Teaching Social Justice Through Critical Reflection: Using Immersive Theatre to Address HIV Among Back Gay Men

2021 ◽  
pp. 1-12
Author(s):  
Anthony T. Estreet ◽  
Nia Johnson ◽  
Paul Archibald
Keyword(s):  
Social Justice ◽  
Gay Men ◽  
Critical Reflection ◽  
Immersive Theatre

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Teachers’ critical reflection: what are the practices for social justice in education?

2021 ◽  
Vol 11 (1) ◽  
pp. 60-77
Author(s):  
Rola Koubeissy ◽  
Genevieve Audet
Keyword(s):  
Social Justice ◽  
Primary Schools ◽  
Justice System ◽  
Political System ◽  
Critical Reflection ◽  
Power Relationships ◽  
Research Project ◽  
Norms And Values ◽  
Context Data ◽  
Cultural Responses

This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

scholarly journals Activism in changing times: Reinvigorating community psychology: Introduction to the Special Thematic Section

2018 ◽  
Vol 6 (2) ◽  
pp. 526-542 ◽  
Author(s):  
Flora Cornish ◽  
Catherine Campbell ◽  
Cristián Montenegro
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Community Psychology ◽  
Critical Reflection ◽  
Special Section ◽  
Theory And Practice ◽  
Community Agency ◽  
Thematic Section ◽  
Current Article ◽  
Changing Times

The field of community psychology has for decades concerned itself with the theory and practice of bottom-up emancipatory efforts to tackle health inequalities and other social injustices, often assuming a consensus around values of equality, tolerance and human rights. However, recent global socio-political shifts, particularly the individualisation of neoliberalism and the rise of intolerant, exclusionary politics, have shaken those assumptions, creating what many perceive to be exceptionally hostile conditions for emancipatory activism. This special thematic section brings together a diverse series of articles which address how health and social justice activists are responding to contemporary conditions, in the interest of re-invigorating community psychology’s contribution to emancipatory efforts. The current article introduces our collective conceptualisation of these ‘changing times’, the challenges they pose, and four openings offered by the collection of articles. Firstly, against the backdrop of neoliberal hegemony, these articles argue for a return to community psychology’s core principle of relationality. Secondly, articles identify novel sources of disruptive community agency, in the resistant identities of nonconformist groups, and new, technologically-mediated communicative relations. Thirdly, articles prompt a critical reflection on the potentials and tensions of scholar-activist-community relationships. Fourthly, and collectively, the articles inspire a politics of hope rather than of despair. Building on the creativity of the activists and authors represented in this special section, we conclude that the environment of neoliberal individualism and intolerance, rather than rendering community psychology outdated, serves to re-invigorate its core commitment to relationality, and to a bold and combative scholar-activism.

scholarly journals Editor's Introduction

2013 ◽  
Vol 2 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Jens Kabo
Keyword(s):  
Social Justice ◽  
Critical Reflection

Each of the three articles in this issue can be seen to highlight a different dimension of the concept of praxis. Muscat emphasises action, Baillie and Levine exemplify the use of theory as a basis for unpacking dominant paradigms and assumptions, and Cumming-Potvin and Currie emphasise critical reflection. Taken together, these articles provide a robust foundation for understanding the nature of praxis as engineers engage with issues of social justice and peace.

Finding Their Voice

2021 ◽  
pp. 533-547
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

scholarly journals Retooling Engineering for Social Justice: The use of explicit models for analytical thinking, critical reflection, and peer-review in Swedish engineering education

2017 ◽  
Vol 5 ◽  
pp. 13-29 ◽  
Author(s):  
Katarina Larsen ◽  
Johan Gärdebo
Keyword(s):  
Social Justice ◽  
Engineering Education ◽  
Peer Review ◽  
Critical Reflection ◽  
Engineering Students ◽  
City Planning ◽  
Pedagogical Tools ◽  
Analytical Thinking ◽  
Wide Range ◽  
Practical Experiences

This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.

scholarly journals Critical Self-Reflexivity:

Spectrum ◽  
2021 ◽  
Author(s):  
Cindy Gaudet ◽  
Jade Lewis
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Knowledge Production ◽  
Critical Reflection ◽  
Indigenous Education ◽  
Critical Reflexivity ◽  
Social Justice Pedagogies ◽  
Relational Accountability ◽  
Female Scholar ◽  
Pedagogical Approaches

The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.

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