between justice components and smoking status or ex-smoking. The extent to which employees are treated with justice in the workplace seems to be associated with smoking intensity independently of established stressors at work.

  10. Teaching social justice: Reframing some common pedagogical ...

    African Journals Online (AJOL)

    Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses ...

  11. Economic Justice: Necessary Condition for Human Rights.

    Science.gov (United States)

    Cloud, Fred

    1993-01-01

    Economic justice means taking the personhood of poor people into account; respecting their needs, personal ambitions, rights, and dignity; and affording equal opportunity and equal access to education, health care, housing, and jobs. Examples of injustice to minority groups are provided, citing the Universal Declaration of Human Rights. (SLD)

  12. Rough Justice? Exploring the Relationship Between Information Access and Environmental and Ecological Justice Pertaining to Two Controversial Coastal Developments in North-east Scotland

    Directory of Open Access Journals (Sweden)

    Graeme Baxter

    2014-09-01

    Full Text Available This paper explores the relationship between information access and environmental and ecological justice through an historical comparison of two controversial coastal developments in Aberdeenshire, North-east Scotland: the building of a North Sea gas reception terminal by the British Gas Council and the French exploration company Total Oil Marine in the 1970s; and the more recent construction of ‘the greatest golf course anywhere in the world’ by the American property tycoon, Donald Trump. These two projects have much in common, not least because each one has had actual or potential impacts on an environmentally sensitive site, and because each has also been affected by plans for another major structure in its immediate vicinity. But the Trump golf course project has taken place during a period when access to information and citizens’ influence on major planning decisions in Scotland has been significantly greater, at least theoretically. With these points in mind, the paper considers whether or not environmental justice (more specifically, procedural environmental justice and ecological justice are now more attainable in the current era of supposed openness, transparency and public engagement, than in the more secretive and less participative 1970s. It reveals that, at the planning application stage, information on the potential environmental impact of Trump’s golf resort was more readily obtainable, compared with that provided by the Gas Council and Total forty years earlier. However, during and after the construction stage, when considering whether or not the developments have met environmental planning conditions – and whether or not ecological justice has been done – the situation with the gas terminal has been far clearer than with Trump’s golf resort. Despite the golf course being built in an era of government openness, there remain a number of unanswered questions concerning its environmental impact.

  13. Justice seems not to be for all: Exploring the scope of justice

    OpenAIRE

    Lima-Nunes, Aline; Pereira, Cícero Roberto; Correia, Isabel

    2013-01-01

    The idea that “justice is for everyone” seems to be over. A justice perception can have unfair consequences for those who are perceived not to be included within the boundaries of fairness. This is what the scope of justice is all about: who is within and who is outside of the “justice boundaries”. This paper intends to clarify the concept and explain how social psychologists work with it in real-life contexts. We argue that the scope of justice is a key concept that helps us to understand a ...

  14. Constructing a Social Justice Tour: Pedagogy, Race, and Student Learning through Geography

    Science.gov (United States)

    Barnd, Natchee

    2016-01-01

    This article describes a high-impact learning project that combines geography, history, and ethnic studies. It describes the construction of the course, student outcomes, and the final and publicly presented collaborative project: the Social Justice Tour of Corvallis. Based on work in a small largely white town, this project presents a…

  15. When the Social Justice Learning Curve Isn't as Steep: How a Social Foundations Course Changed the Conversation

    Science.gov (United States)

    Cohen, Beth Douthirt; Tokunaga, Tomoko; Colvin, Demetrius J.; Mac, Jacqueline; Martinez, Judith Suyen; Leets, Craig; Lee, Douglas H.

    2013-01-01

    This article explores the limits of introductory social justice education and the ways in which a social foundations course could expand and deepen the social justice lens of current and future educators. The authors, members of an introductory graduate-level Social Foundations course, discuss the limitations they realized in their previous social…

  16. Civic Republican Social Justice and the Case of State Grammar Schools in England

    Science.gov (United States)

    Peterson, Andrew

    2018-01-01

    The aim of this paper is to consider the ways in which civic republican theory can provide a meaningful and useful account of social justice, one that is which holds resonance for educational debates. Recognising the need for educationalists interested in civic republicanism to pay greater attention to ideas of justice--and in particular social…

  17. RESTORATIVE JUSTICE DALAM UNDANG-UNDANG SPPA: IMPLIKASINYA BAGI PEKERJAAN SOSIAL

    Directory of Open Access Journals (Sweden)

    Edi Suharto

    2016-01-01

    Full Text Available Act No. 11 Year 2012 on the Juvenile Justice Systemthat now come into force, grounded in the concept of restorative justice. Restorative justice is the completion of the criminal case together relevant parties in order to seek a fair settlement with the emphasis on restoring back to its original state. To achieve this restorative justice efforts for settling disputes diversion or transfer of children from the criminal justice process to the outside of the criminal justice process. At this diversion efforts have implications for social work. If previously a social worker who has a small role for children in conflict with the law (ABH, it is now a greater role. So it is necessary to enhance the quality and quantity of social workers. Improved quality and quantity must be followed by efforts such as education and training. Institutional quality of social welfare services should also be strengthened because it is the institution that will hold ABH when diversion efforts agreed by the parties. Keyword: Restorative Justice; Diversion; Social Workers   ABSTRAK UU SPPA yang sekarang mulai berlaku, berpijak pada paradigma restorative justice. Restorative justice merupakan penyelesaian perkara tindak pidana bersama-sama pihak terkait dalam rangka mencari penyelesaian yang adil dengan menekankan pemulihan kembali pada keadaan semula. Untuk mencapai keadilan restoratif ini dilakukan upaya diversi atau pengalihan penyelesaian perkara anak dari proses peradilan pidana ke proses di luar peradilan pidana. Pada upaya diversi inilah memiliki dampak bagi pekerjaan sosial. Jika sebelumnya pekerja sosial mempunyai peranan yang kecil kepada anak yang berhadapan dengan hukum (ABH, maka kini peranannya lebih besar. Sehingga dibutuhkan peningkatan kualitas maupun kuantitas. Peningkatan kualitas maupun kuantitas harus diikuti dengan upaya seperti pendidikan dan pelatihan. Kualitas kelembagaan pelayanan kesejahteraan sosial juga harus diperkuat karena lembaga inilah yang

  18. Feminist Challenges to the Reframing of Equality and Social Justice

    DEFF Research Database (Denmark)

    Siim, Birte

    2016-01-01

    Global mobility and the present economic, political and refugee crisis have resulted in political contestations and new theoretical challenges. Inspired by several European research projects, in this paper I reflect upon feminist activism and the challenges to reframing equality and social justice...... in contemporary society (see Siim & Mokre, 2013; Lazaridis et al., 2016). I first discuss intersectional relations between anti-racist activism and feminist activism in the Danish context. Then I discuss how feminist theorists can contribute to the reframing of (gender) equality and social justice in contemporary...... for a transnational approach to social justice, premised on redistribution, recognition and participatory parity. I argue that both need to be adapted in order to contribute to an understanding of the feminist challenges in the particular Nordic contexts....

  19. Denmark: Welfare Society, Social Justice and the Role of Career Guidance

    DEFF Research Database (Denmark)

    Thomsen, Rie

    11 in 10 years. This presentation considers what social justice means for educational and vocational guidance in Denmark. It covers the development in the Danish career guidance system for young people and show how the service has become more targeted towards marginalised youth. Finally different......Denmark: Welfare Society, Social Justice and the Role of Career Guidance Dr. Rie Thomsen, Aarhus University in Copenhagen, Denmark Denmark is a welfare state in Scandinavia and amongst the most equal countries in the world but it has dropped from being the most equal country in the world to number...... targeting strategies and modes of delivery are discussed in relation to social justice....

  20. Comparative Supreme Justice

    Directory of Open Access Journals (Sweden)

    Ditlev Tamm

    2011-12-01

    Full Text Available This article deals with the great variety of Supreme Courts in the world today and presents some selected courts. Supreme Courts are found in most countries both as only apex courts or in a courts’ system where also supreme administrative courts or constitutional courts are found. The starting point is the variation of supreme justice in the Nordic countries where one apex court is the system of Denmark and Norway whereas administrative courts are found in Sweden and Finland. Constitutional courts stem from the European tradition and are most abundant in Europe and in countries with a civil law system but especially in Africa they are also found in common law countries. Mexico is mentioned as a specific example of a Supreme Court that has taken upon itself to be a main player in the endeavour to communicate the law to a general audience. The article is a presentation with samples of what is going to be a project on comparative supreme justice in which the position of supreme courts in the various states, the recruitment scheme and competence of the courts and other such factors will be analyzed on a global basis.

  1. Educação, justiça e direitos humanos Education, justice, and human rights

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Vilar Estêvão

    2006-04-01

    , giving special emphasis to the individualistic and merchantilized tendencies to see democracy and the rights, and to the deliberative and communicative conceptions of democracy, and their consequences in terms of justice and human rights. From this point, the reflection veers towards the field of education as another locus of justice, debating the issue of school justice and the concept of the school as a dialogical and communicative organization, highlighting, in Habermasian terms, the systemic and communicative functionalities that permeate it. The author concludes this framework by stressing, within the idea that the school is a place of many worlds and justices, the multiples rationalities mobilized by the school agents, who should make their choices aware of the fact that, when the communicative-emancipative rationality predominates over other types of rationality, justice and rights open up and universalize. Finally, this discussion is continued in the last part of the article, but now referred to the challenges of globalization understood in several senses, finishing with the reference, within a counter-hegemonic concept of globalization, to a "cosmopolitical democracy", supportive of a solidary and cosmo-citizenly cordiality based on the humans rights.

  2. Youth Education - Programs / Projects

    OpenAIRE

    2004-01-01

    Christine Bozak: 4-H Steers that Work. Rebecca Brooks: Relationship Skills Education. Travis Burke: Defining Competency in the 4-H Professional’s Job. Holly L. Hays Butler: 4-H at the Indiana School for the Deaf . Kevin D. Chilek: Quality Assurance Program for Youth Livestock Exhibitors. Graham Cochran: Lessons from an Innovative Urban Youth Education Center. Steve Cramer: Use Activities Fun and Humor to Teach Character Education. Annette Devitt: Life on the Farm Project. Janet Edwards: Emot...

  3. Teaching College Students Communication Strategies for Effective Social Justice Advocacy. Black Studies and Critical Thinking. Volume 23

    Science.gov (United States)

    Nash, Robert J., Ed.; Johnson, Richard Greggory, III, Ed.; Murray, Michele C., Ed.

    2012-01-01

    The book deals concretely with the most effective ways for educators to be social justice advocates, with questions about what it means to be a social justice advocate, and with the best communication strategies to advocate for a particular social justice view that might start and sustain an open dialogue. The book presents a number of practical…

  4. About the rights with which we are born: The radical natural law and the social justice from K. Marx up to neoliberalism

    Directory of Open Access Journals (Sweden)

    Kuljić Todor

    2017-01-01

    Full Text Available The natural law is a overempiric law that does not owe his dignity to the legal norm than to the intrinsic qualities of a human being. This paper presents a different hierarchical position of the natural law in the critics of capitalism from K. Marx to our days and its different intonation as a superpositive framework of justice. One should analytically differentiate between (1 theoretical search for social justice in the philosophy of the natural law (K.Marx, M.Weber, G.Radbruch, L.Strauss, E.Bloch, Lj.Tadić and (2 empirical identification of power relations that allowed or hindered social justice in the reality. The paper provides analysis of historically different relationships between positive and radical natural law in both the compressed 20th century epochal conscience and today’s neoliberal one. In addition, it compares role of the natural law in capitalism and socialism and differentiates between social justice from above and social justice from below. The first one is gratuitous, paternalistic and limited, the second one is radical and has to be conquered. Radical natural law should express itself as a fully developed social justice liberated from capitalism. Critic of social unjustice from the viewpoint of natural law has no practical effects in our days, and in spite of it, it is not anachronistic. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 149005: Društveni akteri i društvene promene u Srbiji 1990-2010

  5. Sex Education Justice: A Call for Comprehensive Sex Education and the Inclusion of Latino Early Adolescent Boys

    Science.gov (United States)

    Kouyoumdjian, Claudia; Guzman, Bianca L.

    2013-01-01

    Many sex education programs do not conceptualize adolescent sexuality as a normative process of development, thus sexuality is not part of a holistic picture of health education.The current project examines the multiple determinants of adolescent boys' sexual behaviors in the context of developing sex education. Limited research has examined the…

  6. Justice delayed is justice denied: Protecting Miners against ...

    African Journals Online (AJOL)

    Justice delayed is justice denied: Protecting Miners against Occupational ... of section 35 of Compensation for Occupational Injuries and Diseases Act 130 of ... of the Mankayi case for the system of occupational health and safety in South Africa. ... KEYWORDS: Occupational health; diseases; injuries; employees; protection; ...

  7. Educational Justice, Epistemic Justice, and Leveling Down

    Science.gov (United States)

    Kotzee, Ben

    2013-01-01

    Harry Brighouse and Adam Swift argue that education is a positional good; this, they hold, implies that there is a qualified case for leveling down educational provision. In this essay, Ben Kotzee discusses Brighouse and Swift's argument for leveling down. He holds that the argument fails in its own terms and that, in presenting the problem…

  8. African Transitional Justice Research Network - Phase II | CRDI ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The African Transitional Justice Research Network (ATJRN) aims to strengthen the capacity of African researchers and civil society institutions to conduct effective human rights advocacy through the production of high-quality, locally based and targeted empirical research. Phase I of the project (102862) focused on creating ...

  9. African Transitional Justice Research Network - Phase II | IDRC ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The African Transitional Justice Research Network (ATJRN) aims to strengthen the capacity of African researchers and civil society institutions to conduct effective human rights advocacy through the production of high-quality, locally based and targeted empirical research. Phase I of the project (102862) focused on creating ...

  10. Group Organized Project Work in Distance Education

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten; Jensen, Lars Peter

    2001-01-01

    Project organized problem based learning is a successful concept for on-campus education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work in a new...... Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. The main reasons are that the students...... must communicate electronically, and that they are under a fierce time strain, studying part time and typically with a full time job and a family. In this paper, the main problems experienced with group organized project work in distance education are described, and some possible solutions are listed...

  11. Adopting Problem-Based Learning in Criminology and Criminal Justice Education

    Directory of Open Access Journals (Sweden)

    Dae-Young Kim

    2014-06-01

    Full Text Available While problem-based learning (PBL has been successfully used in many disciplines for over 30 years, it has not yet been widely adopted by criminal justice instructors. It is a student-centered curriculum that empowers undergraduate students to decide what they learn and to apply their knowledge and skills while solving real-world problems in relevant and authentic contexts. The present study provides an overview of PBL and empirical evidence for the effectiveness of problem-based instruction in many disciplines. This article offers theoretical foundations for adopting PBL in the study of crime and criminal justice. Finally, for scaffolding instructors striving to implement PBL, this article describes possible formats of implementation and also identifies the challenges new PBL instructors may encounter during application and provides specific recommendations.

  12. Co-workers' Justice Judgments, own Justice Judgments and Employee Commitment: A multi-foci approach

    Directory of Open Access Journals (Sweden)

    Florence Stinglhamber

    2008-06-01

    Full Text Available Using a sample of 212 employees, we conducted a study to examine whether employees use their co-workers' fairness perceptions to generate their own justice judgments and to develop their subsequent affective commitment. The conceptual framework used to investigate these linkages is social exchange theory combined with a multiple foci approach. Results of the structural equation modeling analyses revealed that co-workers' procedural justice judgments strengthened employee's own procedural justice judgments, which in turn influenced their affective commitment to the organisation. Similarly, co-workers' interactional justice judgments increased employee's own interactional justice judgments, which in turn impacted on their affective commitment to both the supervisor and the organisation. As a whole, findings suggest that coworkers' justice judgments strengthened employee's affective attachments toward the justice sources by reinforcing employee's own justice perceptions.

  13. Justice in human research ethics. A conceptual and practical guide.

    Science.gov (United States)

    Pieper, Ian; Thomson, Colin J H

    2013-03-01

    One of the core values to be applied by a body reviewing the ethics of human research is justice. The inclusion of justice as a requirement in the ethical review of human research is relatively recent and its utility had been largely unexamined until debates arose about the conduct of international biomedical research in the late 1990s. The subsequent amendment of authoritative documents in ways that appeared to shift the meaning of conceptions of justice generated a great deal of controversy. Another difficulty has been that both the theory and the substance of justice that are applied by researchers or reviewers can be frequently seen to be subjective. Both the concept of justice--hether distributive or commutative--and what counts as a just distribution or exchange--are given different weight and meanings by different people. In this paper, the origins and more recent debates about the requirement to consider justice as a criterion in the ethical review of human research are traced, relevant conceptions of justice are distinguished, and the manner in which they can be applied meaningfully in the ethical review of all human research is identified. We also explain the way that these concepts are articulated in, and the intent and function of, specific paragraphs of the National Statement on Ethical Conduct in Human Research (2007). The National Statement identifies a number of issues that should be considered when a human research ethics committee is reviewing the justice aspects of an application. We provide guidance to researchers as to how they can show that there is a fair distribution of burdens and benefits in the participant experience and the research outcomes. We also provide practical guidance to researches on how to think through issues of justice so that they can demonstrate that the design of their research projects meets this ethical requirement.

  14. Intersectionality and Social Space: Educational Justice in Deprived Schools

    Science.gov (United States)

    Bremm, Nina; Racherbäumer, Kathrin

    2018-01-01

    Drawing upon a broad concept of inclusion, the first section of this article is dedicated to a critical discussion of the principle of "equal opportunities," which currently dominates the social justice discourse in Germany. Specifically, this section examines how far this principle, which focuses on the role of the individual in…

  15. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    Science.gov (United States)

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

    2015-01-01

    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  16. Project organized Problem-based learning in Distance Education

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

    2002-01-01

    Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

  17. Project-Organized Problem-Based Learning in Distance Education

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

    2003-01-01

    Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

  18. 76 FR 71329 - Request for Information Regarding Private Education Loans and Private Educational Lenders

    Science.gov (United States)

    2011-11-17

    ... Regarding Private Education Loans and Private Educational Lenders AGENCY: Bureau of Consumer Financial... Justice and the Federal Trade Commission, to prepare a Report on Private Education Loans and Private... Justice and the Federal Trade Commission, to prepare a Report on Private Education Loans and Private...

  19. 論M. Nussbaum「能力取向」的正義觀與教育發展 On M. Nussbaum’s Capability Approach to Justice and Its Application to Education

    Directory of Open Access Journals (Sweden)

    王俊斌 Chun-Ping Wang

    2010-06-01

    Full Text Available 本文依據M. Nussbaum「能力取向」正義觀之分析,說明她對J. Rawls《正義論》的例外狀況所提出的批評與補充,並且據此擴展教育發展的可能視野。基於上述目的,本文首先討論Nussbaum 在《正義的疆界》一書中的論述旨趣及其對《正義論》的深究與理論擴充;其次,藉由「能力取向」理論解釋殘障、國籍與物種等三種正義的例外狀況,並且據此陳顯一種能真正企圖提供每個人皆能公 平行使各種能力之公義社會。最後,本文則是以「能力取向」為基礎,試圖從三個面向開展促進教育發展之另類正義視野,分別為:「弱勢者的福祉及其教育需求」、「以『能力取向』補充國際教育成效比較的GNP 分析模式」以及「滿足『能力』需求的合理限制與生態公民素養教育」等。 This article attempts to analyze Martha Nussbaum’s capability approach to justice, explain her criticism and renewed idea about the exceptive situations of John Rawls’s A Theory of Justice, and apply her view to education in hope of actualizing true justice. According to these aims, the author, firstly, discusses Nussbaum’s theoretical argument about Rawls’s justice theory on the basis of Frontiers of Justice: Disability, Nationality, Species Membership. Secondly, the author illustrates the un-justice issues of impairment (or disability, nationality, and sufferings of non-human species. Finally, the author raises three alternative versions of justice for the sake of further educational development. These include “to enhance the happiness of the disadvantaged and satisfy their educational needs,” “to use the capability approach to modify GNP comparative model of international evaluation of educational achievements,” and “to fulfill reasonable limitation on satisfaction of capability functioning and eco-citizenship education.”

  20. Incorporating feminist theory and insights into a restorative justice response to sex offenses.

    Science.gov (United States)

    Hopkins, C Quince; Koss, Mary P

    2005-05-01

    Sex offenses, particularly nonpenetration sex offenses and acquaintance sexual assault, are all too common. Because these crimes reinforce women's fear of crime and restrict spatial and social freedom, it is paramount for the justice system to act affirmatively; however, it does not. This article identifies several failures in the current response to these sex offenses. We describe the research demonstration project, RESTORE, operating in Pima County, Arizona, which uses a restorative justice response as a way of remedying some of those failures. Identifying central feminist insights that guided the development of that project, the article addresses concerns raised by feminists about the use of restorative justice for gendered violence. We conclude that most if not all of these concerns apply to cases of on going domestic violence--cases specifically excluded from the RESTORE program--rather than to cases of acquaintance sexual assault or nonpenetration sex offenses.

  1. The Relationship between Perceived Organizational Justice, Organizational Commitment and Job Satisfaction

    Directory of Open Access Journals (Sweden)

    Masoomeh Saadati

    2016-04-01

    Full Text Available Background and Objectives: One of the latent and consequential factors of facilitation of organizational justice is staff members’ level of organizational commitment. The present study aimed at surveying the relationships between various dimensions of organizational justice with organizational commitment and job satisfaction of staff of a Medical University. Methods: 263 staff members were eligible and agreed to participate in the survey.  Data related to demographic characteristics, perceived organizational justice (Rego and Kanha scale, and organizational commitment (Meyer and Allen questionnaire and job satisfaction (Saneie scale were collected. Validity and reliability of research methodology were measured through utilization of Content Validity Index and internal consistency procedure, respectively. Results: Organizational justice, organization commitment, and job satisfaction were all positively correlated. There were positive and significant correlations between job satisfaction with organizational justice and organizational commitment with organizational justice. Furthermore, Multiple linear regression analysis showed that all three parts of organizational justice can explain only 26% of the changes in organizational satisfaction and only organizational procedural justice can explain only 3.3% of the changes in organizational Commitment. Conclusion: Considering the research findings, it is proposed that in order to facilitate the level of organizational commitment, occupational circumstances such as educational facilities should be utilized. With such utilizations, functional and mental efficiency of staff will be improved and the sense of high level job efficiency is generated against any possible regret for choosing the particular organization.

  2. In Defense of Harry...but Not His Defenders: Beyond Censorship to Justice

    Science.gov (United States)

    Glanzer, Perry L.

    2004-01-01

    The weaknesses of the Harry Potter series and other controversial literatures, which protect student's liberty of conscience and accomplish the ends of public education, are examined. The ways in which educators show justice to different worldviews when assigning literature are discussed.

  3. Geographies of justice: preschool-childcare provision and the conceptualisation of social justice

    OpenAIRE

    S L Holloway

    1998-01-01

    During the 1990s geographers of diverse philosophical orientations have shown a renewed interest in questions of justice. The author draws on empirical work on childcare provision in Sheffield, England, in order to evaluate two different approaches to the geography of justice and hence the theories of social justice which lie behind these; in particular she explores the different geographies of childcare produced by the territorial-justice approach, which is based on a liberal conception of s...

  4. Developing a training module on Gender & spatial justice

    NARCIS (Netherlands)

    Tummers, L.C.

    2015-01-01

    Justice is more than a legal matter: it has spatial and environmental implications and is related to engineering. The concept of ‘spatial justice’ was introduced in 2010 in planning by Eduard Soja. It indicates the accessibility of urban resources such as education and healthcare. Under democratic

  5. Justice Globalism

    NARCIS (Netherlands)

    Wilson, Erin; Steger, Manfred; Siracusa, Joseph; Battersby, Paul

    2014-01-01

    The pursuit of a global order founded on universal rules extends beyond economics into the normative spheres of law, politics and justice. Justice globalists claim universal principles applicable to all societies irrespective of religion or ideology. This view privileges human rights, democracy and

  6. Great Constitutional Ideas: Justice, Equality, and Property.

    Science.gov (United States)

    Starr, Isidore

    1987-01-01

    Examines the ideas of justice, equality, and property as they are represented in the Declaration of Independence, the U.S. Constitution and the Bill of Rights. Discusses how these ideas affect the way public schools operate and the lessons educators teach or don't teach about our society. Includes ideas for classroom activities. (JDH)

  7. Creativity, Social Justice and Human Rights within Adult Education

    Science.gov (United States)

    Brown, Susannah

    2015-01-01

    In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a…

  8. Mobilizing the Eastside of Los Angeles for Educational Justice

    Science.gov (United States)

    Perez, Henry M.; Madera, Perla

    2015-01-01

    This article describes a ten-year effort led by youth, community organizers, and a range of partners that resulted in two new, successful high schools and showed the power of grassroots mobilization for social justice. Since opening in 2009 and 2010 respectively, Felicitas and Gonzalo Mendez High School for College and Career Preparation and…

  9. Juvenile Violence, Policing and Access to Justice in Latin America ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Juvenile Violence, Policing and Access to Justice in Latin America ... Brazil, Colombia and Mexico, this project will examine youth crime, relations with the police ... Call for new OWSD Fellowships for Early Career Women Scientists now open.

  10. Truth and victims’ rights: Towards a legal epistemology of international criminal justice

    OpenAIRE

    Aguilera, Edgar R.

    2013-01-01

    The author advances the thesis that the now well established international crime victims' right to know the truth creates an opportunity for an applied epistemology reflection regarding international criminal justice. At the heart of the project lies the author's argument that this victims' right -if taken seriously- implies both the right that the international criminal justice system's normative structures or legal frameworks and practices feature a truth-promoting profile, or in other word...

  11. Justice at the millennium: a meta-analytic review of 25 years of organizational justice research.

    Science.gov (United States)

    Colquitt, J A; Conlon, D E; Wesson, M J; Porter, C O; Ng, K Y

    2001-06-01

    The field of organizational justice continues to be marked by several important research questions, including the size of relationships among justice dimensions, the relative importance of different justice criteria, and the unique effects of justice dimensions on key outcomes. To address such questions, the authors conducted a meta-analytic review of 183 justice studies. The results suggest that although different justice dimensions are moderately to highly related, they contribute incremental variance explained in fairness perceptions. The results also illustrate the overall and unique relationships among distributive, procedural, interpersonal, and informational justice and several organizational outcomes (e.g., job satisfaction, organizational commitment, evaluation of authority, organizational citizenship behavior, withdrawal, performance). These findings are reviewed in terms of their implications for future research on organizational justice.

  12. Project-Based Collaborative Learning in Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Bajard, C.; Helbo, Jan

    2003-01-01

    This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII)......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education.......) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII...

  13. From distributive to procedural justice. Justice as a constitutive value of public administration

    Directory of Open Access Journals (Sweden)

    Antonio SANDU

    2016-07-01

    Full Text Available The justice as an ethical value can be considered constitutive for contemporary administrative systems. These ones are asked to transpose into practice the ideal of justice in the community. The functioning of a modern state cannot be conceived without a series of institutions that would guarantee the achievement of justice. The legal system was established specifically to administer justice. Modern democratic systems felt the need for certain courts and extrajudicial procedures to create justice. The institutions required to implement the extrajudicial distribution of justice are part of the public administration, representing a central element of it. The model of a political system based on justice is a minimalist one; the role of the state is limited to making it possible for individuals to follow their own ideal of welfare. Opposed to justice, the ideal of welfare requests the state, and implicitly the administration, to ensure the individual the minimum conditions to live in that community. The minimal state centered on justice is the result of a modern paradigm with post-Kantian reverberations, which emphasize the rationality of human action. If the individual is rational, he only needs fair conditions in order to pursue his own welfare. The role of the administration is to ensure those conditions and to oversee the distribution of goods and services, as well as the distribution and redistribution of added value.

  14. Environmental justice: a criminological perspective

    Science.gov (United States)

    Lynch, Michael J.; Stretesky, Paul B.; Long, Michael A.

    2015-08-01

    This article examines studies related to environmental justice in the criminological literature and from a criminological perspective. Criminologists have long been concerned with injustices in the criminal justice system related to the enforcement of criminal law. In the 1990s, following the emergence of green criminology, a handful of criminologists have drawn attention to environmental justice as an extension of more traditional criminological studies of justice and injustice. Relevant criminological studies of environmental justice are reviewed, and suggestions for future environmental justice research are offered.

  15. Justice and medical ethics.

    Science.gov (United States)

    Gillon, R

    1985-07-20

    Justice, in the sense of fair adjudication between conflicting claims, is held to be relevant to a wide range of issues in medical ethics. Several differing concepts of justice are briefly described, including Aristotle's formal principle of justice, libertarian theories, utilitarian theories, Marxist theories, the theory of John Rawls, and the view--held, for example, by W.D. Ross--that justice is essentially a matter of reward for individual merit.

  16. Institutional projects in Educational Scientific activity

    Directory of Open Access Journals (Sweden)

    Oscar Ovidio Calzadilla Pérez

    2008-12-01

    Full Text Available Criteria are dealt, in particular, about the conceptual connotation and practice of the institutional project or the school as a particular type of educative project, because it is a developing, participative and sustainable way for the generation of the Educational and Scientific Activity aimed at the search of quality and excelence in the Cuban pedagogical context nowadays. The considerations stat ed have been lived by the authors through the “Centro Consultor para la Estimulación del Talento Verbal” Project performance in the Provincial Elementary School of Referente “Dalquis Sánchez Pupo”, in Holguin province.

  17. Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy

    Science.gov (United States)

    Radd, Sharon I.; Grosland, Tanetha J.

    2018-01-01

    Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The…

  18. OUTLAWING AMNESTY: THE RETURN OF CRIMINAL JUSTICE IN TRANSITIONAL JUSTICE SCHEMES*

    Directory of Open Access Journals (Sweden)

    Lisa J. Laplante, University of Connecticut-School of Law, Estados Unidos

    2012-11-01

    Full Text Available Abstract: This Article responds to an apparent gap in the scholarly literature which fails to merge the fields of human rights law and international criminal law—a step that would resolve the current debate as to whether any amnesty in transitional justice settings is lawful. More specifically, even though both fields are a subset of transitional justice in general, the discipline of international criminal law still supports the theory of “qualified amnesties” in transitional justice schemes, while international human rights law now stands for the proposition that no amnesty is lawful in those settings. This Article brings attention to this new development through a discussion of the Barrios Altos case. This Article seeks to reveal how an international human rights decision can dramatically impact state practice, thus also contributing to a pending question in international human rights law as to whether such jurisprudence is effective in increasing human rights protections. The Article concludes by looking at the implications of this new legal development in regard to amnesties in order to encourage future research regarding the role of criminal justice in transitional justice schemes. Keywords: Amnesty in the Americas. Transitional Justice. Human Rights Violations

  19. The Space for Restorative Justice in the Ethiopian Criminal Justice System

    Directory of Open Access Journals (Sweden)

    Endalew Lijalem Enyew

    2014-12-01

    Full Text Available Restorative Justice (RJ is an alternative way of apprehending crime and justice which views crime as a violation of a relationship among victims, offenders and community, and which allows the active participation of the crime’s stakeholders. It has the objective of ‘putting right’ the wrong done, to restore the broken relationship and to reintegrate the offender back into society. The Ethiopian criminal justice system views crime primarily as a violation of the state’s criminal laws, either in the form of a commission or omission. It excludes the community from participation, and gives no opportunity to the victim to fully participate in the process. Nor is there a satisfactory legal procedure which enables the public prosecutor to adequately protect the victim’s interest. The focus of the public prosecutor is to have the accused convicted and punished, instead of encouraging them to take responsibility to undo the wrong they have committed. This article thus examines whether restorative justice has a place in the formal legal framework of the existing Ethiopian criminal justice system; and analyses the prospects for, and the challenges that may hinder, the implementation of restorative justice practice in this framework.

  20. Teachers Explore How to Support Young Children's Agency for Social Justice

    Science.gov (United States)

    Mackey, Glynne; de Vocht-van Alphen, Lia

    2016-01-01

    This study reports findings from an exploratory research project that contributed to an OMEP World Project on the importance of equality in being able to achieve a sustainable world and a healthy society. The teachers and researchers came together because of their interest in social justice to explore how they could support young children's sense…

  1. Impact evaluation in multicultural educational projects : case: ADAPTYKES project

    OpenAIRE

    Kuusisto, Miika

    2014-01-01

    The objective of this thesis was to examine the common evaluation concepts of the European Union’s funded projects. Such concepts inter alia are effectiveness, impacts and sustainability. The aim was to study how these are realized in multicultural educational case–project in a context, where the project is funded by the European Commission’s Leonardo DaVinci Programme. Thesis introduces two evaluation approaches, which are Logical Framework Approach and Realistic evaluation model. The fi...

  2. WORK ETHICS, ORGANIZATIONAL ALIENATION AND JUSTICE AMONG HEALTH INFORMATION TECHNOLOGY MANAGERS.

    Science.gov (United States)

    Zadeh, Jamileh Mahdi; Kahouei, Mehdi; Cheshmenour, Omran; Sangestani, Sajjad

    2016-06-01

    Failure to comply with work ethics by employees working in Health Information Technology (HIT) Departments and their negative attitudes about organizational justice may have an adverse impact on patient satisfaction, quality of care, collecting health statistics, reimbursement, and management and planning at all levels of health care; it can also lead to unbearable damages to the health information system in the country. As so far there has been no research on HIT managers to assess the moral and ethical aspects of works and their relationship with organizational alienation and justice, this study aimed to evaluate the relationship between work ethics and organizational justice and alienation among the HIT managers. This study was performed in affiliated hospitals of Semnan University of medical sciences in Semnan, Iran, in 2015. In this study, a census method was used. The data collection tool was a researcher made questionnaire. There was a negative and significant relationship between work ethic and organizational alienation (B= - 0.217, Pethic and organizational justice (B= 0.580, Pethic (B= - 0.215, P=0.034) and organizational justice (B=- 0.147, P=0.047). The results of this study showed that the managers' attitude toward justice and equality in the organization can affect their organizational commitment and loyalty and thus have a significant impact on the work ethics in the work environment. On the other hand, with increasing the education level of the managers, they will have higher expectation of the justice in the organization, and they feel that the justice is not observed in the organization.

  3. From a Pluralism of Grounds to Proto-Legal Relations: Accounting for the Grounds of Obligations of Justice

    Czech Academy of Sciences Publication Activity Database

    Pavlakos, George

    2017-01-01

    Roč. 30, č. 1 (2017), s. 59-74 ISSN 1467-9337 R&D Projects: GA ČR GA15-23955S Institutional support: RVO:68378122 Keywords : responsibility of justice * pluralism * obligation of justice * Mathias Risse Subject RIV: AG - Legal Sciences OBOR OECD: Law

  4. Organisational justice and change in justice as predictors of employee health: the Whitehall II study.

    Science.gov (United States)

    Kivimäki, Mika; Ferrie, Jane E; Head, Jenny; Shipley, Martin J; Vahtera, Jussi; Marmot, Michael G

    2004-11-01

    Organisational justice has been proposed as a new way to examine the impact of psychosocial work environment on employee health. This article studied the justice of interpersonal treatment by supervisors (the relational component of organisational justice) as a predictor of health. Prospective cohort study. Phase 1 (1985-88) measured relational justice, job demands, job control, social support at work, effort-reward imbalance, and self rated health. Relational justice was assessed again at phase 2 (1989-90) and self rated health at phase 2 and phase 3 (1991-93). 20 civil service departments originally located in London. 10 308 civil servants (6895 men, 3413 women) aged 35-55. Self rated health. Men exposed to low justice at phase 1 or adverse change in justice between phase 1 and phase 2 were at higher risk of poor health at phase 2 and phase 3. A favourable change in justice was associated with reduced risk. Adjustment for other stress indicators had little effect on results. In women, low justice at phase 1 predicted poor health at phase 2 and phase 3 before but not after adjustment for other stress indicators. Adverse change in justice was associated with worse health prospects irrespective of adjustments. The extent to which people are treated with justice in workplaces seems to predict their health independently of established stressors at work. Evidence on reduced health risk after favourable change in organisational justice implies a promising area for health interventions at workplace.

  5. Organizational Justice

    Science.gov (United States)

    Burns, Travis

    2013-01-01

    Helping principals understand the importance of organizational justice is the first step in enhancing learning outcomes for all learners, regardless of their social class, race, abilities, sex, or gender. In schools, organizational justice may be defined as teachers' perceptions of fairness, respect, and equity that relate to their interactions…

  6. Education and Labour Market in the OECD-CERI Educational Indicators Project.

    Science.gov (United States)

    Micali, Aurea

    The Organization for Economic Cooperation and Development (OECD-CERI) Educational Indicators Project (INES), initiated in 1988, is described in this paper, which focuses on the development of "Network B" to study education and labor market destinations (Network B is one of four networks set up by the project, each of which was assigned a different…

  7. Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed from the Trenches

    Science.gov (United States)

    Gregson, Susan A.

    2013-01-01

    This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice…

  8. Equality in the Framework of Justice

    OpenAIRE

    Aşik, Kübra

    2015-01-01

    This thesis assesses the relation between equality and justice by exploring and identifying the relation between equality and justice in Rawls's theory of justice, Sandel's communitarian account of Justice and Sen's capability approach. And these accounts of justice are evaluated from an egalitarian point of view. The main argument defended in the thesis is that justice requires equality. Accordingly, these three accounts of justice are evaluated by taking their understanding of equality into...

  9. Making Use of Theories about Literacy and Justice: Teachers Re-Searching Practice.

    Science.gov (United States)

    Comber, Barbara

    This paper explores the way teachers make use of and work on theory to disrupt and ultimately improve everyday educational practice. The paper argues that teachers working on and with theory can and do generate new forms of educative practices in the field of literacy education, which are based on explicit standpoints towards social justice in…

  10. Using research to improve access to justice around the world | IDRC ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2017-03-07

    Mar 7, 2017 ... a group of women protesting for their right to a better life ... Research projects often last two to three years, and in many cases involve testing of ... and training on how land tenure, governance, and justice structures work. ... A new project is now building on these results, enhancing respect for rights in this ...

  11. Health Law as Social Justice.

    Science.gov (United States)

    Wiley, Lindsay F

    2014-01-01

    Health law is in the midst of a dramatic transformation. From a relatively narrow discipline focused on regulating relationships among individual patients, health care providers, and third-party payers, it is expanding into a far broader field with a burgeoning commitment to access to health care and assurance of healthy living conditions as matters of social justice. Through a series of incremental reform efforts stretching back decades before the Affordable Care Act and encompassing public health law as well as the law of health care financing and delivery, reducing health disparities has become a central focus of American health law and policy. This Article labels, describes, and furthers a nascent "health justice" movement by examining what it means to view health law as an instrument of social justice. Drawing on the experiences of the reproductive justice, environmental justice, and food justice movements, and on the writings of political philosophers and ethicists on health justice, I propose that health justice offers an alternative to the market competition and patient rights paradigms that currently dominate health law scholarship, advocacy, and reform. I then examine the role of law in reducing health disparities through the health justice lens. I argue that the nascent health justice framework suggests three commitments for the use of law to reduce health disparities. First, to a broader inquiry that views access to health care as one among many social determinants of health deserving of public attention and resources. Second, to probing inquiry into the effects of class, racial, and other forms of social and cultural bias on the design and implementation of measures to reduce health disparities. And third, to collective action grounded in community engagement and participatory parity. In exploring these commitments, I highlight tensions within the social justice framework and between the social justice framework and the nascent health justice movement

  12. Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class.

    Science.gov (United States)

    Dagkas, Symeon

    2016-09-01

    Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a framework for the importance of intersectionality research (mainly the intersection of social class, race, and ethnicity) in youth sport and health pedagogy for social justice; and (c) contextualize the complex intersection and interplay of social issues (i.e., race, ethnicity, social classes) and their influence in shaping physical culture among young people with a BME background. The article argues that there are several social identities in any given pedagogical terrain that need to be heard and legitimized to avoid neglect and "othering." This article suggests that a resurgence of interest in theoretical frameworks such as intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and physical education and sport by voicing positionalities on agency and practice.

  13. System design projects for undergraduate design education

    Science.gov (United States)

    Batill, S. M.; Pinkelman, J.

    1993-01-01

    Design education has received considerable in the recent past. This paper is intended to address one aspect of undergraduate design education and that is the selection and development of the design project for a capstone design course. Specific goals for a capstone design course are presented and their influence on the project selection are discussed. The evolution of a series of projects based upon the design of remotely piloted aircraft is presented along with students' perspective on the capstone experience.

  14. Teaching Science for Social Justice: An Examination of Elementary Preservice Teachers' Beliefs

    Science.gov (United States)

    Eslinger, James C.

    This qualitative study examines the beliefs and belief changes of eleven elementary preservice teachers about teaching science for social justice. Using constructivist grounded theory, it forwards a new theory of belief change about teaching science for social justice. The theory posits that three teaching and learning conditions may facilitate belief change: preservice teachers need to recognize (1) the relationship between science and society; (2) the relationship between individuals and society; and (3) the importance of taking action on socioscientific issues. This research responds to calls by critical scholars of teacher education who contend that beliefs in relation to equity, diversity, and multiculturalism need to be explored. They have found that many preservice teachers hold beliefs that are antithetical to social justice tenets. Since beliefs are generally considered to be precursors to actions, identifying and promoting change in beliefs are important to teaching science for social justice. Such a move may lead to the advancement of curricular and pedagogical efforts to promote the academic participation and success in elementary science of Aboriginal and racialized minority students. The study was undertaken in a year-long science methods course taught by the researcher. It was centered on the preservice teachers -- their beliefs, their belief changes, and the course pedagogies that they identified as crucial to their changes. However, the course was based on the researcher-instructor's review of the scholarly literature on science education, teacher education, and social justice. It utilized a critical -- cultural theoretical framework, and was aligned to the three dimensions of critical nature of science, critical knowledge and pedagogy, and sociopolitical action. Findings indicate that, at the beginning of the year, preservice teachers held two types of beliefs (liberal and critical) and, by the end of the course, they experienced three kinds of

  15. Ethical Challenges Regarding Globalization of Higher Education

    Science.gov (United States)

    Olivier, Bert

    2011-01-01

    This paper places the question of ethical challenges in relation to the process of globalization concerning international education and the mobility of international students worldwide. It focuses on five areas of justice, namely, social and political justice, administrative justice, distributive justice, cultural justice and ecological justice.…

  16. The correlation between justice and organizational citizenship behavior and organizational identity among nurses.

    Science.gov (United States)

    Arbabisarjou, Azizollah; Hajipour, Reza; Sadeghian, Mahdi

    2014-08-15

    "The correlation between justice and organizational citizenship behavior and organizational identity among the nurses", aimed to correlate different aspects of personal feelings and organizational identity in a population of nurses. The population included all nurses working at hospitals affiliated to administry of health, treatment and medical education in Shahre-Kord (Iran) 2009. A sample consisting of 168 nurses was randomly selected out of the population. The study adopted a descriptive-correlative method. The Organizational Justice Questionnaire (1998), the Organizational Citizenship Questionnaire, and Organizational Identity Questionnaire (1982) were used for gathering data. Data was analyzed through multiple regression analysis. The findings revealed that 4 dimensions of organizational citizenship behavior (altruism, civic virtue, conscientiousness, and self-development) are correlated with organizational identity (R² = 0.612); and loyalty and obedience are correlated with distributional justice (R² = 0.71). Also, loyalty, altruism, and obedience are correlated with procedural justice (R² = 0.69) and loyalty and self-development are correlated with distributional justice (R² = 0.89). A correlation was also detected between interactional justice and organizational identity (R² = 0.89). The findings of the study could serve to identify the factors contributing to the creation and recreation of organizational identity, citizenship behavior and justice among nurses, to promote the performance of the organization, and to achieve organizational goals.

  17. Applying Social Justice Principles through School-Based Restorative Justice

    Science.gov (United States)

    von der Embse, Nathan; von der Embse, Daniel; von der Embse Meghan; Levine, Ian

    2009-01-01

    Social justice has recently received attention within the school psychology community. Yet, social justice is a nebulous term, as opined by Connelly (2009), who cautioned against searching for what is wrong and instead striving for the highest standards and recognizing needs of every unique child. Shriberg and colleagues (2008) have sought to…

  18. Socio-psychological factors of formation of some elements of justice in students

    Directory of Open Access Journals (Sweden)

    Kalyagin Y.S.

    2014-12-01

    Full Text Available This paper presents the results of a study conducted to identify the relationship of personal qualities of students of Moscow universities, with some elements of justice. The study suggests the existence of the relationship between personal qualities of students and their perceptual attitudes toward the image of a terrorist. In particular, the high intellectual level is associated with a lower propensity to attribute criminal traits such as radicalism, sensitivity, anxiety. It is shown that the level of legal awareness of students is more dependent on social factors, the dominant role of which is presented in the form of training in educational institutions of various kinds. Results of the study show that the training of students in higher education institutions of various kinds of different forms of justice in the context of this rule of law. Results of the study suggest that students lawyers have more active citizenship and severe levels of justice. The article demonstrated the prospects for further research in this direction, the ways of correction proven in the study questionnaire.

  19. On the relationship between justice and forgiveness: are all forms of justice made equal?

    Science.gov (United States)

    Wenzel, Michael; Okimoto, Tyler G

    2014-09-01

    This research investigates whether, following a wrongdoing, the restoration of justice promotes forgiveness. Three studies - one correlational recall study and two experimental scenario studies - provide evidence that while a restored sense of justice is overall positively related to forgiveness, forgiveness is highly dependent on the means of justice restoration being retributive (punitive) versus restorative (consensus-seeking) in nature. The findings showed that, overall, restorative but not retributive responses led to greater forgiveness. Although both retributive and restorative responses appeared to increase forgiveness indirectly through increased feelings of justice, for retributive responses these effects were counteracted by direct effects on forgiveness. Moreover, the experimental evidence showed that, while feelings of justice derived from restorative responses were positively related to forgiveness, feelings of justice derived from retributive responses were not. © 2013 The British Psychological Society.

  20. Justice and feelings: Toward a new era in justice research

    NARCIS (Netherlands)

    D. de Cremer (David); K. van den Bos (Kees)

    2007-01-01

    textabstractIn this special issue, the relationship between feelings and justice and its consequences are highlighted. Five articles discuss the role that affect, feelings, and emotions play in justice processes across a variety of social settings. In the present introductory article, the position

  1. Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

    Science.gov (United States)

    Grapin, Sally L.

    2017-01-01

    Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement…

  2. All projects related to | Page 25 | IDRC - International Development ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The Bolivian public justice performance research study. Project. The Bolivian justice system obtains a conviction in less than 0. Topic: Gender ... Making trade work for small producers in Southeast Asia's least developed countries. Project. Low-income economies depend greatly on agriculture, and growth in this sector ...

  3. Community health clinical education in Canada: part 2--developing competencies to address social justice, equity, and the social determinants of health.

    Science.gov (United States)

    Cohen, Benita E; Gregory, David

    2009-01-01

    Recently, several Canadian professional nursing associations have highlighted the expectations that community health nurses (CHNs) should address the social determinants of health and promote social justice and equity. These developments have important implications for (pre-licensure) CHN clinical education. This article reports the findings of a qualitative descriptive study that explored how baccalaureate nursing programs in Canada address the development of competencies related to social justice, equity, and the social determinants of health in their community health clinical courses. Focus group interviews were held with community health clinical course leaders in selected Canadian baccalaureate nursing programs. The findings foster understanding of key enablers and challenges when providing students with clinical opportunities to develop the CHN role related to social injustice, inequity, and the social determinants of health. The findings may also have implications for nursing programs internationally that are addressing these concepts in their community health clinical courses.

  4. Project-based Collaborative learning in distance education

    DEFF Research Database (Denmark)

    Knudsen, Morten; Bajard, Christine; Helbo, Jan

    2004-01-01

    ) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education....

  5. Change Project-Based Learning in Teacher Education in Botswana ...

    African Journals Online (AJOL)

    Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

  6. The Significance of Critical Theory for Restorative Justice in Education

    Science.gov (United States)

    Vaandering, Dorothy

    2010-01-01

    Restorative justice (RJ), a distinctive philosophical approach that seeks to replace punitive, managerial structures of schooling with those that emphasize the building and repairing of relationships has been embraced in the past two decades by a variety of school systems worldwide in an effort to build safe school communities. Early studies…

  7. Restorative justice as social justice for victims of gendered violence: a standpoint feminist perspective.

    Science.gov (United States)

    van Wormer, Katherine

    2009-04-01

    This article provides an overview of restorative justice as a process and examines its relevance to women who have been victimized by physical and sexual abuse. The starting point is the justice system with its roots in adversarial, offender-oriented practices of obtaining justice. The widespread dissatisfaction by battered women and rape victims and their advocates with the current system of mandatory law enforcement opens the door for consideration of alternative forms of dealing with domestic violence. Restorative justice strategies, as argued here, have several major advantages. Like social work, these strategies are solution-based rather than problem-based processes, give voice to marginalized people, and focus on healing and reconciliation. Moreover, restorative justice offers an avenue through which the profession of social work can re-establish its historic role in criminal justice. The four models most relevant to women's victimization are victim-offender conferencing, family group conferencing, healing circles, and community reparations. Each model is examined separately from a feminist standpoint. The discussion is informed by insights from the teachings of standpoint feminist theory and social work values, especially social justice.

  8. „FRAMES OF TRANSITIONAL JUSTICE: SOME APPLICATION IN INTERGENERATIONAL JUSTICE AND RETROACTIVITY”

    Directory of Open Access Journals (Sweden)

    GABRIEL RADU

    2011-04-01

    Full Text Available The article attempts to evaluate the concept of transitional justice in the sphere of public and academical debates, in different social environments during the transition period in the recent history. The approach will include an overflight over some definitions and interpretation of that concept and an assessment of possible applications of this concept in the reparative (corrective theories during the political transition. The evaluation of operational dimension of transitional justice will focus primarily the moral grounds invoked in political and juridical debates, and will pursue some applications of the transitional justice in intergenerational justice realm and at the level of the institution of retroactivity. Also, the assessment will focus the moral core of the motivation of judicial decisions in the space of positive law debates, concerning the constitutional and normative dimension.Examination of particular aspects of the transition has raised particular interest in the public agenda of romanian political change. Reparation issues in dealing with the past had always occupied a privileged role in public debate, in social and political problems. Justification for corrective measures during transition period were presented on various occasions in different points of view, but tools and proper institutions in generating legitimate formal-political obligations were absent, threatening the strength of the the political stability. Requirements for application of a corrective, reparative justice, appeared as a consequence of subjective awareness of rights and liberties that positive law of the communist system ignored or assign them like law infrigement. An approach of such rights, with their features should be evaluated in the context of both totalitarian and democratic state. A dialogue with the past becomes more necesary and will contribute to the success of any public policy designed for any possible reparation in the future

  9. Justice and Feelings: Toward a New Era in Justice Research

    NARCIS (Netherlands)

    Cremer, D. de; Bos, K. van den

    2007-01-01

    In this special issue, the relationship between feelings and justice and its consequences are highlighted. Five articles discuss the role that affect, feelings, and emotions play in justice processes across a variety of social settings. In the present introductory article, the position of past

  10. Democratization and Transitional Justice in Brazil

    Directory of Open Access Journals (Sweden)

    Maria Paula NASCIMENTO ARAUJO

    2016-05-01

    Full Text Available Brazil experienced a long process of political transition featured by an intense game of political and social forces, in which different actors with different democratization projects clashed. Despite the leadership of the transition process have been in the hands of conservative elites linked to the military dictatorship, broad sectors of the oposition and of the lefts, as well as representants of social movements, disputed the transitional space and expanded the initial design of the regime. This long transition —marked by negotiations, frustrations and resilience— reflected on the transitional justice model adopted by the country. Almost 30 years after the end of military dictatorship, the Truth Commission established by President Dilma Rousseff in 2012, drew attention to issues related to memory, justice and reparation and showed that the democratization process, in some respects, is still incloncluded. This article aims to restore this historical process highlighting some of its characteristics and specificities.

  11. Educating Engaged Citizens: Four Projects from Ireland

    Science.gov (United States)

    O'Flaherty, Joanne; Liddy, Mags; Tansey, Lorraine; Roche, Cathy

    2011-01-01

    Purpose: This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher…

  12. Juvenile justice in cameroon 50 years after independence ; what ...

    African Journals Online (AJOL)

    AZERTY

    justice in criminal matters. 6. The above ... For a fine understanding of the above laws, see Mukete "Rights of the Juvenile ...... appointment and duration of office, protection from external influences and the appearance of ..... education, lack of opportunities, media violence, poverty, divorce, child abuse, and other similar ...

  13. Implementation Of Law Number 11 Of 2012 Concerning Child Related Criminal Justice System Concept Restorative Justice

    Directory of Open Access Journals (Sweden)

    Intan Karangan

    2016-09-01

    Full Text Available This study aims to determine how the application of the concept of restorative justice in accordance with Law No. 11 of 2012 on Child Criminal Justice system. This study uses normative namely a study that discusses the problem based on the literature and legislation relating to the matter to be investigated. Law No. 11 of 2012 on the Criminal Justice System Child has provided a new concept in the criminal justice system, especially those in the juvenile justice system. Related to the concept of Restorative Justice or restorative justice is a resolution processes involving perpetrators, victims, families, and other relevant parties in a criminal act, jointly seek solutions to the offense and its implications by emphasizing restoration and not retribution

  14. Morality as the Substructure of Social Justice: Religion in Education as a Case in Point

    Science.gov (United States)

    Potgieter, Ferdinand J.

    2011-01-01

    Moral issues and principles do not only emerge in cases of conflict among, for instance, religious communities or political parties; indeed they form the moral substructure of notions of social justice. During periods of conflict each opponent claims justice for his/her side and bases the claim on certain principles. In this article, reference is…

  15. Corrective justice and contract law

    OpenAIRE

    Martín Hevia

    2010-01-01

    This article suggests that the central aspects of contract law in various jurisdictions can be explained within the idea of corrective justice. The article is divided into three parts. The first part distinguishes between corrective justice and distributive justice. The second part describes contract law. The third part focuses on actions for breach of contract and within that context reflects upon the idea of corrective justice.

  16. Crippling Sexual Justice

    DEFF Research Database (Denmark)

    Stormhøj, Christel

    2015-01-01

    Exploring homosexuals' citizenship in Denmark from a justice perspective, this article critically interrogates society's supposed gay-friendliness by asking how far it has moved in achieving sexual justice, and inquiring into the gains and pains of the existing modes of achieving this end...... and representation within family law, civil society, and in the labour market. In conclusion, I suggest the possibility of different evaluations of the level of sexual justice reached, a mainly positive, partially negative one. Additionally, I discuss the gains and pains of the existing normalizing politics....

  17. Project as an education method in teaching of physics

    OpenAIRE

    ŽAHOUREK, Martin

    2011-01-01

    The diploma thesis ?Project as an educational method for teaching physics ?deals with the possibilities of using project-based method for teaching physics at primary schools. Not only does it contain the theoretical background of project-based teaching, but also deals with practical issues in the form of an implementation of a chosen project ?Physics and physical education?. The aim of said project was to evaluate the efficiency of project-based teaching as far as the knowledge of pupils and ...

  18. A Critical Appraisal of the Juvenile Justice System under Cameroon's 2005 Criminal Procedure Code: Emerging Challenges

    Directory of Open Access Journals (Sweden)

    S Tabe

    2012-03-01

    Full Text Available The objective of this article is to examine the changes introduced by the 2005 Cameroonian Criminal Procedure Code on matters of juvenile justice, considering that before this Code, juvenile justice in Cameroon was governed by extra-national laws. In undertaking this analysis, the article highlights the evolution of the administration of juvenile justice 50 years after independence of Cameroon. It also points out the various difficulties and shortcomings in the treatment of juvenile offenders in Cameroon since the enactment of the new Criminal Procedure Code. The article reveals that the 2005 Code is an amalgamation of all hitherto existing laws in the country that pertained to juvenile justice, and that despite the considerable amount of criticism it has received, the Code is clearly an improvement of the system of juvenile justice in Cameroon, since it represents a balance of the due process rights of young people, the protection of society and the special needs of young offenders. This is so because the drafters of the Code took a broad view of the old laws on juvenile justice. Also a wide range of groups were consulted, including criminal justice professionals, children’s service organisations, victims, parents, young offenders, educators, advocacy groups and social-policy analysts. However, to address the challenges that beset the juvenile justice system of Cameroon, the strategy of the government should be focussed on three areas: the prevention of youth crime, the provision of meaningful consequences for the actions of young people, and the rehabilitation and reintegration of young offenders. Cameroonian law should seek educative solutions rather than to impose prison sentences or other repressive measures on young offenders. Special courts to deal with young offenders should be established outside the regular penal system and should be provided with resources that are adequate for and appropriate to fostering their understanding of

  19. "No justice, no peace" and the right to self-determination: an interview with Gary Grant and Naeema Muhammed of the North Carolina Environmental Justice Network.

    Science.gov (United States)

    Grant, Gary; Muhammed, Naeema; Slatin, Craig; Scammell, Madeleine Kangsen

    2014-01-01

    This is an interview with Gary Grant and Naeema Muhammed, leaders of the North Carolina Environmental Justice Network. Each of them talks about where they grew up, their politicization, how their paths crossed, their work together after Hurricane Floyd, and the unique challenges of organizing for social justice for black communities in the South. We learn of their fight against concentrated animal feeding operations (CAFOs), primarily for the hog trade, and they take us up to North Carolina's Moral Monday protests of 2013 against legislation that threatens voting rights, public education, access to medical services, unemployment benefits, workers rights, occupational and environmental health, and women's access to reproductive health care. We are grateful to these two friends of New Solutions for their contribution to the journal, and we hope that their insights regarding struggles for social and environmental justice can serve as guides for us all.

  20. 360 Degrees Project: Final Report of 1972-73. National Career Education Television Project.

    Science.gov (United States)

    Wisconsin Univ., Madison. Univ. Extension.

    Project 360 Degrees was a mass-media, multi-State, one-year effort in adult career education initiated by WHA-TV, the public television station of the University of Wisconsin-Extension, and funded by the U.S. Office of Education. The overall goal of the project was to provide, through a coordinated media system, information and motivation that…

  1. School Leadership for Dual Language Education: A Social Justice Approach

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena

    2016-01-01

    This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as field notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o-White…

  2. The Power of Love and Justice in the Construction of Peace

    Directory of Open Access Journals (Sweden)

    Murat DEMİRKOL

    2015-08-01

    Full Text Available Great philosopher al - Farabi says “The community combine with love and live with justice”. In general, the love is accepted a passive worth and the justice is accepted an active worth. On the contrary, love that combine with people is a natural and active emotion. The love, beyond of an emotion, is a moral virtue. Another Muslim philosopher Tusi says “If the love continued, we wouldn’t need an order which is provided by justice”. The love of is an emotion of unity in people. Before bad habits like selfishn ess and greed have invaded of souls, people had loved each others in a fraternally manner and in a friendly manner. Human cannot provide necessities by himself and human needs assistance of the others. Therefore social life is obligatory/ inevitable for pe ople. In social life, peace and presence are provided by justice, respect and goodness. Weaken of love leads to providing of justice whether institutional or individual. That is to say, justice has replaced love. Love and compassion give place to severity and distance of justice; however, order that is provided by justice is a necessity. In this communiqué, I will deal with a subject that peace and love which is needed by from narrow society of district to wide society of world can provided by revival of vi rtues of love and justice. Revival of justice instead of injustice and revival of love instead of hate is a difficult work that is achieved by only clear people. Hence, firstly we must enable that our children can receive education in the stage of love and fraternity. We can provide that learning of our children who will be authorized and responsible of future sharing and sportsmanship with sports.

  3. Corrective justice and contract law

    Directory of Open Access Journals (Sweden)

    Martín Hevia

    2010-06-01

    Full Text Available This article suggests that the central aspects of contract law in various jurisdictions can be explained within the idea of corrective justice. The article is divided into three parts. The first part distinguishes between corrective justice and distributive justice. The second part describes contract law. The third part focuses on actions for breach of contract and within that context reflects upon the idea of corrective justice.

  4. The Value Of Justice In Child Criminal Justice System A Review Of Indonesian Criminal Law

    Directory of Open Access Journals (Sweden)

    Andi Sofyan

    2015-08-01

    Full Text Available The value of justice in Act No. 11 of 2012 concerns the Child Criminal Justice System Act No. SPPA confirms the Restorative Justice Approach as a method of disputes resolution. The method of research used was normative-legal research with philosophical approach. The results showed that the value of restorative justice through diversion contained in Act SPPA but the diversion limit for certain types of criminal acts and threats of punishment under seven 7 years and not a repetition criminal recidivists. This indicates that Act SPPA still contained a retributive justice not promote the interests of protection for child.

  5. Justice-based social assistance

    Science.gov (United States)

    Barrientos, Armando

    2016-01-01

    What are the main objectives of social protection institutions in developing countries? What should be their scope and reach? What is the source of their legitimacy? Finding appropriate answers to these questions is essential to understanding, and shaping, the emergence of welfare institutions in low- and middle-income countries. Most available answers rely on instrumental arguments. Few make reference to normative principles. This article draws on three concepts from Rawls – social justice as regulating cooperation, the social minimum, and the need for a freestanding political notion of social justice – to develop a coherent argument for grounding social assistance on social justice. In line with this argument, it identifies some parameters for a justice-based social assistance. This article then discusses, with examples, the tensions existing between a social justice-based social minimum and ‘real’ social assistance institutions emerging in developing countries. PMID:27708544

  6. Corporate accountability and transitional justice

    Directory of Open Access Journals (Sweden)

    Sabine Michalowski

    2015-10-01

    Full Text Available Traditionally, transitional justice processes do not address the role of corporations in dictatorships or in armed conflicts that give rise to the need for dealing with grave and systematic human rights violations. However, there is a growing awareness that in many contexts corporations contribute to these violations, often in the form of corporate complicity with the principal violators. An argument can therefore be made that to achieve the aims of transitional justice and establish a holistic narrative of the past as well as obtain justice and reparations for victims requires investigating and addressing the role of corporate actors. This article uses the example of Colombia’s Justice and Peace process to show some of the complexities, opportunities and challenges that arise if transitional justice measures focus primarily on criminal law and create a specific legal framework, outside of the ordinary justice systems, only for a limited group of primary perpetrators, in the Colombian case for members of the armed groups who demobilised. It is argued that the exclusion of corporate actors in contexts where their role is regarded as significant leads to victims seeking alternatives ways to obtain justice and that both victims and corporations would benefit if transitional justice mechanisms addressed the role of corporations.

  7. e-Justice in France: the e-Barreau experience

    Directory of Open Access Journals (Sweden)

    Marco Velicogna

    2011-01-01

    Full Text Available Recent field research projects in the justice sector have shown how the development of e-justice entails much more than developing, installing and connecting technological devices or providing normative recognition to the use of the digital medium instead of the traditional one for the exchange of documents. This article presents an exploratory case-study describing the development of an e-filing and document-exchange system between lawyers and ordinary courts in the French justice administration. As it soon became apparent, the real challenge did not lie in the search, assembly and manufacture of technological tools, but in the creation of the governance net of relevant organizational actors that was needed to successfully sustain and implement the innovation. It concerned looking for acceptable compromises as to what could be done and how. The challenge was also to find ways to motivate users to actively participate in the creation of the new service which could not work without them. Furthermore, external and somewhat unforeseeable events also played a relevant role in defining choices, the tempo and the possibilities for the success of the system's design and implementation.

  8. Diversity in midwifery care: working toward social justice.

    Science.gov (United States)

    Burton, Nadya; Ariss, Rachel

    2014-08-01

    As midwifery moved from lay practice to a regulated health-care profession in Ontario toward the end of the twentieth century, it brought with it many of its social movement goals and aspirations. Among these was the desire to attend to diversity and equity in the provision of birthing care. Drawing on interviews with currently practicing Ontario midwives, this paper focuses on midwives' conceptualizations of diversity and explores their everyday work to support and strengthen diversity among those using and those providing midwifery care. We argue that midwifery's recent relocation within state structured health care means neither that the social change projects of midwifery are complete nor that midwifery has abandoned its movement-based commitment to social change. Responses to social diversity in health care range from efforts to simply improve access to care to analyses of the role of social justice in recognizing the needs of diverse populations. The social justice aspiration to "create a better world" continues to animate the work of midwives postregulation. This paper explores the legacy of midwifery as a social movement, addressing the connections between diversity, social justice and midwifery care.

  9. Setting standards of restorative justice

    Directory of Open Access Journals (Sweden)

    Kostić Miomira

    2007-01-01

    Full Text Available In the article the author deals with the basic theoretical statements and discussions about the practical use of restorative justice. She discusses the questions of introducing and application of restorative justice in order to reach the balance of interests between a victim, society and a delinquent. There is no unique statement about the restorative justice concept, so the authors make this concept by listing certain activities with rispect of standards and principles. Also she emphasizes the values of restorative justice process. A part of the article is dedicated to the standards for restorative justice that are harmonized with the international documents of human rights. .

  10. A hermeneutic of justice. Justice as discernment in Matthew ...

    African Journals Online (AJOL)

    In some important dictionaries for the study of the New Testament, δικαιοσύνη has two meanings: justice in the sense of distributive justice and righteousness as a relational notion. In Matthew, we discover that the word concerns a threefold loyalty: loyalty to the law, loyalty to fellow people, and loyalty to the will of God. In the ...

  11. Intercultural Education in Primary School: A Collaborative Project

    Science.gov (United States)

    Santos, Marta; Araújo e Sá, Maria Helena; Simões, Ana Raquel

    2014-01-01

    In this article, we present and discuss a collaborative project on intercultural education developed by a group of educational partners. The group was made up of 12 people representing different institutions in the community, namely primary schools, cultural and social associations and the local council. The project takes an intercultural approach…

  12. Quality of educational services in the field of Project management

    Directory of Open Access Journals (Sweden)

    Zlatko Barilović

    2013-12-01

    Full Text Available The growth and development of any business system depends on effectively and successfully implemented projects. Considering that the number of projects worldwide has been constantly increasing, developing project skills in individuals which will be involved in a project is of crucial importance. In the Republic of Croatia, the number of institutions offering education programmes in project management has been steadily growing. Each of these institutions will have to build its competitiveness on the marketing concept. Lately, the quality of educational services has been recognized as an increasingly important element of marketing. One of the education programmes in the field of project management in Croatia is the Specialist Graduate Professional Study Programme in Project Management offered at the Baltazar Adam Krčelić College of Business and Management in Zaprešić. In this paper the authors examine the competitiveness of the above education programme through a survey on the quality of educational service conducted in 2012 with a sample of 202 students with the aim of further defining the guidelines for improvement of its market competitiveness

  13. Educating for a Critical Democracy: Civic Participation Reimagined in the Council of Youth Research

    Science.gov (United States)

    Mirra, Nicole; Morrell, Ernest D.; Cain, Ebony; Scorza, D'Artagnan; Ford, Arlene

    2013-01-01

    This article explores civic learning, civic participation, and the development of civic agency within the Council of Youth Research (the Council), a program that engages high school students in youth participatory action research projects that challenge school inequalities and mobilize others in pursuit of educational justice. We critique the…

  14. Access to Justice for Indigenous and Peasant Women in Colombia ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Despite the widespread nature of abuse facing women in contexts of armed conflict and transition, there is little documentation on how such women experience injustice and how they exercise their agency to demand justice. This project will connect indigenous and peasant women in Colombia and Guatemala to exchange ...

  15. Implementing Restorative Justice Practice in Schools: What Pedagogy Reveals

    Science.gov (United States)

    Vaandering, Dorothy

    2014-01-01

    In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However,…

  16. Restorative Justice as Social Justice for Victims of Gendered Violence: A Standpoint Feminist Perspective

    Science.gov (United States)

    van Wormer, Katherine

    2009-01-01

    This article provides an overview of restorative justice as a process and examines its relevance to women who have been victimized by physical and sexual abuse. The starting point is the justice system with its roots in adversarial, offender-oriented practices of obtaining justice. The widespread dissatisfaction by battered women and rape victims…

  17. Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

    Science.gov (United States)

    Rubel, Laurie H.; Lim, Vivian Y.; Hall-Wieckert, Maren; Sullivan, Mathew

    2016-01-01

    This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. "Local Lotto," a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings…

  18. "Flipping the Coin": Models for Social Justice in the Classroom.

    Science.gov (United States)

    Cotton, Tony

    1998-01-01

    Offers a rationale for developing a theory of social justice to support educational research. Using the work of John Rawls and others, explores injustices present within schools and classrooms observable through experiences of powerlessness, violence, exploitation, marginalization, and cultural imperialism. Calls for a transformational focus for…

  19. Empowering Energy Justice

    Science.gov (United States)

    Finley-Brook, Mary; Holloman, Erica L.

    2016-01-01

    The U.S. is experiencing unprecedented movement away from coal and, to a lesser degree, oil. Burdened low-income communities and people of color could experience health benefits from reductions in air and water pollution, yet these same groups could suffer harm if transitions lack broad public input or if policies prioritize elite or corporate interests. This paper highlights how U.S. energy transitions build from, and contribute to, environmental injustices. Energy justice requires not only ending disproportionate harm, it also entails involvement in the design of solutions and fair distribution of benefits, such as green jobs and clean air. To what extent does the confluence of state, civic, and market processes assure “just” transitions to clean, low-carbon energy production involving equitable distribution of costs, benefits, and decision-making power? To explore this question we assess trends with (1) fossil fuel divestment; (2) carbon taxes and social cost of carbon measurements; (3) cap-and-trade; (4) renewable energy; and (5) energy efficiency. Current research demonstrates opportunities and pitfalls in each area with mixed or partial energy justice consequences, leading to our call for greater attention to the specifics of distributive justice, procedural justice, and recognition justice in research, policy, and action. Illustrative energy transition case studies suggest the feasibility and benefit of empowering approaches, but also indicate there can be conflict between “green” and “just”, as evident though stark inequities in clean energy initiatives. To identify positive pathways forward, we compile priorities for an energy justice research agenda based on interactive and participatory practices aligning advocacy, activism, and academics. PMID:27657101

  20. Empowering Energy Justice

    Directory of Open Access Journals (Sweden)

    Mary Finley-Brook

    2016-09-01

    Full Text Available The U.S. is experiencing unprecedented movement away from coal and, to a lesser degree, oil. Burdened low-income communities and people of color could experience health benefits from reductions in air and water pollution, yet these same groups could suffer harm if transitions lack broad public input or if policies prioritize elite or corporate interests. This paper highlights how U.S. energy transitions build from, and contribute to, environmental injustices. Energy justice requires not only ending disproportionate harm, it also entails involvement in the design of solutions and fair distribution of benefits, such as green jobs and clean air. To what extent does the confluence of state, civic, and market processes assure “just” transitions to clean, low-carbon energy production involving equitable distribution of costs, benefits, and decision-making power? To explore this question we assess trends with (1 fossil fuel divestment; (2 carbon taxes and social cost of carbon measurements; (3 cap-and-trade; (4 renewable energy; and (5 energy efficiency. Current research demonstrates opportunities and pitfalls in each area with mixed or partial energy justice consequences, leading to our call for greater attention to the specifics of distributive justice, procedural justice, and recognition justice in research, policy, and action. Illustrative energy transition case studies suggest the feasibility and benefit of empowering approaches, but also indicate there can be conflict between “green” and “just”, as evident though stark inequities in clean energy initiatives. To identify positive pathways forward, we compile priorities for an energy justice research agenda based on interactive and participatory practices aligning advocacy, activism, and academics.

  1. Expert system application education project

    Science.gov (United States)

    Gonzelez, Avelino J.; Ragusa, James M.

    1988-01-01

    Artificial intelligence (AI) technology, and in particular expert systems, has shown potential applicability in many areas of operation at the Kennedy Space Center (KSC). In an era of limited resources, the early identification of good expert system applications, and their segregation from inappropriate ones can result in a more efficient use of available NASA resources. On the other hand, the education of students in a highly technical area such as AI requires an extensive hands-on effort. The nature of expert systems is such that proper sample applications for the educational process are difficult to find. A pilot project between NASA-KSC and the University of Central Florida which was designed to simultaneously address the needs of both institutions at a minimum cost. This project, referred to as Expert Systems Prototype Training Project (ESPTP), provided NASA with relatively inexpensive development of initial prototype versions of certain applications. University students likewise benefit by having expertise on a non-trivial problem accessible to them at no cost. Such expertise is indispensible in a hands-on training approach to developing expert systems.

  2. Forum: Communication Activism Pedagogy. Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice

    Science.gov (United States)

    Frey, Lawrence R.; Palmer, David L.

    2017-01-01

    The recent formation of the National Communication Association's Activism and Social Justice Division puts a spotlight on the extent to which instructional communication and instructional communication research have advanced--or even should advance--the goals of social justice. To examine this issue, two of the leading scholars on this topic,…

  3. The Tension between Justice and Freedom in Paulo Freire's Epistemology.

    Science.gov (United States)

    Joldersma, Clarence W.

    2001-01-01

    Explores how the concept of freedom in Paulo Freire's constructivist epistemology-constituted as agentive, spontaneity-based action-is in tension with his ethical project of a pedagogy for justice, one based on responsibility and non-indifference. Resolution of this tension means reconceptualizing the grounding notion of the subject beyond a…

  4. Organizational Justice Perception According to Generations

    Directory of Open Access Journals (Sweden)

    Zeki YÜKSEKBİLGİLİ

    2015-12-01

    Full Text Available Although there are many different researches on the subject of organizational justice, there is no research on organizational justice perception according to generations. In this study, the research subject is defined if there is a difference on the perception of organizational justice between x and y generations. After a conduct of 430 surveys the Organizational Justice Scale is used. As a result, it is proved that there is no significant difference between the organizational justice perceptions according to generations

  5. Learners' and teachers' perceptions of principals' leadership in Soweto secondary schools: a social justice analysis

    Directory of Open Access Journals (Sweden)

    Patrick Mafora

    2013-01-01

    Full Text Available The legislative framework for education in South Africa enforces the democratisation and transformation of education consistent with the values of human dignity, equity, human rights, and freedom. As ex officio members of School Governing Bodies (SGBs and professional managers of schools, principals should play a pivotal role in providing transformative leadership for social justice in these schools. The purpose of this study was to examine, through a social justice framework, how teachers and learners who are SGB members perceive and experience the principals' leadership in Soweto secondary schools. Five schools were purposefully sampled for this qualitative case study. Data were collected through semi-structured focus group interviews and follow-up individual interviews. Findings suggest that learners and teachers experience sampled schools as democratically untransformed with a climate fraught with unfairness, inequity, disregard for human rights, and intolerance of diversity. The leadership behaviour of principals is perceived as a barrier to democratic transformation and social justice and this engenders resistance and threatens management effectiveness.

  6. Trying to restore justice: bureaucracies, risk management, and disciplinary boundaries in New Zealand criminal justice.

    Science.gov (United States)

    Fox, Kathryn J

    2015-05-01

    New Zealand is well known for its restorative justice conferences in the youth justice system. However, restorative justice has yet to overwhelm the adult criminal justice system. Based on interviews in New Zealand with correctional staff, restorative justice providers, and others, this article explores the reason for the modest inroads that restorative practice has made, and suggests that the general context may explain the limits of restorative justice in other places. The article argues that bureaucratic silos make it challenging to determine if restorative practice might fit within a rehabilitation or reintegration framework. In addition, because of the dominance of psychological modes for assessing and treating criminal behavior, an overarching preoccupation with risk management orients correctional practice toward treatment. Moreover, restorative justice's affiliation with victims' perspectives has made its placement within offender reintegration difficult to imagine. Finally, the penal populism that frames correctional practice in New Zealand, and other Anglophone countries, makes alternative to punishment harder to sell. However, the current liminal state of correctional practice creates an opportunity to conceive of more humanistic ways of repairing the harm caused by crime. © The Author(s) 2013.

  7. Juvenile Justice

    OpenAIRE

    International Child Development Centre

    1998-01-01

    The third Innocenti Digest deals with the main issues connected with children and young people coming into conflict with the law and contact with the justice system. It looks at standards and problems from arrest through to the court hearing and sentencing, use of custodial measures and ways of avoiding the child’s unnecessary and counter-productive involvement with the formal justice system. It also covers prevention questions. Like previous publications in the series, it contains practical ...

  8. Leadership for Social Justice and the Characteristics of Traditional Societies: Ponderings on the Application of Western-Grounded Models

    Science.gov (United States)

    Oplatka, Izhar; Arar, Khalid Husny

    2016-01-01

    Leadership for social justice has been receiving increasing attention in recent years as more and more scholars have explored the ways by which educational leaders can lead for social justice in schools (e.g. Arar, 2015; Ayers, Quin, & Stovall, 2009; Fua, 2007; Furman, 2012; Jean-Marie, Normore, & Brooks, 2009; Lindsey & Lindsey, 2011;…

  9. Educational justice and the gifted

    NARCIS (Netherlands)

    Merry, M.S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of 'normal' children? I

  10. Cultural complexity, post-colonialism and educational change: Challenges for comparative educators

    Science.gov (United States)

    Hickling-Hudson, Anne

    2007-01-01

    This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote lifeaffirming practices in educational change.

  11. Project of intercultural education in kindergarten

    OpenAIRE

    Erman, Mojca

    2015-01-01

    Third year students have been performing in winter semester a project called intercultural education in language and ethnically heterogeneous classes. Project was performed in kindergarten Šentvid, unit Sapramiška. The purpose of this project was to raise awareness of children about acceptation or not acceptation of difference, to promote awareness of their own diversity with social games and to strengthen the ethical judgment using an inductive approach (Kroflič, 2007). I have followed and e...

  12. Psychology and criminal justice

    OpenAIRE

    Adler, Joanna R.

    2013-01-01

    This chapter is designed to give the reader a flavour of a few areas in which psychology has been applied to criminal justice. It begins by providing some historical context and showing the development of some applications of psychology to criminal justice. The chapter is broadly split into 3 sections: Pre Trial; Trial; and Post Trial. In most of this chapter, the areas considered assess how psychology has had an influence on the law and how psychologists work within criminal justice settings...

  13. Relationships are building blocks to social justice: Cases of biblical justice and African Ubuntu

    Directory of Open Access Journals (Sweden)

    Selaelo T. Kgatla

    2016-10-01

    Full Text Available The entire Bible is full of themes calling humans to live justly with one another and fear God who is the author of justice. The first book of the Bible, Genesis, carries the story of God’s relationship with his people. Their relationship is bound by social justice and mutual love in reciprocity. This article argues that African Ubuntu has an affinity with the Bible’s message of justice and mutual caring for one another. Ubuntu presupposes that humans were created in God’s image and indicates that characteristics such as kindness, charity, equality, love of one’s neighbours and voluntarily dispensing justice to others are present in human life. God created humans to be bound to one another in caring love, coexistence and total dependence. In today’s world, social justice requires good judgement from those who are in privileged positions to implement it.

  14. Sunray project - A long-term, nationwide educational process

    International Nuclear Information System (INIS)

    Nikula, Anneli

    2000-01-01

    The Sunray project is a nationwide educational process coordinated by the Economic Information Bureau (TaT Group) for ninth graders in Finnish comprehensive schools. The project aims at giving thorough and versatile information on radiation within the framework of various subjects (physics, biology, domestic science, history, European languages, mother tongue, health education etc.). The Sunray project covers all ninth graders of the existing 600 Finnish comprehensive schools; in all involving some 65 000 pupils. The project, which has been repeated five times, was initiated as part of the European Science and Technology week in 1995. During the first two years it was strongly linked with the science week as natural sciences were seen as a good framework for the chosen perspective. Since 1997, the project has been run as an event in its own right. The project has applied the method of processing integrated groups of themes, which is an objective of the comprehensive school system and the experimental method of science. As schools make their own decisions about the educational programmes to be adopted every semester, the project has been marketed to schools at the beginning of May. The TaT Group has arranged marketing events in some 10 localities in Finland. The Economic Information Bureau of Finland coordinates the project and in 1995-2000 the Radiation and Nuclear Safety Authority (STUK), the Finnish Energy Industries' Federation, the Finnish Electricity Association, Fortum Oyj and Teollisuuden Voima Oy have participated in the project

  15. Assessment of the Status of African-Americans. Volume III: The Education of African-Americans.

    Science.gov (United States)

    Willie, Charles V., Ed.; Garibaldi, Antoine M., Ed.; Reed, Wornie L., Ed.

    In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural…

  16. Fostering Authentic Problem Seeking: A Step toward Social Justice Engagement

    Science.gov (United States)

    Bruce-Davis, Micah N.; Gilson, Cindy M.; Matthews, Michael S.

    2017-01-01

    Because of these learners' potential as future leaders, it is imperative that educators develop gifted students' ability to identify and solve complex social justice problems. Nourishing students' affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help…

  17. The School Counselor in Israel: An Agent of Social Justice?

    Science.gov (United States)

    Erhard, Rachel Lea; Sinai, Mirit

    2012-01-01

    In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as "agents of social justice" in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors' perceptions of the role, role behaviors, personal…

  18. Researching Classroom Interaction in the light of social justice. : [paper presentation

    NARCIS (Netherlands)

    Nicolina Montesano-Montessori; Prof.Dr. Petra Ponte

    2010-01-01

    A research into classroom interaction (behaviour and communication) between teachers and pupils in the light of social justice. The research is based on the concern that educational praxis, defined as 'practice which implies a conscious awareness of the practitioners that their actions are morally

  19. Educational Justice and the Gifted

    Science.gov (United States)

    Merry, Michael S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of "normal" children? I consider a hypothetical case for allocating extra…

  20. Faculty development projects for international health professions educators: Vehicles for institutional change?

    Science.gov (United States)

    Burdick, William P; Friedman, Stacey R; Diserens, Deborah

    2012-01-01

    Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in health professions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

  1. A Research Framework for Understanding the Practical Impact of Family Involvement in the Juvenile Justice System: The Juvenile Justice Family Involvement Model.

    Science.gov (United States)

    Walker, Sarah Cusworth; Bishop, Asia S; Pullmann, Michael D; Bauer, Grace

    2015-12-01

    Family involvement is recognized as a critical element of service planning for children's mental health, welfare and education. For the juvenile justice system, however, parents' roles in this system are complex due to youths' legal rights, public safety, a process which can legally position parents as plaintiffs, and a historical legacy of blaming parents for youth indiscretions. Three recent national surveys of juvenile justice-involved parents reveal that the current paradigm elicits feelings of stress, shame and distrust among parents and is likely leading to worse outcomes for youth, families and communities. While research on the impact of family involvement in the justice system is starting to emerge, the field currently has no organizing framework to guide a research agenda, interpret outcomes or translate findings for practitioners. We propose a research framework for family involvement that is informed by a comprehensive review and content analysis of current, published arguments for family involvement in juvenile justice along with a synthesis of family involvement efforts in other child-serving systems. In this model, family involvement is presented as an ascending, ordinal concept beginning with (1) exclusion, and moving toward climates characterized by (2) information-giving, (3) information-eliciting and (4) full, decision-making partnerships. Specific examples of how courts and facilities might align with these levels are described. Further, the model makes predictions for how involvement will impact outcomes at multiple levels with applications for other child-serving systems.

  2. Global justice, poverty and maternal mortality

    Directory of Open Access Journals (Sweden)

    Flor de María Cáceres M

    2010-11-01

    Full Text Available Global justice is currently situated in an ambiance of tension and debate, facing a series of statements attempting to explain relationships among countries, based on the background of agreements already accomplished by supranational agencies. This network of relationships, not always fair nor equitable, has resulted in an increased accumulation of wealth in just a few hands and poverty in a growing number of people in poor countries and geographic areas with restrictions to access both to resources and to technological and scientific advances. Poverty, exclusion and inequalities limit all together the opportunities for development in these communities, with the outcome of serious consequences such as the deterioration in basic indicators of development. Maternal mortality rate (mm is considered a sentinel indicator since it belongs in most cases to premature deaths which would be avoidable through proper measures in education, health promotion and timely access to quality health services. The purpose of this essay is to defend the thesis that the lack of global justice has limited the scope of the goals related to poverty and mm reduction

  3. The Carnegie Project on the Education Doctorate

    Science.gov (United States)

    Perry, Jill Alexa

    2015-01-01

    Beginning with 21 US schools of education, the Carnegie Project on the Education Doctorate (CPED) has created a network of education faculty who are differentiating the EdD from the PhD in order to better meet the needs of their practitioner-scholar students. Their discussions center on two questions: "What are the knowledge, skills, and…

  4. Report of the IAEA/RCA-NDT education project

    International Nuclear Information System (INIS)

    Ooka, Kiichi; Terada, Kunio; Ohtani, Kiyoshi; Niwa, Noboru.

    1988-01-01

    The Japan Non-Destructive Test (NDT) Association has been carried out an NDT technical education project with support from IAEA. Phase I of the project was successfully completed last year. The present report briefly outlines the second five-year plan (Phase II) to be carried out under the project. The project was first established in 1981 after receiving a request from IAEA to provide NDT education for participants from the RCA countries (13 countries in Asian and Pacific area). Phase I was mainly designed to provide lectures on NDT techniques. Prior to the start of Phase II, the International Education Subcommittee was established in December 1986 to take the leadership in carrying out Phase II of the project. In addition, the NDT Expert Working Group (formally called Advisory Group) has been installed which consists of representative from Japan. Australia India and Singapore. The Group held nine meetings during Phase I. Three lecture meetings at Singapore and another three at Tokyo were held to provide education according to a plan developed by the Group. It has been decided that Japan be support the lecture meetings to be held during Phase II. To conduct such meetings, a group comprising all of the National Coordinators from the RCA countries was set up to replace the Working Group. The National Coordinator Conference was held four times since its establishment. (N.K.)

  5. Report of the IAEA/RCA-NDT education project

    Energy Technology Data Exchange (ETDEWEB)

    Ooka, Kiichi; Terada, Kunio; Ohtani, Kiyoshi; Niwa, Noboru

    1988-11-01

    The Japan Non-Destructive Test (NDT) Association has been carried out an NDT technical education project with support from IAEA. Phase I of the project was successfully completed last year. The present report briefly outlines the second five-year plan (Phase II) to be carried out under the project. The project was first established in 1981 after receiving a request from IAEA to provide NDT education for participants from the RCA countries (13 countries in Asian and Pacific area). Phase I was mainly designed to provide lectures on NDT techniques. Prior to the start of Phase II, the International Education Subcommittee was established in December 1986 to take the leadership in carrying out Phase II of the project. In addition, the NDT Expert Working Group (formally called Advisory Group) has been installed which consists of representative from Japan. Australia India and Singapore. The Group held nine meetings during Phase I. Three lecture meetings at Singapore and another three at Tokyo were held to provide education according to a plan developed by the Group. It has been decided that Japan be support the lecture meetings to be held during Phase II. To conduct such meetings, a group comprising all of the National Coordinators from the RCA countries was set up to replace the Working Group. The National Coordinator Conference was held four times since its establishment. (N.K.).

  6. Child Welfare, Juvenile Justice, Mental Health, and Education Providers' Conceptualizations of Trauma-Informed Practice.

    Science.gov (United States)

    Donisch, Katelyn; Bray, Chris; Gewirtz, Abigail

    2016-05-01

    This study systematically examined child-service providers' conceptualizations of trauma-informed practice (TIP) across service systems, including child welfare, juvenile justice, mental health, and education. Eleven focus groups and nine individual interviews were conducted, totaling 126 child-service providers. Conventional content analysis was used to analyze the qualitative data with interrater reliability analyses indicating near perfect agreement between coders. Qualitative analysis revealed that child-service providers identified traumatic stress as an important common theme among children and families served as well as the interest in TIP in their service systems. At the same time, child-service providers generally felt knowledgeable about what they define TIP to be, although they articulated wide variations in the degree to which they are taught skills and strategies to respond to their traumatized clients. The results of this study suggest a need for a common lexicon and metric with which to advance TIP within and across child-service systems. © The Author(s) 2016.

  7. Social Justice Teacher Activism and Social Movement Unionism: Tensions, Synergies, and Space

    Directory of Open Access Journals (Sweden)

    Lois Weiner

    2013-10-01

    Full Text Available Though the titles and acronyms of policies differ from one country to another, throughout the world a political project has taken root with the assumption that to reduce poverty and inequality, governments should privatize school systems, alter teaching from a career to contract labor, use standardized tests to make students and teachers accountable, and curtail the power and legal rights of teachers unions. This article explores how teacher activists might help reverse neoliberal educational politics by developing mutually-respectful collaborations among teachers, parents and youth in poor communities, in school-based and system-wide partnerships that involve teachers unions. Analyzing events as they were experienced and influenced by a New York City-based NGO of teachers committed to educational justice, the author examines the landscape of educational reform politics and the creation of new spaces and organizational forms not confined by collective bargaining jurisdictions and traditional bargaining demands. The study suggests that development of a social movement of teachers that might edge teachers unions in the direction of social movement teacher unionism may not occur in a linear fashion. Rather, a complex push-pull dynamic occurs with each change, opening and retracting space, remaking networks and influencing longstanding personal ties among activists.

  8. Community empowerment needs in the struggle for environmental justice

    Energy Technology Data Exchange (ETDEWEB)

    Smith, D.

    1995-12-01

    The paper addresses the specific empowerment needs of communities and workers fighting for environmental justice. Thousands of people of color and poor communities throughout the United States are victimized by policies and practices of environmental racism which resulted in the disproportionate burden of exposure to environmental contamination where they live, work and play. Powerful interests who own and operate polluting industries and waste disposal facilities prey on poor, low income and non-white communities because they view them as areas of least resistance and {open_quotes}sacrifice zones.{close_quotes} Leaders and members of organizations from communities threatened or already devastated by contamination are waging determined, courageous and heroic struggles against giant corporate polluters. In many instances, the leaders and members of these grassroots environmental groups are literally sick and dying from contamination as they seek to organize for clean, safe and healthy communities. A key issue for communities and workers fighting for environmental justice is realizing true empowerment. Communities and workers must develop empowerment and capacity building skills in the areas of community and labor organizing; media relations and public education; legal advocacy; legislative and regulatory tracking; lobbying; health monitoring and health services; research; scientific technical needs (eg. air, water and soil testing); fundraising and economic sustainable development; institutional and organizational development; voter education and electoral politics; and youth and adult leadership training. When these empowerment skills are combined with a clear vision of justice for the future, communities will be able to fight cooporations armed with high-powered lawyers, lobbyists, public relations firms and bought-off politicians.

  9. The NEED (National Energy Education Development) Project

    Science.gov (United States)

    Hogan, D.; Spruill, M.

    2012-04-01

    The NEED (National Energy Education Development) Project is a non-profit organization which provides a wide range of K-12 curriculum on energy education topics. The curriculum is specific for primary, elementary, intermediate and secondary levels with age appropriate activities and reading levels. The NEED Project covers a wide range of topics from wind energy, nuclear energy, solar energy, hydropower, hydrogen, fossil fuels, energy conservation, energy efficiency and much more. One of the major strengths of this organization is its Teacher Advisory Board. The curriculum is routinely revised and updated by master classroom teachers who use the lessons and serve on the advisory board. This ensures it is of the highest quality and a useful resource. The NEED Project through a variety of sponsors including businesses, utility companies and government agencies conducts hundreds of teacher professional development workshops each year throughout the United States and have even done some workshops internationally. These workshops are run by trained NEED facilitators. At the workshops, teachers gain background understanding of the energy topics and have time to complete the hands on activities which make up the curriculum. The teachers are then sent a kit of equipment after successfully completing the workshop. This allows them to teach the curriculum and have their students perform the hands on labs and activities in the classroom. The NEED Project is the largest provider of energy education related curriculum in the United States. Their efforts are educating teachers about energy topics and in turn educating students in the hope of developing citizens who are energy literate. Many of the hands on activities used to teach about various energy sources will be described and demonstrated.

  10. Credit. 1991-92 NCCE/AT&T Projects. Consumer Education Programs.

    Science.gov (United States)

    Eastern Michigan Univ., Ypsilanti. National Inst. for Consumer Education.

    Summaries are provided of 37 projects that address the credit education and information needs of consumers. The projects are supported by AT&T Universal Card Services Corp. through a fund managed by the National Coalition for Consumer Education. Each summary provides a project description, grant recipient, and address/telephone number. The…

  11. Non-Profit/Higher Education Project Management Series: Project Management (PM) Foundations

    Science.gov (United States)

    Burgher, Karl E.; Snyder, Michael B.

    2012-01-01

    This is the first in a series of forum articles on applying project management (PM) techniques and tools to the nonprofit sector with a focus on higher education. The authors will begin with a traditional look at project management because they believe that the integration of the tools and the processes associated with PM into many campus offices…

  12. Developing School Counseling Students' Social Justice Orientation through Service Learning

    Science.gov (United States)

    Ockerman, Melissa S.; Mason, Erin C. M.

    2012-01-01

    Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a…

  13. COLLABORATIVE POLICY-MAKING, LAW STUDENTS, AND ACCESS TO JUSTICE: THE REWARDS OF DESTABILIZING INSTITUTIONAL PATTERNS

    Directory of Open Access Journals (Sweden)

    Brea Lowenberger

    2017-12-01

    Full Text Available Heightened concerns and dialogue about access to justice have infused the law school setting in Saskatchewan and, to varying degrees, across the country. If there ever were a time to approach social justice reform differently – to upset traditional parameters around decision making and step around older hierarchies for input and design – it would be now. This article describes the Dean’s Forum on Dispute Resolution and Access to Justice (colloquially known as the Dean’s Forum as a platform for genuine student engagement in the development of public policy in this important area. We offer our combined reflections, gathered inside our “teaching team,” about the unique pedagogical features of our experiment and its challenges. As we continue to grow with the project, we offer this Saskatchewan story as one example of institutional collaboration in a quickly evolving educational and social policy landscape.   L’accès à la justice est une préoccupation croissante et un thème de plus en plus récurrent dans les facultés de droit de la Saskatchewan et, à différents degrés, de l’ensemble du pays. Le temps est venu, semble-t-il, d’aborder la réforme de la justice sociale différemment, de bouleverser les paramètres traditionnels gravitant autour de la prise de décisions et de contourner les hiérarchies plus anciennes en ce qui concerne les données et les concepts. Cet article porte sur le forum du doyen concernant le règlement des conflits et l’accès à la justice (familièrement appelé le Dean’s Forum (forum du doyen comme plateforme pour la participation des étudiants à l’élaboration des politiques publiques dans cet important domaine. Nous présentons l’ensemble des réflexions de notre équipe d’enseignants au sujet des éléments pédagogiques uniques de notre expérience et des difficultés connexes. Nous continuons à grandir avec notre projet, mais nous souhaitions décrire dès maintenant cette

  14. NDTAC Practice Guide: Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems Requires Within-Agency and Cross-Agency Leadership

    Science.gov (United States)

    Read, Nicholas W.; Price, Ted S.; Gonsoulin, Simon

    2015-01-01

    In partnership with the Center for Juvenile Justice Reform (CJJR), the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) has developed a series of practice guides that provide concrete strategies for adopting the principles and practices discussed in the…

  15. Review Essay: Rethinking Gender Justice a Transnational Approach

    DEFF Research Database (Denmark)

    Siim, Birte

    2015-01-01

    Ambivalence” is one reason for feminists to be concerned about Fraser’s new theoretical and political approach. Here Fraser uses Karl Polanyi’s classical book: ’The Great Transformation’ (1944) as inspiration to rethink the character of the present political-economic crisis, social justice...... and the emancipatory potentials of feminism. The ambitious aim of the book is to contribute to feminism’s theoretical and political project in a globalized world. The title:’Fortunes of Feminism’, the prologue and the book’s structure as a drama in three acts all refer to Fraser’s interpretation of the evolution...... in in Justice Interruptus; two articles have only appeared in French It is therefore great to have a collection of some of her best articles, but the question is what gender researchers can learn from this book? To me, the final chapter: ”Between Marketization and Social Protection: Resolving the Feminist...

  16. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    Science.gov (United States)

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  17. Pratfalls, Pitfalls, and Passion: The Melding of Leadership and Social Justice

    Science.gov (United States)

    Noble, Donnette J.

    2015-01-01

    Frequent conflicts over money, land, power, and other resources make it difficult for some societies to find or sustain any sense of equilibrium. Additionally, racial, ethnic, religious, socioeconomic, educational, and political injustices, among others, require that leaders increase their understanding and commitment to social justice. Such…

  18. Analysis the relationship between psychological contract and organisational justice perception of paramedical personnel

    Directory of Open Access Journals (Sweden)

    Necmettin Cihangiroglu

    2015-08-01

    Full Text Available This study was conducted to find out if the psychological contract and organizational justice perceptions of paramedical personnel were affected by their socio-demographic factors and to determine whether there is a significant relation between their psychological contract and organizational justice perceptions. The study has been sectionally contucted in July-August 2010, to a 1200 bed education and research hospital in Ankara. We aimed at reaching all of the paramedical personnel without any sampling. Of 600 questionnaires distributed, we collected 458 (76,3%. The questionnaire used for collecting data consists of three parts. The first part concentrates on the individual characteristics of health workers while the second part contains the 17 item Psychological Contract Scale developed by Millward and Hopkins (1998 that is based on the quantitative approach of psychological contract. ln the third part, we used the and ldquo;Organisational Justice Measurement'' with 17 statements developed by Colquitt (2001. One of the statements refers to the study of Iscan and Naktiyok (2004. The results of the study showed that the psychological contract and organizational justice perceptions of paramedical personnel were very low. Also, their psychological contract and organizational justice perceptions were significantly affected by gender (p0,05. In addition, it was seen that there was a significant but weak relationshlp between health workers' psychological contract and organizational justice perceptions. The results of this study can provide signiflcant information to the health care management to understand psychological contract and organisational justice perception of their paramedical personnel. [TAF Prev Med Bull 2015; 14(4.000: 293-299

  19. Exploring the benefits of intersectional feminist social justice approaches in art psychotherapy

    OpenAIRE

    Wright, T.; Wright, K.

    2017-01-01

    This paper charts a research and knowledge exchange project between a university and group of art psychotherapists who came together in a project aimed at better understanding the benefits of critical feminist social justice approaches to art psychotherapy. It outlines the impact of the partnership for art psychotherapy practice, practitioners’ continued professional development and patients’/ service users’ benefit. Drawing on knowledges of critical feminisms held within the university and a...

  20. Evaluating Quality in Educational Spaces: OECD/CELE Pilot Project

    Science.gov (United States)

    von Ahlefeld, Hannah

    2009-01-01

    CELE's International Pilot Project on Evaluating Quality in Educational Spaces aims to assist education authorities, schools and others to maximise the use of and investment in learning environments. This article provides an update on the pilot project, which is currently being implemented in Brazil, Mexico, New Zealand, Portugal and the United…

  1. Educational Leadership for Social Justice in Costa Rica, Mexico, and Spain

    Science.gov (United States)

    Silva, Patricia; Slater, Charles L.; Lopez Gorosave, Gema; Cerdas, Victoria; Torres, Nancy; Antunez, Serafin; Briceno, Fernando

    2017-01-01

    Purpose: The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach: A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a…

  2. Auditing Inequity: Teaching Aspiring Administrators to Be Social Justice Leaders

    Science.gov (United States)

    Hernandez, Frank; Marshall, Joanne

    2017-01-01

    While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice…

  3. The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

    Science.gov (United States)

    Young, R. S.; Kinner, F.

    2008-12-01

    Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

  4. From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

    Science.gov (United States)

    Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

    2018-04-01

    In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

  5. How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation

    Science.gov (United States)

    Swartz, Melissa Robinson; Limberg, Dodie; Gold, Joshua

    2018-01-01

    The authors examined the experiences of 10 peer-nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, [Strauss, A., 1998]). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social…

  6. Education Projects: Elaboration, Financing and Management. Fundamentals of Educational Planning, No. 38.

    Science.gov (United States)

    Magnen, Andre

    In many developing countries, the translation of political objectives to action projects is made difficult by the lack of training of staff of the ministry of education planning and managing units. This booklet deals with the implementation of these projects within the framework of the planning process. After defining projects, chapter 1 shows the…

  7. Status of Project Management Education in Pakistan

    Science.gov (United States)

    Arain, Faisal Manzoor; Tipu, Syed Awais Ahmad

    2009-01-01

    Emerging contractual delivery systems, collaborative partnerships, new management initiatives, and global product markets require professionals and students to have a broader awareness of construction methods and project management issues. This paper presents the state of the project management education in Pakistan. The analysis is based on…

  8. Justice as Europe's Signifier

    NARCIS (Netherlands)

    Roy, Suryapratim; Kochenov, Dimitry; de Burca, Grainne; Williams, Andrew

    2015-01-01

    Drawing on the fact that justice is never explained in European legal discourse, but is used in conjunction with other principles and institutional decisions, this contribution argues that justice is used as a rhetorical tool to provide legitimacy to such principles and decisions. An analogous

  9. Sexual abuse and access to justice for rural women in West Africa ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    More specifically, this project will involve the African Network for Integrated Development (ANID) and its partners taking a participatory research-action approach, and combining qualitative and quantitative methods to produce a knowledge base regarding sexual abuse and the constraints on access to justice in rural areas.

  10. From cases to projects in problem-based medical education

    Directory of Open Access Journals (Sweden)

    Diana Stentoft

    2014-06-01

    Full Text Available Problem-based learning (PBL based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project- PBL in the medical curriculum and present an explorative study of 116 first and second year students’ experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised.

  11. 28 CFR 0.92 - National Institute of Justice.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 1 2010-07-01 2010-07-01 false National Institute of Justice. 0.92 Section 0.92 Judicial Administration DEPARTMENT OF JUSTICE ORGANIZATION OF THE DEPARTMENT OF JUSTICE 1-Office of Justice Programs and Related Agencies § 0.92 National Institute of Justice. The National...

  12. A performative and poetical narrative of critical social theory in nursing education: an ending and threshold of social justice.

    Science.gov (United States)

    Lapum, Jennifer; Hamzavi, Neda; Veljkovic, Katarina; Mohamed, Zubaida; Pettinato, Adriana; Silver, Sarabeth; Taylor, Elizabeth

    2012-01-01

    In this article, a poetical and performative narrative is shared to examine how the use of stories to critically self-reflect on oppression facilitates an understanding of critical social theory in nursing education and impacts social justice. A fusion of prose with a poetical narrative is employed; the latter is reserved to capture the immediacy of personal, emotive, and embodied storied experiences. This deeply intimate and dialogical story begins with a pedagogical experiment created to facilitate nursing students' understanding of critical social theory. Drawing upon Paulo Freire's work, the nursing teacher in a professional development course attempted to deconstruct power relations and cultivate an open and safe learning environment by sharing a poem that depicts her oppression. Students then anonymously wrote a word/statement about their oppression. The teacher created a composite poem from students' words and shared it with the class; it was a powerful moment that highlighted their shared humanity. As a way to further explore stories and consider how to preserve these words, a small group of students and the teacher formed the 'the oppression group'. Towards the end, we conclude an unfinished story by realizing that the chains of oppression are loosening and humanity is surfacing. There is still a camouflaging of an authentic self. There are still stories to be told. The group is not yet certain if a social representation of an authentic self is possible and if all stories can be told. It has become apparent that the personal can play out in social justice as enacted in the classroom between teacher and students and provides an entry point into the development of the capacity to be social agents in nursing. The group simultaneously concludes the story with both an ending and a threshold of social justice. © 2011 Blackwell Publishing Ltd.

  13. The Geography of Justice: Assessing Local Justice in Colombia’s Post-Conflict Phase

    Directory of Open Access Journals (Sweden)

    Mauricio García-Villegas

    2015-07-01

    Full Text Available This article combines descriptive empirical research with theoretical reflections to offer policy guidelines on what the role of local justice institutions in Colombia’s post-conflict phase should be. The article is divided into two parts. In the first, we present empirical evidence to illustrate the ways in which justice operates differently across the territory. In addition to illustrating these disparities, we also demonstrate the connection between these disparities and some phenomena relevant to understanding the Colombian conflict. Based on these findings, the second part of this article defines the state-building challenge confronted by the Colombian State during the post-conflict phase. Following this part, we propose a solution to this state-building challenge: the State must adopt a combination of efficacy and justice, and we provide guidelines on how a post-conflict justice system can operate to achieve that combination.

  14. Justice et miséricorde

    OpenAIRE

    Heyer, René

    2012-01-01

    On n’imagine pas de justice sans possibilité de faire miséricorde ; inversement, une miséricorde qui ne tiendrait pas compte de la justice ne serait plus la miséricorde. Les deux notions sont liées, mais sur un socle inégal : car la justice inspirée par la loi naturelle déborde la justice positive, de même que la misère des miséreux ne se laisse pas ramener au mal commis par le misérable. En découlent des variations où l’on peut voir se profiler trois moments : 1. La loi coutumière est bouscu...

  15. Technical Assistance in Evaluating Career Education Projects. Final Report. Volume II: Final Career Education Evaluation Report.

    Science.gov (United States)

    Stenner, A. Jackson; And Others

    This document contains the second of five volumes reporting the activities and results of a career education evaluation project conducted to accomplish the following two objectives: (1) to improve the quality of evaluations by career education projects funded by the United States Office of Career Education (OCE) through the provision of technical…

  16. Restorative justice and victimology

    African Journals Online (AJOL)

    The growth of restorative justice has sparked debate over the future of the criminal justice system, which has historically adopted a retributive, punitive philosophy and advocated for an individualistic, treatment-orientated approach. This approach has over time failed to address the needs of crime victims, communities and.

  17. Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order

    Science.gov (United States)

    Jean-Marie, Gaetane; Normore, Anthony H.; Brooks, Jeffrey S.

    2009-01-01

    At the dawn of the 21st century, there has been an increased focus on social justice and educational leadership (Bogotch, Beachum, Blount, Brooks & English, 2008; Marshall & Oliva, 2006; Shoho, Merchang & Lugg, 2005). This paper explores and extends themes in contemporary educational research on leadership preparation in terms of social justice…

  18. Best Practices in NASA's Astrophysics Education and Public Outreach Projects

    Science.gov (United States)

    Hasan, H.; Smith, D.

    2015-11-01

    NASA's Astrophysics Education and Public Outreach (EPO) program has partnered scientists and educators since its inception almost twenty years ago, leading to authentic STEM experiences and products widely used by the education and outreach community. We present examples of best practices and representative projects. Keys to success include effective use of unique mission science/technology, attention to audience needs, coordination of effort, robust partnerships and publicly accessible repositories of EPO products. Projects are broadly targeted towards audiences in formal education, informal education, and community engagement. All NASA programs are evaluated for quality and impact. New technology is incorporated to engage young students being raised in the digital age. All projects focus on conveying the excitement of scientific discoveries from NASA's Astrophysics missions, advancing scientific literacy, and engaging students in science and technology careers.

  19. The Human Genome Project and Biology Education.

    Science.gov (United States)

    McInerney, Joseph D.

    1996-01-01

    Highlights the importance of the Human Genome Project in educating the public about genetics. Discusses four challenges that science educators must address: teaching for conceptual understanding, the nature of science, the personal and social impact of science and technology, and the principles of technology. Contains 45 references. (JRH)

  20. Climate Change, Climate Justice, and Environmental Health: Implications for the Nursing Profession.

    Science.gov (United States)

    Nicholas, Patrice K; Breakey, Suellen

    2017-11-01

    Climate change is an emerging challenge linked to negative outcomes for the environment and human health. Since the 1960s, there has been a growing recognition of the need to address climate change and the impact of greenhouse gas emissions implicated in the warming of our planet. There are also deleterious health outcomes linked to complex climate changes that are emerging in the 21st century. This article addresses the social justice issues associated with climate change and human health and discussion of climate justice. Discussion paper. A literature search of electronic databases was conducted for articles, texts, and documents related to climate change, climate justice, and human health. The literature suggests that those who contribute least to global warming are those who will disproportionately be affected by the negative health outcomes of climate change. The concept of climate justice and the role of the Mary Robinson Foundation-Climate Justice are discussed within a framework of nursing's professional responsibility and the importance of social justice for the world's people. The nursing profession must take a leadership role in engaging in policy and advocacy discussions in addressing the looming problems associated with climate change. Nursing organizations have adopted resolutions and engaged in leadership roles to address climate change at the local, regional, national, and global level. It is essential that nurses embrace concepts related to social justice and engage in the policy debate regarding the deleterious effects on human health related to global warming and climate change. Nursing's commitment to social justice offers an opportunity to offer significant global leadership in addressing the health implications related to climate change. Recognizing the negative impacts of climate change on well-being and the underlying socioeconomic reasons for their disproportionate and inequitable distribution can expand and optimize the profession's role

  1. Teaching and Learning Health Justice: Best Practices and Recommendations for Innovation

    Science.gov (United States)

    Rentmeester, Christy A.; Chapple, Helen S.; Haddad, Amy M.; Stone, John R.

    2016-01-01

    We describe the development and implementation of an online graduate bioethics program that weaves a theme of health justice throughout the curriculum. Our account relies on a constructionist model of curriculum development and adult teaching and learning theory. Our curriculum draws upon core values of Jesuit higher education, including content…

  2. COMPARATIVE RESEARCH ON PROJECT MANAGEMENT APPROACH IN THE EUROPEAN EDUCATIONAL INSTITUTIONS

    OpenAIRE

    Armenia ANDRONICEANU; Bianca RISTEA

    2015-01-01

    Nowadays, project management is common for many areas and industries, including the educational sector. The international cooperation between educational institutions and the students’ international mobility are built on major projects and programs established through European and national institutions. The aim of this article is to review the best practices of project management implementation in public secondary education. The analysis is focused on three European countries: France, Spain a...

  3. Organization, relational justice and absenteeism.

    Science.gov (United States)

    Stoetzer, Ulrich; Åborg, Carl; Johansson, Gun; Svartengren, Magnus

    2014-01-01

    There is a need for more knowledge on how to manage companies towards healthier and more prosperous organizations with low levels of absenteeism. Relational Justice can be a useful concept when managing such organizations. Organizational factors can help to explain why some companies have relatively low absenteeism rates, even though they are equal to other companies in many other aspects. Previous studies suggest that management may be one important factor. Efficient management may depend on good relations between the leaders and the employees. The concept of Relational Justice is designed to capture these relations. Consequently, a Relational Justice framework may be used to understand why some companies have a low incidence of absenteeism. Managers from a representative body of Swedish companies. Interviews were analyzed to explore whether the items representing the concept of Relational Justice can be used to further understand the strategies, procedures and structures that characterize organizations and management in companies with a low incidence of absenteeism. Strategies, procedures or principles related to Relational Justice were common and highlighted in companies with an incidence of absenteeism. The most frequently occurring factors were; to be treated with kindness and consideration, personal viewpoint considered and to be treated impartially. The results suggested that a Relational Justice framework could be used to increase understanding of the organizational and managerial factors typical for companies with a low incidence of absenteeism. A Relational Justice approach to organizational management may be used to successfully lower absenteeism, change organizations and promote healthy and prosperous companies.

  4. Environmental justice: An issue for states

    Energy Technology Data Exchange (ETDEWEB)

    Murakami, L.K.; Davis, S.; Starkey, D. [National Conference of State Legislatures, Denver, CO (United States)

    1996-12-01

    Environmental justice combines the social justice and the environmental movements. The very term environmental justice is often and inaccurately used interchangeably with environmental racism and environmental equity. Environmental racism refers to any policy, practice or directive, intentional or not, that differentially affects the environment of individuals, groups or communities based on their race. The concept of environmental equity holds that all populations should bear a proportionate share of environmental pollution and health risks. Environmental justice is a broader term that encompasses both these concepts and connotes the laws must be applied with fairness and impartiality. Environmental justice is defined as the achievement of equal protection from environmental and health hazards for all people regardless of race, income, culture or social class.

  5. Environmental justice: An issue for states

    International Nuclear Information System (INIS)

    Murakami, L.K.; Davis, S.; Starkey, D.

    1996-01-01

    Environmental justice combines the social justice and the environmental movements. The very term environmental justice is often and inaccurately used interchangeably with environmental racism and environmental equity. Environmental racism refers to any policy, practice or directive, intentional or not, that differentially affects the environment of individuals, groups or communities based on their race. The concept of environmental equity holds that all populations should bear a proportionate share of environmental pollution and health risks. Environmental justice is a broader term that encompasses both these concepts and connotes the laws must be applied with fairness and impartiality. Environmental justice is defined as the achievement of equal protection from environmental and health hazards for all people regardless of race, income, culture or social class

  6. Military Justice Study Guide

    Science.gov (United States)

    1990-07-01

    statute within the military system, persons unfamiliar with the military justice system may find the procedure something of a paradox at first blush...Manual for Courts-Martial) Is RM Nemitafinuestlitimelf.(er- V. GRAD*: c. ORGANIZATION dDT FRPR ast eiRO t: fII) EPR LCDR/ Naval Justice School

  7. Justice and Immigration: The Effect of Moral Exclusion

    Directory of Open Access Journals (Sweden)

    Stefano Passini

    2018-02-01

    Full Text Available Numerous media news items suggest on a daily basis that people tend to use harsher criteria when they judge immigrants than members of their own in-group. In the present research project, we were interested in studying individual justice judgments of a violation of a law by an Italian (in-group or an immigrant (out-group member and the influence of moral exclusion processes on the assessment. In particular, we examined whether those people who tend to exclude out-groups from their scope of justice will give such biased judgments and will adopt double standards, while inclusive people will not. A total of 255 people evaluated the seriousness of a crime in two different law-breaking scenarios in which the offender’s and the victim’s nationalities were systematically changed (either Italian or Romanian. Moreover, participants completed a scale measuring the moral inclusion/exclusion of other social groups. As hypothesized, participants who tended to exclude some groups from their moral community judged the Romanian more harshly than the Italian culprit. On the contrary, those people that tended to have a more inclusive moral community did not show any difference in evaluation. In conclusion, the present research highlights the importance of considering the effect of moral inclusion/exclusion processes on the evaluation of justice events, especially in an intergroup context.

  8. Solving for Irrational Zeros: Whiteness in Mathematics Teacher Education

    Science.gov (United States)

    Warburton, Trevor Thayne

    2015-01-01

    For many, mathematics and social justice are perceived as incompatible. Several mathematics education researchers have noted resistance to social justice among mathematics teachers. However, mathematics education has a consistently negative impact on the education of students of color. This study seeks to better understand the nature of this…

  9. Experiencing the "Growing Edge": Transformative Teacher Education to Foster Social Justice Perspectives

    Science.gov (United States)

    Baily, Supriya; Stribling, Stacia M.; McGowan, Chandra L.

    2014-01-01

    This article explores how teachers' perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger's "growing edge." The study looked at where teachers were on the growing edge and examples of how they…

  10. Juvenile Justice in Mexico

    Directory of Open Access Journals (Sweden)

    Martha Frías Armenta

    2014-08-01

    Full Text Available The first tribunal in Mexico was established in the central state of San Luis Potosi in 1926. The Law Regarding Social Prevention and Juvenile Delinquency for the Federal District and Mexican territories was promulgated in 1928. In 2005, Article 18 of the Mexican Constitution was modified to establish a comprehensive system (“Sistema Integral de justicia” in Spanish of justice for juveniles between 12 and 18 years old who had committed a crime punishable under criminal law. Its objective was to guarantee juveniles all the due process rights established for adults, in addition to the special ones recognized for minors. The constitutional reform also provides a framework that includes special tribunals as well as alternative justice options for juveniles. With these reforms, institutionalization of minors was to be considered an extreme measure applicable only to felonies and to juveniles older than 14. In 2006, all states within the Mexican federation enacted the “Law of justice for adolescents”. This system, at both the federal and state levels, formalizes a new global paradigm with regard to the triangular relationship between children, the State and the Law. It recognizes that children are also bearers of the inherent human rights recognized for all individuals, instead of simply objects in need of protection. However, despite formally aligning Mexican juvenile justice law with the Convention on the Rights of the Child (CRC, issues of actual substantive rights remained and new ones have appeared. For example, juveniles younger than 14 who have not committed a felony are released from institutions without any rehabilitation or treatment options, and alternative forms of justice were included without evaluating their possibilities of application or their conditions for success. In addition, the economic status of most juvenile detainees continues to be one of the most important determining factors in the administration of justice

  11. Nursing responsibilities and social justice: an analysis in support of disciplinary goals.

    Science.gov (United States)

    Grace, Pamela J; Willis, Danny G

    2012-01-01

    Social justice is asserted as a responsibility of the nursing profession. However, a reliable conception of social justice that can undergird practice, research, education, and policy endeavors has proved elusive. We discuss this as a problem for the profession and propose Powers and Faden's model of social justice as useful for nursing purposes because of its focus on exploring and rectifying underlying causes of injustice as they lie within the fabric of society. Their model asserts 6 essential dimensions of well-being as universal human needs. These dimensions are interrelated and nonhierarchical. A serious deficiency in any one affects other dimensions and interferes with the ability to experience "a minimally decent life." The model is applied to the problem of child abuse and the effects of its aftermath on well-being as an example of its potential for structuring nursing knowledge development, practice, and policy initiatives. Copyright © 2012 Elsevier Inc. All rights reserved.

  12. New frontiers and conceptual frameworks for energy justice

    International Nuclear Information System (INIS)

    Sovacool, Benjamin K.; Burke, Matthew; Baker, Lucy; Kotikalapudi, Chaitanya Kumar; Wlokas, Holle

    2017-01-01

    This article explores how concepts from justice and ethics can inform energy decision-making and highlight the moral and equity dimensions of energy production and use. It defines “energy justice” as a global energy system that fairly distributes both the benefits and burdens of energy services, and one that contributes to more representative and inclusive energy decision-making. The primary contribution of the article is its focus on six new frontiers of future energy justice research. First is making the case for the involvement of non-Western justice theorists. Second is expanding beyond humans to look at the Rights of Nature or non-anthropocentric notions of justice. Third is focusing on cross-scalar issues of justice such as embodied emissions. Fourth is identifying business models and the co-benefits of justice. Fifth is better understanding the tradeoffs within energy justice principles. Sixth is exposing unjust discourses. In doing so, the article presents an agenda constituted by 30 research questions as well as an amended conceptual framework consisting of ten principles. The article argues in favor of “justice-aware” energy planning and policymaking, and it hopes that its (reconsidered) energy justice conceptual framework offers a critical tool to inform decision-making. - Highlights: • We need “justice-aware” energy policy. • A revised energy justice conceptual framework offers a critical tool to inform decision making. • New fields of inquiry for energy justice research and practice exist. • Tradeoffs and weighing competing justice claims occur in practice.

  13. Personality traits and perceptions of organisational justice.

    Science.gov (United States)

    Törnroos, Maria; Elovainio, Marko; Hintsa, Taina; Hintsanen, Mirka; Pulkki-Råback, Laura; Jokela, Markus; Lehtimäki, Terho; Raitakari, Olli T; Keltikangas-Järvinen, Liisa

    2018-01-04

    This study examined the association between five-factor model personality traits and perceptions of organisational justice. The sample for the study comprised 903 participants (35-50 years old; 523 women) studied in 2007 and 2012. Measures used were the Neuroticism, Extraversion, Openness, Five-Factor Inventory questionnaire and the short organisational justice measure. The results showed that high neuroticism was associated with low distributive, procedural and interactional justice. Furthermore, high agreeableness was associated with high procedural and interactional justice and high openness with high distributive justice. This study suggests that neuroticism, agreeableness and openness are involved in perceptions of organisational justice and that personality should be considered in research and in practices at the workplace. © 2018 International Union of Psychological Science.

  14. Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom

    Science.gov (United States)

    Gibbons, Karen

    2010-01-01

    This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a "circle justice" group explored the roles of fictional characters in conflict, including…

  15. School Consultants as Agents of Social Justice for Multicultural Children and Families

    Science.gov (United States)

    Li, Chieh; Vazquez-Nuttall, Ena

    2009-01-01

    This article discusses some of the social justice issues that multicultural students and families encounter that are directly relevant to school consultation practice. The issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of…

  16. Restorative Justice: A Changing Community Response

    Science.gov (United States)

    Ryan, Thomas G.; Ruddy, Sean

    2015-01-01

    Our purpose herein is to demonstrate how restorative justice continues to unfold globally and we explain how the use of a restorative justice ideology and intervention leads to a common alternative, not only in criminal justice institutions, but also within social agencies, such as elementary schools, and the related social support systems. We…

  17. Freedom Riders: A National Geographic Journey in Social Justice through Imagery

    Science.gov (United States)

    Wooten, Deborah A.; Clabough, Jeremy

    2012-01-01

    Ann Bausum is an award-winning author who has published more than eight books with National Geographic Society. Passionate about the pursuit of social justice, Bausum channels much of her energy into researching and writing books that help educate young readers about injustices and corruptions that have plagued the country. Her book, "Freedom…

  18. All projects related to kenya | Page 4 | IDRC - International ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Topic: EAST AFRICA, URBAN COMMUNITIES, SOCIAL DEVELOPMENT, ADMINISTRATION OF JUSTICE. Region: Kenya, Rwanda, Tanzania, Uganda. Program: Governance and Justice. Total Funding: CA$ 522,100.00. Task Shifting for Expanding Access to Quality Eye Care Services in Ethiopia. Project. Quality eye care ...

  19. Restorative Justice in Indonesia: Traditional Value

    Directory of Open Access Journals (Sweden)

    Eva Achjani Zulfa

    2011-05-01

    Full Text Available “Restorative Justice” is a model approach which emerged in the 1960s in an effort to solve criminal cases. Unlike the approach used in conventional criminal justice system, this approach focuses on the direct participation of perpetrators, victims and society in the settlement process. This theory of the approach is still debated, but the view is in fact growing and it exercises a lot of influence on legal policies and practices in several countries. The UN through its basic principles considers the approach of restorative justice as the approach which could be used in the rational criminal justice system. Restorative justice is a concept of thinking that supports the development of the criminal justice system with emphasis on the required involvement of the community. It is also involving the casualties who with the current criminal justice system are excluded. In several countries, restorative justice has been translated into a variety of formulations to accommodate a variety of values, philosophical basis, terms, strategies, mechanisms, and programs. Good consultation with the perpetrators and the victims themselves may provide the public with a different mindset in preventing emerging problems. This process can involve the police, prosecutorial institution or the traditional institutions. Therefore, without excluding the work in the formal legal system, the institutional mechanism for resolution through consultation was working in the community. In the various principles and models of the restorative justice approach, the process of dialogue between the perpetrator and the victim is a fundamental and the also the most important part of the application of the restorative justice. The direct dialogue between the perpetrator and the victim gave the victim the opportunity to express what he/she felt, hope for human rights and the desire to reach a criminal settlement.

  20. Food as Social Justice: Critical Ethnography as a Lens for Communication Activism

    Science.gov (United States)

    Louis, Ross

    2016-01-01

    Courses: Public Speaking. Objectives: This semester-long service-learning activity examines access to affordable healthy food as a social justice issue, using critical ethnography as a framework to help students understand the link between activism and public speaking skills. After completing the project, students will be able to: (1) develop a…