Interpreting the Ethnicization of Social Conflict in China: Ethnonationalism, Identity, and Social Justice

The degree to which engineering and social justice as fields of practice are (in)commensurable remains an open question. To illuminate important dimensions of that question, we explore intersections between those fields and two macro-sociological frameworks. Those theoretical frameworks—structural functionalism and social conflict—represent contrasting perspectives on how society should be organized. Specifically, we reveal conceptual alignments between structural functionalism and engineering/engineering education and between social conflict and social justice. Those alignments suggest some salient potential catalysts for tensions between engineering and social justice and provide a useful ideological mirror for reflection by all who are committed to the engineering profession and/or to social justice.

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Examining Intergroup Dialogue’s Potential to Promote Social Justice in Adult Education

Journal of Transformative Education ◽

10.1177/15413446211000037 ◽

2021 ◽

pp. 154134462110000

Author(s):

Patrice French ◽

Chaddrick James-Gallaway ◽

Jeremy Bohonos

Keyword(s):

Social Justice ◽

Adult Education ◽

Social Identity ◽

Transformative Learning ◽

Social Conflict ◽

Intergroup Dialogue ◽

Review Of The Literature ◽

Education Practice ◽

Social Justice Pedagogy ◽

Education Field

Intergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how IGD can contribute to adult education’s socially just goals by facilitating transformative learning. An initial review of the literature, followed by a discussion of IGD’s relationship to existing social justice pedagogy, highlights IGD’s transformative aspects in various learning settings within the adult education field. Finally, this article provides recommendations on how IGD can contribute to adult education practice and research while exploring implications and limitations.

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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