WorldWideScience

Sample records for justice educational enhancement

  1. Biomedical enhancements as justice.

    Science.gov (United States)

    Nam, Jeesoo

    2015-02-01

    Biomedical enhancements, the applications of medical technology to make better those who are neither ill nor deficient, have made great strides in the past few decades. Using Amartya Sen's capability approach as my framework, I argue in this article that far from being simply permissible, we have a prima facie moral obligation to use these new developments for the end goal of promoting social justice. In terms of both range and magnitude, the use of biomedical enhancements will mark a radical advance in how we compensate the most disadvantaged members of society. © 2013 John Wiley & Sons Ltd.

  2. 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.…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. 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 ...

  8. 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

  9. 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...

  10. 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…

  11. 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.…

  12. 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…

  13. 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…

  14. 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…

  15. 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.…

  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. 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…

  18. 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...

  19. 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,

  20. 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.

  1. 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…

  2. 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 ...

  3. 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.

  4. 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 ...

  5. 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…

  6. 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

  7. 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…

  8. 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

  9. 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…

  10. 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…

  11. 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,…

  12. "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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  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. 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…

  19. Social Justice Leadership in Scottish Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    Leadership has been identified in contemporary policy as a critical factor in taking forward school improvement and enhancing outcomes for pupils (Pontz, Nusche and Moorman, 2008) in many educational systems including Scottish education. A second policy driver in Scottish education currently is focused on "closing the gap" (Scottish…

  20. 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…

  1. 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…

  2. 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…

  3. 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 ...

  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 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...

  6. 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…

  7. 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…

  8. 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,…

  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. 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…

  12. 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.

  13. Campus Sexual Misconduct: Restorative Justice Approaches to Enhance Compliance With Title IX Guidance.

    Science.gov (United States)

    Koss, Mary P; Wilgus, Jay K; Williamsen, Kaaren M

    2014-07-01

    Campus response to sexual violence is increasingly governed by federal law and administrative guidance such as the 1972 Title IX, the 2011 Dear Colleague Letter (DCL), and the 2013 Violence Against Women Act. Educational institutions are directed to expand disciplinary responses and establish coordinated action to eliminate sexual violence and remedy its effects. Compliance fosters a quasi-criminal justice approach not suited to all sexual misconduct and inconsistent with developing practice in student conduct management. This article envisions restorative justice (RJ) enhancements to traditional student conduct processes that maintain compliance, expand options, empower victim choice, and increase responsiveness to DCL aims. The article (1) defines sexual violence and sexual harassment within the DCL scope, (2) elaborates the DCL position on permissible alternative resolutions and differentiates mediation from RJ, (3) sequences action steps from case report to finalization, including both restorative and traditional justice pathways; and (4) discusses building support for innovation beginning with existing campus response. © The Author(s) 2014.

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. 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.

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  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. 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…

  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. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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...

  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. 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…

  18. 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.

  19. 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.

  20. 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…

  1. 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.

  2. 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.

  3. 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.

  4. 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

  5. Educational Relationships: Rousseau, Wollstonecraft and Social Justice

    Science.gov (United States)

    Griffiths, Morwenna

    2014-01-01

    I consider educational relationships as found in Rousseau's "Émile" (and elsewhere in his writing) and the critique of his views in Wollstonecraft's "A Vindication of the Rights of Women." Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her…

  6. Love as a Language for Educational Justice

    Science.gov (United States)

    Vilson, José Luis

    2017-01-01

    Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the…

  7. 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…

  8. 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.

  9. 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…

  10. "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…

  11. 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.

  12. 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.…

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  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. 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

  19. 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…

  20. 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...

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. 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.

  8. 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

  9. 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.

  10. 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…

  11. 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…

  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. 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…

  14. 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…

  15. 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.…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Multiculturalism, Peace Education and Social Justice in Teacher Education

    Science.gov (United States)

    Quezada, Reyes; Romo, Jaime J.

    2004-01-01

    Research indicates that there is a correlation between exposure of violence in the media and in entertainment and student behavior. Many students have been victims themselves of violent, verbal, and physical assaults. Classroom teachers and educators continue to address this issue locally in classrooms and in their schools. Amid the various…

  1. 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

  2. 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.

  3. 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…

  4. 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,…

  5. 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…

  6. 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…

  7. Using the Student Lifecycle Approach to Enhance Employability: An Example from Criminology and Criminal Justice

    Science.gov (United States)

    Bates, Lyndel; Hayes, Hennessey

    2017-01-01

    Universities are increasingly focusing on the employability of students after they graduate from their studies. While practicums is one way of enhancing students' employability, the School of Criminology and Criminal Justice embeds employability throughout its degree programs using a range of strategies. These methods are based on the student…

  8. 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....

  9. Distributive justice and cognitive enhancement in lower, normal intelligence.

    Science.gov (United States)

    Dunlop, Mikael; Savulescu, Julian

    2014-01-01

    There exists a significant disparity within society between individuals in terms of intelligence. While intelligence varies naturally throughout society, the extent to which this impacts on the life opportunities it affords to each individual is greatly undervalued. Intelligence appears to have a prominent effect over a broad range of social and economic life outcomes. Many key determinants of well-being correlate highly with the results of IQ tests, and other measures of intelligence, and an IQ of 75 is generally accepted as the most important threshold in modern life. The ability to enhance our cognitive capacities offers an exciting opportunity to correct disabling natural variation and inequality in intelligence. Pharmaceutical cognitive enhancers, such as modafinil and methylphenidate, have been shown to have the capacity to enhance cognition in normal, healthy individuals. Perhaps of most relevance is the presence of an 'inverted U effect' for most pharmaceutical cognitive enhancers, whereby the degree of enhancement increases as intelligence levels deviate further below the mean. Although enhancement, including cognitive enhancement, has been much debated recently, we argue that there are egalitarian reasons to enhance individuals with low but normal intelligence. Under egalitarianism, cognitive enhancement has the potential to reduce opportunity inequality and contribute to relative income and welfare equality in the lower, normal intelligence subgroup. Cognitive enhancement use is justifiable under prioritarianism through various means of distribution; selective access to the lower, normal intelligence subgroup, universal access, or paradoxically through access primarily to the average and above average intelligence subgroups. Similarly, an aggregate increase in social well-being is achieved through similar means of distribution under utilitarianism. In addition, the use of cognitive enhancement within the lower, normal intelligence subgroup negates, or at

  10. 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.…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice

    Directory of Open Access Journals (Sweden)

    Rebecca Adami

    2015-04-01

    Full Text Available Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society exists only insofar as it is embodied in its social individuals. Society and its individuals are in a constant process of becoming toward relational autonomy that implies a moral self-limitation. At the core of my philosophical inquiry into moral subjectification is the need to re-think human rights and the pedagogical subject in relational terms that imply self-limitation and political engagement in a wider cosmopolitan community

  18. 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…

  19. 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.

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. Environmental engineering education enhancement

    Science.gov (United States)

    Caporali, E.

    2012-04-01

    Since higher education plays a central role in the development of both human beings and modern societies, enhancing social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth, environment respectful, the European Commission promotes a wide range of programmes. Among the EC programmes, the TEMPUS - Trans European Mobility Programme for University Studies, with the support of the DG EAC of the European Commission, has contributed to many aspects of general interest for higher education. Curricula harmonization, LifeLong Learning Programme development, ICT use, quality assessment, accreditation, innovation learning methods, growth of networks of institutions trusting each other, are the focused aspects. Such a solid cooperation framework is surely among the main outcomes of the TEMPUS Projects leaded by the University of Firenze UNIFI (Italy), DEREC - Development of Environment and Resources Engineering Curriculum (2005-2008), and its spin-off DEREL - Development of Environment and Resources Engineering Learning (2010-2013), and VICES - Videoconferencing Educational Services (2009-2012). DEREC and DEREL TEMPUS projects, through the co-operation of Universities in Italy, Austria, Germany, Greece, Macedonia, Albania and Serbia, are aimed at the development of first and second level curricula in "Environment and Resources Engineering" at the Ss. Cyril and Methodius University - UKIM Skopje (MK). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between UNIFI and UKIM Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at UKIM Skopje, University of Novi Sad (RS) and Polytechnic University of Tirana (AL). following

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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.…

  20. 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.…

  1. 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…

  2. "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…

  3. 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…

  4. 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,…

  5. 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.…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  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 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…

  16. 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…

  17. 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…

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

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    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…

  19. Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education

    Science.gov (United States)

    Lalvani, Priya

    2013-01-01

    This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support…

  20. Education, Conflict and Social (In)Justice: Insights from Colombia

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    Novelli, Mario

    2010-01-01

    This paper explores the dynamics of repression and resistance within the Colombian education system through exploring human rights violations against educators. Drawing on the findings of several fieldwork visits carried out since 2005 across Colombia, the paper focuses on the darker side of the education/conflict relationship, demonstrating…

  1. Sexual Minority Teachers as Activist-Educators for Social Justice

    Science.gov (United States)

    Wells, Kristopher

    2017-01-01

    This empirical research explores the conditions, challenges, and lived experiences of how four diverse Canadian educators transcended heteronormative and gender-normative educational environments to become activist-educators for lesbian, gay, bisexual, transgender, and queer inclusion in their K-12 schools and communities. The co-creation of queer…

  2. Religion in Education in South Africa: Was Social Justice Served?

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    van der Walt, Johannes L.

    2011-01-01

    The promulgation of South African policy regarding the place of religion in public education was delayed until 2003, after a lively debate. The National Policy on Religion in Education effectively banned confessional, sectarian religion from public schools, but allowed for the teaching of Religion Studies as an academic subject and for religious…

  3. Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

    Science.gov (United States)

    Osler, Audrey

    2015-01-01

    In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical,…

  4. Reconsidering Happiness in the Context of Social Justice Education

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    Jackson, Liz; Bingham, Charles

    2018-01-01

    That happiness leads to lack of harm and suffering, representing both a good and a means to good, is promoted, for example, by educational philosophers such as Nel Noddings. But happiness should not be seen as an unproblematic goal, for education or otherwise. In this article, we critically investigate the importance of happiness in the…

  5. The Voiceless Victim: A critical analysis of the impact of enhanced victim participation in the criminal justice process

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    Sarah Moynihan

    2015-12-01

    Full Text Available In contrast to many European jurisdictions, the victim of an alleged crime in England, Wales and Northern Ireland is denied any form of meaningful participation at the trial stage of the criminal justice process. This is by reason of the unyielding structure of the Anglo-American adversarial system, which facilitates a dispute between two parties only - the prosecution, acting on behalf of the collective public interest and the defence. In recent years, however, the victims’ movement has gained momentum as advocates of victims’ rights have been engaged in an impassioned campaign to enhance the participatory rights of victims in the criminal justice process. Fervent arguments have been articulated pertaining to the value of various forms of victim input. This paper cogitates some of these arguments and critically evaluates how enhanced victim participation in the criminal justice process has the potential to undercut the integrity of the Anglo- American adversarial system; a system with objective adjudication at its core.

  6. Social Justice and Resisting Neoliberal Education Reform in the USA

    Science.gov (United States)

    Au, Wayne

    2016-01-01

    Efforts to reform public education along free-market, corporate-styled models have swept across many nations. In the USA these reforms have included an intense focus on the use of high-stakes, standardized tests to quantify students, teachers, and schools for market comparisons, the deprofessionalization of teaching, and the establishment of…

  7. Conversations on Indigenous Education, Progress, and Social Justice in Peru

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    Huaman, Elizabeth Alva Sumida

    2013-01-01

    This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last,…

  8. Educational Psychologists' Report-Writing: Acts of Justice?

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    Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.

    2016-01-01

    One of the major tasks of educational psychologists is the writing of reports. Often, all involvement, assessment and intervention culminate in the production of a report. This paper explores critically the tensions involved in writing reports which are closed down in their conformity to requirements of different bodies, while looking for…

  9. 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.

  10. 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

  11. 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.

  12. 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.

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

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    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.

  14. Bridging Social Justice and Children's Rights to Enhance School Psychology Scholarship and Practice

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    Shriberg, David; Desai, Poonam

    2014-01-01

    This article describes the overlap between the common goals of social justice and children's rights advocates as applied to scholarship and practice in school psychology. We argue that these frameworks overlap a great deal, with a primary distinction being the roots of each approach. Specifically, the origins of social justice movements in…

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

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    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.

  16. 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.

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

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    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…

  18. 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…

  19. 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…

  20. 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.…

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

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    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

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

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    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…

  3. Technology Education Professional Enhancement Project

    Science.gov (United States)

    Hughes, Thomas A., Jr.

    1996-01-01

    The two goals of this project are: the use of integrative field of aerospace technology to enhance the content and instruction delivered by math, science, and technology teachers through the development of a new publication entitled NASA Technology Today, and to develop a rationale and structure for the study of technology, which establishes the foundation for developing technology education standards and programs of the future.

  4. ECONOMIC EQUALITY OR JUSTICE

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    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.

  5. 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.

  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. 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…

  8. 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…

  9. 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…

  10. Teacher Consultation to Enhance Implementation of School-Based Restorative Justice

    Science.gov (United States)

    Mayworm, Ashley M.; Sharkey, Jill D.; Hunnicutt, Kayleigh L.; Schiedel, K. Chris

    2016-01-01

    Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received…

  11. Enhancing John Rawls's Theory of Justice to Cover Health and Social Determinants of Health.

    Science.gov (United States)

    Ekmekci, Perihan Elif; Arda, Berna

    2015-11-01

    The vast improvements in medical technology reviled the crucial role of social determinants of health for the etiology, prevalence and prognosis of diseases. This changed the content of the right to health concept from a demand of health services, to a claim of having access to all social determinants of health. Thus, the just allocation of scarce resources of health and social determinants of health became an issue of ethical theories. John Rawls developed a theory of justice. His theory suggests that the principles of justice should be determined by individuals in a hypothetic initial position. In the initial position, individuals agree on principles of justice. Rawls puts forth that the institutions of the society should be structured in compliance with these principles to reach a fair social system. Although Rawls did not justify right to health in his theory, the efforts to enlarge the theory to cover right to health flourished quite fast. In this paper first the basic components of Rawls theory is explained. Then the most outstanding approaches to enlarge his theory to cover right to health is introduced and discussed within the discourse of Rawls theory of justice.

  12. 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.

  13. Performance-based Reward Administration Enhancing Employees’ Feelings of Interactional Justice

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2017-04-01

    Full Text Available The transformation in international business landscape has changed organizational management especially reward administration. This is done in order to maintain the organization’s competitiveness in global market place. In the field of reward administration, an emerging trend can be observed whereby most organizations are moving toward the application of psychological elements in administering organizational reward system. The ultimate objective of this study is to investigate the association between performance-based reward administration and interactional justice. The proposed model was empirically tested using a sample of 113 employees from fire and rescue agency in Peninsular Malaysia. This study found an evidence that performance-based reward administration (i.e., communication, participation and performance appraisal is positively and significantly associated with interactional justice. This findings proves that the ability of administrators to appropriately implement communication openness, inspire participative decision-making and organize fairness performance appraisal in administering performance-based reward have significantly evoked the feeling of interactional justice when employees perceived that they are being fairly treated in the reward system.

  14. 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.

  15. Civic Responsibility and Human Rights Education: A Pan-Educational Alliance for Social Justice

    Science.gov (United States)

    Osanloo, Azadeh F.

    2009-01-01

    Educating global citizens to have knowledge of world political and economic systems and conditions is imperative as the notion of the "citizen" is constantly evolving. This type of civic education needs to involve critical thinking skills that are pan-educational and allow for cross-cultural discussion that span all public spheres and…

  16. Integrating HIV & AIDS Education in Pre-Service Mathematics Education for Social Justice

    Science.gov (United States)

    van Laren, Linda

    2011-01-01

    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…

  17. 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…

  18. 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…

  19. 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,…

  20. Social Justice and Music Education: Toward a Multicultural Concept of Music Education

    Science.gov (United States)

    Dobrota, Snježana

    2015-01-01

    One of the primary goals of multicultural education is to change the current structure of the educational system and to bridge the widening gaps between students of different background. Similarly, multicultural art curriculum fosters the formation of attitudes and perceptions that help people confront their sociocultural biases. The aim of this…

  1. Neoliberal Multiculturalism Embedded in Social Justice Education: Commodification of Multicultural Education for the 21st Century

    Science.gov (United States)

    Atasay, Engin

    2015-01-01

    This paper investigates how conceptions of "diversity" and "equity" in U.S. education have become amenable to global neoliberal economic educational discourses that rest on competitive global market demands. The argument outlined in this paper suggests that the approach and knowledge about and for democracy and social justice…

  2. Educating Leaders for Social Justice: The Case of Special Educational Needs Co-Ordinators

    Science.gov (United States)

    Liasidou, Anastasia; Svensson, Cathy

    2014-01-01

    In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice…

  3. 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.

  4. 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...

  5. enhancing employability through university education

    African Journals Online (AJOL)

    PROF EKWUEME

    engineered to achieve these skills for the benefit of our students and society at large through the role of. National ... S. O. Onyeagbako, Department of Life Science Education, Faculty of Education, Imo State University, ... examination malpractice and unmotivated work ..... functions are met, NUC should ensure an orderly.

  6. Enhancing Teacher Efficacy in Special Education.

    Science.gov (United States)

    McDaniel, Elizabeth A.; McCarthy, Holly DiBella

    1989-01-01

    A special education teacher's sense of teaching efficacy and personal teaching efficacy influences teacher motivation and effort, teacher-student interactions, and student achievement. Methods for enhancing teachers' sense of efficacy are suggested. (JDD)

  7. 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.

  8. Enhancing Education through Mobile Augmented Reality

    Science.gov (United States)

    Joan, D. R. Robert

    2015-01-01

    In this article, the author has discussed about the Mobile Augmented Reality and enhancing education through it. The aim of the present study was to give some general information about mobile augmented reality which helps to boost education. Purpose of the current study reveals the mobile networks which are used in the institution campus as well…

  9. Assessing Participation in Secondary Education Quality Enhancement

    African Journals Online (AJOL)

    Assessing Participation in Secondary Education Quality Enhancement: Teachers, Parents and Communities in Cross River State. ... ailing economy, low moral values and philosophy of the end justifies the means were reasons for low parents and communities involvement in secondary education-quality improvement.

  10. 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.

  11. 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

  12. Enhance ONE Year of Education.

    Science.gov (United States)

    Longhurst, Max L.; Smith, Geoffrey G.; Sorenson, Blaine L.

    Substitute teachers are responsible for over 1 full year of every child's education, but research shows that only 10 percent of school districts provide more than 2 hours of substitute teacher training, and 53 percent of school districts provide no training. There is a tremendous need to implement effective training programs that will ultimately…

  13. Can MOOCs Enhance Sexuality Education?

    Science.gov (United States)

    Goldman, Juliette

    2016-01-01

    There is a revolution taking place in teacher/learner/technology relations. At primary, secondary and tertiary education levels, teachers and students are being confronted by new technologies, new pedagogies, new relationships in teacher-student roles, as well as reconsiderations about how information is to be learned. The growth of information…

  14. 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…

  15. Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

    Science.gov (United States)

    Garran, Ann Marie; Kang, Hye-Kyung; Fraser, Edith

    2014-01-01

    The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues…

  16. Blessings on the Food, Blessings on the Workers: Arts-Based Education for Migrant Worker Justice

    Science.gov (United States)

    Barndt, Deborah

    2013-01-01

    Migrant agricultural workers are not only on the margins of Canadian and global food systems; they are also on the margins of public consciousness about the labour behind the food we eat. Even local food movement groups who advocate for both social justice and sustainable food production have not made migrant labour a priority concern. Popular…

  17. Researching Race and Social Justice in Education: Essays in Honour of Barry Troyna.

    Science.gov (United States)

    Sikes, Pat, Ed.; Rizvi, Fazal, Ed.

    The essays in this book comprise a "festschrift", a group of essays, to commemorate Barry Troyna, who made an important contribution to thinking about race, racism, and research on social-justice issues in the school context. Much of his work was directed at showing that it was impossible to research questions of "race"…

  18. Dilemmas of Justice in Peace/Coexistence Education: Affect and the Politics of Identity

    Science.gov (United States)

    Zembylas, Michalinos; Bekerman, Zvi

    2008-01-01

    Lyotard (1988) argued that the major problem of this time may be understood in terms of two issues: the impossibility of avoiding conflicts and the absence of a universal genre of discourse to regulate them. In this article, the authors closely follows Lyotard's ideas to problematize claims about the university of justice. Then, the authors…

  19. (Re)Envisioning Mathematics Education: Examining Equity and Social Justice in an Elementary Mathematics Methods Course

    Science.gov (United States)

    Koestler, Courtney

    2010-01-01

    In this dissertation, I present my attempts at designing an elementary mathematics methods course to support prospective teachers in developing an understanding of how to teach all students in learning powerful mathematics. To do this, I introduced them to teaching mathematics for equity and social justice by discussing ways to support students'…

  20. 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…

  1. Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program

    Science.gov (United States)

    Dailey, Ardella; Harris, Margaret; Plough, Bobbie; Porfilio, Brad; Winkelman, Peg

    2016-01-01

    The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey…

  2. The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

    Science.gov (United States)

    Krings, Amy; Austic, Elizabeth A.; Gutiérrez, Lorraine M.; Dirksen, Kaleigh E.

    2015-01-01

    This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students' commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education…

  3. Principals Learning from Veteran Teachers Serving Impoverished Students: Social Justice Implications for Professors of Educational Administration

    Science.gov (United States)

    Rosine, Dale

    2013-01-01

    This qualitative study of ten elementary veteran teachers used Hargrove's single, double, and triple-loop thinking to understand their perceptions regarding knowledge new principals need to be social justice leaders working in impoverished schools. Findings in three categories revealed the importance of principals learning to identify their…

  4. 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…

  5. 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…

  6. 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.

  7. 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...

  8. 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...

  9. Does technology really enhance nurse education?

    Science.gov (United States)

    Goodchild, Tim

    2018-07-01

    Technology has clearly impacted upon our working lives, and the purpose of this paper is to offer a critical insight into the ubiquitous presence of technology in nurse education. This paper argues that technology enhanced learning is predicated on the promise of potential and purported transformation of teaching and learning. It suggests that there is a lack of critical engagement in the academic field of technology enhanced learning, and adds a critical voice to some of the emerging arguments in this area. There is also a lack of systematic evidence supporting the enhancement offered by technology, and yet the technology enhanced project continues to persist. The discourse surrounding technology enhanced learning has become so dominant, so pervasive, that those of us within it can no longer see alternatives. But there are alternatives, and this paper argues that we need to challenge the dominance of technology enhanced learning, and become aware of its contingent nature. Copyright © 2018 Elsevier Ltd. All rights reserved.

  10. 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.

  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. How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society

    OpenAIRE

    Ann-Katrin Witt; Marta Cuesta

    2014-01-01

    In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender conscious pedagogy. Gender conscious pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and "normal". This entails acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life...

  13. 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.

  14. 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.

  15. Genetic enhancement, social justice, and welfare-oriented patterns of distribution.

    Science.gov (United States)

    Etieyibo, Edwin

    2012-07-01

    The debate over the host of moral issues that genetic enhancement technology (GET) raises has been significant. One argument that has been advanced to impugn its moral legitimacy is the 'unfair advantage argument' (UAA), which states: allowing access to GET to be determined by socio-economic status would lead to unjust outcomes, namely, create a genetic caste system, and with it the exacerbation and perpetuation of existing socio-economic inequalities. Fritz Allhoff has recently objected to the argument, the kernel of which is that it conflates the use of the technology with its distribution. GET, he argues, would generate unjust outcomes only if it is distributed according to principles of an unjust pattern of distribution; for if we can determine what constitutes a 'just' distributive scheme, then the technology can be allocated according to the principles of that scheme. In this paper I argue the following cluster of related claims: (1) both UAA and Allhoff's proposed distributive schemes ignore the importance of non-genetic factors in the development of an individual's characteristics and capacities; (2) if we accept the view that it is good to prevent unjust outcomes that arise because some have exclusive access to GET, then we have to accept wide-ranging distributive schemes; (3) by tracking genetic and non-genetic factors wide-ranging schemes do violate in some sense the widely shared value of neutrality in liberal democracies. © 2011 Blackwell Publishing Ltd.

  16. 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

  17. 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…

  18. 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,…

  19. 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…

  20. The importance of need for cognition and educational experience in enhanced and standard substance abuse treatment.

    Science.gov (United States)

    Czuchry, Michael; Dansereau, Donald F

    2004-06-01

    The current study examined the relationship between need for cognition (i.e., cognitive motivation or "will") and educational experience (i.e., cognitive ability or "skill") to perceived improvements during treatment of probationers receiving residential treatment within the criminal justice system. Probationers were randomly assigned to either receive motivational activities developed by the authors (the "enhanced" condition), or treatment as usual (but with access to general reading materials in lieu of the motivational activities). Need for cognition and educational experience were assessed and used as blocking variables, and ratings of progress were assessed midway and toward the end of treatment. The results indicate that both need for cognition and educational experience are important predictors of improvement during treatment, and that the motivational activities developed by the authors were particularly valuable for clients with lower levels of need for cognition.

  1. 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.”

  2. Social Justice and Human Rights in Education Policy Discourse: Assessing Nelson Mandela's Legacy

    Science.gov (United States)

    Gebremedhin, Abrehet; Joshi, Devin

    2016-01-01

    Twenty years after South Africa's democratisation, Nelson Mandela's passing has prompted scholars to examine his legacy in various domains. Here we take a look at his legacy in education discourse. Tracing Mandela's thoughts and pronouncements on education we find two major emphases: a view of education as a practical means to economic…

  3. Seeking Aporia: Experiences with Teaching Social Justice in the Undergraduate Music Education Program

    Science.gov (United States)

    Sears, Colleen

    2016-01-01

    Maxine Greene's (1995) concept of "wide awakeness" challenges educators to think outside routine and comfort. She asserts that morality in education depends upon educators' commitment to problematize transparent and oppressive norms by calling into question long held beliefs. Socrates referred to this process as aporia, a state of…

  4. 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 ...

  5. Enhancing Undergraduate Education with NASA Resources

    Science.gov (United States)

    Manning, James G.; Meinke, Bonnie; Schultz, Gregory; Smith, Denise Anne; Lawton, Brandon L.; Gurton, Suzanne; Astrophysics Community, NASA

    2015-08-01

    The NASA Astrophysics Science Education and Public Outreach Forum (SEPOF) coordinates the work of NASA Science Mission Directorate (SMD) Astrophysics EPO projects and their teams to bring cutting-edge discoveries of NASA missions to the introductory astronomy college classroom. Uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogical expertise, the Forum has coordinated the development of several resources that provide new opportunities for college and university instructors to bring the latest NASA discoveries in astrophysics into their classrooms.To address the needs of the higher education community, the Astrophysics Forum collaborated with the astrophysics E/PO community, researchers, and introductory astronomy instructors to place individual science discoveries and learning resources into context for higher education audiences. The resulting products include two “Resource Guides” on cosmology and exoplanets, each including a variety of accessible resources. The Astrophysics Forum also coordinates the development of the “Astro 101” slide set series. The sets are five- to seven-slide presentations on new discoveries from NASA astrophysics missions relevant to topics in introductory astronomy courses. These sets enable Astronomy 101 instructors to include new discoveries not yet in their textbooks in their courses, and may be found at: https://www.astrosociety.org/education/resources-for-the-higher-education-audience/.The Astrophysics Forum also coordinated the development of 12 monthly “Universe Discovery Guides,” each featuring a theme and a representative object well-placed for viewing, with an accompanying interpretive story, strategies for conveying the topics, and supporting NASA-approved education activities and background information from a spectrum of NASA missions and programs. These resources are adaptable for use by instructors and may be found at: http

  6. "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.

  7. Enhancing Environmental Higher Education in Eastern Europe

    Science.gov (United States)

    Palmisano, E.; Caporali, E.; Valdiserri, J.

    2010-12-01

    Higher Education plays a central role in the development of both human beings and modern societies as it enhances social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth. Different initiatives are taking place at world level to guarantee accessibility and right to higher education. The sustainability of human development has, as relevant key factors, environment protection and natural resources enhancement. Environment is therefore becoming more and more important at global level. The Environmental policy is object of discussions, in different prime minister summits and conferences, and constitutes a priority of policy in an increasing number of countries. The European Higher Education institutions, to achieve the objectives above, and to encourage cooperation between countries, may take part in a wide range of European Commission funded programmes, such as TEMPUS, which supports the modernisation of higher education and creates an area of co-operation in countries surrounding the EU. Some important projects run by the University of Florence are the TEMPUS DEREC-Development of Environmental and Resources Engineering Curriculum (2005-2008) and its spin-off called DEREL-Development of Environment and Resources Engineering Learning (2010-2013), recently recommended for funding by the European Commission. Through the co-operation of all project consortium members (Universities in Austria, Germany, Greece, FYR Macedonia, Albania and Serbia) they are aimed at the development and introduction of first and second level curricula in “Environmental and Resources Engineering” at the Ss. Cyril and Methodius University in Skopje (FYR Macedonia). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between the University of Florence and the Ss. Cyril and Methodius University in Skopje were fulfilled and a shared educational programme leading to the mutual

  8. 13. Enhancing Music Listening in Educational Context

    Directory of Open Access Journals (Sweden)

    Iuşcă Dorina

    2016-03-01

    Full Text Available A growing body of research has shown the importance of music listening in psychological frameworks such as the construction of emotional and social identity. Nonetheless, the educational implications of this activity involve the way students use music listening for cultural development, cognitive processing and aesthetic reaction enhancement. The present study aims to review the relevant literature regarding how musical preference, a concept used mainly in music psychology, may be explored in educational contexts. Zajong’s (1968 theory of repeated exposure indicates that mere exposure to a stimulus is enough to create a favorable attitude towards it. This study investigates the experimental researches focused on the conditions where repeated exposure to academic music may generate the development of musical preference.

  9. R.S. Peters and Jurgen Habermas: Presuppositions of Practical Reason and Educational Justice

    Science.gov (United States)

    Martin, Christopher

    2009-01-01

    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not…

  10. Recovering the Role of Reasoning in Moral Education to Address Inequity and Social Justice

    Science.gov (United States)

    Nucci, Larry

    2016-01-01

    This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond…

  11. The Conversation of Critical Practice: Pre-Service Teachers as Educators for Social Justice

    Science.gov (United States)

    Calderwood, Patricia; Mazza, Morgan Aboud; Ruel, Abiah Clarke; Favano, Amy; Jean-Guilluame, Vonick; McNeill, Daniel; Stenerson, Carolyn

    2008-01-01

    In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.

  12. Expressions of Liberal Justice? Examining the Aims of the UN's Sustainable Development Goals for Education

    Science.gov (United States)

    VanderDussen Toukan, Elena

    2017-01-01

    This paper analyzes the United Nations' Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to "ensure inclusive and equitable quality education and promote lifelong opportunities for all" by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a…

  13. Expanding the Frame: Building Transnational Alliances for Racial and Educational Justice

    Science.gov (United States)

    Taylor, Amanda

    2017-01-01

    U.S. educational policymakers and equity advocates often frame the negative ramifications of racial inequality in schools in terms of worries about the nation's future global economic competitiveness. This article draws on frame theory (Snow & Benford, 1988) and education organizing theory (Warren & Mapp, 2011) to argue that educational…

  14. The Dialectic of Racial Justice: Maxine Greene's Contributions to Morally Engaged and Racially Just Education Spaces

    Science.gov (United States)

    Ross, Sabrina

    2017-01-01

    More than 50 years after the "Brown v. Board of Education of Topeka" decision, the democratic promises inherent in "Brown" have yet to be fulfilled (Franklin 2005) and educational quality, or lack thereof, continues to be intimately linked with social constructions of race (Baszile 2008; Ladson-Billings 2012).…

  15. 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…

  16. Modules to enhance smart lighting education

    Science.gov (United States)

    Bunch, Robert M.; Joenathan, Charles; Connor, Kenneth; Chouikha, Mohamed

    2012-10-01

    Over the past several years there has been a rapid advancement in solid state lighting applications brought on by the development of high efficiency light emitting diodes. Development of lighting devices, systems and products that meet the demands of the future lighting marketplace requires workers from many disciplines including engineers, scientists, designers and architects. The National Science Foundation has recognized this fact and established the Smart Lighting Engineering Research Center that promotes research leading to smart lighting systems, partners with industry to enhance innovation and educates a diverse, world-class workforce. The lead institution is Rensselaer Polytechnic Institute with core partners Boston University and The University of New Mexico. Outreach partners include Howard University, Morgan State University, and Rose-Hulman Institute of Technology. Because of the multidisciplinary nature of advanced smart lighting systems workers often have little or no formal education in basic optics, lighting and illumination. This paper describes the initial stages of the development of self-contained and universally applicable educational modules that target essential optics topics needed for lighting applications. The modules are intended to be easily incorporated into new and existing courses by a variety of educators and/or to be used in a series of stand-alone, asynchronous training exercises by new graduate students. The ultimate goal of this effort is to produce resources such as video lectures, video presentations of students-teaching-students, classroom activities, assessment tools, student research projects and laboratories integrated into learning modules. Sample modules and resources will be highlighted. Other outreach activities such as plans for coursework, undergraduate research, design projects, and high school enrichment programs will be discussed.

  17. Hip-Hop, Social Justice, and Environmental Education: Toward a Critical Ecological Literacy

    Science.gov (United States)

    Cermak, Michael J.

    2012-01-01

    This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL).…

  18. Sexuality Education: Implications for Health, Equity, and Social Justice in the United States

    Science.gov (United States)

    Elia, John P.; Tokunaga, Jessica

    2015-01-01

    Purpose: The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a…

  19. The "State of Exception" and Disaster Education: A Multilevel Conceptual Framework with Implications for Social Justice

    Science.gov (United States)

    Preston, John; Chadderton, Charlotte; Kitagawa, Kaori

    2014-01-01

    The term "state of exception" has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various…

  20. Back to Basic Values: Education for Justice and Peace in the World.

    Science.gov (United States)

    Starkey, Hugh

    1992-01-01

    Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)

  1. Is Social Justice Found in Japanese Education? The Yutori Curriculum and After

    Science.gov (United States)

    Hosokawa, Mitsue

    2016-01-01

    The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has implemented various curriculums, so-called the Course of Study, over the past few decades. The Yutori curriculum, which was introduced in the 1990's, aimed to improve flexible thinking by reducing the amount of study materials. After finding lowered scores on the PISA…

  2. Financing Education: Why Should Tax Justice Be Part of the Solution?

    Science.gov (United States)

    Ron Balsera, Maria; Klees, Steven J.; Archer, David

    2018-01-01

    This forum seeks to problematise issues related to the lack of resources to adequately finance public education systems. It explores potential solutions based on increased domestic resource mobilisation through progressive taxation in order to meet the growing financing gap needed to achieve Sustainable Development Goal (SDG) 4. While many…

  3. Disrupting Racialized Institutional Scripts: Toward Parent-Teacher Transformative Agency for Educational Justice

    Science.gov (United States)

    Ishimaru, Ann M.; Takahashi, Sola

    2017-01-01

    Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

  4. Learning Analytics: At the Nexus of Big Data, Digital Innovation, and Social Justice in Education

    Science.gov (United States)

    Aguilar, Stephen J.

    2018-01-01

    We are still designing educational experiences for the "average" student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the…

  5. Community Organizing as Educational Leadership: Lessons from Chicago on the Politics of Racial Justice

    Science.gov (United States)

    Welton, Anjalé D.; Freelon, Rhoda

    2018-01-01

    The collective power of community members has the potential to shape education reform efforts through activism and community organizing. In this article, we present two cases where community organizers exhibited key leadership strategies designed to influence district decision-making about school closures in Chicago. Employing a mix of interviews,…

  6. Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture

    Science.gov (United States)

    Baszile, Denise Taliaferro

    2009-01-01

    Although hip hop culture has been one of the most significant urban youth movements over the last three decades, it has only recently gained attention within the educational literature as a force to be reckoned with. And even then, much of the literature seeks to understand how hip hop can be used to engage students in the official school…

  7. School Autonomy Reform and Public Education in Australia: Implications for Social Justice

    Science.gov (United States)

    Keddie, Amanda

    2017-01-01

    The renewed commitment to school autonomy reform in Australia is based on the view that it will drive up academic standards. There remains, however, little conclusive evidence to support this view. Simply instating the structural changes to bring about greater autonomy for schools within public education systems across the world has not led…

  8. Water Justice

    NARCIS (Netherlands)

    Boelens, R.A.; Perreault, T.; Vos, J.M.C.

    2018-01-01

    Water justice is becoming an ever-more pressing issue in times of increasing water-based inequalities and discrimination. Megacities, mining, forestry, industry and agribusiness claim an increasingly large share of available surface and groundwater reserves. Water grabbing and pollution generate

  9. Education, Social Justice and School Diversity: Insights from the Capability Approach

    OpenAIRE

    Peppin Vaughan, R.

    2016-01-01

    This paper offers a theoretical exploration of the impact of diversity in schools on attitudes to inequality in students’ later life. Reflecting on recent changes on the school system in England, and building on work on how values are formed and how inequalities between groups may be either perpetuated or changed, it seeks to investigate the development of values and agency goals relating to the reduction of poverty and inequalities, particularly between groups. School education has the poten...

  10. Lessons on social justice: a pedagogical reflection on the educational message of The Boxtrolls

    OpenAIRE

    Odrowaz-Coates, Anna

    2016-01-01

    The author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of The Boxtrolls (film - 2014). The paper discusses rich analytical material that may be explored by employing The Boxtrolls story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma an...

  11. Behind the Façade of Fee-Free education: Shadow Education and Its Implications for Social Justice

    Science.gov (United States)

    Bray, Mark; Kwo, Ora

    2013-01-01

    Most governments, at an official level, espouse the principles of the 1948 Universal Declaration of Human Rights. Among its statements is that education shall be free, at least in the elementary and fundamental stages. Yet while the façade of government education systems presents an image that instruction is free of charge, families across the…

  12. Eleventh Annual "Brown" Lecture in Education Research A Long Shadow: The American Pursuit of Political Justice and Education Equality

    Science.gov (United States)

    Anderson, James D.

    2015-01-01

    This article examines the historical relationship between political power and the pursuit of education and social equality from the Reconstruction era to the present. The chief argument is that education equality is historically linked to and even predicated on equal political power, specifically, equal access to the franchise and instruments of…

  13. 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.

  14. Infusing Social Justice in Undergraduate Nursing Education: Fostering Praxis Through Simulation.

    Science.gov (United States)

    Caldwell, Robyn; Cochran, Courtney

    Forensic clinical experiences are often inconsistent in undergraduate nursing education. Nursing students are not included in the process of forensic evidence collection, often because of the sensitive nature of the situation. Unfortunately, nursing students are forced to rely on theoretical knowledge provided by the nurse educator to understand the complexities of forensic nursing care. Nursing students must be able to identify and provide appropriate nursing care for individuals in all forensic situations. Comprehensive clinical laboratory experiences should be provided through active teaching-learning strategies, which replicate nursing care of the forensic patient. Simulated patient experiences provide a unique opportunity to explore the sensitive nature of sexual trauma in a safe learning environment. This strategy facilitates the application of theoretical forensic principles by utilizing live actors or high-fidelity manikins in laboratory settings. The application of theory to each simulated patient infuses conceptual knowledge at the point of care. Change in social consciousness begins at the bedside. The moral imperative of nursing continues to be the preparation of socially responsible, professional nurses who strive to end social injustices.

  15. LESSONS ON SOCIAL JUSTICE: A PEDAGOGICAL REFLECTION ON THE EDUCATIONAL MESSAGE OF THE BOXTROLLS

    Directory of Open Access Journals (Sweden)

    Anna Odrowaz-Coates

    2016-08-01

    Full Text Available The author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of The Boxtrolls (film - 2014. The paper discusses rich analytical material that may be explored by employing The Boxtrolls story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma and social divisions. Social structures of oppression, politics of exclusion, masses ruled by fear, prejudice, misunderstanding and violence are explored using the theoretical frameworks of M. Foucault, B. Bourdieu, Z. Bauman and R. Braidotti. The moral values depicted in the film are set against excessive consumption, class divisions, selfishness and deficient parental skills; these are analysed as educational tools for all scholastic levels. Evil is punished and values of friendship, trust, cohesion and cooperation (key ingredients of social capital are victorious. There is also the opportunity for redemption and social rehabilitation, revealing the complexity of humans and their intersectional positioning. Whilst the human condition and the story are universal, the means of conveying the message reflect technological and societal change.

  16. 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…

  17. Enhanced virtual microscopy for collaborative education

    Directory of Open Access Journals (Sweden)

    Holloway William J

    2011-01-01

    Full Text Available Abstract Background Curricular reform efforts and a desire to use novel educational strategies that foster student collaboration are challenging the traditional microscope-based teaching of histology. Computer-based histology teaching tools and Virtual Microscopes (VM, computer-based digital slide viewers, have been shown to be effective and efficient educational strategies. We developed an open-source VM system based on the Google Maps engine to transform our histology education and introduce new teaching methods. This VM allows students and faculty to collaboratively create content, annotate slides with markers, and it is enhanced with social networking features to give the community of learners more control over the system. Results We currently have 1,037 slides in our VM system comprised of 39,386,941 individual JPEG files that take up 349 gigabytes of server storage space. Of those slides 682 are for general teaching and available to our students and the public; the remaining 355 slides are used for practical exams and have restricted access. The system has seen extensive use with 289,352 unique slide views to date. Students viewed an average of 56.3 slides per month during the histology course and accessed the system at all hours of the day. Of the 621 annotations added to 126 slides 26.2% were added by faculty and 73.8% by students. The use of the VM system reduced the amount of time faculty spent administering the course by 210 hours, but did not reduce the number of laboratory sessions or the number of required faculty. Laboratory sessions were reduced from three hours to two hours each due to the efficiencies in the workflow of the VM system. Conclusions Our virtual microscope system has been an effective solution to the challenges facing traditional histopathology laboratories and the novel needs of our revised curriculum. The web-based system allowed us to empower learners to have greater control over their content, as well as the

  18. 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.

  19. Can Library Use Enhance Intercultural Education?

    Science.gov (United States)

    Pihl, Joron

    2012-01-01

    This article explores the questions to what extent educational research addresses library use in education and how the library can contribute to intercultural education. The focus is primarily on elementary education in Europe. Analysis of research publications was based on searches for peer-reviewed journals in international databases, literary…

  20. Ecopedagogy in the Age of Globalization: Educators' Perspectives of Environmental Education Programs in the Americas Which Incorporate Social Justice Models

    Science.gov (United States)

    Misiaszek, Gregery William

    2011-01-01

    Ecopedagogy is defined in this research as transformative environmental education which critically and dialectically deconstructs how social conflicts and environmental (socio-environmental) devastation are connected. Understanding these connections is necessary because environmental destructive actions are inherently political--benefiting some…

  1. Educating for Social Justice: Perspectives from Library and Information Science and Collaboration with K-12 Social Studies Educators

    Science.gov (United States)

    Naidoo, Jamie Campbell; Sweeney, Miriam E.

    2015-01-01

    Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education. Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there…

  2. 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…

  3. 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

  4. An Empirical Study of the Conceptualization of Overall Organizational Justice and Its Relationship with Psychological Empowerment, Organizational Commitment and Turnover Intention in Higher Education

    Science.gov (United States)

    Tsai, Markus Chia-Han

    2012-01-01

    Traditionally, organizational justice has been conceptualized by differentiating the construct into distributive, procedural and interactional justice. In recent years, some researchers have suggested that treating organizational justice as one concept may be a better approach, since the distributive, procedural and interactional justice have…

  5. 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.

  6. 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...

  7. 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…

  8. Workplace Bullying and Its Influence on the Perception of Organizational Justice and Organizational Citizenship Behavior in Higher Education

    Science.gov (United States)

    Mourssi-Alfash, Mohamed F.

    2014-01-01

    Most studies in the literature on workplace bullying concentrated on identifying the characteristics of who the bully and the bullied are, bullying behaviors and acts, and the effects of these bullying practices. However, there is not much in the literature about the perception of organizational justice and organizational citizenship behavior…

  9. Special Education and Juvenile Justice: An Overview and Analysis of Prevention and Intervention Policy and Program Developments

    Science.gov (United States)

    Ohio Coalition for the Education of Children with Disabilities, 2006

    2006-01-01

    There is a serious overpopulation of special needs youth in Ohio's juvenile justice system. This study raises policy questions relating to gaining a deeper understanding of the reasons why there is an overpopulation of children with disabilities in youth correctional facilities and what can be done to reduce the need for future incarcerations.…

  10. A Guide To Test Instruments for Entry and Exit Assessment in Florida Department of Juvenile Justice Educational Programs.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

    The 1999 Florida Legislature revised the laws pertaining to the assessment of students in Department of Juvenile Justice (DJJ) facilities. Revisions identified specific requirements for measuring student academic progress in the basic skill areas of reading, writing, and mathematics. Following the passage of this legislation, the Department of…

  11. Enhancing Title Ix Due Process Standards in Campus Sexual Assault Adjudication: Considering the Roles of Distributive, Procedural, and Restorative Justice

    Science.gov (United States)

    Harper, Shannon; Maskaly, Jon; Kirkner, Anne; Lorenz, Katherine

    2017-01-01

    Title IX prohibits sex discrimination--including sexual assault--in higher education. The Department of Education Office for Civil Rights' 2011 "Dear Colleague Letter" outlines recommendations for campus sexual assault adjudication allowing a variety of procedures that fail to protect accused students' due process rights and victims'…

  12. Use of peer teaching to enhance student and patient education.

    Science.gov (United States)

    Priharjo, Robert; Hoy, Georgina

    This article describes an evaluation of a peer-teaching project undertaken by second-year nursing students at a higher education institution in England. The initiative has enhanced the students' understanding of peer education. The importance of the nurse's role in patient education is emphasised. It is hoped that the experience of peer teaching will prepare nursing students for their future roles as nurse educators for patients, students and other staff.

  13. 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.

  14. Modeling Strategies for Enhancing Educational Quality

    Science.gov (United States)

    Cummings, William K.; Bain, Olga

    2017-01-01

    With the strengthening of the global economy, contemporary societies have come to view the educational achievements of their young people as a major component of national competiveness. But there are substantial variations in the strategies employed by different nations. To maximize educational achievements, some nations believe that the provision…

  15. assessing participation in secondary education quality enhancement

    African Journals Online (AJOL)

    PROF. BARTH EKWEME

    for low parents and communities involvement in secondary education-quality improvement. It was recommended that the quality of instruction in ... concern on standard of education hinges on the quality of instruction the children are ... NTI, 2000). This implies that teachers have a duty of helping students under their care to.

  16. Enhancing diversity through globalised higher education?

    DEFF Research Database (Denmark)

    Bengtsen, Søren Smedegaard; Nørgård, Rikke Toft; Locke, William

    for individual working patterns and career prospects. The fourth contribution discusses how globalisation, seen through the lense of the digitalised university, does not have to lead to uniformity in higher education learning and teaching practices, but may advance and bring forward local and personal life......, and the knowledge and skills developed transferrable (Francois, 2015; Nerad & Evans, 2014; Nerad & Heggelund, 2008). In these ways, universities are able to align educational policy, the production of social capital and higher education curricula. As a result, students are not confined to their home countries when...... academic practice, work, careers and cultures through a multi-layered analysis and discussion of the academic domains of: undergraduate education, doctoral education, junior and mid career academic work and careers, and inter-university digital communities. We ask: What are the meanings of local...

  17. Integrating ICT with education: using computer games to enhance ...

    African Journals Online (AJOL)

    Integrating ICT with education: using computer games to enhance learning mathematics at undergraduate level. ... This research seeks to look into ways in which computer games as ICT tools can be used to ... AJOL African Journals Online.

  18. Visual Arts as a Lever for Social Justice Education: Labor Studies in the High School Art Curriculum

    OpenAIRE

    Sosin, Adrienne Andi; Bekkala, Elsa; Pepper-Sanello, Miriam

    2010-01-01

    This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students’ understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts....

  19. Fetal Alcohol Spectrum Disorders: Using Knowledge, Attitudes and Practice of Justice Professionals to Support their Educational Needs.

    Science.gov (United States)

    Mutch, Raewyn C; Jones, Heather M; Bower, Carol; Watkins, Rochelle E

    2016-01-01

    People with Fetal Alcohol Spectrum Disorders (FASD) can be involved in high risk, socially unacceptable and harmful behaviours and are at high risk of engaging with the justice system. To obtain baseline data on Western Australian justice professionals' knowledge, attitudes and practice relating to FASD to inform the development of FASD resources. Cross sectional study using on-line survey methods, descriptive analysis of quantitative data and content analysis methods for qualitative data. 1873 people were invited to complete the survey. A total of 427 (23%) judicial officers, lawyers, corrective services personnel and police completed the survey. The majority had heard of Fetal Alcohol Syndrome (85%) but were less familiar with FASD (60%). Only 16% of respondents identified the key features of FASD as permanent and only 48.4% considered psychological difficulties as important. The majority of legal and judicial officers and approximately half the police officers considered that knowledge about FASD was very relevant to their work. There was widespread agreement of the need for more information and training about FASD to optimise outcomes for people with, or suspected of having a FASD, engaging with the justice system.

  20. Alternative assessment to enhance theological education

    Directory of Open Access Journals (Sweden)

    Erna Oliver

    2015-09-01

    Full Text Available The knowledge driven, network society that is founded upon technology, demands from students to become independent, confident and motivated life-long, self-directed learners that can transfer their knowledge, skills and values. In order to deliver this type of graduates from a diverse and unequal student pool, effective education must be provided. Educators are encouraged to focus education on student-centeredness and to use technology effectively. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in this environment. This article advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and ‘one size fits all’ assessment methods within theology. The SECTIONS framework was used to evaluate ten alternative assessment tools that are in accord with the development within society.

  1. Terrorism, forgiveness and restorative justice

    NARCIS (Netherlands)

    Pemberton, A.

    2014-01-01

    This paper is intended to enhance understanding of the complexities of restorative justice in cases of terrorism from a victimological perspective. It does so first by analysing what separates terrorism from other forms of crime. The author argues that the main distinction concerns the peculiarly

  2. Using Games to Creatively Enhance the Counselor Education Curriculum

    Science.gov (United States)

    Swank, Jacqueline M.

    2012-01-01

    Utilizing games within the classroom may assist counselor educators with enhancing learning. Counselor educators may integrate games within the curriculum to assist students in learning and developing self-awareness and to assess knowledge and skills. This article describes the utilization of games within experiential-learning theory and presents…

  3. Organisational Culture and Technology-Enhanced Innovation in Higher Education

    Science.gov (United States)

    Zhu, Chang

    2015-01-01

    Higher education institutions are evolving and technology often plays a central role in their transformations. Educational changes benefit from a supportive environment. The study examines the relationship between organisational culture and teachers' perceptions of and responses to technology-enhanced innovation among Chinese universities. A…

  4. Enhancing of Self-Efficacy in Teacher Education Students

    Science.gov (United States)

    Malinauskas, Romualdas K.

    2017-01-01

    In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = 0.57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on…

  5. 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.

  6. 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,…

  7. 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…

  8. Technology Enhanced Analytics (TEA) in Higher Education

    Science.gov (United States)

    Daniel, Ben Kei; Butson, Russell

    2013-01-01

    This paper examines the role of Big Data Analytics in addressing contemporary challenges associated with current changes in institutions of higher education. The paper first explores the potential of Big Data Analytics to support instructors, students and policy analysts to make better evidence based decisions. Secondly, the paper presents an…

  9. Academic Performance Enhancement Drugs in Higher Education

    Science.gov (United States)

    Aikins, Ross Douglas

    2012-01-01

    Higher education is a place where students are known to navigate various stages of psychosocial development, and experiment with psychoactive substances. Extant research detailing the relationship between drugs and student development typically frame the impact of substance use as exclusively negative or harmful to student health and the outcomes…

  10. Social Media Tips to Enhance Medical Education.

    Science.gov (United States)

    Shah, Vikas; Kotsenas, Amy L

    2017-06-01

    In this article, we describe how social media can supplement traditional education, articulate the advantages and disadvantages of various social media platforms for both teachers and learners, discuss best practices to maintain confidentiality of protected health information, and provide tips for implementing social media-based teaching into the training curriculum. Copyright © 2017 The Association of University Radiologists. All rights reserved.

  11. Sharing our stories. Using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justice

    Directory of Open Access Journals (Sweden)

    Graham Stewart

    2013-03-01

    Full Text Available Reading can ignite the narrative imagination of the first-year university student, provoking an exploration of cultural diversity, social justice and identity. Novels, plays, poetry and short stories can engage the reader more deeply than factual studies, and engender a thoughtful, responsive and responsible attitude towards society. A sense of social justice is fundamental to the development of good citizenship, and it has been argued that the study of creative writing, especially that which is embedded in local and regional history, provides a sound scaffolding for student learning experiences though related writing activities and debate. Online literary and historical encyclopaedias can provide an ideal information landscape for the development of learning modules that focus on local literature. A structured e-learning module may build on such online sources by assisting the student to navigate the abundant references and discover materials that may be probed more deeply through reading assignments, writing tasks and discussion. This paper presents a case study of the design and development of a general education learning module – “Sharing our stories” – intended to provide students with enriching encounters with local literature while advancing their academic reading and writing skills. The module draws on the content of the Encyclopaedia of South African Arts, Culture and Heritage (ESAACH which plays an integral part as a springboard to the exploration of local writing.

  12. 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.

  13. 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…

  14. 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.

  15. Enhancing environmental engineering education in Europe

    Science.gov (United States)

    Caporali, Enrica; Tuneski, Atanasko

    2013-04-01

    In the frame of knowledge triangle: education-innovation-research, the environmental engineering higher education is here discussed with reference to the TEMPUS-Trans European Mobility Programme for University Studies promoted by the European Commission. Among the focused aspects of TEMPUS are curricula harmonization and lifelong learning programme development in higher education. Two are the curricula, since the first TEMPUS project, coordinated in the period 2005-2008 by University of Firenze in cooperation with colleagues of the Ss Cyril and Methodius University, Skopje. The second three years TEMPUS Joint Project denominated DEREL-Development of Environment and Resources Engineering Learning, is active since October 2010. To the consortium activities participate 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), and 1 PC Ministry, 4 PC National Agencies, 1 PC non governmental organization and 1 PC enterprise. The same 4 EU Universities and the same Macedonian Institutions participated at the first TEMPUS JEP entitled DEREC-Development of Environmental and Resources Engineering Curriculum. Both the first and second cycle curriculum, developed through the co-operation, exchange of know-how and expertise between partners, are based on the European Credit Transfer System and are in accordance with the Bologna Process. Within DEREC a new three-years first cycle curriculum in Environmental and Resources Engineering was opened at the University Ss Cyril and Methodius, Skopje, and the necessary conditions for offering a Joint Degree Title, on the basis of an agreement between the Ss. Cyril and Methodius University and the University of Firenze, were fulfilled. The running DEREL project, as a continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second cycle curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in

  16. 78 FR 57177 - Meeting of the Office of Justice Programs' Science Advisory Board

    Science.gov (United States)

    2013-09-17

    ... advice in the areas of science and statistics for the purpose of enhancing the overall impact and... designated six (6) subcommittees: National Institute of Justice (NIJ); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention (OJJDP); Bureau of Justice Assistance; Quality and...

  17. What Should Teachers' Unions Do in a Time of Educational Crisis? An Essay Review of Lois Weiner's "The Future of Our Schools: Teachers Unions and Social Justice" (Chicago, IL: Haymarket Books, 2012, 220 pp.)

    Science.gov (United States)

    Apple, Michael W.

    2013-01-01

    What roles can and should teachers' unions play in the deliberations, debates, and conflicts over school reform in a time when education sits at the center of so much of our economic, political, ideological, and cultural tensions? Lois Weiner's new book, "The Future of Our Schools: Teachers Unions and Social Justice," speaks…

  18. Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia (Contribuciones de una perspectiva de justicia social para la formación de docentes de lenguas a los programas de desarrollo profesional en Colombia)

    Science.gov (United States)

    Sierra Piedrahita, Ana María

    2016-01-01

    In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in…

  19. 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…

  20. Attitudes toward hiring applicants with mental illness and criminal justice involvement: the impact of education and experience.

    Science.gov (United States)

    Batastini, Ashley B; Bolanos, Angelea D; Morgan, Robert D

    2014-01-01

    Individuals with mental health diagnoses, as well as those involved in the criminal justice system, experience a number of barriers in the recovery and reintegration progress, including access to stable, prosocial employment opportunities. Employment for these populations is important for establishing financial security, reducing unstructured leisure time, increasing self-worth, and improving interpersonal skills. However, research has demonstrated that individuals with psychiatric and/or criminal backgrounds may experience stigmatizing attitudes from employers that impede their ability to find adequate work. This study aimed to evaluate stigmatizing beliefs toward hypothetical applicants who indicated a mental health history, a criminal history, or both, as well as the effectiveness of psychoeducation in reducing stigma. Participants consisted of 465 individuals recruited from a large university who completed a series of online questions about a given applicant. Results of this study varied somewhat across measures of employability, but were largely consistent with extant research suggesting that mental illness and criminal justice involvement serve as deterrents when making hiring decisions. Overall, psychoeducation appeared to reduce stigma for hiring decisions when the applicant presented with a criminal history. Unfortunately, similar findings were not revealed when applicants presented with a psychiatric or a psychiatric and criminal history. Implications and limitations of these findings are presented, along with suggestions for future research. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Medical Education to Enhance Critical Consciousness: Facilitators' Experiences.

    Science.gov (United States)

    Zaidi, Zareen; Vyas, Rashmi; Verstegen, Danielle; Morahan, Page; Dornan, Tim

    2017-11-01

    To analyze educators' experiences of facilitating cultural discussions in two global health professions education programs and what these experiences had taught them about critical consciousness. A multicultural research team conducted in-depth interviews with 16 faculty who had extensive experience facilitating cultural discussions. They analyzed transcripts of the interviews thematically, drawing sensitizing insights from Gramsci's theory of cultural hegemony. Collaboration and conversation helped the team self-consciously examine their positions toward the data set and be critically reflexive. Participant faculty used their prior experience facilitating cultural discussions to create a "safe space" in which learners could develop critical consciousness. During multicultural interactions they recognized and explicitly addressed issues related to power differentials, racism, implicit bias, and gender bias. They noted the need to be "facile in attending to pain" as learners brought up traumatic experiences and other sensitive issues including racism and the impact of power dynamics. They built relationships with learners by juxtaposing and exploring the sometimes-conflicting norms of different cultures. Participants were reflective about their own understanding and tendency to be biased. They aimed to break free of such biases while role modeling how to have the courage to speak up. Experience had given facilitators in multicultural programs an understanding of their responsibility to promote critical consciousness and social justice. How faculty without prior experience or expertise could develop those values and skills is a topic for future research.

  2. 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…

  3. 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…

  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. Enhancing cultural competence in medical education

    DEFF Research Database (Denmark)

    Sorensen, Janne; Norredam, Marie; Dogra, Nisha

    2017-01-01

    the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers...... stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners. Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4...... The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students...

  6. Detailed Globes Enhance Education and Recreation

    Science.gov (United States)

    2007-01-01

    Orbis World Globes creates inflatable globes-Earthballs-in many sizes that depict Earth as it is seen from space, complete with atmospheric cloud cover. Orbis designs and produces the most visually authentic replicas of Earth ever created, and NASA took notice of Orbis globes and employed a 16-inch diameter EarthBall for an educational film it made aboard the STS-45 shuttle mission. Orbis later collaborated with NASA to create two 16-foot diameter world globes for display at the 2002 Olympic Winter Games in Salt Lake City, using more detailed satellite imagery. The satellite image now printed on all Orbis globes displays 1-kilometer resolution and is 21,600 by 43,200 pixels in size, and Orbis globes are otherwise meteorologically accurate, though the cloud cover has been slightly reduced in order for most of the landforms to be visible. Orbis also developed the exclusive NightGlow Cities feature, enabling EarthBalls to display the world's cities as they appear as the Earth revolves from daylight into night. Orbis inflatable globes are available in sizes from 1 to 100 feet in diameter, with the most common being the standard 16-inch and 1-meter diameter EarthBalls. Applications include educational uses from preschools to universities, games, and for a variety of display purposes at conferences, trade shows, festivals, concerts, and parades. A 16-foot diameter Orbis globe was exhibited at the United Nations' World Urban Forum, in Vancouver, Canada; the Space 2006 conference, in San Jose, California; and the X-Prize Cup Personal Spaceflight Exposition in Las Cruces, New Mexico.

  7. 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

  8. 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.

  9. 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.

  10. Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo [KINAC, Daejeon (Korea, Republic of)

    2013-10-15

    In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012.

  11. Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

    International Nuclear Information System (INIS)

    Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo

    2013-01-01

    In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012

  12. Using IT to Enhance the Educational Achievement of Students

    Directory of Open Access Journals (Sweden)

    Asya Stoyanova-Doycheva

    2016-03-01

    Full Text Available This article presents the use of information technology (IT in the education of students in Software Engineering and in English at the Faculty of Mathematics and Informatics at Plovdiv University. The teaching process incorporates traditional methods with applications based on the E-learning standards QTI and SCORM. The use of IT has been applied to the education of full-time and part-time Bachelor degree students from the 1st to the 4th year of studies. Based on the statistics from the teaching some conclusions have been drawn regarding the students’ performance and possible ways of enhancing their educational achievement.

  13. Allocation of financial resource to enhance educational productivity ...

    African Journals Online (AJOL)

    This study examines the allocation of financial resource to the education industry and how it enhances productivity and students' outcomes of the secondary schools' students in the Unity Colleges in Ogun state. It adopted ex-post factor research design and purposeful sample and sampling technique for the study. Scholars' ...

  14. Winning with Pinning: Enhancing Health and Physical Education with Pinterest

    Science.gov (United States)

    Franks, Hillary; Krause, Jennifer M.

    2017-01-01

    Social media can enhance teaching and learning by contributing to a quality health and physical education (HPE) program. Social networking has equipped HPE teachers with many novel resources for use in their classrooms. Pinterest (www.pinterest.com) is a social media website that allows teachers to search and find lesson ideas and professional…

  15. Collaborative Network Management for Enhancing Quality Education of Primary Schools

    Science.gov (United States)

    Chaikoed, Wisithsak; Sirisuthi, Chaiyuth; Numnaphol, Kochaporn

    2017-01-01

    This research aims to study the network and collaborative factors that enhance quality education of primary schools. Different methods were used in this research work: (1) Related approaches, theories, and research literatures and (2) Scholars were interviewed on 871 issues in the form of questionnaire, and the collaborative network factors were…

  16. Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

    Science.gov (United States)

    El-Maaddawy, Tamer

    2017-01-01

    Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

  17. New Evidence to Enhance Employment and Education for ...

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

    A decade of continuous growth, coupled with enhanced social investment, has reduced poverty and increased labour market opportunities in Latin America. However, some groups - in particular women and youth - are yet to see the benefits of this growth. Despite higher educational levels, the employment outlook for young ...

  18. Impact of Business Education in Enhancing Sales Volumes of Retail ...

    African Journals Online (AJOL)

    This study investigated the impact of business education in enhancing sales volume of retail business in Ohaozara local Government Area of Ebonyi State. Ninety (90) respondents formed the population of study. The instrument of data collection was a well structured and pretested questionnaire. Two research questions ...

  19. 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…

  20. 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…

  1. 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…

  2. The Academic Quality Handbook: Enhancing Higher Education in Universities and Further Education Colleges.

    Science.gov (United States)

    McGhee, Patrick

    This book is intended as an introduction to the management of quality assurance and enhancement in higher education, particularly in England. The text focuses on the relationship between institutional quality assurance and the auditing authority of the British Quality Assurance Agency for Higher Education. The chapters of part 1, "The Quality…

  3. Fellows as teachers: a model to enhance pediatric resident education.

    Science.gov (United States)

    Backes, Carl H; Reber, Kris M; Trittmann, Jennifer K B; Huang, Hong; Tomblin, Jordanna; Moorehead, Pamela A; Bauer, John A; Smith, Charles V; Mahan, John D

    2011-01-01

    Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience. This study was conducted in a neonatal intensive care unit (NICU) where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey. The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, pteaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education. While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both resident and fellow learning and satisfaction. Further investigation into the value of utilizing fellows as a positive force in

  4. An Eroding Social Justice Agenda: The Case of Physical Education and Health Edu-Business in Schools

    Science.gov (United States)

    McCuaig, Louise; Enright, Eimear; Rossi, Anthony; Macdonald, Doune; Hansen, Scott

    2016-01-01

    In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational,…

  5. Making "Good" or "Critical" Citizens: From Social Justice to Financial Literacy in the Québec Education Program

    Science.gov (United States)

    Lefrançois, David; Ethier, Marc-André; Cambron-Prémont, Amélie

    2017-01-01

    Purpose: The Québec Ministry of Education has introduced--as of September 2017--a new mandatory course focusing on financial literacy and addressing such issues as credit scores, loans, taxes and budgets. This announcement has created intense educational debate on the "raison d'être" and content of the course. This article will summarise…

  6. Peter Fensham--Head, Heart and Hands (on) in the Service of Science Education and Social Equity and Justice

    Science.gov (United States)

    Gunstone, Richard

    2009-01-01

    When Peter Fensham was appointed to the new Chair of Science Education at Monash University in 1967 he was the first Professor of Science Education in Australia, and, we think, may well have been the first such professor anywhere in the world outside USA. Over the subsequent 40+ years he has made/still makes remarkable and diverse contributions to…

  7. Models of Transformative Learning for Social Justice: Comparative Case Studies of Non-Formal Development Education in Britain and Spain

    Science.gov (United States)

    Brown, Eleanor J.

    2015-01-01

    This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in…

  8. Mobilizing Intercultural Education for Equity and Social Justice. Time to React against the Intolerable: A Proposal from Spain

    Science.gov (United States)

    Aguado-Odina, Teresa; Mata-Benito, Patricia; Gil-Jaurena, Inés

    2017-01-01

    Education is suffering from the consequences of strengthening neoliberal policies, which impose an education model that serves the interests of the hegemonic economic system. The market rationale is being implemented in schools, moving the interests from equity to efficiency, from equal opportunities to performance. Starting from setting out a…

  9. Conceptualising Food Research in Higher Education as a Matter of Social Justice: Philosophical, Methodological and Ethical Considerations

    Science.gov (United States)

    Dominguez-Whitehead, Yasmine

    2017-01-01

    Globally, food concerns in higher education have emerged as an issue of critical importance. Food acquisition struggles and high rates of food insecurity among students have been documented, yet food within higher education continues to be an under-researched area of study. This paper calls for advancing research that critically engages with food…

  10. Religious Education as a Tool for Enhancing Diversity

    DEFF Research Database (Denmark)

    Andersen, Peter Birkelund; Laudrup, Carin

    2010-01-01

    Over the past 30 years or so scholars in the social sciences and politicians alike have increasingly focused their attention on the effect of migration in European societies. This has resulted in theories of multiculturalism and more recently theories of cultural, ethnic, and religious diversity....... This paper raises the question of how such theories are reflected in religious education in the Danish school system. Based on analyses of a survey among pupils in their final year in upper secondary schools, it is argued that non-confessional religious education is one way of enhancing religious tolerance....

  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. The antecedents of buyers' perceived justice in online markets.

    Science.gov (United States)

    Chiu, Shun-Po; Chou, Huey-Wen; Chiu, Chao-Min

    2013-07-01

    The success of a business largely depends upon customers' intentions to continue to purchase, but this can be a challenge for vendors in online markets. This study proposes a model which identifies an initial set of justice antecedents and evaluates their relation to perceived justice, trust, and repurchase intention in online markets. The theoretical model is tested by using structural equation modeling on a data set of 424 buyers in Yahoo! Kimo online auction market. The results demonstrate that three dimensions of justice (distributive, procedural, and interactional) are positively and significantly related to trust, which in turn affects buyers' intention to repurchase. Moreover, among the three dimensions of justice judgments, distributive justice and interactional justice are relatively more important than procedural justice in predicting buyers' trust in sellers. In terms of the antecedents of justice, this study provides evidence that product quality and delivery performance are significantly related to distributive justice, while information quality and contact channel are important antecedents of procedural justice. This study also finds that responsiveness is important in enhancing buyers' judgments of interactional justice.

  13. 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.

  14. 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....

  15. A Model for Using Reflection to Enhance Interprofessional Education

    OpenAIRE

    Zarezadeh, Yadolah; Pearson, Pauline; Dickinson, Clair

    2009-01-01

    Both Reflective Practice and Interprofessional Education (IPE) have gained a considerable attention in the past three decades. Although a plethora of literature exists on either topic, few articles address the issue of using reflective techniques to enhance IPE (King &Ross, 2003; Ross et al, 2005; Goosey & Barr, 2002; Craddock, O'Halloran, Borthwick, & McPherson, 2006) and fewer provide a model to achieve this. The aim of this article is to propose a simple model for employing reflection in t...

  16. An Eroding Social Justice Agenda: The Case of Physical Education and Health Edu-Business in Schools.

    Science.gov (United States)

    McCuaig, Louise; Enright, Eimear; Rossi, Anthony; Macdonald, Doune; Hansen, Scott

    2016-06-01

    In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational, Scientific, and Cultural Organization's ambition for physical education in light of preliminary findings from an Australian-led research project exploring national and international patterns of outsourcing HPE curricula. Data were sourced from this international research project through a mixed-methods approach. Each external provider engaged in 4 phases of research activity: (a) Web audits, (b) interviews with external providers, (c) network diagrams, and (d) school partner interviews and observations. We then used these data to pose what we believe to be three emerging lines of inquiry and challenge for a socially just school HPE in neoliberal times. In particular, our data indicate that the marketization of school HPE is strengthening an emphasis on individual responsibility for personal health, thereby elevating expectations that schools and teachers will "fill the welfare gap" and, finally, influencing the nature and purchase of educative HPE programs in schools. The apparent proliferation of external providers of health work and HPE resources and services reflects the rise and pervasiveness of neoliberalism in education. We conclude that this global HPE landscape warrants attention to investigate the extent to which external providers' resources are compatible with schooling's educative and inclusive mandates.

  17. 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...

  18. 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.

  19. 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.…

  20. Staff Involvement in Leadership Decision Making in the UK Further Education Sector: Perceptions of Quality and Social Justice

    Science.gov (United States)

    Maringe, Felix

    2012-01-01

    Purpose: The purpose of the paper is to explore the quality of leadership decision making at various leadership levels in the further education (FE) sector. Using Hoffberg and Korver's model for integrated decision making, the paper aims to examine how staff in five UK FE colleges perceive the quality of their involvement in decision-making teams…

  1. From Scientific Management to Social Justice...and Back Again? Pedagogical Shifts in the Study and Practice of Educational Leadership

    Science.gov (United States)

    Brooks, Jeffrey S.; Miles, Mark

    2006-01-01

    This article presents an historical overview of pedagogical orientations of school leadership in the United States, and then considers issues facing contemporary educational leaders in this context. Our survey begins with a consideration of the early influence of Frederick Taylor and ends in the present day, a time when the fields of practice and…

  2. Cross-Cultural Dimensions of Applied, Critical, and Transformational Leadership: Women Principals Advancing Social Justice and Educational Equity

    Science.gov (United States)

    Santamaría, Lorri J.; Jean-Marie, Gaëtane

    2014-01-01

    This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of…

  3. Think Piece: Cognitive Justice and Integration without Duress. The Future of Development Education--Perspectives from the South

    Science.gov (United States)

    Odora Hoppers, Catherine A.

    2015-01-01

    "In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history" (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is…

  4. The Uses of Gandhi in Education in Bali: Different Responses to Globalisation--Implications for Social Justice

    Science.gov (United States)

    Tamatea, Laurence

    2005-01-01

    Mohandas Karamchand Gandhi (1869-1948) is well-remembered as a man of peace who entered into a life of renunciation to overcome India's caste, class and religious differences for the purpose of independence as much as personal liberation. Less well- known is Gandhi's critique of the education system established in India under the circumstances of…

  5. Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling.

    Science.gov (United States)

    Giroux, Henry A.

    2002-01-01

    Illustrates how life in post-September 11 America is both a rupture from certain anti-government politics that dominated before that day and a continuation of the pre-September 11 promotion of global capitalism and the abandonment of efforts to create greater equality. The paper attempts to help educators contemplate the role of public schools in…

  6. Machismo and Mamitas at school: exploring the agency of teachers for social gender justice in Bolivian education

    NARCIS (Netherlands)

    Lopes Cardozo, M.T.A.; Sawyer, J.; Talavera Simoni, M.L.

    2015-01-01

    Historically, Bolivia’s society and education system have been characterised by marginalisation based on poverty, ethnicity and gender. The central objective of the Morales government is to redress this imbalance and create a society inclusive of all Bolivians so that they can ‘live well’. Our

  7. Social, Cultural, and Ecological Justice in the Age the Anthropocene: A New Zealand Early Childhood Care and Education Perspective

    Science.gov (United States)

    Ritchie, Jenny

    2015-01-01

    Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet's systems, threatening the survival of not only humans, but of eco-systems…

  8. Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice

    Science.gov (United States)

    Keefe, Dennis

    2015-01-01

    In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education…

  9. Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

    Science.gov (United States)

    Gillmore, Marina V.; Sullivan, M. Alayne

    2014-01-01

    This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational…

  10. Transition Toolkit 3.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System. Third Edition

    Science.gov (United States)

    Clark, Heather Griller; Mathur, Sarup; Brock, Leslie; O'Cummings, Mindee; Milligan, DeAngela

    2016-01-01

    The third edition of the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) "Transition Toolkit" provides updated information on existing policies, practices, strategies, and resources for transition that build on field experience and research. The "Toolkit" offers…

  11. A Thirst for Justice in the Arid Southwest: The Role of Epistemology and Place in Higher Education

    Science.gov (United States)

    Brandt, Carol B.

    2004-01-01

    How is the university connected to the pressing social and environmental problems that confront citizens in its region? What sorts of communities will students build in this changing cultural and environmental landscape as a result of their experiences in education? In this article I explore how an ethnobotany seminar uses critical pedagogy of…

  12. Teaching Note--No Peace without Justice: Addressing the United States' War on Drugs in Social Work Education

    Science.gov (United States)

    Bowen, Elizabeth A.; Redmond, Helen

    2016-01-01

    The United States' War on Drugs encompasses a body of legislation characterized by punitive approaches to drug control. These policies have resulted in escalating incarceration rates and have extracted a particularly harsh toll on low-income people of color. This article argues that education on the War on Drugs is essential for effective practice…

  13. EARLY CHILDHOOD AND RURAL EDUCATION: A NECESSARY MEETING AIMING THE ACHIEVEMENT OF JUSTICE WITH YOUNG CHILDREN LIVING IN RURAL AREAS

    Directory of Open Access Journals (Sweden)

    Maria Carmen Silveira Barbosa

    2013-04-01

    Full Text Available Over the past 40 years the Brazilian government has constituted a major basic education attendance programmed for Brazilian citizens. The 1988 Federal Constitution states the right to education for all Brazilians, whether living in rural or urban areas, and it set kindergarten as the first level in basic education, it constituted a space to be filled by a large contingent of children who, until then, were without an institutional educational space guaranteed for them. Although, the kindergarten coverage in large urban centers has been effective in numerical terms, especially, regarding the pre-school provision, in rural areas this is still not a reality. IBGE (Brazilian Institute of Geography and Statistics - Demographic Census, 2010 reports that Brasil has 16,044 children under 6 years old, in other words, 12% of the total population of Brazil, 3,546 are living in rural areas. According to INEP (National Institute of Educational Studies - School Census, INEP, 2010, from the universe of children aged 0-6 years living in rural areas, only 12.1% attend day care centers and 67.6% attend preschools, a value lower than the urban areas where the coverage is 26% for attendance to day cares and 83% for attendance to pre-school classes. Besides questioning the exiguity of this coverage, especially from the point of view of the mandatory provision of pre-school, it is necessary to map the points of connection and tension between the areas, so it would be possible to give an expansion linked to a qualified and contextualized offer.

  14. Fellows as teachers: a model to enhance pediatric resident education

    Directory of Open Access Journals (Sweden)

    Charles V. Smith

    2011-09-01

    Full Text Available Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience.This study was conducted in a neonatal intensive care unit (NICU where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey.The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, p<0.05 and overall resident learning (3.60 out of 5 versus 4.61, p<0.001. Fellows rated the acquisition of teaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education.While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both

  15. 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.

  16. 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

  17. 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

  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. 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.

  20. A Technology Enhanced Learning Model for Quality Education

    Science.gov (United States)

    Sherly, Elizabeth; Uddin, Md. Meraj

    Technology Enhanced Learning and Teaching (TELT) Model provides learning through collaborations and interactions with a framework for content development and collaborative knowledge sharing system as a supplementary for learning to improve the quality of education system. TELT deals with a unique pedagogy model for Technology Enhanced Learning System which includes course management system, digital library, multimedia enriched contents and video lectures, open content management system and collaboration and knowledge sharing systems. Open sources like Moodle and Wiki for content development, video on demand solution with a low cost mid range system, an exhaustive digital library are provided in a portal system. The paper depicts a case study of e-learning initiatives with TELT model at IIITM-K and how effectively implemented.

  1. Technology-enhanced learning in transnational higher education.

    Science.gov (United States)

    Arunasalam, Nirmala

    2016-11-24

    Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses' frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences.

  2. Deducto and Color Deducto: Enhance Logical Reasoning through Educational Games

    Directory of Open Access Journals (Sweden)

    2010-09-01

    Full Text Available The objective of this paper is to present the various features of the educational games, Deducto and Color Deducto. With a firm belief that technology can bring about a revolution in education, these activities have been designed to help enhance the logical reasoning and analytical thinking of children. They have been developed in python with a focus on Sugar environment, OLPC XO’s software paradigm. They conform to Sugar's cardinal objective of learning through reasoning, critique and experimentation. Deducto focuses on helping children learn the art of deducing logic through pattern recognition. Color Deducto, a variant of Deducto, combines pattern recognition and concepts of Munsell Color System helping children get familiar with color system concepts in a playful manner. Besides the pre-defined levels of the games, the activities empower children to design their own levels and develop games on their own.

  3. Hearing, listening, action: Enhancing nursing practice through aural awareness education.

    Science.gov (United States)

    Collins, Anita; Vanderheide, Rebecca; McKenna, Lisa

    2014-01-01

    Abstract Noise overload within the clinical environment has been found to interfere with the healing process for patients, as well as nurses' ability to assess patients effectively. Awareness and responsibility for noise production begins during initial nursing training and consequently a program to enhance aural awareness skills was designed for graduate entry nursing students in an Australian university. The program utilized an innovative combination of music education activities to develop the students' ability to distinguishing individual sounds (hearing), appreciate patients' experience of sounds (listening) and improve their auscultation skills and reduce the negative effects of noise on patients (action). Using a mixed methods approach, students reported heightened auscultation skills and greater recognition of both patients' and clinicians' aural overload. Results of this pilot suggest that music education activities can assist nursing students to develop their aural awareness and to action changes within the clinical environment to improve the patient's experience of noise.

  4. 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 ...

  5. 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…

  6. 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…

  7. Development and Enhancement of Web-based Nuclear Education System and It's Enhancement

    International Nuclear Information System (INIS)

    Rho, Sipyo; Lee, K. B.; Nam, Y. M; Kim, H. K.; Hwang, I. A.; Yang, S. W.; Nam, J. S.; Yoo, H. W.

    2012-02-01

    To deliver rapidly changing technologies effectively and economically, E-learning in the field of nuclear technology is being done gradually. In the first year of this project, 'Development and Enhancement of Web-based Nuclear Education System; we had established a server system, fitting-up several home pages in NTC(Nuclear Training and Education Center in KAERI) and newly developed LMS(Learning Management System). We had selected a MOODLE for it is one of popular open source in LMS field, and connected to the ANENT(Asian Nuclear in Education for Nuclear Technology) web portal, which is co-operating with IAEA/NKM. We had produced e-learning content mainly composed of the video clip that was taken by making a film of the lecturing in the course of training and education in NTC. The running time of the content is 100 hours totally. This e-learning content is going to reinforce by adding quiz and Q and A. Another activity is web-conferencing between NWU in South Africa and KAERI, which executed 4 times successfully. We are going to make a pre-course for the foreigners who will take part in our training and education course

  8. Development and Enhancement of Web-based Nuclear Education System and It's Enhancement

    Energy Technology Data Exchange (ETDEWEB)

    Rho, Sipyo; Lee, K. B.; Nam, Y. M; Kim, H. K.; Hwang, I. A.; Yang, S. W.; Nam, J. S.; Yoo, H. W.

    2012-02-15

    To deliver rapidly changing technologies effectively and economically, E-learning in the field of nuclear technology is being done gradually. In the first year of this project, 'Development and Enhancement of Web-based Nuclear Education System; we had established a server system, fitting-up several home pages in NTC(Nuclear Training and Education Center in KAERI) and newly developed LMS(Learning Management System). We had selected a MOODLE for it is one of popular open source in LMS field, and connected to the ANENT(Asian Nuclear in Education for Nuclear Technology) web portal, which is co-operating with IAEA/NKM. We had produced e-learning content mainly composed of the video clip that was taken by making a film of the lecturing in the course of training and education in NTC. The running time of the content is 100 hours totally. This e-learning content is going to reinforce by adding quiz and Q and A. Another activity is web-conferencing between NWU in South Africa and KAERI, which executed 4 times successfully. We are going to make a pre-course for the foreigners who will take part in our training and education course.

  9. Informal Justice Systems: Charting a Course for Human Rights-Based Engagement

    DEFF Research Database (Denmark)

    Kerrigan, Fergus; McKay, Anne Louise; Kristiansen, Annali

    engagement with informal justice systems can build greater respect and protection for human rights. It highlights the considerations that development partners should have when assessing whether to implement programmes involving informal justice systems, the primary consideration being that engagement......Providing accessible justice is a state obligation under international human rights standards, but this obligation does not require that all justice be provided through formal justice systems. If done in ways to respect and uphold human rights, the provision of justice through informal justice...... systems is not against human rights standards and can be a mechanism to enhance the fulfilment of human rights obligations by delivering accessible justice to individuals and communities where the formal justice system does not have the capacity or geographical reach. This study seeks to identify how...

  10. Exploring the Educational Effectiveness of Culturally-enhanced Serious Game in Education

    Directory of Open Access Journals (Sweden)

    Mohd Ariffin Mazeyanti

    2017-01-01

    Full Text Available The main objective of this study is to explore the efficiency of utilizing a culturally - enhanced serious game in education particularly in Information Technology course. To attain this objective, the academic achievement of 61 participants was measured by using quantitative Quasi- Experimental research design approach. Sets of pre- and post-test questions were administered to all participants, where descriptive analysis and hypothesis evaluation were performed to the collected data. The finding revealed that there were significant increase on the mean values of participants who played culturally-enhanced serious game as compared to those who played contemporary serious game (M = 3.00. Therefore, the study suggested that culturally-enhanced serious game has potential to support education particularly in Information Technology course.

  11. 'All stories bring hope because stories bring awareness': students' perceptions of digital storytelling for social justice education

    Directory of Open Access Journals (Sweden)

    Daniela Gachago

    2014-11-01

    Full Text Available Although becoming a more racially-integrated society, the legacy of Apartheid still affects learners' social engagements in and outside their classrooms. Adopting Nussbaum's (2010 capabilities framework for a socially just democracy, this paper examines 27 pre-service teacher education students' perceptions of a digital storytelling project and its potential for recognising and honouring capabilities necessary for engaging empathetically with the 'other'. Using narrative inquiry, and specifically Bamberg's (2006 'small stories' approach, the research team analysed 30 stories students constructed in four focus group conversations at the end of the project. In these stories, most of Nussbaum's (2010 capabilities were evident. We found that, in the collective sharing of their stories, students positioned themselves as agentive selves, displaying the belief that they can make a difference, not only individually within their own classrooms, but also as a collective of teachers.

  12. 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....

  13. 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…

  14. 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…

  15. 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,…

  16. Professional and personal enhancement: a pragmatic approach in dental education.

    Science.gov (United States)

    Deivanayagam, Kandaswamy; K, Anbarasi

    2016-06-01

    Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.

  17. Education and Criminal Justice: The Educational Approach to Prison Administration. The United Nations Standard Minimum Rules for the Treatment of Prisoners.

    Science.gov (United States)

    Morin, Lucien; Cosman, J. W.

    The United Nations Standard Minimum Rules for the Treatment of Prisoners do not express the basic principle that would support a serious educational approach to prison administration. The crucial missing rationale is the concept of the inherent dignity of the individual human prisoner. This concept has certain basic educational implications,…

  18. Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty

    Science.gov (United States)

    Gorski, Paul C.

    2016-01-01

    Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory…

  19. Quality education enhancement by means of university environmental edification

    Directory of Open Access Journals (Sweden)

    Katarína Čekanová

    2014-12-01

    Full Text Available The submitted work partly describes the historical and actual trends of the introduction of targeted environmental edification at universities based on the framework of Slovakian sustainable development as well as its enhancement of quality educational processes. There has been a need to accentuate environmental consciousness and to bring closer a current state in an incorporating of more environmental and quality aspects for the education process at technical universities. The article emphasizes continuous development of observed problems and introduces the possible future visions from the point of reorganization and tending of study fields. This reorganization requires very a sensitive approach because duplications or triplicities can frequently occur in the environmental education of individual subjects. For this reason students’ interest and ability to learn better can gradually decrease and consequently, results can become worse. Upon graduation, students may not be as well prepared to face the strong competition of the labour market in the Slovak Republic as well as in European Union countries.

  20. Court-based participatory research: collaborating with the justice system to enhance sexual health services for vulnerable women in the United States.

    Science.gov (United States)

    Roth, Alexis; Fortenberry, J Dennis; Van Der Pol, Barbara; Rosenberger, Joshua; Dodge, Brian; Arno, Janet; Waters, Janine; Certo, David; Reece, Michael

    2012-11-01

    Although jail screening programs have an important role in the diagnosis and treatment of sexually transmissible infections (STI) and HIV among incarcerated individuals, many arrestees are not screened before release. Justice-involved women are at particularly high risk for these conditions because of individual risk behaviour as well as other network-level risk factors. Court-based programs could provide a critical bridge between these women, STI risk counselling and health services. This formative study explored the features of a program that would encourage STI testing among court-involved women. Further, we describe how community-based participatory research principles were adapted for use in a court setting and the resulting justice-public health partnership. Using semistructured interviews and focus group discussions, we explored issues related to health-seeking behaviours, perceived gaps in services for high-risk women and the components of a court-based screening program. Six focus groups were conducted with women with a history of commercial sex work and staff from the court, as well as local organisations providing HIV and social support services for high-risk women. Community-based participatory research (CBPR) principles facilitated development of relevant research questions and equitable processes, and assisted partners to consider individual and sociostructural sources of health disparities. Although not every principle was applicable in a court setting, the CBPR framework was helpful for building cohesion and support for the project. We provide a description of how CBPR principles were operationalised, describe the key lessons learned and discuss the implications for CBPR projects in a community court.

  1. 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 ...

  2. 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)

  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. 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)

  5. Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy

    Science.gov (United States)

    Keener-Chavis, P.

    2004-12-01

    The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).

  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. Transforming governance to enhance social and educational innovation

    Directory of Open Access Journals (Sweden)

    Jacob Torfing

    2016-04-01

    Full Text Available The recent proliferation of governance networks at all levels and in different policy areas has led to a growing number of studies focusing on interactive forms of governance. This paper aims to contribute to the development of governance research by looking at how collaboration in governance networks can help to spur social and educational innovation. The paper begins by defining the concept of governance networks and then provides a systematic overview of different theories that explain the current rise of governance networks. Next, it defines the concept of innovation and discusses how collaboration in networks can enhance innovation. Finally, it discusses how collaborative innovation can be initiated, facilitated and catalysed through new forms of leadership and management.

  8. Revitalizing the Field of Educational Foundations and PK-20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism

    Science.gov (United States)

    Hartlep, Nicholas D.; Porfilio, Bradley J.

    2015-01-01

    In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also…

  9. Responding to the Gender and Education Millennium Development Goals in South Africa and Kenya: Reflections on Education Rights, Gender Equality, Capabilities and Global Justice

    Science.gov (United States)

    Unterhalter, Elaine; North, Amy

    2011-01-01

    This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with…

  10. Effects of organizational justice on depressive symptoms and sickness absence: a longitudinal perspective.

    Science.gov (United States)

    Ybema, Jan F; van den Bos, Kees

    2010-05-01

    A longitudinal three-wave study among a large representative sample of 1519 employees of various companies in The Netherlands examined how organizational justice (as measured by distributive and procedural justice) was related to depressive symptoms and sickness absence. It was predicted that perceived justice would contribute to lower depressive symptoms and sickness absence, whereas depressive symptoms and absenteeism in turn would contribute to lower perceptions of organizational justice. In line with the predictions, we found that both distributive and procedural justice contributed to lower depressive symptoms, and distributive justice contributed to lower sickness absence in the following year. With regard to reversed effects, sickness absence contributed to lower perceptions of distributive justice to some extent. Moreover, sickness absence was related to higher depressive symptoms a year later. This research shows the importance of justice in organizations as a means to enhance the wellbeing of people at work and to prevent absenteeism. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  11. 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...

  12. 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.

  13. The Relationship between Organizational Justice and Turnover Intention: A Survey on Hospital Nurses

    Directory of Open Access Journals (Sweden)

    Mobin Sokhanvar

    2016-04-01

    Full Text Available Introduction: High organizational justice and its factors are associated with reduced turnover intention. Therefore, in this study, we aimed to examine the relationship between organizational justice and turnover intention among hospital nurses. Materials and Methods: This descriptive, analytical study was conducted on 135 nurses working in Labafi Nejad Hospital in Tehran, Iran, 2015. The data were collected using Beugre's (1998 questionnaire of organizational justice questionnaire. To analyze the data, Pearson’s correlation and ANOVA tests were performed using SPSS, version 20. Results: Mean organizational justice and turnover intention scores were 68.85±7.67 and 47.8±12.47, respectively. Among the different types of organizational justice, the highest mean score was pertinent to interactional justice (75.24±16.68. A significant inverse correlation was observed between turnover intention and organizational justice (r=-0.36, interactional justice (r=-0.38, and procedural justice (r=-0.36, while no association was noted between turnover intention and systemic and distributive types of justice. Furthermore, there was no link between demographic variables, organizational justice, and turnover intention. Conclusion: Considering the prominent role of organizational justice in personnel’s intention to leave their job, and given high costs of recruiting and training new staff, managers should pay especial attention to promoting justice and employees’ satisfaction and enhancing stability in their organizations by reinforcing positive attitudes in the employees.

  14. 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

  15. Adult education

    DEFF Research Database (Denmark)

    Rasmussen, Palle; Larson, Anne; Cort, Pia

    education works well, serving relevant needs of citizens as well as the labour market and contributes to social justice. Thus policy intervention is not needed and the workings of adult education are more or less invisible (2) the Danish system of adult education confronts problems of quality......When the first round of results from the PIAAC survey was published in 2013, the media coverage in Denmark was limited and quickly focused on how to enhance learning in primary school (Cort & Larson, 2015). What could have led to an increased focus on adult education and training, thus, instead...... revealed how the interest in adult education and training was being overshadowed by a dominant focus on primary education. This apparent lack of interest for adult education and training is not a given in the international context and perhaps especially in Denmark. In the 1970’s, both UNESCO and the OECD...

  16. Measuring Intergenerational Justice

    Directory of Open Access Journals (Sweden)

    Laurence J. Kotlikoff

    2017-12-01

    Full Text Available Concern with intergenerational justice has long been a focus of economics. This essay considers the effort, over the last three decades, to quantify generational fiscal burdens using label-free fiscal gap and generational accounting. It also points out that government debt -- the conventional metric for assessing generational fiscal justice,– has no grounding in economic theory. Instead, official debt is the result of economically arbitrary government labelling decisions: whether to call receipts “taxes” rather than “borrowing” and whether to call payments “transfer payments” rather than “debt service”. Via their choice of words, governments decide which obligations to put on, and which to keep off, the books. The essay also looks to the future of generational fiscal-justice analysis. Rapid computational advances are permitting economists to understand not just direct government intergenerational redistribution, but also how such policies impact the economy that future generations will inherit.

  17. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

    Science.gov (United States)

    Scamell, Mandie; Hanley, Thomas

    2018-03-01

    A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. 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

  19. 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

  20. 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

  1. 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.

  2. 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

  3. Reflexivity and social justice

    DEFF Research Database (Denmark)

    Maksimovic, Tijana; Jakobsen, Helle Nordentoft

    2017-01-01

    Career practitioners’ reflexive understanding of their professional role as change agents in career guidance and counselling practices has a major impact on how social justice can be achieved. This entitles an awareness of the way in which guidance and counselling practices are embedded in the co......Career practitioners’ reflexive understanding of their professional role as change agents in career guidance and counselling practices has a major impact on how social justice can be achieved. This entitles an awareness of the way in which guidance and counselling practices are embedded...

  4. Genetics and Justice: Must One Theory Fit All Contexts?

    Science.gov (United States)

    Gunson, Darryl

    2018-04-01

    Appeals to social justice that argue medicine and healthcare should have certain priorities and not others are common. It is an obvious question to ask: What does social justice demand of the new genetic technologies? However, it is important to note that there are many theories and sub-theories of justice. There are utilitarian theories, libertarian theories, and egalitarian theories. There are so-called luck egalitarians, equality-as-fairness thinkers, and capability theorists, with each having his or her own distinctive approach to the distribution of medical goods and technologies, and to healthcare priorities. This article argues that the discussion surrounding this question is potentially hampered by an implicit assumption that if one theory of justice is applicable in one context, then it must also be applicable in others. Instead, it is proposed that one adopt the stance, influenced by Michael Waltzer, that different theories with their opposing principles may be applicable to different questions regarding justice and genetics. The specific view advanced is that to answer questions about what justice requires regarding the therapeutic and enhancement use of genetic techniques, a method of reflective equilibrium can show how intuitions, in context, may support different theories of justice. When particular pre-theoretic ethical judgments are balanced against the theories that might explain or justify them, and are in accord with what seems emotionally acceptable, then it can be seen how different general theories may be applicable in the different contexts in which questions of justice and genetics arise.

  5. 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.

  6. 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.

  7. Enhancing Systems Engineering Education Through Case Study Writing

    Science.gov (United States)

    Stevens, Jennifer Stenger

    2016-01-01

    Developing and refining methods for teaching systems engineering is part of Systems Engineering grand challenges and agenda for research in the SE research community. Retention of systems engineering knowledge is a growing concern in the United States as the baby boom generation continues to retire and the faster pace of technology development does not allow for younger generations to gain experiential knowledge through years of practice. Government agencies, including the National Aeronautics and Space Administration (NASA), develop their own curricula and SE leadership development programs to "grow their own" systems engineers. Marshall Space Flight Center (MSFC) conducts its own Center-focused Marshall Systems Engineering Leadership Development Program (MSELDP), a competitive program consisting of coursework, a guest lecture series, and a rotational assignment into an unfamiliar organization engaged in systems engineering. Independently, MSFC developed two courses to address knowledge retention and sharing concerns: Real World Marshall Mission Success course and its Case Study Writers Workshop and Writers Experience. Teaching case study writing and leading students through a hands-on experience at writing a case study on an SE topic can enhance SE training and has the potential to accelerate the transfer of experiential knowledge. This paper is an overview of the pilot experiences with teaching case study writing, its application in case study-based learning, and identifies potential areas of research and application for case study writing in systems engineering education.

  8. Enhancing food engineering education with interactive web-based simulations

    Directory of Open Access Journals (Sweden)

    Alexandros Koulouris

    2015-04-01

    Full Text Available In the traditional deductive approach in teaching any engineering topic, teachers would first expose students to the derivation of the equations that govern the behavior of a physical system and then demonstrate the use of equations through a limited number of textbook examples. This methodology, however, is rarely adequate to unmask the cause-effect and quantitative relationships between the system variables that the equations embody. Web-based simulation, which is the integration of simulation and internet technologies, has the potential to enhance the learning experience by offering an interactive and easily accessible platform for quick and effortless experimentation with physical phenomena.This paper presents the design and development of a web-based platform for teaching basic food engineering phenomena to food technology students. The platform contains a variety of modules (“virtual experiments” covering the topics of mass and energy balances, fluid mechanics and heat transfer. In this paper, the design and development of three modules for mass balances and heat transfer is presented. Each webpage representing an educational module has the following features: visualization of the studied phenomenon through graphs, charts or videos, computation through a mathematical model and experimentation.  The student is allowed to edit key parameters of the phenomenon and observe the effect of these changes on the outputs. Experimentation can be done in a free or guided fashion with a set of prefabricated examples that students can run and self-test their knowledge by answering multiple-choice questions.

  9. Enhancing clinical communication in dermatologists: a personalized educational intervention.

    Science.gov (United States)

    Tsimtsiou, Zoi; Stavropoulou, Charitini; Papastefanou, Noni; Lionis, Christos

    2017-11-01

    Effective communication is a vital component of patient-centered consultations with favorable treatment outcomes. This study aimed in testing the effectiveness of a personalized, communication training program for dermatologists in their practices. Fifteen dermatologists were offered the educational intervention NO.TE.S. (Non-Technical Skills). Depending on the dermatologists' needs, seven to nine sessions with a 60-min duration were performed, focusing on: patient-centered care, principles of Neurolinguistic Programming, a guide to the medical interview, principles of motivational interviewing and self-care. After the program's completion, participants completed anonymously an 18-item evaluation questionnaire. All 14 participants would suggest NO.TE.S to a colleague. According to the main themes identified, their participation led to (i) re-consideration of the physician-patient relationship, (ii) more conscious application of the patient-centered model, (iii) improvement in communication skills, (iv) awareness of medical interview guides, (v) increase in self-confidence, and (vi) techniques of self-care. Eleven physicians (78.6%) declared improvement in patients' satisfaction, 14 (100%) in their own satisfaction, seven (50%) in adherence to therapeutic plan and seven (50%) in treatment outcomes. The one-to-one coaching is a convenient and well-received personalized means of enhancing clinical communication in dermatologists, leading to more patient-centered medical encounters with better treatment outcomes.

  10. Technology Enhanced Agricultural Education Learning Environments: An Assessment of Student Perceptions

    Science.gov (United States)

    Alston, Antoine J.; English, Chastity Warren

    2007-01-01

    The purpose of this descriptive research study was to evaluate the effectiveness of Web-enhanced agricultural education pedagogy as perceived by students in a collegiate agricultural education program. Overall, respondents agreed there were many benefits to Web-enhanced courses and perceived all Web site components under study to be very useful.…

  11. 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.

  12. Meyer, H.-D., St. John, E.P., Chankseliani, M. & Uribe, L. (Eds.. (2013. Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice. Rotterdam: Sense Publishers.

    Directory of Open Access Journals (Sweden)

    Brewis Elisa

    2017-12-01

    Full Text Available Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice is an edited volume that aims to address the central question of how and why we can promote policies for fair access to higher education (HE. It takes a fairly common view of equity, exploring fair access in terms of racial, socio-economic and rural/urban background. The chapters on China and Georgia also consider fairness in the context of political favouritism and nepotism. The book’s primary focus is on access to HE, in other words, academic preparation, selection of students and affordability of HE. To a lesser extent, the book also explores the question of how to sustain participation in and completion of HE among disadvantaged groups.

  13. Factors on Enhancing the Competitive Edge and Attributes of Graduates as Inputs to the Development of Teacher Education Enhancement Program

    Directory of Open Access Journals (Sweden)

    Susan S. Janer

    2015-11-01

    Full Text Available In response to the CHED’s Higher Education Development Project and the need to track the status of Sorsogon State College (SSC teacher education graduates, this research was conceptualized. The study aims to gauge the teacher education program’s thrust of providing a quality and relevant education that could ensure worthwhile and appropriate employment opportunity to its graduates. Descriptive research design was employed in this study. Surveys, unstructured interviews, and documentary analysis were undertaken to gather pertinent data among the respondents. The study consists of 427 teacher education graduates who were selected through stratified random technique. This tracer study determined the employability of Teacher Education graduates in SSC, Sorsogon Campus from 2009 to 2013 with an end-view of proposing a Teacher Education Enhancement Program (TEEP to enhance the competitive edge of SSC Teacher Education graduates in all teaching job opportunities. The intellectual, social and linguistic attributes of the SSC graduates were likewise identified in this study. Some of the factors identified by the respondents that could help improve their competitive edge are the pre-service trainings, job placement program, teacher education curriculum enrichment, and Licensure Examination for Teachers (LET review program.

  14. Criminal Justice in America.

    Science.gov (United States)

    Croddy, Marshall; And Others

    An introduction to criminal law, processes, and justice is provided in this high school level text. Content is divided into six chapters, each treating a particular aspect of criminal procedure and the social and political issues surrounding it. Chapter 1 considers the criminal, the effects of crime on its victims, and legislation to aid victims.…

  15. The Social Justice Perspective

    Science.gov (United States)

    Loewen, Gladys; Pollard, William

    2010-01-01

    This article shines an important light on the continuing struggle of disabled people for dignity, citizenship rights, and access to the marketplace. Common threads bind the struggle for basic human rights among disenfranchised groups, offer experience and approaches to facilitate change, and move society towards social justice. The philosophy…

  16. Criminal Justice Web Sites.

    Science.gov (United States)

    Dodge, Timothy

    1998-01-01

    Evaluates 15 criminal justice Web sites that have been selected according to the following criteria: authority, currency, purpose, objectivity, and potential usefulness to researchers. The sites provide narrative and statistical information concerning crime, law enforcement, the judicial system, and corrections. Searching techniques are also…

  17. Publicity and Egalitarian Justice

    DEFF Research Database (Denmark)

    Lippert-Rasmussen, Kasper

    2008-01-01

    Recently, the issue of publicity has surfaced in discussions of the correct interpretation of the Rawlsian principles of justice. In an intriguing critique of G.A. Cohen's preferred interpretation of the difference principle as a principle that is incompatible with incentive-based inequalities...

  18. The Child Justice Act

    African Journals Online (AJOL)

    Stephan

    1995-06-16

    Jun 16, 1995 ... Gallinetti "Child Justice" 648; Le Roux-Kemp 2008 Annual Survey of South African Law 298 (the. Act contains a "separate, but parallel, ... The various aspects of section 68 are then evaluated. The greatest challenges lie in the ... See also, eg, Picardi Hotels v Thekwini. Properties 2009 1 SA 493 (SCA) para ...

  19. 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?

  20. 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. .

  1. 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.

  2. Lecturers' Perception of Strategies for Enhancing Business Education Research in Tertiary Institutions in Nigeria

    Science.gov (United States)

    Okoro, James

    2013-01-01

    Business education programme seems to have been faced with inadequate qualitative research in tertiary institution in Nigeria. The study therefore, assessed the strategies for enhancing Business Education research. Two research questions and six hypotheses guided the study. A 66 item questionnaire was administered to 164 colleges of education and…

  3. How Education Enhances Happiness: Comparison of Mediating Factors in Four East Asian Countries

    Science.gov (United States)

    Chen, Wan-chi

    2012-01-01

    Educational philosophers contend that education enhances autonomy and thus happiness, but empirical studies rarely explore the positive influence of education on happiness. Based on the previous finding that being better connected to the outside world makes people happy, this study examines the possibility that how well an individual connects to…

  4. A Multiple Case Study Approach to Explore Generational Theory to Enhance Online Continuing Nursing Education

    Science.gov (United States)

    Foecke, Jan

    2017-01-01

    Nurses are expected to participate in ongoing professional development, whether that is higher education to obtain another degree or continuing nursing education (CNE) to enhance knowledge or skills, maintain licensure, and/or maintain certification. Because there are generational differences that can affect adult education, learning preferences…

  5. Development of Education Programs in Mountainous Regions to Enhance the Culture and Knowledge of Minority Nationalities.

    Science.gov (United States)

    Wei, Shiyuan; Zhou, Guangda

    1989-01-01

    Describes the historical development of educational programs which could enhance the culture and knowledge of minorities in the mountainous regions of China. Identifies current major problems in minority education and lists statistical information for the school population. Provides guidelines for developing a minority education program. (KO)

  6. Enhancing the Federal Government's Capacity to Support the Improvement of Education through Research and Development.

    Science.gov (United States)

    Hawley, Willis D.

    1990-01-01

    Discusses the federal government's role in educational research and development, in particular, the capacity of the Office of Educational Research and Improvement. Considers how the federal government's capacity to support the development, dissemination, and implementation of education-related knowledge can be significantly enhanced by incremental…

  7. Satisfaction of Outcome Achievement with Web-Enhanced Teaching Strategies in Nursing Education

    Science.gov (United States)

    Thornock, Susan B.

    2013-01-01

    The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…

  8. 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.

  9. 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…

  10. Online Nutrition Education: Enhancing Opportunities for Limited-Resource Learners

    Science.gov (United States)

    Case, Patty; Cluskey, Mary; Hino, Jeff

    2011-01-01

    Delivering nutrition education using the Internet could allow educators to reach larger audiences at lower cost. Low-income adults living in a rural community participated in focus groups to examine their interest in, experience with, and motivators to accessing nutrition education online. This audience described limited motivation in seeking…

  11. Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

    Science.gov (United States)

    Schuck, Sandy

    2016-01-01

    A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…

  12. Towards Enhancing Girl Child Education in Nigeria: Implications for ...

    African Journals Online (AJOL)

    The paper examined issues bothering on girl child access to education and determined factors militating against girl child access to education in Nigeria. It also examined the benefits of girl child education and its multiplier effect and intergenerational benefits. It is recommended that parents, guardians and the general ...

  13. Service Quality in Higher Education Using an Enhanced SERVQUAL Approach

    Science.gov (United States)

    Tan, Kay C.; Kek, Sei W.

    2004-01-01

    Customer service and quality are driving forces in the business community. As higher educational institutions tussle for competitive advantage and high service quality, the evaluation of educational service quality is essential to provide motivation for and to give feedback on the effectiveness of educational plans and implementation. This…

  14. 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…

  15. 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…

  16. "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…

  17. Harm reduction through a social justice lens.

    Science.gov (United States)

    Pauly, Bernadette

    2008-02-01

    People who are street involved such as those experiencing homelessness and drug use face multiple inequities in health and access to health care. Morbidity and mortality are significantly increased among those who are street involved. Incorporation of a harm reduction philosophy in health care has the potential to shift the moral context of health care delivery and enhance access to health care services. However, harm reduction with a primary focus on reducing the harms of drug use fails focus on the harms associated with the context of drug use such as homelessness, violence and poverty. Ethical analysis of the underlying values of harm reduction and examination of different conceptions of justice are discussed as a basis for action that addresses a broad range of harms associated with drug use. Theories of distributive justice that focus primarily on the distribution of material goods are limited as theoretical frameworks for addressing the root causes of harm associated with drug use. Social justice, reconceptualised and interpreted through a critical lens as described by Iris Marion Young, is presented as a promising alternative ethical framework. A critical reinterpretation of social justice leads to insights that can illuminate structural inequities that contribute to the harms associated with the context of drug use. Such an approach provides promise as means of informing policy that aims to reduce a broad range of harms associated with drug use such as homelessness and poverty.

  18. Strategic Alliance to Advanced Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level

    Science.gov (United States)

    Scarborough, Jule Dee

    2004-01-01

    This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…

  19. A culture of education: Enhancing school performance of youth living in residential group care in Ontario.

    Science.gov (United States)

    Gharabaghi, Kiaras

    2011-01-01

    This article presents a synthesis of what is known about the educational experiences of youth living in residential group care based on a literature review that highlights both the experiences of the youth themselves and the operational context of residential group care in Ontario as it pertains to educational performance. The author argues that there is little emphasis on education within the residential group care sector in Ontario that could translate into more productive educational experiences for youth. The article then provides a framework for developing a culture of education for residential group care that can be acted upon expeditiously. Enhancing the educational performance of young people living in group care will require a cultural approach that provides for daily and pervasive education supports and encouragement, and aims to enhance the lived experience of young people pursuant to their education.

  20. 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...

  1. 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.

  2. Academic e-learning experience in the enhancement of open access audiovisual and media education

    OpenAIRE

    Pacholak, Anna; Sidor, Dorota

    2015-01-01

    The paper presents how the academic e-learning experience and didactic methods of the Centre for Open and Multimedia Education (COME UW), University of Warsaw, enhance the open access to audiovisual and media education at various levels of education. The project is implemented within the Audiovisual and Media Education Programme (PEAM). It is funded by the Polish Film Institute (PISF). The aim of the project is to create a proposal of a comprehensive and open programme for the audiovisual (me...

  3. Choosing children: intergenerational justice?

    Science.gov (United States)

    Doyal, Len; McLean, Sheila

    2005-03-01

    In this discussion, we argue that the concept of intergenerational justice, usually used in environmental matters, is applicable to reproductive decisions also. Additionally, we propose that this permits certain reproductive choices to be made prior to conception or during the pregnancy, and that these choices should not be confined to clinical concerns. In particular, we argue that consideration of the interests of future children should be viewed from the perspective of objective well-being. That being the case, decisions about the sex of future offspring can, in terms of intergenerational justice, be legitimate. We do not argue that every reproductive choice is legitimate; for example it would not be legitimate deliberately to choose characteristics that prevent future children from potentially successful participation in social life.

  4. Criminal Justice Transitions

    OpenAIRE

    McAra, Lesley; McVie, Susan

    2007-01-01

    This report explores transitions into the adult criminal justice system amongst a large cohort of young people who were involved in the Edinburgh Study of Youth Transitions and Crime. It includes: a description of patterns of criminal convictions and disposals for young people up to age 19 (on average); an examination of the characteristics and institutional histories of cohort members with a criminal record as compared with youngsters with no such record; and an exploration of the profile of...

  5. 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 ...

  6. STORIES OF TECHNOLOGY-ENHANCEMENT IN HIGHER EDUCATION – A CRITICAL APPROACH

    Directory of Open Access Journals (Sweden)

    Trine Fossland

    2016-11-01

    Full Text Available There is a large body of research on technology-enhanced learning, but questions related to the educational effectiveness of technology use still needs to be questioned. In this paper, I argue that digital innovators’ stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Based on biographical interviews with “digital innovators”, the aim of this paper is to investigate how [their] digital competence is used to enhance teaching and learning in higher education. This paper asks; how do digital innovators approach the use of ICT to enhance students’ learning and what are the organisational conditions for this approach? The findings suggests that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education.

  7. Entrepreneurship Education and Veterinary Medicine: Enhancing Employable Skills

    Science.gov (United States)

    Henry, Colette; Treanor, Lorna

    2010-01-01

    Purpose: This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make-up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education…

  8. Using Sustainability Themes and Multidisciplinary Approaches to Enhance STEM Education

    Science.gov (United States)

    Rogers, Michael; Pfaff, Thomas; Hamilton, Jason; Erkan, Ali

    2015-01-01

    Purpose: The purpose of this paper is to report on the Multidisciplinary Sustainability Education Project (MSEP) as a framework using sustainability-themed education modules to introduce students to the need for multidisciplinary approaches to solving twenty-first-century problems while retaining traditional course strengths and content.…

  9. Systems Engineering Initiative: Undergraduate Education Enhancement in a Regional Education Network

    International Nuclear Information System (INIS)

    Kurwitz, R. C.; Peddicord, K.; Poston, J.; Yang, X.; Bostanci, H.

    2016-01-01

    Full text: The Systems Engineering Initiative (SEI) is an experience based education enhancement programme that forms teams of undergraduate students with faculty and industry mentors to solve problems of interest to industry. This model of innovation creates a new learning paradigm that is outside the traditional classroom based model and fits more of the Master-apprentice model as applied to engineering teams. The SEI programme is currently administered by the Nuclear Power Institute (NPI), a regional nuclear education network, and is being carried out at three partner universities. Previous nuclear related projects have benefited industry and are of high technical quality with publications in peer-reviewed journals and awards for presentations in various forums. Students within the programme have benefited through development of soft skills outside the traditional curriculum, understanding of how their knowledge fits into a nuclear organization, and exposure to career opportunities. Industry and other NPI stakeholders benefit from the development of capable engineers and technicians, positive outreach to the community, and most importantly, knowledge transfer to the next generation of nuclear professionals. (author

  10. Business oriented educational experiments enhance active learning by engineering students

    DEFF Research Database (Denmark)

    Christiansen, Nynne Mia; Schjær-Jacobsen, Hans; Simon, Jens

    2012-01-01

    It is generally agreed that one of the keys to recreating industrial growth after the financial crisis is to mobilize universities and engineering schools to be more actively involved in innovation and entrepreneurship activities in cooperation with industrial companies. This active learning...... exploration symposium on bridging the gap between engineering education and business is proposed on the basis of the Copenhagen University College of Engineering (IHK) being involved in a DKK 50m ongoing project “Business Oriented Educational Experiments” financed by the Capital Region of Denmark...... and the European Social Fund. The project is carried out with other major educational institutions in the Copenhagen area and organized in five themes: 1) world class competences, 2) new interactions between education and business, 3) the experimenting organization, 4) education on demand, and 5) new career paths...

  11. 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.

  12. Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: On Whose Terms? a Field Study in Stockholm Suburbs

    Science.gov (United States)

    De Silva, Nilani Ljunggren

    2013-01-01

    The question of inclusive education is not straightforward. Despite all its good intentions, inclusive education, in practice faces numerous challenges today. This study analyses these challenges in the Swedish special education context. The author explores special educators' experiences, possibilities and challenges when applying inclusive…

  13. 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.

  14. 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.

  15. Enhancing Doctoral Research Education through the Institution of ...

    African Journals Online (AJOL)

    : academy, doctoral research education, Ghana, graduate writing course, support .... courses draw international students from various departments throughout the .... know how to apply critical thinking to transform and create knowledge as well.

  16. Bridging the gap: enhancing interprofessional education using simulation.

    Science.gov (United States)

    Robertson, James; Bandali, Karim

    2008-10-01

    Simulated learning and interprofessional education (IPE) are increasingly becoming more prevalent in health care curriculum. As the focus shifts to patient-centred care, health professionals will need to learn with, from and about one another in real-life settings in order to facilitate teamwork and collaboration. The provision of simulated learning in an interprofessional environment helps replicate these settings thereby providing the traditional medical education model with opportunities for growth and innovation. Learning in context is an essential psychological and cognitive aspect of education.This paper offers a conceptual analysis of the salient issues related to IPE and medical simulation. In addition, the paper argues for the integration of simulation into IPE in order to develop innovative approaches for the delivery of education and improved clinical practice that may benefit students and all members of the health care team.

  17. Enhancing Quality in Educational Practice and Instructional Delivery ...

    African Journals Online (AJOL)

    FIRST LADY

    instructions to students in technical and vocational education (TVE) programs. ... in Nigeria perceive their traditional methods of instruction as obsolete with ..... Even so, skills necessary to adapt to the modern technology should be taught.

  18. Technology-Enhanced Mathematics Education for Creative Engineering Studies

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2014-01-01

    This project explores the opportunities and challenges of integrating digital technologies in mathematics education in creative engineering studies. Students in such studies lack motivation and do not perceive the mathematics the same way as mathematics students do. Digital technologies offer new...... are conceptualized. Then, we are going to apply this field data in designing learning technologies, which will be introduced in university classrooms. The effect of this introduction will be evaluated through educational design experiments....

  19. Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning

    Science.gov (United States)

    Ennis, Catherine D.

    2017-01-01

    For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may…

  20. From Quality Assurance to Quality Enhancement in the European Higher Education Area

    Science.gov (United States)

    Gvaramadze, Irakli

    2008-01-01

    This article focuses on recent trends in quality assurance initiatives, analyses how the European Higher Education Area promotes quality enhancement mechanisms and their implications for quality cultures in universities. It presents and discusses two approaches towards quality enhancement both at the institutional and programme level: 1. Quality…