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Sample records for juvenile justice educational

  1. 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…

  2. 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 ...

  3. 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

  4. 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

  5. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

  7. Juvenile Justice: A Bibliographic Essay.

    Science.gov (United States)

    Kondak, Ann

    1979-01-01

    Provides information on the background and legal framework of the juvenile justice system, the issues that confront it, and the pressures for change, as well as noting some sources of information on the system. Available from American Association of Law Libraries, 53 West Jackson Blvd., Suite 1201, Chicago, Illinois 60604; sc $4.00. (Author/IRT)

  8. What is Justice for Juveniles?

    Science.gov (United States)

    Rothwell, Jennifer Truran

    1997-01-01

    Provides background information and related learning activities for three areas of inquiry involving youth and violence: (1) "Evolution of the Juvenile Justice System"; (2) "The Literature of Crime and Poverty"; (3) "Youth Crime and Public Policy." Includes a list of six recommended Web sites. (MJP)

  9. 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.

  10. REFORMATIONS IN ZIMBABWE'S JUVENILE JUSTICE SYSTEM

    African Journals Online (AJOL)

    Mugumbate

    1996-05-23

    May 23, 1996 ... The article is based on a desk review of existing literature on juvenile crime in the country. ... that Zimbabwe's juvenile justice system is transforming from being ... recommendations include expanding the Pre-trial Diversion ...

  11. 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.

  12. 83 CHALLENGES AND PROSPECTS OF THE JUVENILE JUSTICE ...

    African Journals Online (AJOL)

    Fr. Ikenga

    Juvenile justice administration in Nigeria is weak and has been given very .... The Nigerian criminal justice system, of which the juvenile justice system is an integral part, ... as instruments of security and justice but as weapons of oppression8.

  13. Using the Juvenile Justice Poster. Teaching Strategy.

    Science.gov (United States)

    Update on Law-Related Education, 2000

    2000-01-01

    Presents a lesson that can help students review and summarize what they have learned about the juvenile justice system. Explains that the students discuss how the juvenile justice system can be improved and conduct a survey on how it might be changed in the future. Provides a copy of the survey and directions. (CMK)

  14. 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…

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

    Directory of Open Access Journals (Sweden)

    D.S. Oshevsky

    2013-10-01

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

  16. Reformations in Zimbabwe's juvenile justice system | Ruparanganda ...

    African Journals Online (AJOL)

    Children in conflict with the law are often stigmatized and shunned by society as they are perceived as a threat to society. Historically, Zimbabwe's juvenile justice system has been retributive and focused on punishing the juvenile offender. As a result, it has been criticised from a number of viewpoints, including the need to ...

  17. 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.…

  18. 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…

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

    African Journals Online (AJOL)

    AZERTY

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

  20. Challenges and prospects of the juvenile justice administration in ...

    African Journals Online (AJOL)

    Juvenile justice administration in Nigeria is weak and has been given very little priority, despite Nigeria being signatory to the major international instruments relevant to the administration of juvenile justice. This is attributable to the history of the penal system of Nigeria, with laws guiding juvenile justice administration having ...

  1. 75 FR 16177 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2010-03-31

    ... DEPARTMENT OF JUSTICE Coordinating Council on Juvenile Justice and Delinquency Prevention [OJP (OJJDP) Docket No. 1514] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of...

  2. The World of Juvenile Justice According to the Numbers

    Science.gov (United States)

    Rozalski, Michael; Deignan, Marilyn; Engel, Suzanne

    2008-01-01

    Intended to be an instructive, yet sobering, introduction to the complex and disturbing nature of the juvenile justice system, this article details the "numbers," including selected percentages, ratios, and dollar amounts, that are relevant to developing a better understanding of the juvenile justice system. General statistics about juvenile and…

  3. 78 FR 17184 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2013-03-20

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1620] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  4. 75 FR 53958 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2010-09-02

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1529] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  5. 78 FR 58288 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2013-09-23

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1634] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  6. 78 FR 65297 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2013-10-31

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1637] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  7. 78 FR 38014 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2013-06-25

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1625] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  8. 75 FR 70216 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2010-11-17

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1533] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  9. 77 FR 24687 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2012-04-25

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1587] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  10. 77 FR 3453 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2012-01-24

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1581] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  11. 77 FR 70994 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2012-11-28

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1510] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  12. 76 FR 26280 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2011-05-06

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1549] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  13. 76 FR 61672 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2011-10-05

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1570] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  14. 76 FR 39075 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2011-07-05

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1562] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  15. 77 FR 50486 - Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention

    Science.gov (United States)

    2012-08-21

    ... COORDINATING COUNCIL ON JUVENILE JUSTICE AND DELINQUENCY PREVENTION [OJP (OJJDP) Docket No. 1601] Meeting of the Coordinating Council on Juvenile Justice and Delinquency Prevention AGENCY: Coordinating Council on Juvenile Justice and Delinquency Prevention. ACTION: Notice of meeting. SUMMARY: The...

  16. 77 FR 70473 - Office of Juvenile Justice and Delinquency Prevention; Agency Information Collection Activities...

    Science.gov (United States)

    2012-11-26

    ... DEPARTMENT OF JUSTICE [OMB Number 1121-0218] Office of Juvenile Justice and Delinquency Prevention... Justice (DOJ), Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, will be... Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice, 810 Seventh...

  17. Dating Violence and Girls in the Juvenile Justice System

    Science.gov (United States)

    Kelly, Patricia J.; Cheng, An-Lin; Peralez-Dieckmann, Esther; Martinez, Elisabeth

    2009-01-01

    The purpose of this study is to explore the prevalence and associated behaviors of dating violence among a population of girls in the juvenile justice system. A sample of 590 girls from an urban juvenile justice system completed a questionnaire assessing attitudes and self-efficacy about and occurrence of dating violence. The analysis developed a…

  18. 75 FR 70293 - Meeting of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2010-11-17

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1532] Meeting of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, Justice. ACTION: Notice of Meeting. SUMMARY: The Office of Juvenile...

  19. 76 FR 2135 - Office of Juvenile Justice and Delinquency Prevention Proposed Plan for Fiscal Year 2011

    Science.gov (United States)

    2011-01-12

    ... DEPARTMENT OF JUSTICE Office of Juvenile Justice and Delinquency Prevention [OJP (OJJDP) Docket No. 1544] Office of Juvenile Justice and Delinquency Prevention Proposed Plan for Fiscal Year 2011 AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, Department of Justice...

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

    Directory of Open Access Journals (Sweden)

    S Tabe

    2012-03-01

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

  1. 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…

  2. Restorative Justice: New Horizons in Juvenile Offender Counseling

    Science.gov (United States)

    Ryals, John S. Jr.

    2004-01-01

    Treatment strategies of the juvenile justice system focus singularly on rehabilitation of offenders, and victims and communities are excluded from the rehabilitative process. Restorative justice views victims and communities as essential components in rehabilitative efforts. In this article, the principles and practices of restorative justice,…

  3. Setting a minimum age for juvenile justice jurisdiction in California.

    Science.gov (United States)

    S Barnert, Elizabeth; S Abrams, Laura; Maxson, Cheryl; Gase, Lauren; Soung, Patricia; Carroll, Paul; Bath, Eraka

    2017-03-13

    Purpose Despite the existence of minimum age laws for juvenile justice jurisdiction in 18 US states, California has no explicit law that protects children (i.e. youth less than 12 years old) from being processed in the juvenile justice system. In the absence of a minimum age law, California lags behind other states and international practice and standards. The paper aims to discuss these issues. Design/methodology/approach In this policy brief, academics across the University of California campuses examine current evidence, theory, and policy related to the minimum age of juvenile justice jurisdiction. Findings Existing evidence suggests that children lack the cognitive maturity to comprehend or benefit from formal juvenile justice processing, and diverting children from the system altogether is likely to be more beneficial for the child and for public safety. Research limitations/implications Based on current evidence and theory, the authors argue that minimum age legislation that protects children from contact with the juvenile justice system and treats them as children in need of services and support, rather than as delinquents or criminals, is an important policy goal for California and for other national and international jurisdictions lacking a minimum age law. Originality/value California has no law specifying a minimum age for juvenile justice jurisdiction, meaning that young children of any age can be processed in the juvenile justice system. This policy brief provides a rationale for a minimum age law in California and other states and jurisdictions without one.

  4. Setting a minimum age for juvenile justice jurisdiction in California

    Science.gov (United States)

    Barnert, Elizabeth S.; Abrams, Laura S.; Maxson, Cheryl; Gase, Lauren; Soung, Patricia; Carroll, Paul; Bath, Eraka

    2018-01-01

    Purpose Despite the existence of minimum age laws for juvenile justice jurisdiction in 18 US states, California has no explicit law that protects children (i.e. youth less than 12 years old) from being processed in the juvenile justice system. In the absence of a minimum age law, California lags behind other states and international practice and standards. The paper aims to discuss these issues. Design/methodology/approach In this policy brief, academics across the University of California campuses examine current evidence, theory, and policy related to the minimum age of juvenile justice jurisdiction. Findings Existing evidence suggests that children lack the cognitive maturity to comprehend or benefit from formal juvenile justice processing, and diverting children from the system altogether is likely to be more beneficial for the child and for public safety. Research limitations/implications Based on current evidence and theory, the authors argue that minimum age legislation that protects children from contact with the juvenile justice system and treats them as children in need of services and support, rather than as delinquents or criminals, is an important policy goal for California and for other national and international jurisdictions lacking a minimum age law. Originality/value California has no law specifying a minimum age for juvenile justice jurisdiction, meaning that young children of any age can be processed in the juvenile justice system. This policy brief provides a rationale for a minimum age law in California and other states and jurisdictions without one. Paper type Conceptual paper PMID:28299968

  5. THE STUDY OF FEATURES OF GUILT OF JUVENILE OFFENDERS IN THE CONTEXT OF JUVENILE JUSTICE

    Directory of Open Access Journals (Sweden)

    Natalija Vladimirovna Galkina

    2015-08-01

    Full Text Available The article is devoted to the results of empirical studies of the experiences of guilt of juvenile offenders in the context of juvenile justice where a minor appears as the subject of legal relations. Restorative approach of juvenile justice is based on an admission of guilt to the victim. In connection with it, the research of features of the guilt of minors who have committed an offence and the conditions for the development of the subjectivity will enhance understanding of the possibilities of restorative juvenile justice system in the prevention of juvenile delinquency.Thus, the results of empirical research presented in the article are important for determining of the psychological bases of realization of rehabilitation programs in the context of juvenile justice. In particular, the results are important for the organization and conduct of psychological work to overcome the psychological barriers in the behavior of juveniles having inherently maladaptive guilt and destructive psychological defense mechanisms.

  6. 75 FR 17956 - Office of Juvenile Justice and Delinquency Prevention; Agency Information Collection Activities...

    Science.gov (United States)

    2010-04-08

    ... and Delinquency Prevention; Agency Information Collection Activities: Proposed Collection; Comments... of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, will be submitting the... information, please contact Janet Chiancone, (202) 353-9258, Office of Juvenile Justice and Delinquency...

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

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

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

  8. 76 FR 53965 - Meeting of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2011-08-30

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1556] Meeting of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U. S. Department of Justice. ACTION: Notice of meeting. SUMMARY: The...

  9. 77 FR 61641 - Meeting of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2012-10-10

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1608] Meeting of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. ACTION: Notice of meeting. SUMMARY: The...

  10. 78 FR 43920 - Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2013-07-22

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1614] Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. ACTION: Notice of Webinar...

  11. 77 FR 39511 - Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2012-07-03

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1594] Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. ACTION: Notice of Webinar...

  12. 77 FR 20649 - Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice

    Science.gov (United States)

    2012-04-05

    ... DEPARTMENT OF JUSTICE Office of Justice Programs [OJP (OJJDP) Docket No. 1585] Meeting (Webinar) of the Federal Advisory Committee on Juvenile Justice AGENCY: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. ACTION: Notice of meeting...

  13. Prevention and Firesetting: Juvenile Justice and Intervention Strategies.

    Science.gov (United States)

    Slavkin, Michael L.

    2003-01-01

    Examines the literature on preventing firesetting behavior in preadolescents and adolescents, suggesting the need for policies and programs designed to help juveniles by providing community support and stability. Alternatives to juvenile justice interventions include making changes in the home environment, acquiring a greater sense of self, and…

  14. Restorative Justice at Work: Examining the Impact of Restorative Justice Resolutions on Juvenile Recidivism

    Science.gov (United States)

    Rodriguez, Nancy

    2007-01-01

    Programs with restorative justice ideals attempt to incorporate victims and community members into the administration of justice. Although these programs have become increasingly popular, only a few programs in the United States have been the focus of prior studies. Using official juvenile court data from an urban, metropolitan area, this study…

  15. 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.…

  16. 28 CFR 0.94 - Office of Juvenile Justice and Delinquency Prevention.

    Science.gov (United States)

    2010-07-01

    ... Delinquency Prevention. 0.94 Section 0.94 Judicial Administration DEPARTMENT OF JUSTICE ORGANIZATION OF THE... Delinquency Prevention. The Office of Juvenile Justice and Delinquency Prevention is headed by an...., relating to juvenile delinquency, the improvement of juvenile justice systems and missing children. ...

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

    Directory of Open Access Journals (Sweden)

    Randy Pradityo

    2016-11-01

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

  18. Bullying in Schools: An Overview. Juvenile Justice Bulletin

    Science.gov (United States)

    Seeley, Ken; Tombari, Martin L.; Bennett, Laurie J.; Dunkle, Jason B.

    2011-01-01

    Researchers from the National Center for School Engagement conducted a series of studies to explore the connections between bullying in schools, school attendance and engagement, and academic achievement. This bulletin provides an overview of the studies funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), a summary of the…

  19. A Research Framework for Understanding the Practical Impact of Family Involvement in the Juvenile Justice System: The Juvenile Justice Family Involvement Model.

    Science.gov (United States)

    Walker, Sarah Cusworth; Bishop, Asia S; Pullmann, Michael D; Bauer, Grace

    2015-12-01

    Family involvement is recognized as a critical element of service planning for children's mental health, welfare and education. For the juvenile justice system, however, parents' roles in this system are complex due to youths' legal rights, public safety, a process which can legally position parents as plaintiffs, and a historical legacy of blaming parents for youth indiscretions. Three recent national surveys of juvenile justice-involved parents reveal that the current paradigm elicits feelings of stress, shame and distrust among parents and is likely leading to worse outcomes for youth, families and communities. While research on the impact of family involvement in the justice system is starting to emerge, the field currently has no organizing framework to guide a research agenda, interpret outcomes or translate findings for practitioners. We propose a research framework for family involvement that is informed by a comprehensive review and content analysis of current, published arguments for family involvement in juvenile justice along with a synthesis of family involvement efforts in other child-serving systems. In this model, family involvement is presented as an ascending, ordinal concept beginning with (1) exclusion, and moving toward climates characterized by (2) information-giving, (3) information-eliciting and (4) full, decision-making partnerships. Specific examples of how courts and facilities might align with these levels are described. Further, the model makes predictions for how involvement will impact outcomes at multiple levels with applications for other child-serving systems.

  20. 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…

  1. Juvenile delinquency in Russia: Ccriminal justice, trends, key issues

    Directory of Open Access Journals (Sweden)

    Kovačević Milica

    2015-01-01

    Full Text Available In the literature, as well as in international statistical surveys, we can rarely find more detailed information on juvenile delinquency in the Russian Federation, as well as on the criminal reaction towards juvenile offenders. Due to the turbulent conditions and great social turmoil which took place in the last few decades in this country, there should be a greater interest in the problem of juvenile delinquency. For Serbia, the experience of the Russian Federation could be especially important if one bears in mind that our country is still going through a transition, population stratification and through economic crisis, and also that Serbia and the Russian Federation share some cultural and religious similarities. Therefore, the aim of this paper is to present, in the summary way, the basic features of juvenile delinquency and the criminal justice system, and thereby build a basis for future research and comparison.

  2. 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…

  3. 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…

  4. Juvenile Justice Paradigms and Improvement of Realization of the Constitutional Rights and Freedoms of Man and Citizen in Russiay

    OpenAIRE

    Arpentieva M. R.

    2015-01-01

    The article is devoted to the problems of implementation and procedures of reconstructing model of juvenile justice system, it considers foreign and domestic experience (problems) of juvenile justice. The author compares the doctrines of juvenile justice, including the doctrine of punitive and understanding justice.

  5. Juvenile Justice Paradigms and Improvement of Realization of the Constitutional Rights and Freedoms of Man and Citizen in Russiay

    Directory of Open Access Journals (Sweden)

    Arpentieva M. R.

    2015-07-01

    Full Text Available The article is devoted to the problems of implementation and procedures of reconstructing model of juvenile justice system, it considers foreign and domestic experience (problems of juvenile justice. The author compares the doctrines of juvenile justice, including the doctrine of punitive and understanding justice.

  6. Social Justice for Crossover Youth: The Intersection of the Child Welfare and Juvenile Justice Systems.

    Science.gov (United States)

    Kolivoski, Karen M; Goodkind, Sara; Shook, Jeffrey J

    2017-10-01

    Social workers are critical to promoting racial and social justice. "Crossover youth," a term used to describe youths who have contact with both the child welfare and juvenile justice systems, are an especially vulnerable but often overlooked population with whom social workers engage. A disproportionate number of crossover youth are African American. Empirical research on crossover youth is growing, but such scholarship rarely engages with a human rights and social justice perspective. African American children and youths have a distinct place within the history and current context of the child welfare and juvenile justice systems. These systems have historically excluded them or treated them differently; now, African American youths are overrepresented in each of them, and evidence suggests they are more likely to cross over. The purpose of this article is to describe the historical and current context of crossover youth, with a particular focus on African American youths, to provide the foundation for a discussion of what social workers can do to promote racial and social justice for crossover youth, including specific implications for practice and policy, as well as broader implications for human and civil rights. © 2017 National Association of Social Workers.

  7. Best Implementation Practices: Disseminating New Assessment Technologies in a Juvenile Justice Agency

    Science.gov (United States)

    Young, Douglas; Moline, Karl; Farrell, Jill; Bierie, David

    2006-01-01

    Much has been written in recent years about advances in assessment technologies designed to aid decision making in the juvenile justice system. Adoption and implementation of this latest generation of actuarial tools, however, have lagged behind their development. Assessment in juvenile justice exemplifies the "science-practice gap" that…

  8. 15 CFR 23.5 - Report to the Office of Juvenile Justice and Delinquency Prevention.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Report to the Office of Juvenile Justice and Delinquency Prevention. 23.5 Section 23.5 Commerce and Foreign Trade Office of the Secretary... Office of Juvenile Justice and Delinquency Prevention. The Department of Commerce will compile and submit...

  9. Displacement and Suicide Risk for Juvenile Justice-Involved Youth with Mental Health Issues

    Science.gov (United States)

    Kretschmar, Jeff M.; Flannery, Daniel J.

    2011-01-01

    This article examined the relationship between suicide behaviors and displacement, as defined by out-of-home placement, in a sample of juvenile-justice-involved youth with mental health issues. Participants included boys and girls between the ages of 10 and 18 who were enrolled in a juvenile justice diversion program for children with mental or…

  10. 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.

  11. The Education of Juveniles in Detention: Policy Considerations and Infrastructure Development

    Science.gov (United States)

    Geib, Catherine Foley; Chapman, John F.; D'Amaddio, Amy H.; Grigorenko, Elena L.

    2011-01-01

    This article presents a discussion of the state of affairs pertaining to educating juvenile justice-involved youth. It summarizes general observations regarding the schooling of juveniles in pre-trial and post-trial incarceration settings, as well as, juveniles on probation or in community settings. The article selectively presents relevant…

  12. After Foster Care and Juvenile Justice: A Preview of the Youth Villages Transitional Living Evaluation. Policy Brief

    Science.gov (United States)

    Muller-Ravett, Sara; Jacobs, Erin

    2012-01-01

    Young people who are leaving the foster care and juvenile justice systems often experience a difficult transition to adulthood that is characterized by a number of troubling outcomes, including poverty, low levels of education and employment, and housing instability. While some services are available for these populations, there is little evidence…

  13. 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,…

  14. Los Angeles County Juvenile Justice Crime Prevention Act. Fiscal Year 2009-2010 Report. Technical Report

    Science.gov (United States)

    Fain, Terry; Turner, Susan; Ridgeway, Greg

    2012-01-01

    In 2000, the California State Legislature passed what is now known as the Juvenile Justice Crime Prevention Act (JJCPA). This effort was designed to provide a stable funding source to counties for juvenile programs that have been proven effective in curbing crime among juvenile probationers and young at-risk offenders. The Corrections Standards…

  15. 28 CFR 19.5 - Report to the Office of Juvenile Justice and Delinquency Prevention.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Report to the Office of Juvenile Justice and Delinquency Prevention. 19.5 Section 19.5 Judicial Administration DEPARTMENT OF JUSTICE USE OF... Justice and Delinquency Prevention. DOJ will compile and submit to OJJDP, by June 30, 1987, a consolidated...

  16. Children within the Juvenile Justice System in Nigeria ...

    African Journals Online (AJOL)

    Background: Many children in Nigeria face a life of poverty, family instability, inadequate educational opportunities and poor physical and mental health which hinder their ability to develop into healthy adults, live an improved quality of life or fulfil their life aspirations. These factors have also been associated with juvenile ...

  17. 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…

  18. The impact of training interventions on organizational readiness to support innovations in juvenile justice offices.

    Science.gov (United States)

    Taxman, Faye S; Henderson, Craig; Young, Doug; Farrell, Jill

    2014-03-01

    Clinical trials on technology transfer models are rare, even with the interest in advancing the uptake of evidence-based practices in social service agencies. This article presents the results from a trial examining different transfer strategies to assist juvenile justice caseworkers in using screening, assessment, and case planning practices to address mental health and substance use needs. Study findings examine factors that promote organizational readiness. A clinical trial was conducted examining the impact of three post-training strategies: an external coach to build the social network of the justice office (build social climate), an external coach to educate staff (build skills and knowledge), and a control condition consisting of traditional management directives (directives to staff of agency priorities). All groups were exposed to a 1 day refresher course in motivational interviewing. The social network and skill building groups also attended an intensive 3-day training followed by three on-site booster sessions over a 12 month period of time. Twelve juvenile justice offices (with their 231 juvenile justice staff) were assigned to one of three conditions. The study examined the impact of different transfer conditions on organizational readiness to implement the innovation of screening, assessment, and referral strategies. External coaching targeting the social climate of the justice office to support innovations improved organizational readiness to change, regardless of office size. Coaching that targeted either the social climate or staff knowledge and skills both improved organizational readiness for change compared to management directives, but social climate coaching resulted in greater improvements in receptivity to change. No individual level features of case workers (e.g., age, gender, years of experience) significantly predicted organizational readiness to change. Unexpectedly, the skill and knowledge building approach did not perform any better

  19. 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 ...

  20. 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

  1. Criminalization, racialization and pathologization: the origins of the juvenile justice system in California

    Directory of Open Access Journals (Sweden)

    Eduardo Gutierrez Cornelius

    2017-08-01

    Full Text Available Review of Chávez-García, Miroslava. States of Delinquency: Race and Science in the Making of California’s Juvenile Justice System. Los Angeles: University of California Press, 2012.

  2. Homicides of Children and Youth. Crimes against Children Series. Juvenile Justice Bulletin.

    Science.gov (United States)

    Finkelhor, David; Ormrod, Richard

    This bulletin, part of the Office of Juvenile Justice and Delinquency Prevention's "Crimes against Children Series," draws on FBI and other data to provide a statistical portrait of juvenile homicide victimization, asserting that homicide is the only major cause of childhood deaths that has increased over the past 3 decades. The bulletin…

  3. Adolescents' Perceptions of a Gardening Activity at a Juvenile Justice Center.

    Science.gov (United States)

    Hardin-Fanning, Frances; Adegboyega, Adebola O; Rayens, Mary Kay

    2018-06-01

    The purpose of this study was to elicit participants' ( N = 16) perceptions of a gardening activity at a juvenile justice center and to determine whether past exposure to gardening and farmers markets was associated with their perceptions of the gardening experience. This cross-sectional, exploratory program evaluation was conducted in partnership with the Kentucky Department of Juvenile Justice. Adolescents completing the Cadet Leadership and Education Program participated in gardening in order to provide produce to a local farmers' market. After the growing season, participants were asked to complete a nine-item questionnaire about the gardening activity during one of their usual classes at the facility. The questionnaire assessed perception of the experience and past exposure to gardening and farmers' markets. Participants reported favorably about their participation in the activity, knowledge gained from the activity, and their intent to garden in the future. Those who had previously gardened had more favorable perception of gardening than those who had never gardened. Gardening is an inexpensive means of teaching teamwork and delayed gratification and providing a sense of empowerment and may benefit at-risk adolescents during incarceration.

  4. The Challenge and Opportunity of Parental Involvement in Juvenile Justice Services.

    Science.gov (United States)

    Burke, Jeffrey D; Mulvey, Edward P; Schubert, Carol A; Garbin, Sara R

    2014-04-01

    The active involvement of parents - whether as recipients, extenders, or managers of services - during their youth's experience with the juvenile justice system is widely assumed to be crucial. Parents and family advocacy groups note persisting concerns with the degree to which successful parental involvement is achieved. Justice system providers are highly motivated and actively working to make improvements. These coalescing interests provide a strong motivation for innovation and improvement regarding family involvement, but the likely success of these efforts is severely limited by the absence of any detailed definition of parental involvement or validated measure of this construct. Determining whether and how parental involvement works in juvenile justice services depends on the development of clear models and sound measurement. Efforts in other child serving systems offer guidance to achieve this goal. A multidimensional working model developed with parents involved in child protective services is presented as a template for developing a model for parental involvement in juvenile justice. Features of the model requiring changes to make it more adaptable to juvenile justice are identified. A systematic research agenda for developing methods and measures to meet the present demands for enhanced parental involvement in juvenile justice services is presented.

  5. 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...

  6. 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…

  7. Delinquent-Victim Youth-Adapting a Trauma-Informed Approach for the Juvenile Justice System.

    Science.gov (United States)

    Rapp, Lisa

    2016-01-01

    The connection between victimization and later delinquency is well established and most youth involved with the juvenile justice system have at least one if not multiple victimizations in their history. Poly-victimized youth or those presenting with complex trauma require specialized assessment and services to prevent deleterious emotional, physical, and social life consequences. Empirical studies have provided information which can guide practitioners work with these youth and families, yet many of the policies and practices of the juvenile justice system are counter to this model. Many youth-serving organizations are beginning to review their operations to better match a trauma-informed approach and in this article the author will highlight how a trauma-informed care model could be utilized to adapt the juvenile justice system.

  8. New solutions in the juvenile criminal law in the light of the restorative justice

    Directory of Open Access Journals (Sweden)

    Jovašević Dragan

    2007-01-01

    Full Text Available New criminal legislation got into force in Serbia at the beginning of 2006. In that way, Serbia got unique Criminal Code which includes all provisions of material criminal law except provisions related to the criminal position of juveniles. System of criminal sanctions for juvenile off enders, procedure for their imposition and the way, procedure and terms for their execution are regulated by the provisions of the separate law - the Law on juvenile off enders and criminal protection of juveniles. Some of the most important novelties introduced by new juvenile criminal law are system of diversion, i.e. system of diversion orders, which aim at excluding the imposition of criminal sanctions in the cases when criminal sanction is not necessary from the perspective of crime suppression. Bearing that in mind, this paper is dedicated to forms of diversion orders as a form of measures that lead to more efficient system of restorative justice within our new juvenile criminal legislation. .

  9. 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.…

  10. 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…

  11. 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…

  12. Converging and Diverging Service Delivery Systems in Alternative Education Programs for Disabled and Non-Disabled Youth Involved in the Juvenile Justice System

    Science.gov (United States)

    Atkins, Trent; Bullis, Michael; Todis, Bonnie

    2005-01-01

    This study is part of a directed research project funded by the Office of Special Education Programs. Using qualitative research methods, consisting of interviews and participant observations, the policies and procedures of three alternative education programs in various settings were investigated. These programs served youth with and without…

  13. Treatment of Moderately Intellectually Disabled Delinquent Youth in a Dutch Juvenile Justice Facility with Closed and Open Units

    Science.gov (United States)

    Lodewijks, Henny P. B.

    2011-01-01

    This article will focus on a juvenile justice facility in the Netherlands, targeted at moderately intellectually disabled juveniles, who are sentenced because of serious crimes. All of the juveniles have a disruptive disorder (conduct disorder or oppositional defiant disorder) and 70% have comorbid psychiatric classifications. Treatment amounts to…

  14. Accountability in Teenage Dating Violence: A Comparative Examination of Adult Domestic Violence and Juvenile Justice Systems Policies

    Science.gov (United States)

    Zosky, Diane L.

    2010-01-01

    Unlike in the adult criminal justice system, where domestic violence policies hold perpetrators accountable for their violence, the juvenile justice system rarely addresses teenage dating violence. Although the adult criminal justice system has pursued policies toward intimate partner violence grounded on a "zero tolerance" ideology, the juvenile…

  15. Social Justice Advocacy in Graduate Teacher Education

    Science.gov (United States)

    Hoyle, Amy Gratch

    2018-01-01

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

  16. Pregnancy Rates among Juvenile Justice Girls in Two Randomized Controlled Trials of Multidimensional Treatment Foster Care

    Science.gov (United States)

    Kerr, David C. R.; Leve, Leslie D.; Chamberlain, Patricia

    2009-01-01

    Preventing adolescent pregnancy is a national research priority that has had limited success. In the present study, the authors examined whether Multidimensional Treatment Foster Care (MTFC) relative to intervention services as usual (group care [GC]) decreased pregnancy rates among juvenile justice girls mandated to out-of-home care. Girls (13-17…

  17. 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.…

  18. 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…

  19. 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…

  20. Using Goal Achievement Training in juvenile justice settings to improve substance use services for youth on community supervision.

    Science.gov (United States)

    Fisher, Jacqueline Horan; Becan, Jennifer E; Harris, Philip W; Nager, Alexis; Baird-Thomas, Connie; Hogue, Aaron; Bartkowski, John P; Wiley, Tisha

    2018-04-30

    The link between substance use and involvement in the juvenile justice system has been well established. Justice-involved youth tend to have higher rates of drug use than their non-offending peers. At the same time, continued use can contribute to an elevated risk of recidivism, which leads to further, and oftentimes more serious, involvement with the juvenile justice system. Because of these high rates of use, the juvenile justice system is well positioned to help identify youth with substance use problems and connect them to treatment. However, research has found that only about 60% of juvenile probation agencies screen all youth for substance involvement, and even fewer provide comprehensive assessment or help youth enroll in substance use treatment. This paper describes an integrated training curriculum that was developed to help juvenile justice agencies improve their continuum of care for youth probationers with substance use problems. Goal Achievement Training (GAT) provides a platform for continuous quality improvement via two sessions delivered onsite to small groups of staff from juvenile justice and behavioral health agencies. In the first session, participants are taught to identify goals and goal steps for addressing identified areas of unmet need (i.e., screening, assessment, and linkage to treatment services). In the second session, participants learn principles and strategies of data-driven decision-making for achieving these goals. This paper highlights GAT as a model for the effective implementation of cost-efficient training strategies designed to increase self-directed quality improvement activities that can be applied to any performance domain within juvenile justice settings. Efforts to monitor implementation fidelity of GAT within the specific context of the juvenile justice settings are highlighted. Challenges to setting the stage for process improvement generally, as well as specific hurdles within juvenile justice settings are discussed

  1. Truancy Reduction: Keeping Students in School. Juvenile Justice Bulletin.

    Science.gov (United States)

    Baker, Myriam L.; Sigmon, Jane Nady; Nugent, M. Elaine

    Each school day, hundreds of thousands of students are missing from their classrooms--many without a bona fide excuse. Left unchecked, truancy is a risk factor for serious juvenile delinquency. Truancy's impact also extends into the adult years where it has been linked to numerous negative outcomes. Consequently, it is critical to identify…

  2. Juvenile Delinquency and Justice in Lagos State, Nigeria: A ...

    African Journals Online (AJOL)

    This paper analysed the major content of the CRA as it relates to Juvenile delinquency, from arrest to committal procedures. This paper revealed that the important first step of legislative reform has been successfully achieved and some machinery has also been put in place at the Federal level and in a few States of ...

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

    African Journals Online (AJOL)

    AZERTY

    French Equatorial Africa via Senegal in 1903 and was rendered applicable to ..... State Counsel or the Examining Magistrate shall inform the parents, .... an oral engagement by any person worthy of trust, guaranteeing the juvenile's .... trustworthy person; placing him on probation; placing him in a vocational or health centre ...

  4. Animal Abuse and Youth Violence. Juvenile Justice Bulletin.

    Science.gov (United States)

    Ascione, Frank R.

    The forms of abuse that animals are subjected to are similar to the forms of abuse children experience, such as physical abuse, serious neglect, and psychological abuse. This document describes psychiatric, psychological, and criminal research linking animal abuse to violence perpetrated by juveniles and adults. Particular attention is given to…

  5. Youth, Guns, and the Juvenile Justice System. Research Report.

    Science.gov (United States)

    Butts, Jeffrey; Coggeshall, Mark; Gouvis, Caterina; Mears, Daniel; Travis, Jeremy; Waul, Michelle; White, Ruth

    This report documents trends in youth gun violence and the response within the justice system, noting the growing variety of data resources available to investigate the effect of new gun laws on youth, communities, and public safety. The first section reviews recent trends, examining the major wave of gun violence in the United States during the…

  6. 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...

  7. Does educational privatisation promote social justice?

    NARCIS (Netherlands)

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

    2013-01-01

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

  8. 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.

  9. 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…

  10. Outliers in American juvenile justice: the need for statutory reform in North Carolina and New York.

    Science.gov (United States)

    Tedeschi, Frank; Ford, Elizabeth

    2015-05-01

    There is a well-established and growing body of evidence from research that adolescents who commit crimes differ in many regards from their adult counterparts and are more susceptible to the negative effects of adjudication and incarceration in adult criminal justice systems. The age of criminal court jurisdiction in the United States has varied throughout history; yet, there are only two remaining states, New York and North Carolina, that continue to automatically charge 16 year olds as adults. This review traces the statutory history of juvenile justice in these two states with an emphasis on political and social factors that have contributed to their outlier status related to the age of criminal court jurisdiction. The neurobiological, psychological, and developmental aspects of the adolescent brain and personality, and how those issues relate both to a greater likelihood of rehabilitation in appropriate settings and to greater vulnerability in adult correctional facilities, are also reviewed. The importance of raising the age in New York and North Carolina not only lies in protecting incarcerated youths but also in preventing the associated stigma following release. Mental health practitioners are vital to the process of local and national juvenile justice reform. They can serve as experts on and advocates for appropriate mental health care and as experts on the adverse effects of the adult criminal justice system on adolescents.

  11. 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 ...

  12. 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.

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

    African Journals Online (AJOL)

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

  14. 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…

  15. 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

  16. 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…

  17. Growing up with adversity: From juvenile justice involvement to criminal persistence and psychosocial problems in young adulthood.

    Science.gov (United States)

    Basto-Pereira, Miguel; Miranda, Ana; Ribeiro, Sofia; Maia, Ângela

    2016-12-01

    Several studies have been carried out to investigate the effect of child maltreatment on juvenile justice involvement and future criminal life. However, little is known about the impact of other forms of adversity, beyond abuse and neglect, on juvenile delinquency and criminal persistence. The effect of early adversity on psychosocial problems is underexplored, particularly in juvenile delinquents. This study, using the Childhood Adverse Experiences (ACE) questionnaire, a tool accessing the exposure to different types of abuse, neglect and serious household dysfunction, explored the role of each adverse experience on juvenile justice involvement, persistence in crime and psychosocial problems during young adulthood. A Portuguese sample of 75 young adults with official records of juvenile delinquency in 2010/2011, and 240 young adults from a community sample completed ACE questionnaire and measures of psychosocial adjustment. Seven out of ten adverse experiences were significantly more prevalent in young adults with juvenile justice involvement than in the community sample, after matching the main demographic variables. The strongest predictor of juvenile justice involvement and criminal persistence during early adulthood was sexual abuse. Dimensions of child/adolescent emotional maltreatment and a mental illness in the household predicted a set of psychosocial problems in young adulthood. This study indicates that early adversity is significantly related to juvenile justice involvement, criminal persistence and psychosocial problems. This study also suggests that each experience has a different role in this process. There is an urgent need to screen, prevent and stop serious adversity. Future scientific directions and recommendations for policies are provided. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. 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

  19. Educational Justice and the Gifted

    Science.gov (United States)

    Merry, Michael S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of "normal" children? I consider a hypothetical case for allocating extra…

  20. Urgent Work: Developing a Gender- Responsive Approach for Girls in the Juvenile Justice System / Trabajo urgente: desarrollando una respuesta con perspectiva de género para niñas en el Sistema de Justicia Juvenil

    Directory of Open Access Journals (Sweden)

    Lawanda Ravoira

    2012-12-01

    Full Text Available This paper reviews the prevalence of girls in the U.S. juvenile justice sys- tem, compares national and international incarceration rates, and reviews the profile needs of justice-involved girls. The authors offer their Model as an example of how to develop a gender-responsive approach to girls in the justice system, including a description of how the model was operationalized in a community in the United States. Critical developments and emerg- ing opportunities for each of the Model’s components: advocacy, model programming, public education, training and technical assistance, gender responsive tools, systems accountability, and evaluation are highlighted. Lessons learned are offered as a springboard for conversations about how the international community can individually assess their needs and resources and work together to improve the response to girls. The paper concludes with recommendations for choosing, evaluating, and implementing best- practice approaches for meaningful reform.

  1. 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…

  2. 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,…

  3. Power, Process, and Protection: Juveniles as Defendants in the Justice System.

    Science.gov (United States)

    Woolard, Jennifer L; Henning, Kristin; Fountain, Erika

    The juvenile court was created in 1899 in part to remedy the unfairness of trying youth in the adult criminal justice system, but its success at rectifying those problems is unclear. One concern is that the vast majority of youth who are adjudicated delinquent are adjudicated after waiving their right to trial and entering a guilty plea. Fairness and equity in the plea bargaining process are premised on the assumption that youth have the capacity to understand and elect between available options and will be given a meaningful opportunity to choose without coercion and deception. In legal terms, the Constitution will only sanction a plea when the defendant makes a knowing, voluntary, and intelligent waiver of her right to trial. In this chapter, we briefly describe the juvenile court process and explain the circumstances of a plea bargain, which constitutes both a waiver of Constitutional rights and an agreement to certain conditions. Then we evaluate the research and practice knowledge regarding the legal components of a valid waiver-that it must be knowing and voluntary. We consider how information, capacity, and circumstance contribute to a knowing waiver. Then we examine how procedural justice, paternalism, and coercion may affect a voluntary waiver. Throughout, we consider whether the people, policies, and practices meant to assess and safeguard that waiver decision fulfill their intended purpose. © 2016 Elsevier Inc. All rights reserved.

  4. "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…

  5. LAW ENFORCEMENT PREPAREDNESS FOR THE IMPLEMENTATION OF INDONESIA’S LAW ON JUVENILE JUSTICE SYSTEM

    Directory of Open Access Journals (Sweden)

    Dani Krisnawati

    2014-03-01

    Full Text Available Paradigmatic changes stipulated in Law Number 11 of 2012 on Juvenile Justice System, including regulations concerning restorative justice and diversion require the competency and skills of the law enforcement officers. This research identifies measures that have been taken and the existing barriers in preparing for the implementation of this Law. The research demonstrates that the readiness of the investigators and child prosecutors are merely limited to the outreach of Law Number 11 of 2012, whilst knowledge of the court judges only covers the draft Law. The number of officers receiving outreach is limited and should be increased. Negative perception on the officers due to the risk of a bribery accusation is feared to hamper the implementation of diversion regulation based on a restorative justice. Perubahan paradigmatik yang termuat dalam Undang-Undang Nomor 11 Tahun 2012 tentang Sistem Peradilan Pidana Anak, termasuk diantaranya ketentuan mengenai keadilan restoratif dan diversi, memerlukan kompetensi dan keahlian aparat penegak hukum. Penelitian ini mengidentifikasi langkah yang telah dilakukan dan kendala persiapan implementasi Undang-Undang tersebut. Hasil penelitian memperlihatkan bahwa kesiapan penyidik dan penuntut umum anak masih terbatas pada partisipasi sosialisasi Undang-Undang Nomor 11 Tahun 2012, sedangkan hakim anak memiliki pengetahuan hanya pada Rancangan Undang-Undang. Jumlah aparat yang menerima sosialisasi Undang-Undangmasih terbatas dan perlu ditingkatkan jumlahnya. Pandangan negatif terhadap aparat karena bisa menimbulkan dugaan suap dikhawatirkan menjadi penghambat diterapkannya ketentuan diversi dengan pendekatan keadilan restoratif.

  6. Sex and Race Differences in Mental Health Symptoms in Juvenile Justice: The MAYSI-2 National Meta-Analysis

    Science.gov (United States)

    Vincent, Gina M.; Grisso, Thomas; Terry, Anna; Banks, Steven

    2008-01-01

    The study uses the MAYSI-2 gathered data from multiple US juvenile justice systems to examine whether mental health symptoms were connected to consistent sex and ethnicity/race-related differences. Results concluded a greater proportion of girls having serious mental health problems and though whites had problems with alcohol and drugs, they were…

  7. Entry Risk into the Juvenile Justice System: African American, American Indian, Asian American, European American, and Hispanic Children and Adolescents

    Science.gov (United States)

    Vazsonyi, Alexander T.; Chen, Pan

    2010-01-01

    Background: Findings on disproportionate minority contact remain mixed. Few empirical studies have examined to what extent entry risk into juvenile justice varies across ethnic/racial groups, and to what extent childhood aggressive behaviors foretell later deviance and entry risk. In the current study, we sought to address these shortcomings by…

  8. Sexual Orientation-Based Disparities in School and Juvenile Justice Discipline: A Multiple Group Comparison of Contributing Factors

    Science.gov (United States)

    Poteat, V. Paul; Scheer, Jillian R.; Chong, Eddie S. K.

    2016-01-01

    There is little data on whether school discipline or juvenile justice sanctions are directed disproportionately toward sexual minority youth (e.g., lesbian, gay, bisexual, or questioning; LGBQ) compared with heterosexual youth and even less on factors that may relate to such disparities. We tested for sexual orientation-based disparities in school…

  9. Child Welfare and Juvenile Justice: Several Factors Influence the Placement of Children Solely To Obtain Mental Health Services.

    Science.gov (United States)

    General Accounting Office, Washington, DC.

    Recent reports have documented how some parents choose to place their children in the child welfare or juvenile justice systems in order to obtain the mental health services that their children need. Senators Susan Collins and Joseph Lieberman of the Senate Committee on Governmental Affairs asked the General Accounting Office (GAO) to testify on:…

  10. Preventing Juvenile Justice Involvement for Young Women: An Introduction to an Evaluation of the PACE Center for Girls. Research Brief

    Science.gov (United States)

    Millenky, Megan; Mage, Caroline

    2016-01-01

    Involvement in the juvenile justice system has tremendous costs for the individuals within it, as well as for society. Such involvement may damage a child's relationships with friends and family, negatively affect mental health, and interrupt the academic progress and work experience that should accumulate during adolescence. On the societal…

  11. Girls With Mental Health Needs in the Juvenile Justice System: Challenges and Inequities Confronting a Vulnerable Population

    Science.gov (United States)

    Quinn, Mary Magee; Poirier, Jeffrey M.; Garfinkel, Lili

    2005-01-01

    Recent trends show noticeable increases in the involvement of girls in the juvenile justice system. A disproportionately high number of these girls have co-occurring mental health diagnoses that are related in part to their victimization through sexual, physical, and emotional abuse. Many girls also come from unstable families, whereas others are…

  12. 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…

  13. Presentación: Psicología y Justicia Juvenil / Presentation: Psychology and Juvenile Justice

    Directory of Open Access Journals (Sweden)

    Ricardo Pérez-Luco

    2012-12-01

    delictivas en esta etapa; y a la vez nos ofrece una gran posibilidad para actuar mejorando las oportunidades de crecimiento humano integral en los jóvenes.Esto ya ha sido asumido en muchas sociedades de occidente, generando legislaciones especiales para los menores de 18 años que infringen la ley, marcos legales que traducen los principios de la Convención de Derechos del Niño en la actuación de la justicia, buscando como objetivos por sobre el castigo la reparación e integración social.La mirada de “principios” que se sitúa en la política pública hacia los jóvenes, interpela nuevamente a la Psicología, demandando conocimientos especializados que permitan ponderar en decisiones particulares el daño de la sociedad a sus individuos más vulnerables y el de éstos a la comunidad. Esta interpelación es sin duda un llamado ético a hacernos responsables por el valor que nuestro saber tiene a la hora de decidir sobre la idoneidad de la sanción que se debe aplicar a un joven, es una invitación a nuestra disciplina a participar responsablemente de un ámbito de toma de decisiones sociales fundamentales para las personas, y en particular para quienes comienzan a construir su vida en sociedad, es por tanto un llamado a participar de la construcción de sociedades más justas.Grande es el aporte que la Psicología puede hacer a la justicia juvenil. Primero, profundizando en la comprensión de la dinámica delictiva adolescente, distinguiendo entre comportamientos esperables y no esperables y entre trayectorias adaptativas y desadaptativas; segundo, desarrollando tecnología para una observación y seguimiento preciso y profundo del comportamiento delictivo y de los resultados de la intervención orientada a producir un cambio; tercero, brindando una formación especializada a los operadores sociales que se desempeñan en este ámbito; cuarto, generando estrategias preventivas en los entornos sociocomunitarios en que se reproduce sistémica y transgeneracionalmente

  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. The Development of Four Leading Principles of the Convention on the Rights of the Child in Vietnam´s Juvenile Justice

    Directory of Open Access Journals (Sweden)

    Duc Nguyen

    2017-01-01

    Full Text Available The paper sheds light on the latest development of four CRC principles in the administration of Vietnam’s juvenile justice after the recent amendment of the Penal Code and Criminal Procedural Code of Vietnam. It also assesses the compatibility of the Vietnamese juvenile justice system compared to international standards elaborated by the CRC Committee. At the same time, certain issues are raised regarding the implementation of such principles in practice. Finally, concluding remarks will be provided together with recommendations on how to develop the juvenile justice system in Vietnam. Keywords: Vietnam’s juvenile justice; Children’s rights; CRC leading principles; juvenile offenders; the rights of the child; non-discrimination; best interests of the child; children’s right to life; survival and development; children’s right to be heard.

  16. Maltreatment, family environment, and social risk factors: Determinants of the child welfare to juvenile justice transition among maltreated children and adolescents.

    Science.gov (United States)

    Vidal, Sarah; Prince, Dana; Connell, Christian M; Caron, Colleen M; Kaufman, Joy S; Tebes, Jacob K

    2017-01-01

    This study prospectively examines the transition from the child welfare system into the juvenile justice system among 10,850 maltreated children and adolescents and explores how patterns of risks, including severity and chronicity of maltreatment, adverse family environment, and social risk factors, affect service systems transition. Almost three percent of maltreated children and adolescents had their first juvenile justice adjudication within an average of approximately six years of their initial child protective services investigation (CPS). Social risk factors, including a child's age at index CPS investigation (older), gender (boys), and race/ethnicity (Black and Hispanic) significantly predicted the risk of transition into the juvenile justice system. Recurrence of maltreatment and experiencing at least one incident of neglect over the course of the study period also increased the risk of transition into the juvenile justice system. However, subtypes of maltreatment, including physical, sexual, and other types of abuse did not significantly predict the risk of juvenile justice system transition. Finally, family environment characterized by poverty also significantly increased the risk of juvenile justice system transition. These findings have important implications for developing and tailoring services for maltreated children, particularly those at-risk for transitioning into the juvenile justice system. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. 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…

  18. Family-Centered Care in Juvenile Justice Institutions: A Mixed Methods Study Protocol.

    Science.gov (United States)

    Simons, Inge; Mulder, Eva; Rigter, Henk; Breuk, René; van der Vaart, Wander; Vermeiren, Robert

    2016-09-12

    Treatment and rehabilitation interventions in juvenile justice institutions aim to prevent criminal reoffending by adolescents and to enhance their prospects of successful social reintegration. There is evidence that these goals are best achieved when the institution adopts a family-centered approach, involving the parents of the adolescents. The Academic Workplace Forensic Care for Youth has developed two programs for family-centered care for youth detained in groups for short-term and long-term stay, respectively. The overall aim of our study is to evaluate the family-centered care program in the first two years after the first steps of its implementation in short-term stay groups of two juvenile justice institutions in the Netherlands. The current paper discusses our study design. Based on a quantitative pilot study, we opted for a study with an explanatory sequential mixed methods design. This pilot is considered the first stage of our study. The second stage of our study includes concurrent quantitative and qualitative approaches. The quantitative part of our study is a pre-post quasi-experimental comparison of family-centered care with usual care in short-term stay groups. The qualitative part of our study involves in-depth interviews with adolescents, parents, and group workers to elaborate on the preceding quantitative pilot study and to help interpret the outcomes of the quasi-experimental quantitative part of the study. We believe that our study will result in the following findings. In the quantitative comparison of usual care with family-centered care, we assume that in the latter group, parents will be more involved with their child and with the institution, and that parents and adolescents will be more motivated to take part in therapy. In addition, we expect family-centered care to improve family interactions, to decrease parenting stress, and to reduce problem behavior among the adolescents. Finally, we assume that adolescents, parents, and the

  19. Examining the effectiveness of a restorative justice program for various types of juvenile offenders.

    Science.gov (United States)

    Bergseth, Kathleen J; Bouffard, Jeffrey A

    2013-09-01

    Restorative justice (RJ) programs have become widespread in the United States and in other countries. These programs are often seen as a viable alternative to traditional retributive processing, especially for minor, and sometimes more serious, forms of delinquency and adult criminality. The programs hold promise for achieving several goals, including increased community and victim involvement, greater satisfaction with the case outcomes, improved offender compliance, increased perceptions of fairness, and even recidivism reduction. Meta-analyses have demonstrated varying degrees of program success in recidivism reduction, which may in part reflect differential effectiveness of the RJ approach for various kinds of offenders. This study examined whether an RJ program for juvenile offenders had differential impacts on recidivism across various offender characteristics (including age, gender, racial group, offending history, and current offense). Results generally support the effectiveness of the program for many types of offenders. Implications for future research and potential improvements to the RJ model are discussed.

  20. 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…

  1. Perceived importance of substance use prevention in juvenile justice: a multi-level analysis.

    Science.gov (United States)

    Sales, Jessica M; Wasserman, Gail; Elkington, Katherine S; Lehman, Wayne; Gardner, Sheena; McReynolds, Larkin; Wiley, Tisha; Knudsen, Hannah

    2018-05-15

    Youth under juvenile justice (JJ) supervision are at high-risk of adverse outcomes from substance use, making prevention important. Few studies have examined prevention-related attitudes of JJ employees, yet such attitudes may be important for implementing prevention programs. Attitudes toward prevention may reflect individual characteristics and organizational contexts. Mixed effects regression was used to analyze data from 492 employees in 36 sites participating in the Juvenile Justice-Translational Research on Interventions for Adolescents in the Legal System (JJ-TRIALS) cooperative agreement. JJ employees' perceived importance of substance use prevention was measured. Staff-level variables included attitudes, job type, and demographic characteristics. Site-level variables focused on use of evidence-based screening tools, prevention programs, and drug testing. On average, JJ employees rated substance use prevention as highly important (mean = 45.9, out of 50). JJ employees generally agreed that preventing substance use was part of their agency's responsibility (mean = 3.8 on scale ranging from 1 to 5). At the site level, 72.2% used an evidence-based screening tool, 22.2% used one or more evidence-based prevention program, and 47.2% used drug testing. Reported importance of prevention was positively associated with site-level use of screening tools and drug testing as well as staff-level attitudes regarding prevention being consistent with the agency's mission. The associations between screening and prevention attitudes suggest that commitment to identifying youth needs may result in greater openness to preventing substance use. Future efforts to implement substance use prevention within JJ agencies charged with supervising youth in the community may benefit from highlighting the fit between prevention and the agency's mission.

  2. Validity of the Modified Child Psychopathy Scale for Juvenile Justice Center Residents.

    Science.gov (United States)

    Verschuere, Bruno; Candel, Ingrid; Van Reenen, Lique; Korebrits, Andries

    2012-06-01

    Adult psychopathy has proven to be an important clinical and forensic construct, but much less is known about juvenile psychopathy. In the present study, we examined the construct validity of the self report modified Child Psychopathy Scale mCPS; Lynam (Psychological Bulletin 120:(2), 209-234, 1997) in a sample of 57 adolescents residing in a Dutch juvenile justice center, aged between 13 and 22 years. The mCPS total score was reliably related to high externalizing problems, low empathy, high anger and aggression, high impulsivity, high (violent) delinquency, and high alcohol/drug use. Unique relations were found for the antisocial-impulsive (mCPS Factor 2), but not the callous-unemotional facet of psychopathy (mCPS Factor 1). Our findings support the validity of the mCPS in that it encompasses the antisocial-impulsive facet of psychopathy, but it is less clear whether the mCPS sufficiently captures the affective-interpersonal facet of psychopathy.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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 ...

  9. 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...

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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 ...

  15. Sexuality education groups in juvenile detention.

    Science.gov (United States)

    Farrow, J A; Schroeder, E

    1984-01-01

    Several major studies have described the magnitude and character of adolescent sexual activity and sexual knowledge related to contraception and sexually transmitted diseases (Diepold & Young, 1979; Hass, 1979; Sorenson, 1973; Zelnick & Kantner, 1980). Few systematic studies have been conducted, however, which analyze the attitudes toward sexuality and contraception of delinquent adolescents who are generally school dropouts and who may engage in socially unacceptable behaviors such as running away, drug abuse, and prostitution. Delinquent youths, especially delinquent girls, have been characterized as being more sexually active and less sexually knowledgeable than their nondelinquent peers (Gibbon, 1981; Mannarino & Marsh, 1978). Despite the assumed high-risk nature of this delinquent population, few juvenile detention facilities have offered systematically evaluated coeducational sex education programs. One barrier to implementation of such programs in juvenile detention centers is the lack of a treatment or program orientation of most staff, and/or staff denial of adolescent sexuality in general, an attitude which suppresses the development of healthier sexual values and often promotes pathologic sexual interaction within institutions (Shore & Gochros, 1981). A recent survey of adolescent sexuality (Diepold, 1979) points out that teenagers' feelings about their "sexual selves" impacts greatly upon their general self-image. Low self-esteem is more frequently found among delinquents than nondelinquents (Jones & Swain, 1977; Lund & Salury, 1980), and treatment for delinquent girls often focuses on increasing self-esteem and developing assertiveness skills based on feelings of self-worth (DeLange, Lanahan, & Barton, 1981; NiCarthy, 1981). Two studies carried out with juvenile detainees from a large urban center confirmed that sexual activity among delinquent adolescents is significantly greater than that of the general adolescent population, and that the delinquents

  16. 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…

  17. The effectiveness of reintegrative shaming and restorative justice conferences: focusing on juvenile offenders' perceptions in Australian reintegrative shaming experiments.

    Science.gov (United States)

    Kim, Hee Joo; Gerber, Jurg

    2012-10-01

    This article examines the effectiveness of diversionary restorative justice (RJ) conferences through the eyes of juvenile offenders. In Australia, Reintegrative Shaming Experiments (RISE) are based on Braithwaite's theory of reintegrative shaming. Previous studies, although showing that RISE reported high levels of victim satisfaction and positive changes in the attitudes of offenders, also demonstrated that it has different outcomes for juvenile offenders depending on the type of offense with which they were charged. However, the effectiveness of RISE in terms of the offenders' perceptions has not been addressed, and the impact of the offenders' perceptions about RISE still remains under investigation. Using Australian data from RISE between 1995 and 1999, this article examines juvenile offenders' perceptions on preventing reoffending, repaying the victim and society, and the degree of repentance. The data were taken from interviews with juvenile offenders to measure their perceptions after the court or RISE processing. A comparison of standard court processing effects and RISE on juvenile offending, including property crime, shoplifting, and violent offenses, was undertaken. The results from this study were somewhat inconsistent with previous research. In this study, there was no significant relationship between RJ conference and the offenders' own perceptions on the prevention of future offending. However, it was found that there were treatment effects on repaying the victim, repaying society, and the degree of feeling repentance, and that younger offenders wanted to repay the victim/society and feel repentance.

  18. 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.

  19. 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…

  20. 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…

  1. 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…

  2. Juvenile justice: "continent" institucional management a guarantor proposal of human rights

    Directory of Open Access Journals (Sweden)

    Ana Paula Motta Costa

    2016-12-01

    Full Text Available This article addresses the issue of management in socio-educative institutions for adolescents involved in the juvenile criminal system. This is one of the main challenges encountered in the field of protection of children and adolescents’ rights in Brazil. To make institutional management possible in the Socio-Educational System in a way which possibilitates the achievement of the system’s goals, the establishment of a management model that time mobilizes all personnel around common guidelines, in a democratic and participatory manner which enables “institutional continence” is necessary. Considering the historical reality of the institutions responsible for implementing socio-educative measures in Brazil, institutional management of these entities requires a working methodology that stipulates instances of decision and participation. Therefore, this article seeks to provide information that will enable its readers to reflect on the socio-educative institutions, establishing mechanisms for a management methodology that guarantees the effectiveness of the rights of adolescents and considers the specificity of each institution, as well as local circumstances by which it is surrounded.

  3. Justice policy reform for high-risk juveniles: using science to achieve large-scale crime reduction.

    Science.gov (United States)

    Skeem, Jennifer L; Scott, Elizabeth; Mulvey, Edward P

    2014-01-01

    After a distinctly punitive era, a period of remarkable reform in juvenile crime regulation has begun. Practical urgency has fueled interest in both crime reduction and research on the prediction and malleability of criminal behavior. In this rapidly changing context, high-risk juveniles--the small proportion of the population where crime becomes concentrated--present a conundrum. Research indicates that these are precisely the individuals to treat intensively to maximize crime reduction, but there are both real and imagined barriers to doing so. Mitigation principles (during early adolescence, ages 10-13) and institutional placement or criminal court processing (during mid-late adolescence, ages 14-18) can prevent these juveniles from receiving interventions that would best protect public safety. In this review, we synthesize relevant research to help resolve this challenge in a manner that is consistent with the law's core principles. In our view, early adolescence offers unique opportunities for risk reduction that could (with modifications) be realized in the juvenile justice system in cooperation with other social institutions.

  4. The participation of juvenile defendants in the youth court. A comparative study of juvenile justice procedures in Europe

    NARCIS (Netherlands)

    Rap, S.E.

    2013-01-01

    This study revolves around the issue of the participation of juvenile defendants in the youth court. The European Court of Human Rights has put forward the notion that defendants should be able to participate effectively in a court hearing. Moreover, in international children’s rights law it is

  5. Sentencing Juveniles to Life in Prison: The Reproduction of Juvenile Justice for Young Adolescents Charged with Murder

    Science.gov (United States)

    Singer, Simon I.

    2011-01-01

    In "Roper v. Simmons," the U.S. Supreme Court determined that the sentencing of juveniles to death violated the constitutional amendment against cruel and unusual punishment. Similarly, the Court most recently decided that life without parole for non-homicide offenses is also unconstitutional ("Graham v. Florida," 2010). Part of the reason for the…

  6. 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.

  7. Mindfulness and meditation as an adjunctive treatment for adolescents involved in the juvenile justice system: Is repairing the brain and nervous system possible?

    Science.gov (United States)

    Winters, Drew E; Beerbower, Emily

    2017-08-01

    Adolescents involved in the juvenile justice system are prone to more traumatic events than other adolescents, leaving them in danger of developmental difficulties. Trauma exposure is predictive of poor outcomes including mental and physical health issues as well as criminal activity. Current treatment approaches either have a nominal effect on recidivism rates or increase the likelihood of future criminal offenses. This article explores adolescent brain development, the unique difficulties that juvenile justice youth face, and mindfulness meditation as an adjunctive treatment to system-based treatment. Mindfulness meditation may be a way to redress damage to the brain and facilitate healthy brain development, thus impacting prosocial behavior. Practice implications include integrating mindfulness meditation as an important part of rehabilitative efforts with juvenile justice youth.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

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

    Science.gov (United States)

    Cascante-Gomez, Fernando A.

    2007-01-01

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

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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...

  5. 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…

  6. Reliability and Construct Validity of the Dutch Psychopathy Checklist: Youth Version--Findings from a Sample of Male Adolescents in a Juvenile Justice Treatment Institution

    Science.gov (United States)

    Das, Jacqueline; de Ruiter, Corine; Doreleijers, Theo; Hillege, Sanne

    2009-01-01

    The present study examines the reliability and construct validity of the Dutch version of the Psychopathy Check List: Youth Version (PCL:YV) in a sample of male adolescents admitted to a secure juvenile justice treatment institution (N = 98). Hare's four-factor model is used to examine reliability and validity of the separate dimensions of…

  7. 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.

  8. 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…

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

    Science.gov (United States)

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

    2006-01-01

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

  10. 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…

  11. 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.

  12. Validity of the modified child psychopathy scale for juvenile justice center residents

    NARCIS (Netherlands)

    Verschuere, B.; Candel, I.; van Reenen, L.; Korebrits, A.

    2012-01-01

    Adult psychopathy has proven to be an important clinical and forensic construct, but much less is known about juvenile psychopathy. In the present study, we examined the construct validity of the self report modified Child Psychopathy Scale mCPS; Lynam (Psychological Bulletin 120:(2), 209-234, 1997)

  13. Failure after Farrell: Violence and Inadequate Mental Health Care in California's Division of Juvenile Justice

    Science.gov (United States)

    Ajmani, Nisha; Webster, Erica

    2016-01-01

    From its inception in 1891 to present day, California's state youth corrections system has been mired in violence and abuse. In 1914, IQ testing and eugenics at state juvenile facilities resulted in the forced sterilization of poor, primarily non-white youth. In 1939, the suspicious suicide of a 13-year-old boy, the maltreatment of Latino youth,…

  14. Perceptions of Recidivism Among Incarcerated Youth: The Relationship Between Exposure to Childhood Trauma, Mental Health Status, and the Protective Effect of Mental Health Services in Juvenile Justice Settings

    Directory of Open Access Journals (Sweden)

    Jamie R. Yoder

    2017-09-01

    Full Text Available Research suggests that youth involved the juvenile justice system have trauma histories that are two times higher than the general youth population. Juvenile justice-involved youth also have high rates of mental health symptoms. Fewer studies have examined how trauma links to mental health symptoms among youth offenders, and even less research focuses on how mental health status and service delivery can impact their perceived likelihood for success. This study examines the effects of mental health screening and service delivery on perceived future criminal justice interactions— arrest and incarceration—among adjudicated youth (n=7,073 housed in correctional facilities. Secondary data were used to examine trauma histories, mental health needs, and mental health screening and service delivery. Significant relationships between traumatic events and mental health problems were found, along with relationships between mental health problems and mental health screening and service delivery. Most interestingly, results pointed to the strong inverse relationship between mental health service delivery and youth’s perceived likelihood for recidivism. These findings show the promise of juvenile justice systems appropriately responding to the mental health concerns of youth.

  15. 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.

  16. 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.

  17. 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

  18. A critical examination of "being Black" in the juvenile justice system.

    Science.gov (United States)

    Peck, Jennifer H; Jennings, Wesley G

    2016-06-01

    The current study examined the role of race in juvenile court outcomes across 3 decision-making stages. This analysis was conducted with a random sample of all delinquent referrals in a Northeast state from January 2000 through December 2010 (N = 68,188). In addition to traditional logistic regression analysis, a propensity score matching (PSM) approach was utilized to create comparable samples of Black and White youth and provide a more rigorous methodological test of the relationship between race and juvenile court processing. Results indicated that even after the use of PSM techniques, race was still found to influence the likelihood of intake (OR = 1.54; 95% C.I. = 1.48-1.62, p social control. They also reaffirm the noticeable role that selection bias can play in the research surrounding race differences in juvenile court outcomes, and highlight the importance of utilizing a more stringent statistical model to control for selection bias. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  19. 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…

  20. 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…

  1. Developmental Psycho- Neurological Research Trends and Their Importance for Reassessing Key Decision-Making Assumptions for Children, Adolescents, and Young Adults in Juvenile/Youth and Adult Criminal Justice Systems

    Directory of Open Access Journals (Sweden)

    Raymond Corrado

    2014-12-01

    Full Text Available One of the underlying foundations of Western criminal justice is the notion that human behavior is the product of rational choice. The creation of separate justice systems for juveniles and adults is based on the idea that fundamental differences in rationality exist between these two groups. Since its inception, the establishment of upper and lower boundaries demarking the juvenile justice system has been a highly contentious issue, both scientifically and politically. Critically, this debate stems from the largely arbitrary nature of the boundaries. Over the last thirty years a sufficiently large body of psychological and neurological empirical work has examined the development of decision-making and rational choice in late childhood, adolescents, and adulthood. The current article discusses the implications of this research on the establishment of upper and lower age jurisdictions for the juvenile justice system, as well as how adolescent decision-making influences other key aspects of the justice process such as competency to stand trial.

  2. 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…

  3. 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.

  4. 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…

  5. "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…

  6. Mentoring Children of Incarcerated Parents: A Synthesis of Research and Input from the Listening Session Held by the Office of Juvenile Justice and Delinquency Prevention and the White House Domestic Policy Council and Office of Public Engagement

    Science.gov (United States)

    Jarjoura, G. Roger; DuBois, David L.; Shlafer, Rebecca J.; Haight, Konrad A.

    2013-01-01

    In September 2013, a Listening Session on Mentoring Children of Incarcerated Parents was held in Washington, DC. This session was organized by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention in partnership with the White House Domestic Policy Council and Office of Public Engagement. It continues the…

  7. 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.

  8. 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.…

  9. 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.

  10. 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…

  11. 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…

  12. 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…

  13. Achieving successful evidence-based practice implementation in juvenile justice: The importance of diagnostic and evaluative capacity.

    Science.gov (United States)

    Walker, Sarah Cusworth; Bumbarger, Brian K; Phillippi, Stephen W

    2015-10-01

    Evidence-based programs (EBPs) are an increasingly visible aspect of the treatment landscape in juvenile justice. Research demonstrates that such programs yield positive returns on investment and are replacing more expensive, less effective options. However, programs are unlikely to produce expected benefits when they are not well-matched to community needs, not sustained and do not reach sufficient reach and scale. We argue that achieving these benchmarks for successful implementation will require states and county governments to invest in data-driven decision infrastructure in order to respond in a rigorous and flexible way to shifting political and funding climates. We conceptualize this infrastructure as diagnostic capacity and evaluative capacity: Diagnostic capacity is defined as the process of selecting appropriate programing and evaluative capacity is defined as the ability to monitor and evaluate progress. Policy analyses of Washington State, Pennsylvania and Louisiana's program implementation successes are used to illustrate the benefits of diagnostic and evaluate capacity as a critical element of EBP implementation. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Relationship between Massachusetts Youth Screening Instrument-second version and psychiatric disorders in youths in welfare and juvenile justice institutions in Switzerland.

    Science.gov (United States)

    Leenarts, L E W; Dölitzsch, C; Schmeck, K; Fegert, J M; Grisso, T; Schmid, M

    2016-09-30

    There is growing evidence that it is important to have well-standardized procedures for identifying the mental health needs of youths in welfare and juvenile justice institutions. One of the most widely used tools for mental health screening in the juvenile justice system is the Massachusetts Youth Screening Instrument-second version (MAYSI-2). To contribute to the body of research examining the utility of the MAYSI-2 as a mental health screening tool; the first objective of the current study was to examine the relationship between the MAYSI-2 and the Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifetime version (K-SADS-PL) in a sample of Swiss youths in welfare and juvenile justice institutions using a cross-sectional design. Secondly, as the sample was drawn from the French-, German- and Italian-speaking parts of Switzerland, the three languages were represented in the total sample and consequently differences between the language regions were analyzed as well. The third objective was to examine gender differences in this relationship. Participants were 297 boys and 149 girls (mean age = 16.2, SD = 2.5) recruited from 64 youth welfare and juvenile justice institutions in Switzerland. The MAYSI-2 was used to screen for mental health or behavioral problems that could require further evaluation. Psychiatric classification was based on the Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifetime version (K-SADS-PL). Binomial logistic regression analysis was used to predict (cluster of) psychiatric disorders from MAYSI-2 scales. The regression analyses revealed that the MAYSI-2 scales generally related well to their corresponding homotypic (cluster of) psychiatric disorders. For example, the alcohol/drug use scale identified the presence of any substance use disorder and the suicide ideation scale identified youths reporting suicide ideation or suicide attempts. Several MAYSI-2

  15. 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...

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

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    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

  17. Lowering the minimum age of criminal responsibility: Consequences for juvenile crime and education

    DEFF Research Database (Denmark)

    Damm, Anna Piil; Larsen, Britt Østergaard; Nielsen, Helena Skyt

    This paper exploits a Danish policy reform combined with population-wide administrative registers to investigate whether being above the minimum age of criminal responsibility deters juveniles from crime. We study young individuals’ tendency to commit crime as well as their likelihood of recidivi....... The latter results are consistent with labeling effects of processing in the criminal justice system....

  18. 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…

  19. 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...

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. 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…

  6. 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.

  7. 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

  8. Learning Handicapped and Nonlearning Handicapped Female Juvenile Offenders: Educational and Criminal Profiles.

    Science.gov (United States)

    Fejes-Mendoza, Kathy E.; Rutherford, Robert B., Jr.

    1987-01-01

    Interviews with 30 female juvenile offenders were conducted to (1) describe their educational and criminal backgrounds and (2) describe a subgroup of learning handicapped juvenile female offenders. Nearly one third had received special education services prior to their incarceration with additional offenders diagnosed as handicapped upon entry…

  9. Academic and Vocational Education for Incarcerated Adult and Juvenile Sex Offenders: A National Study.

    Science.gov (United States)

    Vaughn, Michael S.

    1992-01-01

    Examined adult and juvenile sex offender academic and vocational education programs. Data were collected from 103 sex offender treatment providers. Findings revealed that both adult and juvenile sex offender education programs provided wide variety of service choices in academic and vocational programs. Adult programs averaged slightly more…

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

    Directory of Open Access Journals (Sweden)

    S M Szinkovskaya

    2010-09-01

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

  11. 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…

  12. 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…

  13. 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.

  14. 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…

  15. A review of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) and the Millon Adolescent Clinical Inventory (MACI) with an emphasis on juvenile justice samples.

    Science.gov (United States)

    Baum, Linda J; Archer, Robert P; Forbey, Johnathan D; Handel, Richard W

    2009-12-01

    The Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) and Millon Adolescent Clinical Inventory (MACI) are frequently used objective personality self-report measures. Given their widespread use, the purpose of the current study was to examine and compare the literature base for the two instruments. A comprehensive review of the literature was conducted between the years 1992 and 2007 using the PsycINFO Database. Results indicate the publication of 277 articles, books, book chapters, monographs, and dissertation abstracts on the MMPI-A. This was compared with the results of a comparable search for the MACI, which yielded 84 citations. The literature was further explored by determining the content of the topic areas addressed for both instruments. A particular focus was placed on the utility of the instruments with juvenile justice populations; scale means, standard deviations, and effect sizes calculated from this literature were examined. Results indicate that the use of the MMPI-A is supported by a substantial literature and a growing research base is also available for the MACI. Both instruments appear to provide useful results in juvenile justice settings.

  16. 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…

  17. 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.…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Program Performance Inventory: Six Juvenile Offender Programs.

    Science.gov (United States)

    Thomalla, Terri Groff; Dougherty, Victoria J.

    This report describes the performance of 6 Connecticut juvenile justice alternative sanction programs in 14 qualitative areas: community reintegration; outcomes and evaluation; assessment methods; risk factors; escalation of criminal activity; family involvement; community involvement; work ethic and vocational training; education and life skills;…

  4. 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

  5. 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.

  6. 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…

  7. 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,…

  8. 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…

  9. 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....

  10. Attending Behavior: Commonalities and Differences Among Educable Retarded, Learning Disabled, and Emotionally Handicapped Juvenile Delinquents.

    Science.gov (United States)

    Hill, Nancy C.; And Others

    The study investigated three variables--juvenile delinquency, academic achievement, and attention span--with 77 incarcerated juveniles [18 emotionally handicapped (EH), 20 learning disabled (LD), 19 educable mentally retarded (EMR), and 20 nonidentified]. The Detroit Tests of Learning Aptitude were used for testing in the areas of visual and…

  11. 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.…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. 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…

  20. 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.

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

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena

    2016-01-01

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

  2. The 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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

  16. PERSONALITY AND CLINICAL TESTS IN SPANISH FOR ASSESSING JUVENILE OFFENDERS

    Directory of Open Access Journals (Sweden)

    Lorena Wenger

    2016-05-01

    Full Text Available The psychological assessment of offenders throughout the different stages in the juvenile justice system is essential. It ensures the adequacy of the legal and educational measures to be applied in the process. This paper reviews the main tests of psychological assessment available in Spanish, suitable for use by psychology professionals who work with young offenders in the juvenile justice services in Spanish-speaking countries. We classify these tools into three groups: a personological, i.e. generic tools, suitable for any professional context in psychology, b clinical, i.e. tools whose initial use has been limited to working with adolescents with mental health needs, and c forensic, tools that have been specially developed for use in the juvenile justice population. This last group is described in the second part of this article (which appears in this same issue. The most important instruments of proven utility are presented and reviewed for each group.

  17. 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…

  18. Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

    Science.gov (United States)

    Kirk, David S.; Sampson, Robert J.

    2013-01-01

    Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and…

  19. Juvenile Justice-Translational Research on Interventions for Adolescents in the Legal System (JJ-TRIALS): a cluster randomized trial targeting system-wide improvement in substance use services.

    Science.gov (United States)

    Knight, Danica K; Belenko, Steven; Wiley, Tisha; Robertson, Angela A; Arrigona, Nancy; Dennis, Michael; Bartkowski, John P; McReynolds, Larkin S; Becan, Jennifer E; Knudsen, Hannah K; Wasserman, Gail A; Rose, Eve; DiClemente, Ralph; Leukefeld, Carl

    2016-04-29

    The purpose of this paper is to describe the Juvenile Justice-Translational Research on Interventions for Adolescents in the Legal System (JJ-TRIALS) study, a cooperative implementation science initiative involving the National Institute on Drug Abuse, six research centers, a coordinating center, and Juvenile Justice Partners representing seven US states. While the pooling of resources across centers enables a robust implementation study design involving 36 juvenile justice agencies and their behavioral health partner agencies, co-producing a study protocol that has potential to advance implementation science, meets the needs of all constituencies (funding agency, researchers, partners, study sites), and can be implemented with fidelity across the cooperative can be challenging. This paper describes (a) the study background and rationale, including the juvenile justice context and best practices for substance use disorders, (b) the selection and use of an implementation science framework to guide study design and inform selection of implementation components, and (c) the specific study design elements, including research questions, implementation interventions, measurement, and analytic plan. The JJ-TRIALS primary study uses a head-to-head cluster randomized trial with a phased rollout to evaluate the differential effectiveness of two conditions (Core and Enhanced) in 36 sites located in seven states. A Core strategy for promoting change is compared to an Enhanced strategy that incorporates all core strategies plus active facilitation. Target outcomes include improvements in evidence-based screening, assessment, and linkage to substance use treatment. Contributions to implementation science are discussed as well as challenges associated with designing and deploying a complex, collaborative project. NCT02672150 .

  20. 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…

  1. 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…

  2. 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.…

  3. 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.…

  4. 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…

  5. "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…

  6. 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…

  7. 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,…

  8. 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.…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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,…

  16. 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…

  17. 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…

  18. 76 FR 79220 - Meeting of the Office of Justice Programs' Science Advisory Board; Meeting

    Science.gov (United States)

    2011-12-21

    ... Justice (NIJ); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention... component of the Department of Justice, with valuable advice in the areas of science and statistics for the...

  19. When a relationship is imperative, will young women knowingly place their sexual health at risk? A sample of African American adolescent girls in the juvenile justice system.

    Science.gov (United States)

    Raiford, Jerris L; Seth, Puja; Fasula, Amy M; DiClemente, Ralph J

    2017-08-01

    HIV and other sexually transmissible infections (HIV/STIs) are significant contributors to adolescent girls' morbidity in the US. Risks for HIV/STIs are increased among adolescent girls involved in the juvenile justice system, and African American adolescent girls comprise nearly 50% of adolescent girls in detention centres. Although HIV prevention programs focus on HIV/STI knowledge, increased knowledge may not be sufficient to reduce sexual risk. The present study examined the interactive effects of HIV/STI knowledge and the importance of being in a relationship (a relationship imperative) on sexual risk behaviours in a sample of detained African American adolescent girls. In all, 188 African American adolescent girls, 13-17 years of age, were recruited from a short-term detention facility in Atlanta, Georgia, and completed assessments on sexual risk behaviours, relationship characteristics, HIV/STI knowledge and several psychosocial risk factors. When girls endorsed a relationship imperative, higher HIV/STI knowledge was associated with low partner communication self-efficacy, inconsistent condom use and unprotected sex, when controlling for demographics and self-esteem. Young girls with high HIV/STI knowledge may have placed themselves at risk for HIV/STIs given the importance and value they place on being in a relationship. Contextual factors should be considered when developing interventions.

  20. 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…

  1. 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…

  2. 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…

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

    Science.gov (United States)

    Gorski, Paul C.

    2015-01-01

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

  4. 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…

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

    Science.gov (United States)

    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…

  6. 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…

  7. The Inculcation of Generic Skills among Juveniles through Technical and Vocational Education

    Science.gov (United States)

    Wan-Mohamed, Wan Azlinda; Yunus, Mohamed Hafis

    2009-01-01

    Generic skills are skills which contribute towards individual's effective and successful participation in the workplace. For juveniles, Technical and Vocational Education (TVE) is one of the platforms that provide them generic skills which enable them to compete for job market. The purpose of this study is to investigate the level of generic…

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

    Science.gov (United States)

    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…

  9. 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,…

  10. Reconsidering Happiness in the Context of Social Justice Education

    Science.gov (United States)

    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…

  11. 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

  12. 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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

  15. 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.

  16. Juvenile Firesetting.

    Science.gov (United States)

    Peters, Brittany; Freeman, Bradley

    2016-01-01

    Juvenile firesetting is a significant cause of morbidity and mortality in the United States. Male gender, substance use, history of maltreatment, interest in fire, and psychiatric illness are commonly reported risk factors. Interventions that have been shown to be effective in juveniles who set fires include cognitive behavior therapy and educational interventions, whereas satiation has not been shown to be an effective intervention. Forensic assessments can assist the legal community in adjudicating youth with effective interventions. Future studies should focus on consistent assessment and outcome measures to create more evidence for directing evaluation and treatment of juvenile firesetters. Copyright © 2016 Elsevier Inc. All rights reserved.

  17. 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

  18. 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.

  19. THE POSITION OF JUVENILES IN THE NEW CRIMINAL LAW OF THE REPUBLIC OF SERBIA

    Directory of Open Access Journals (Sweden)

    Dragan Jovašević

    2008-01-01

    Full Text Available The new juvenile (substantive, procedural and executive criminal law came into force at the beginning of 2006 in the Republic of Serbia.. In this way, by concluding its reform of criminal law, the Republic of Serbia followed the trends of modern criminal policies of other developed European countries (France, Germany, and Croatia. Therefore, in that special, specifi c way, it determined the criminal legal status of juveniles. That specifi city is refl ected in various directions : 1 Lex specialis was brought in – a special Act on juvenile perpetrators of criminal acts and the criminal legal protection of juveniles when juveniles in their criminal legal position are completely separate from the status of adults as perpetrators of criminal acts, 2 the special authority of district courts is determined for taking action in criminal cases of juvenile perpetrators of criminal acts, 3 compulsory specialisation is provided for persons in the criminal judiciary taking part in criminal proceedings for juvenile perpetrators of criminal acts ( with previous training and issuing of licences ‘certifi cates’ and 4 besides criminal sanctions, the law has provided for juvenile perpetrators of criminal acts the possibility of sentencing specifi c measures sui generis – educational orders ( directions or recommendations – as means of restorative justice by which the commencement or carrying out of legal action is avoided. This paper precisely deals with this new criminal legal position of juvenile perpetrators of criminal acts and with the new institutions of restorative justice from theoretical, practical and comparative legal aspects.

  20. Factors Affecting Self-Esteem Among Juveniles from Youth Educational Centers

    Directory of Open Access Journals (Sweden)

    Karol Konaszewski

    2017-07-01

    Full Text Available The article is an analysis of the results of the studies conducted among juveniles (boys and girls in the case of whom the family court applied the educational means of placing them in the Youth Educational Centre. The aim of the study was to find out the correlations between self-esteem, personality traits and the environmental determinants (support factors and risk factors among juveniles (boys and girls. The total of 481 juveniles staying in Youth Educational Centers participated in the study. Applied research tools: The Rosenberg Self Esteem Scale (SES, in the Polish adaptation by I. Dzwonkowska, M. Łaguna and K. Lachowicz-Tabaczek, NEO-FFI by P.T. Costa and R.R. McCrae was used to diagnose personality traits included in a popular five-factor model (it has been adapted into Polish by B. Zawadzki, J. Strelau, P. Szczepaniak, and M. Śliwińska and a questionnaire concerning support factors and risk factors was constructed to measure environmental determinants. The analysis model showed that the significant predictors of self-esteem were neuroticism, extraversion, conscientiousness and negative relations at school. In girls group the significant predictors of self-esteem were neuroticism, conscientiousness, family support and negative relations at school, while in boys group the significant predictors of self-esteem were neuroticism, extraversion and negative relations at family.

  1. 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.

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

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Torres

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

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

    Directory of Open Access Journals (Sweden)

    Mollie A. Gambone

    2017-12-01

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

  4. 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.

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

    Science.gov (United States)

    Simpson, Antony E.

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

  6. 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.…

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

    Directory of Open Access Journals (Sweden)

    Ileana Castillo-Cedeño

    2015-05-01

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

  8. 77 FR 32999 - Meeting of the Office of Justice Programs' Science Advisory Board

    Science.gov (United States)

    2012-06-04

    ...); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention (OJJDP); Bureau... Department of Justice, with valuable advice in the areas of science and statistics for the purpose of...

  9. 78 FR 77168 - Meeting of the Office of Justice Programs' Science Advisory Board

    Science.gov (United States)

    2013-12-20

    ...); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention (OJJDP); Bureau... Department of Justice, with valuable advice in the areas of science and statistics for the purpose of...

  10. 77 FR 73497 - Meeting of the Office of Justice Programs' Science Advisory Board

    Science.gov (United States)

    2012-12-10

    ...); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention (OJJDP); Bureau... Department of Justice, with valuable advice in the areas of science and statistics for the purpose of...

  11. 76 FR 31991 - Meeting of the Office of Justice Programs' Science Advisory Board

    Science.gov (United States)

    2011-06-02

    ...); Bureau of Justice Statistics (BJS); Office of Juvenile Justice and Delinquency Prevention (OJJDP... Department of Justice, with valuable advice in the areas of science and statistics for the purpose of...

  12. Federal Juvenile Delinquency Programs: First Analysis and Evaluation. Volumes One and Two.

    Science.gov (United States)

    National Inst. for Juvenile Justice and Delinquency Prevention (Dept. of Justice/LEAA), Washington, DC.

    This publication outlines the activities of the Office of Juvenile Justice since its creation. It also reports on the entire Federal effort in delinquency prevention and juvenile justice. An introductory section describes the history and purpose of the Juvenile Justice and Delinquency Prevention Act of 1974 (Public Law 93-415). Other sections…

  13. The Hidden Virtues of "Harry Potter": Using J. K. Rowling's Novels to Facilitate Character Education with Juvenile Delinquents

    Science.gov (United States)

    Seroczynski, A. D.; Johnson, Scott P.; Lamb, Kristen; Gustman, Brian

    2011-01-01

    Drawing upon philosophical virtue theory (Kreeft, 1986; MacIntyre, 1984; Meilander, 1984; Pieper, 1966), as well as its growing psychological support (Peterson & Seligman, 2004; Vitz, 1990), we designed a pilot intervention for a small group of adolescents in an academic day-treatment program at a juvenile justice center. J. K. Rowling's…

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

    Science.gov (United States)

    Martin, Christopher

    2016-01-01

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

  15. 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.

  16. 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.

  17. 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

  18. 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…

  19. 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…

  20. Diverting victims of commercial sexual exploitation from juvenile detention: development of the InterCSECt screening protocol.

    Science.gov (United States)

    Salisbury, Emily J; Dabney, Jonathan D; Russell, Kelli

    2015-04-01

    Identifying victims of commercial sexual exploitation in the juvenile justice system is a challenging complexity requiring concerted organizational commitment. Using a three-tiered, trauma-informed screening process, a 3½-month pilot intervention was implemented in Clark County Juvenile Court (Washington) to identify victims in an effort to connect them to community youth advocates and sexual assault resources. A total of 535 boys and girls ages 9 to 19 were screened during intake; 47 of these youth reported risk factors associated with commercial sexual exploitation of children (CSEC) and were subsequently referred to community advocates. Six youth (all girls) were confirmed CSEC victims and were successfully diverted from juvenile detention. Study results suggest that despite the lack of reliable data surrounding the prevalence of CSEC, juvenile justice agencies need to become educated on the risk factors to triage victims to services. © The Author(s) 2014.

  1. 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…

  2. Educational Inequality and Juvenile Crime: An Area Based Analysis [Wider Benefits of Learning Research Report No. 26

    OpenAIRE

    Sabates, Ricardo; Feinstein, Leon; Shingal, Anirudh

    2008-01-01

    This study considers the influence of one form of relative deprivation on crime, namely educational inequality. This is examined through an area-based analysis of the relationship between juvenile conviction rates for a range of offences and educational inequality based on maths Key Stage 3 scores in English local education authorities (LEAs). Using aggregate area-level information from three cohorts of young people (born between 1983 and 1985) within each area, and controlling for other vari...

  3. Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

    Science.gov (United States)

    Kirk, David S.; Sampson, Robert J.

    2014-01-01

    Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the “black box” of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, this paper estimates the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. We present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. We also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. We assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process, and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students’ educational trajectories, rather than social psychological factors, are responsible for the arrest-education link. PMID:25309003

  4. 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.

  5. FORENSIC TESTS IN SPANISH FOR ASSESSING JUVENILE OFFENDERS

    Directory of Open Access Journals (Sweden)

    Lorena Wenger

    2016-05-01

    Full Text Available Objectively and rigorously understanding the individual psychological characteristics of adolescent offenders, such as intelligence, personality traits and others of a clinical and criminological nature, is essential when developing appropriate processes for intervention in educational and judicial measures in the context of juvenile justice. However, the clinical and personological tools described in the previous article (Wenger & Andrés-Pueyo, 2016 are not enough to address the criminogenic needs of the adolescents and other, more specific, tools are needed. In this article, a number of complementary instruments developed specifically for the forensic area are reviewed. These tools enable us to carry out very specific assessments in this context, such as the evaluation of the risk of violence or the assessment of psychopathy. A review is also presented of the forensic psychological tests available in Spanish for professionals in the field of juvenile justice.

  6. Multidimensional Treatment Foster Care for Girls in the Juvenile Justice System: 2-Year Follow-Up of a Randomized Clinical Trial

    Science.gov (United States)

    Chamberlain, Patricia; Leve, Leslie D.; DeGarmo, David S.

    2007-01-01

    This study is a 2-year follow-up of girls with serious and chronic delinquency who were enrolled in a randomized clinical trial conducted from 1997 to 2002 comparing multidimensional treatment foster care (MTFC) and group care (N = 81). Girls were referred by juvenile court judges and had an average of over 11 criminal referrals when they entered…

  7. 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.

  8. Depressive symptom trajectories among girls in the juvenile justice system: 24-month outcomes of an RCT of Multidimensional Treatment Foster Care

    OpenAIRE

    Harold, Gordon T; Kerr, David C R; van Ryzin, Mark; DeGarmo, David S; Rhoades, Kimberly A; Leve, Leslie D

    2013-01-01

    Youth depression is a significant and growing international public health problem. Youth who engage in high levels of delinquency are at particularly high risk for developing problems with depression. The present study examined the impact of a behavioral intervention designed to reduce delinquency (Multidimensional Treatment Foster Care; MTFC) compared to a group care intervention (GC; i.e., services as usual) on trajectories of depressive symptoms among adolescent girls in the juvenile justi...

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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,…

  14. Counseling Psychology in the Justice System.

    Science.gov (United States)

    Binder, Arnold; Binder, Virginia L.

    1983-01-01

    Presents an overview of pscyhological counseling for offenders. The 12 articles of this special issue deal with counseling before trial, in prison, and after release and also crisis intervention for police officers. Other topics include the juvenile justice system, juvenile diversion, ethics, and the economics of service delivery. (JAC)

  15. 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…

  16. 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…

  17. 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…

  18. 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...

  19. Juvenile angiofibroma

    Science.gov (United States)

    Nasal tumor; Angiofibroma - juvenile; Benign nasal tumor; Juvenile nasal angiofibroma; JNA ... Juvenile angiofibroma is not very common. It is most often found in adolescent boys. The tumor contains many blood ...

  20. 28 CFR Appendix A to Subpart C of... - Federal Financial Assistance Administered by the Department of Justice to Which This Subpart Applies

    Science.gov (United States)

    2010-07-01

    ... (BJA), the National Institute of Justice (NIJ), the Bureau of Justice Statistics (BJS), and the Office of Juvenile Justice and Delinquency Prevention (OJJDP), including block, formula, and discretionary...-473); the Juvenile Justice and Delinquency Prevention Act of 1974, 42 U.S.C. 5601-5751, as amended...

  1. Comics as an educational tool for children with juvenile idiopathic arthritis.

    Science.gov (United States)

    Mendelson, Amir; Rabinowicz, Noa; Reis, Yonit; Amarilyo, Gil; Harel, Liora; Hashkes, Philip J; Uziel, Yosef

    2017-09-02

    This study examined whether the comic book Neta and the Medikidz Explain JIA would improve disease-related knowledge and treatment adherence among patients with juvenile idiopathic arthritis (JIA). In this prospective cohort study, JIA patients answered 20 multiple-choice knowledge questions about their disease, before and after reading the comic book. Demographic, clinical, health-related quality of life and adherence data were recorded and correlated to the responses. We studied 61 patients with a mean age of 14 ± 3.3 (range 8-18) years, 67% female, 83% Jewish and 17% non-Jewish. Thirty-nine percent had oligoarthritis, 13% systemic, 32% polyarthritis 11% psoriatic and 5% enthesitis-related type JIA. The disease was active in 46%, 40% were treated with biologics/disease modifying anti-rheumatic drugs, and 34% were in remission on medication. Among the 53 patients who completed before and after quizzes, average score increased from 63 to 80% (P comic book. Twenty-seven patients who also completed the quiz 1 year after the first reading retained their knowledge (79%). We did not find a statistically significant correlation between knowledge and age, sex, disease subtype, or Child Health Questionnaire quality of life scores. Adherence to medication use, physical therapy and rheumatology clinic visits were high at baseline; thus, these did not change after reading the comic. The comic booklet Neta and the Medikidz Explain JIA is a good educational tool for increasing disease-related knowledge in children with JIA.

  2. Juvenile Residential Facility Census, 2010: Selected Findings. Juvenile Offenders and Victims: National Report Series. Bulletin NCJ 241134

    Science.gov (United States)

    Hockenberry, Sarah; Sickmund, Melissa; Sladky, Anthony

    2013-01-01

    This bulletin is part of the "Juvenile Offenders and Victims National Report Series." The "National Report" offers a comprehensive statistical overview of the problems of juvenile crime, violence, and victimization and the response of the juvenile justice system. During each interim year, the bulletins in the "National…

  3. 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...

  4. 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.

  5. The influence of mental health disorders on severity of reoffending in juveniles

    NARCIS (Netherlands)

    Hoeve, M.; McReynolds, L.S.; Wasserman, G.A.; McMillan, C.

    2013-01-01

    The authors conducted secondary data analyses on mental health assessment and offense history data for 700 juveniles referred to juvenile justice agencies in Alabama (probation and detention). Multiple regression analysis was applied to predict subsequent offense severity by disorder profile,

  6. Sistema de Justicia Juvenil en la Provincia de Buenos Aires, Argentina y métodos de evaluación / The Juvenile Justice System in the Province of Buenos Aires and evaluation methods

    Directory of Open Access Journals (Sweden)

    Jorge Folino

    2012-12-01

    Full Text Available Los objetivos del presente artículo son describir el sistema de justicia juvenil en la provincia de Buenos Aires (Argentina desde las perspectivas jurídica y ejecutiva, y comunicar avances científicos globales en la evaluación de los jóvenes que cometen actos disociales. En la provincia de Buenos Aires el sistema ha sido profundamente modificado en los últimos 15 años siguiendo las premisas de la Convención Internacional sobre los Derechos del Niño y dejando relegado el modelo del Patronato, que había regido previamente. Las instituciones encargadas de la ejecución de la intervención dispuesta por el Poder Judicial dependen actualmente de la Subsecretaria de Niñez y Adolescencia del Ministerio de Desarrollo Social y constan de centros cerrados, centros con régimen de semilibertad y centros de intervención ambulatoria (medidas alternativas a la prisión, tales como suspensión de juicio a prueba o tareas comunitarias. Las ciencias relacionadas con la salud mental y con el comportamiento vienen contribuyendo a la identificación de diversos factores influyentes en la conducta disocial y con el diseño de tipos de intervención para cada nivel de prevención. Sin embargo, hay una distancia importante entre las potencialidades del estado actual delconocimiento y la implementación. En las condiciones expuestas, queda configurado un período de transición que aún requiere optimización de la política de infancia con ajustes legislativos, judiciales y administrativos y con la capitalización de los aportes científicos.

  7. 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

  8. 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…

  9. 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…

  10. 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…

  11. 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"…

  12. 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…

  13. (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'…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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

  20. 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.

  1. 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...

  2. 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...

  3. 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.

  4. 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.

  5. 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...

  6. 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.

  7. 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.

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

    Directory of Open Access Journals (Sweden)

    Intan Karangan

    2016-09-01

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

  9. Portraits of Dysfunction: Criminal, Education, and Family Profiles of Juvenile Female Offenders.

    Science.gov (United States)

    Fejes-Mendoza, Kathy; And Others

    1995-01-01

    Interviews with 40 incarcerated juvenile female offenders found they typically reported failing 1 or more grades; more than having serious arrest; using drugs prior to crimes and as part of their lifestyle; and acting intentionally, and most often with others, to commit crimes. Critical factors included academic deficiencies, siblings who were…

  10. From Punishment to Education: The International Debate on Juvenile Penal Reform before World War I

    Science.gov (United States)

    Fuchs, Eckhardt

    2015-01-01

    The article addresses international efforts at child protection, emphasizing the criminal law on juveniles before 1914, and focuses on key international organizations and their various conferences and congresses. Although there was an institutional divide between welfare in general, child protection and youth crime, the organizations covered…

  11. 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…

  12. 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

  13. 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…

  14. 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,…

  15. 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…

  16. Reformations in Zimbabwe's juvenile justice system | Ruparanganda ...

    African Journals Online (AJOL)

    African Journal of Social Work. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 6, No 1 (2016) >. Log in or Register to get access to full text downloads.

  17. 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…

  18. 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…

  19. Adolescent neglect, juvenile delinquency and the risk of recidivism.

    Science.gov (United States)

    Ryan, Joseph P; Williams, Abigail B; Courtney, Mark E

    2013-03-01

    Victims of child abuse and neglect are at an increased risk of involvement with the juvenile justice and adult correctional systems. Yet, little is known about the continuation and trajectories of offending beyond initial contact with law enforcement. Neglect likely plays a critical role in continued offending as parental monitoring, parental rejection and family relationships are instrumental in explaining juvenile conduct problems. This study sought to determine whether neglect is associated with recidivism for moderate and high risk juvenile offenders in Washington State. Statewide risk assessments and administrative records for child welfare, juvenile justice, and adult corrections were analyzed. The sample was diverse (24 % female, 13 % African American, 8 % Hispanic, 5 % Native American) and included all moderate and high risk juvenile offenders screened by juvenile probation between 2004 and 2007 (n = 19,833). Official records from child protection were used to identify juvenile offenders with a history of child neglect and to identify juvenile offenders with an ongoing case of neglect. Event history models were developed to estimate the risk of subsequent offending. Adolescents with an ongoing case neglect were significantly more likely to continue offending as compared with youth with no official history of neglect. These findings remain even after controlling for a wide range of family, peer, academic, mental health, and substance abuse covariates. Interrupting trajectories of offending is a primary focus of juvenile justice. The findings of the current study indicate that ongoing dependency issues play a critical role in explaining the outcomes achieved for adolescents in juvenile justice settings. The implications for improved collaboration between child welfare and juvenile justice are discussed.

  20. "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.

  1. Effects of Juvenile Court Exposure on Crime in Young Adulthood

    Science.gov (United States)

    Petitclerc, Amelie; Gatti, Uberto; Vitaro, Frank; Tremblay, Richard E.

    2013-01-01

    Background: The juvenile justice system's interventions are expected to help reduce recidivism. However, previous studies suggest that official processing in juvenile court fails to reduce adolescents' criminal behavior in the following year. Longer term effects have not yet been investigated with a rigorous method. This study used propensity…

  2. A Structural Equation Modeling Analysis of Influences on Juvenile Delinquency

    Science.gov (United States)

    Barrett, David E.; Katsiyannis, Antonis; Zhang, Dalun; Zhang, Dake

    2014-01-01

    This study examined influences on delinquency and recidivism using structural equation modeling. The sample comprised 199,204 individuals: 99,602 youth whose cases had been processed by the South Carolina Department of Juvenile Justice and a matched control group of 99,602 youth without juvenile records. Structural equation modeling for the…

  3. Juvenile Arthritis

    Science.gov (United States)

    Juvenile arthritis (JA) is arthritis that happens in children. It causes joint swelling, pain, stiffness, and loss of motion. It can affect any joint, but ... of JA that children get is juvenile idiopathic arthritis. There are several other forms of arthritis affecting ...

  4. 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…

  5. 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…

  6. 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.

  7. 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…

  8. 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…

  9. 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).…

  10. Change in Family Structure and Rates of Violent Juvenile Delinquency

    OpenAIRE

    Fry, Jeannie A

    2010-01-01

    This paper addresses the question: Have the changes in family structure in the U.S. become a catalyst for juvenile delinquency? For this research, I use existing statistics for my three independent variables: divorce rates, rate of working mothers with children under age 18, percent female-headed households. My dependent variable, juvenile violent crime rates, is measured using data from the Office of Juvenile Justice and Delinquency Prevention. My control variables consist of the followin...

  11. Procedural protection of juvenile victims of negligence and abuse

    Directory of Open Access Journals (Sweden)

    Ilić Ivan

    2014-01-01

    Full Text Available Violence against children is often designated as the worst form of domestic violence, and violence in general. Such a conclusion is a result of multiple factors: children's age and vulnerability, the distinctive features in their physical and mental development which makes them inferior to adults, the kinship (blood relations] and emotional bonds between parents and children, etc. The positive trend in the evolution of the social response to violence against children is reflected in the effort to discover and prevent the abuse, to punish the offenders and to protect the child/victim from secondary victimization during the criminal proceedings. In the Republic of Serbia, the procedural measures governing the protection of juvenile victims/witnesses are set out in Part III of the Juvenile Justice Act (Act on the Juvenile Offenders and Criminal Law Protection of Minors]. However, it was soon evident that there was a need to provide a better legislative framework than the one envisaged in this Act, particularly in terms of ensuring a better protection of minors in the course of criminal proceedings involving children who are victims of abuse and neglect. For this purpose, in 2004, the legislator adopted the National Action Plan on Children in Adversity. This document envisaged the adoption of the General Protocol on the protection of children from abuse and negligence, as well as the adoption of subject-specific protocols which would further regulate the specific procedures for the protection of children-victims in particular social circumstances (health, education, justice] by different social institutions (police, social services]. In this paper, the author analyses the legal framework governing the procedural protection of juvenile victims in the course of criminal proceedings. In addition, the author also explores the statutory provisions (by-laws] adopted in order to establish specific standards and ensure a higher level of protection of

  12. Education and employment in patients with juvenile idiopathic arthritis - a standardized comparison to the German general population.

    Science.gov (United States)

    Schlichtiger, Jenny; Haas, Johannes-Peter; Barth, Swaantje; Bisdorff, Betty; Hager, Lisa; Michels, Hartmut; Hügle, Boris; Radon, Katja

    2017-05-22

    Although several studies show that JIA-patients have significantly lower employment rates than the general population, the research on educational and occupational attainments in patients with juvenile idiopathic arthritis (JIA) remain conflicting most likely due to small sample sizes. Therefore, aim of this study is to compare the educational achievements and employment status of 3698 JIA-patients with the German general population (GGP). "SEPIA" was a large cross-sectional study on the current status of a historic cohort of JIA-patients treated in a single center between 1952 and 2010. For the analyses of education and employment a sub-cohort was extracted, including only adult cases with a confirmed diagnosis of JIA (N = 2696). Participants were asked to fill out a standardized written questionnaire on education and employment. Outcome measures (education/unemployment) were directly standardized to the GGP using data obtained from the National Educational Panel Study 2013 (N = 11,728) and the German Unemployment Statistics 2012 of the Federal Statistical Office (N = 42,791,000). After age- and sex-standardization, 3% (95% Confidence Interval 1.9 to 4.1%) more of the JIA-patients (26%) than of the GGP (23%) had only reached primary education. In contrast, parents of JIA-patients had similar levels of education as parents in the GGP. With a standardized difference of 0.2% (95% CI: 0.16 to 0.19%), the unemployment rate in JIA-patients was slightly, but not significantly higher than in the GGP. Stratifying for disease duration and the current treatment status, differences were confirmed for persons diagnosed before 2001, whilst for patients diagnosed after 2000, differences were found only in JIA-patients with ongoing disease. Medium and high educational achievements did not differ statistically significant between JIA patients and the GPP. Educational achievements in German JIA-patients are significantly lower than in the GGP. Furthermore we were able to

  13. 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…

  14. 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).…

  15. 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…

  16. 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…

  17. 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)

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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,…

  3. 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…

  4. 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…

  5. 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

  6. Using a Creative Intervention to Increase Self-Disclosure among Mandated Juveniles with Co-Occurring Disorders

    Science.gov (United States)

    Drew, Faith; Bitar, George W.; Gee, Robert; Graff, Chad; Springer, Paul

    2007-01-01

    Counselors providing treatment within the juvenile justice system encounter numerous challenges that are inherent in working with this population. One of the challenges includes providing treatment to adolescents who are entering the juvenile justice system with co-occurring mental health and substance use disorders. Given the challenges, creative…

  7. Juvenile Prostitution.

    Science.gov (United States)

    Csapo, Marg

    1986-01-01

    Recent research and Canadian government committee reports concerning juvenile prostitution are reviewed. Proposals are made in the realms of law and social policy; and existing programs are described. (DB)

  8. Perceptions of Educators Regarding the Effectiveness of Alternative Programs in a Southern State

    Science.gov (United States)

    Roberson, Lydia

    2015-01-01

    At-risk students are engaged in dangerous behaviors that lead them to become involved in the juvenile justice system and cause the feeling of low self-worth. This eventually causes at-risk youths to drop out of school and engage in detrimental behaviors that meddle in their academic success. The alternative education program provides these at-risk…

  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. Professional Development: A Capacity-Building Model for Juvenile Correctional Education Systems

    Science.gov (United States)

    Mathur, Sarup R.; Clark, Heather Griller; Schoenfeld, Naomi A.

    2009-01-01

    Youth in correctional facilities experience a broad range of educational, psychological, medical, and social needs. Professional development, a systemic process that improves the likelihood of student success by enhancing educator abilities, is a powerful way to positively affect student outcomes in correctional settings. This article offers a…

  14. 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.

  15. 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.

  16. 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.

  17. 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…

  18. Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline

    Science.gov (United States)

    Annamma, Subini; Morrison, Deb; Jackson, Darrell

    2014-01-01

    The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism.…

  19. The reality of teenage driving: the results of a driving educational experience for teens in the juvenile court system.

    Science.gov (United States)

    Manno, Mariann; Maranda, Louise; Rook, Allison; Hirschfeld, Ryan; Hirsh, Michael

    2012-10-01

    In the United States, one third of all deaths in teens are a result of motor vehicle crashes, accounting for 6,000 deaths annually. Injury Free Coalition for Kids-Worcester in collaboration with Worcester Juvenile Court has developed an interactive program for first-time teenaged driving offenders, Reality Intensive Driver Education (Teen RIDE). This full-day program at the trauma center provides a realistic exposure to the consequences of risky driving behaviors. This article examined the driving offense recidivism rates for Teen RIDE participants versus a comparison group (CG). The intervention group (IG) consists of teenagers between 13 years and 17 years who have been arrested for the first time for a serious driving offense and are sentenced by a Worcester Juvenile Court Judge or Magistrate to the Teen RIDE program. They are required to attend the program as a condition of probation, so attendance is mandatory. Each participant in the IG completed the program and was tracked for driving reoffenses for 6 months after completion of the course. The CG consists of also first-time driving offenders. The CG was matched with the IG with respect to age (13-17 years), sex, and offense type. Springfield, Massachusetts, serves as the site for recruitment of the CG, since it is demographically similar to Worcester but 60 mi away. Students in the CG had no exposure to this program. Each CG member was also tracked for 6 months after arrest. The recidivism rate for Teen RIDE participants 6 months after the course is 6% with 0% reoffending more than once. The CG has a recidivism rate of 56% 6 months after the arrest and 14% have more than one reoffense. The CG is 13.062 (4.296-39.713) times more likely to reoffend, and this is significant (p Teen RIDE program provides an impactful exposure of the consequences of risky driving behaviors to teenaged participants. In addition, Teen RIDE participants are significantly less likely to reoffend after completion of the course

  20. Educational Tracking and Juvenile Deviance in Taiwan: Direct Effect, Indirect Effect, or Both.

    Science.gov (United States)

    Lin, Wen-Hsu; Yi, Chin-Chun

    2016-02-01

    Educational tracking in Chinese society is quite different from that in Western society, in that the allocation to either the vocational or academic track is based on a national entrance examination, which happens at ninth grade (age 14-15). Hence, students in many Asian countries (e.g., China and Taiwan) have to face academic tracking in early adolescence. Because of cultural emphasis on education in Taiwan, the impact of tracking on deviance is profound and can be seen as a crucial life-event. With this concept in mind, we examine how educational tracking influences adolescent deviance during high school. In addition, we also examine how educational tracking may indirectly influence deviance through other life domains, including depression, delinquent peer association, and school attachment. By using longitudinal data (the Taiwan Youth Project), we find that educational tracking increases deviance not only directly but also indirectly through delinquent peers and low school attachment. Some implications and limitations are also discussed. © The Author(s) 2014.

  1. 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.

  2. 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…

  3. 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…

  4. What Drives Juvenile Probation Officers? Relating Organizational Contexts, Status Characteristics, and Personal Convictions to Treatment and Punishment Orientations

    Science.gov (United States)

    Ward, Geoff; Kupchik, Aaron

    2010-01-01

    Data from surveys of juvenile court probation officers in four states are analyzed to understand professional orientations toward two seemingly contrasting goals of contemporary juvenile justice systems: punishment and treatment. These self-reported juvenile probation officer orientations are considered in relation to three clusters of variables…

  5. Juvenile angiofibromer

    DEFF Research Database (Denmark)

    Thuesen, Anne Daugaard; Jakobsen, John; Nepper-Rasmussen, Jørgen

    2005-01-01

    Juvenile angiofibroma is a rare, benign, rich vascular tumor, and approximately one new case is diagnosed in Denmark each year. It sits in the foramen sphenopalatinum and occurs in boys from 14 to 25 years of age. The most frequent initial symptoms are nasal obstruction and epistaxis. Through...... the years, the treatment of juvenile angiofibroma has included many methods, including surgical excision, electrocoagulation, interstitial or external radiation therapy, cryosurgery, hormone administration and chemotherapy. Radiation, chemotherapy and surgery have proven to be the most effective treatments...

  6. 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…

  7. 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…

  8. 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.

  9. 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...

  10. 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…

  11. The Substantive and Procedural Due Process Rights of Students Accused of Criminal Behavior in School and the Educational Rights of Adjudicated Youths.

    Science.gov (United States)

    Brown, Frank

    This paper--part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002-- addresses juvenile justice. Its central issue is how to protect children of color in elementary and secondary schools with constitutional due process where attendance is compulsory and, at the same time, maintain a…

  12. Juvenile polyposis syndrome

    Science.gov (United States)

    Hsiao, Yi-Han; Wei, Chin-Hung; Chang, Szu-Wen; Chang, Lung; Fu, Yu-Wei; Lee, Hung-Chang; Liu, Hsuan-Liang; Yeung, Chun-Yan

    2016-01-01

    Abstract Background: Juvenile polyposis syndrome, a rare disorder in children, is characterized with multiple hamartomatous polyps in alimentary tract. A variety of manifestations include bleeding, intussusception, or polyp prolapse. In this study, we present an 8-month-old male infant of juvenile polyposis syndrome initially presenting with chronic anemia. To the best of our knowledge, this is the youngest case reported in the literature. Methods: We report a rare case of an 8-month-old male infant who presented with chronic anemia and gastrointestinal bleeding initially. Panendoscopy and abdominal computed tomography showed multiple polyposis throughout the entire alimentary tract leading to intussusception. Technetium-99m-labeled red blood cell (RBC) bleeding scan revealed the possibility of gastrointestinal tract bleeding in the jejunum. Histopathological examination on biopsy samples showed Peutz-Jeghers syndrome was excluded, whereas the diagnosis of juvenile polyposis syndrome was established. Results: Enteroscopic polypectomy is the mainstay of the treatment. However, polyps recurred and occupied the majority of the gastrointestinal tract in 6 months. Supportive management was given. The patient expired for severe sepsis at the age of 18 months. Conclusion: Juvenile polyposis syndrome is an inherited disease, so it is not possible to prevent it. Concerning of its poor outcome and high mortality rate, it is important that we should increase awareness and education of the parents at its earliest stages. PMID:27631205

  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. 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....

  15. 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.

  16. An analysis of racial and sex differences for smoking among adolescents in a juvenile correctional center.

    Science.gov (United States)

    Cropsey, Karen L; Linker, Julie A; Waite, Dennis E

    2008-01-01

    The purpose of this study was to investigate racial and sex differences on the risk factors for smoking initiation and daily smoking among juvenile justice adolescents, a population that is traditionally ignored in school-based epidemiological samples. This study used archival data collected by juvenile justice authorities for a large sample of juvenile justice adolescents (N=4381), examining interaction terms to determine race and sex differences for risk factors. About 70% of juvenile justice adolescents reported ever having smoked cigarettes while almost half reported daily smoking. Overall predictors of ever and daily smoking included older age, being female, White, use of alcohol, cannabis, and cocaine in the past year, affiliation with smoking peers, not living with at least one parent, and a diagnosis of ADHD. While differences were seen between individual predictor models for both race and sex, the interaction terms did not add significantly to the overall model. These important racial and gender differences in this study suggest that tailored prevention messages and interventions may be needed to be most effective with adolescents in the juvenile justice system. While this study provides a basic foundation of risk factors for smoking among juvenile justice adolescents, future research is needed to assess the efficacy of treatment and prevention interventions with this high risk group of adolescent smokers.

  17. What Is Juvenile Arthritis?

    Science.gov (United States)

    ... Initiative Breadcrumb Home Health Topics English Español Juvenile Arthritis Basics In-Depth Download Download EPUB Download PDF What is it? Points To Remember About Juvenile Arthritis Juvenile arthritis is the term used to describe ...

  18. Juvenile rheumatoid arthritis

    Science.gov (United States)

    ... joints. This form of JIA may turn into rheumatoid arthritis. It may involve 5 or more large and ... no known prevention for JIA. Alternative Names Juvenile rheumatoid arthritis (JRA); Juvenile chronic polyarthritis; Still disease; Juvenile spondyloarthritis ...

  19. 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.

  20. 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,…

  1. 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…

  2. Moral development of solo juvenile sex offenders

    NARCIS (Netherlands)

    van Vugt, E.; Stams, G.J.; Dekovic, M.; Brugman, D.; Rutten, E.; Hendriks, J.

    2008-01-01

    This study compared the moral development of solo juvenile male sex offenders (n = 20) and juvenile male non-offenders (n = 76), aged 13-19 years, from lower socioeconomic and educational backgrounds. The Moral Orientation Measure (MOM) was used to assess punishment- and victim-based moral

  3. Juvenile Probation Officer Self-Assessed Mental Health Competency as a Predictor of Case Management Practices.

    Science.gov (United States)

    Holloway, Evan D; Cruise, Keith R; Downs, Sarah M; Monahan, Patrick O; Aalsma, Matthew C

    2017-07-01

    Justice-involved youth endorse high rates of mental health problems. Juvenile probation is the most common disposition in the justice system and juvenile probation officers (JPOs) are crucial for connecting justice-involved youth with appropriate care. We examined the role of mental health competency on the use of self-report case management strategy types (deterrence, restorative justice, and treatment) by JPOs and whether jurisdiction-level differences were relevant. Results suggest that mental health competency predicted use of restorative justice and treatment strategies and all three strategy types varied at the county level. The role of mental health competency in use of treatment strategies is relevant to connecting justice-involved youth to mental health care. Furthermore, a substantial amount of the variance predicting the use of all three strategies was accounted for at the county level.

  4. 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.

  5. 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.

  6. 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…

  7. Hispanics in the Criminal Justice System--the "Nonexistent" Problem.

    Science.gov (United States)

    Mandel, Jerry

    1979-01-01

    Though hidden from view by being considered "non-existent", the meager evidence indicates that Hispanics have an unusually high arrest and incarceration rate. Hispanic background is rarely asked on the six major sources of criminal justice statistics--statistics of arrests, courts, prisoners, juvenile delinquency, crime victimization, and public…

  8. THE CURRENT STATE OF LEGAL INSTITUTIONS PROTECTING THE RIGHTS OF JUVENILES IN RUSSIA

    OpenAIRE

    Yulia Hafizovna DAVYDOVA

    2015-01-01

    The article highlights the current state of the legislation on protection of the rights of under-aged. Much attention is paid to the formation of the juvenile justice system in the Russian Federation. We present problems related to law infringements by teenagers in various fields and their solutions, highlight the work and the development of juvenile courts in Russia, sum up the results of the implementation of juvenile technologies and their significance, gives the definition of the term «co...

  9. A broader view of justice.

    Science.gov (United States)

    Jecker, Nancy S

    2008-10-01

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

  10. 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…

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. 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.

  16. 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

  17. Results of domestic migration on juvenile delinquency in Adana, Turkey.

    Science.gov (United States)

    Firat, Sunay; Iltas, Yigit; Gulmen, Mete K

    2017-07-01

    The aim of this study is to determine the effect of migration on children in the juvenile justice system. The study takes into account whether these children arrived in the city via migration or not, the types of crimes against property and persons committed by the children brought before the Juvenile Courts, and the types, frequency, and durations of punishments and precautionary decisions they received. In addition, the study examines the children's ability to realize the meaning and consequences of their crimes and to lead their future behaviors effectively. Data gathered from children between 3 and 18 years of age who appeared before the 1, 2, and 3 numbered Juvenile Courts of Adana Courthouse after January 2004 on charges of committing a crime, and/or children who were sent to or who applied to the Provincial Directorate for National Education based on the decision of the Court has been evaluated retrospectively. Six hundred and eighty children were studied. Of these, 602 (88.5%) were male and 78 (11.5) were female. The average age of the child at the time of the commitment of the crime was 13 years and 8 months ± 2.18 years. It has been observed that there are statistically meaningful differences for children involved in delinquency between cases whether they come via migration or regardless of migration and types of crimes committed (p = 0.004). When cities faced with migration from other places and types of crime committed by children are compared, it has been observed that there are meaningful differences between the types of crimes committed by non-migrant versus migrant children (p = 0.012). It is important to state the reasons for delinquency and to obtain data to prevent future delinquency and to put forward regional and local recommendations within the scope of the data. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

  18. 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.

  19. Offense History and the Effectiveness of Juvenile Diversion Programs.

    Science.gov (United States)

    Osgood, D. Wayne; And Others

    Some evaluations have concluded that diversion programs for juvenile offenders (programs intended as community-based alternatives to formal justice dispositions) reduce recidivism only among youths with the least serious offense histories. To investigate the relationship of offense history to program effectiveness, three diversion programs were…

  20. Intervención educativa en adolescentes atendidas en consulta de ginecología infanto-juvenil Educative intervention in adolescents seen at the infant-juvenile gynecology department

    Directory of Open Access Journals (Sweden)

    Miguel Lugones Botell

    2008-06-01

    Full Text Available INTRODUCCIÓN. El objetivo de esta investigación fue mostrar los resultados obtenidos en un grupo de adolescentes que asistió a la consulta de ginecología infanto-juvenil y a las que se educó sobre algunos aspectos relacionados con la salud reproductiva. MÉTODOS. Entre el 1ro de enero de 2003 y el 30 de diciembre de 2006, se realizó un estudio de intervención en un grupo de pacientes de 11 a 19 años, atendidas en la consulta de ginecología infanto-juvenil del Municipio Playa (La Habana. Por cada paciente se seleccionó un grupo control de la misma edad, escolaridad y raza similar. Se confeccionó una historia clínica individual, donde se analizaron motivo de consulta, método anticonceptivo solicitado y utilizado, seguimiento de las pacientes a las que se practicó regulación menstrual u aborto; uso de algún método anticonceptivo, diagnóstico y evolución de las infecciones cervicovaginales. Con las del grupo estudio se utilizaron técnicas participativas grupales de discusión y análisis, realizadas conjuntamente con los familiares, y no se realizaron con el grupo control. Como método estadístico se utilizó la prueba de ji al cuadrado. RESULTADOS. La solicitud de anticoncepción fue la principal causa de consulta. El método anticonceptivo más solicitado fueron los dispositivos intrauterinos, pero en el grupo control se logró que predominara el uso de condón y métodos hormonales. El 88,2 % de las pacientes del grupo estudio usó algún método anticonceptivo después de la regulación, contra el 76 % del grupo control. El 87,9 % de las pacientes con leucorrea del grupo estudio curó, mientras solo lo consiguió el 73,5 % de las del grupo control. CONCLUSIONES. Las pacientes del grupo estudio hicieron una selección más adecuada de los métodos anticonceptivos y han mantenido su uso por más tiempo y menos abandono de estos (7,5 %. Las diferencias fueron significativas con el grupo control. Con las pacientes del grupo

  1. 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.

  2. Evolution of recidivism risk, using the YLS/CMI Inventory in a population of juvenile offenders

    Directory of Open Access Journals (Sweden)

    Keren Cuervo Gómez

    2017-05-01

    Full Text Available Risk assessment in juvenile recidivism allows understanding the specific factors that drives the juvenile to the commission of offences. Most of these juveniles will have a punctual relation with the justice system and only a small percentage will persist in this type of conducts. However, it seems that society perceives these juveniles as high risk offenders with high rates of recidivism. Hence, with the aim to clarify this topic, the objective of this paper is to explore the general risk of recidivism and the areas with higher risk, examining the risk of recidivism in a follow up period. Participants in this research were juveniles with a criminal record in the Juvenile Court of Castellón (N = 210. The Youth Level of Service/Case Management Inventory (YLS/CMI was administered to the juveniles along the follow up period of two years. Results show a majoritary profile of low risk juveniles, and a punctual relation with justice, rejecting the belief of dangerousness on juvenile offenders. On the contrary, juvenile recidivists with long criminal trajectories are in fact characterized by a high risk that would increase throughout the follow up period.

  3. Race and the fragility of the legal distinction between juveniles and adults.

    Directory of Open Access Journals (Sweden)

    Aneeta Rattan

    Full Text Available Legal precedent establishes juvenile offenders as inherently less culpable than adult offenders and thus protects juveniles from the most severe of punishments. But how fragile might these protections be? In the present study, simply bringing to mind a Black (vs. White juvenile offender led participants to view juveniles in general as significantly more similar to adults in their inherent culpability and to express more support for severe sentencing. Indeed, these differences in participants' perceptions of this foundational legal precedent distinguishing between juveniles and adults accounted for their greater support for severe punishment. These results highlight the fragility of protections for juveniles when race is in play. Furthermore, we suggest that this fragility may have broad implications for how juveniles are seen and treated in the criminal justice system.

  4. 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…

  5. 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…

  6. 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…

  7. 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,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Different Pathways to Juvenile Delinquency: Characteristics of Early and Late Starters in a Sample of Previously Incarcerated Youth

    Science.gov (United States)

    Alltucker, Kevin W.; Bullis, Michael; Close, Daniel; Yovanoff, Paul

    2006-01-01

    We examined the differences between early and late start juvenile delinquents in a sample of 531 previously incarcerated youth in Oregon's juvenile justice system. Data were analyzed with logistic regression to predict early start delinquency based on four explanatory variables: foster care experience, family criminality, special education…

  14. Differences between juvenile offenders with and without intellectual disabilities in the importance of static and dynamic risk factors for recidivism

    NARCIS (Netherlands)

    van der Put, C.E.; Asscher, J.J.; Stams, G.J.J.M.; Moonen, X.M.H.

    2014-01-01

    Background Juvenile offenders with intellectual disability (ID) have been largely ignored in the literature of risk assessment, while they are overrepresented in the criminal justice system, and ID is a risk factor for juvenile delinquency and recidivism. The aim of this study was to examine whether

  15. Parenting and juvenile delinquency

    NARCIS (Netherlands)

    Hoeve, M.

    2008-01-01

    Juvenile delinquency is a noteworthy problem. This thesis addressed the association between parenting and juvenile delinquency by analyzing the concepts of parenting adopted in family research in relation to criminological concepts and measures of delinquent behavior. Four studies were conducted.

  16. 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…

  17. Youth Offender Care Needs Assessment Tool (YO-CNAT): an actuarial risk assessment tool for predicting problematic child-rearing situations in juvenile offenders on the basis of police records

    NARCIS (Netherlands)

    van der Put, C.E.; Stams, G.J.J.M.

    2013-01-01

    In the juvenile justice system, much attention is paid to estimating the risk for recidivism among juvenile offenders. However, it is also important to estimate the risk for problematic child-rearing situations (care needs) in juvenile offenders, because these problems are not always related to

  18. 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.

  19. 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....

  20. The DSM-5 Limited Prosocial Emotions subtype of Conduct Disorder in incarcerated male and female juvenile delinquents

    OpenAIRE

    Pechorro, Pedro; Jiménez García, Lucía; Hidalgo García, María Victoria; Nunes, Cristina

    2015-01-01

    The aim of the present study was to analyze the relevance of the DSM-5's Conduct Disorder new Limited Prosocial Emotions (CD LPE) specifier in incarcerated juvenile delinquents. A sample of 201 males and 98 females from the Juvenile Detention Centers managed by the Portuguese Ministry of Justice diagnosed with Conduct Disorder (CD) was used. Results showed that male juvenile delinquents with the CD LPE specifier scored higher on callous-unemotional traits (CU), general psychopathic traits, ps...