Social justice outcomes and professional counseling: An 11‐year content analysis

2022 ◽  
Author(s):  
Madeline Clark ◽  
Jeffry Moe ◽  
Christian D. Chan ◽  
Mihkaya D. Best ◽  
Laura M. Mallow
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
Professional Counseling

scholarly journals Content Analysis of Shariah-Compliant Investment Equity Funds in KSA: Does Social Justice Matter?

2020 ◽  
Vol 15 (6) ◽  
pp. 1 ◽  
Author(s):  
Khaled O. Alotaibi ◽  
Mohammad M. Hariri
Keyword(s):  
Social Justice ◽  
Saudi Arabia ◽  
Content Analysis ◽  
Analysis Method ◽  
Kingdom Of Saudi Arabia ◽  
Investment Funds ◽  
Content Analysis Method ◽  
Equity Funds ◽  
The Ideal

This paper examines the influence of capitalism and globalisation on the role of Shariah-Compliant Investment Funds (SCIFs) in promoting social justice in the Kingdom of Saudi Arabia (KSA) using content analysis method. This is to analyse the Terms and Conditions (T&C) of SCIFs as they appear in Tadawul (Saudi stock market) in 2019 and compared with the findings in 2013. This research critically evaluates the findings of the content analysis through aspects of globalization and insights from the literature review. The content analysis shows that SCIFs in KSA are disjointed and decoupled from Islamic principles and do not fulfil the ideal social justice role in society.

Social justice in library science programs: A content analysis approach

2020 ◽  
Vol 52 (4) ◽  
pp. 1102-1109
Author(s):  
Rhiannon Jones
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
Open Access ◽  
Information Science ◽  
Mission Statements ◽  
Library Science ◽  
Library And Information Science ◽  
Promotional Materials ◽  
Science Educators ◽  
Globalized World

In an increasingly globalized world, social justice issues dominate the news. Libraries are often viewed as places where social justice ideals are upheld and promoted. This paper uses a content analysis methodology of 10 North American library and information science program websites to discover how social justice education is marketed to potential students through an examination of open access course descriptions, mission statements, and core learning objectives where available. Findings indicate that social justice is embedded in library and information science programs, but there are limited opportunities for prospective students to seek out these courses due to a lack of open access course descriptions and mission statements and shortage of integration in required courses. If library and information science educators want to attract future librarians with strong social justice agendas, then the promotional materials will need to be more explicit in regards to how these programs can aid students in building a social justice mindset.

Social reporting by Islamic banks: does social justice matter?

2013 ◽  
Vol 26 (6) ◽  
pp. 911-945 ◽  
Author(s):  
Rania Kamla ◽  
Hussain G. Rammal
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
Critical Theory ◽  
Web Sites ◽  
Social Roles ◽  
Annual Reports ◽  
Islamic Banks ◽  
Poverty Eradication ◽  
Social Accounting ◽  
Content Type

Purpose – This study examines social reporting by Islamic banks with special emphasis on themes related to social justice. By using critical theory and “immanent critique”, the study attempts to explain and delineate reasons for disclosures and silences in Islamic banks ' annual reports and web sites vis-à-vis social justice. Design/methodology/approach – The approach taken was a content analysis of annual reports and web sites of 19 Islamic banks. Findings – Islamic banks ' disclosures emphasise their religious character through claims that they adhere to Sharia ' s teachings. Their disclosures, however, lack specific or detailed information regarding schemes or initiatives vis-à-vis poverty eradication or enhancing social justice. Research limitations/implications – Limitations associated with content analysis of annual reports and internet web sites apply. This study focuses on Islamic banks ' social roles. Further studies of banks ' social roles in society in general are of interest. Practical implications – Drawing attention of Islamic banks and other stakeholders to the gap between the rhetorical religious and ethical claims of Islamic banks and their activities (as depicted through their disclosures) opens up the possibility of a positive change in Islamic banks ' actual social roles. Originality/value – The study fills a gap in both social accounting and Islamic accounting literatures with its emphasis on social justice and poverty eradication. The study contributes to the very scarce literature linking religion (especially Islam), critical theory, social accounting and Islamic accounting. It goes beyond previous research in Islamic accounting literature by exposing contradictions in the Islamic banking industry ' s rhetoric regarding their social role in society.

scholarly journals Escolarização básica no Brasil: evoluções, permanências e contrastes entre a população rural e urbana

2021 ◽  
pp. 1-28
Author(s):  
Damiana de Matos Costa Franca
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
Rural Areas ◽  
Urban Areas ◽  
Quantitative Data ◽  
Statistical Data ◽  
Economic Research ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
The Right

The text presents, through statistical data, a reflection on the situation of basic schooling of the population residing in the countryside, vis-à-vis the population residing in the urban area, in order to understand advances and permanence of the conditions of the educational offer and its effects in the distance and in the approximation of the guarantee of social justice and the right to schooling. The methodological process involved content analysis and the construction of quantitative data provided by the Brazilian Institute of Geography and Statistics (IBGE), the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the Institute for Applied Economic Research (IPEA). For the study, these categories were selected: number of countryside schools, years of study and schooling access by location (rural/urban). The data express an inequality situation in the schooling indicators of rural areas and the Brazilian North and Northeast regions. Despite the advances, the inequalities in the Brazilian educational system are significant and strongly evidenced in the contrast between rural and urban areas. The persistence of unfavorable situations increases the inequality condition of the rural population.

scholarly journals Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
M. Shelley Thomas ◽  
Christine Clayton ◽  
Shin-ying Huang ◽  
Roberto Garcia
Keyword(s):  
New York ◽  
Teacher Education ◽  
Social Justice ◽  
Content Analysis ◽  
Teacher Educators ◽  
Meaning Making ◽  
Full Time ◽  
Structured Interviews ◽  
Critical Position ◽  
Diverse Perspective

This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978; Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared understanding about social justice. Even where apparent consensus existed around particular terminology, the content analysis revealed that individual meanings were deeply contextualized within disciplines and, thereby, were quite distinct. We raise questions regarding how to use dialogue as a meaning making process, the possibilities for a range of meanings, and the significance of contextualizing social justice. The study suggests that significant tensions remain but that “being in tension” is a critical position and potentially informative to faculty who might consider using a framework that invites more diverse perspective rather than embrace a unitary meaning of the term.

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