Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change

2020 ◽  
pp. 943-960
Author(s):  
Christa Boske
Keyword(s):  
Social Justice ◽  
Conceptual Model

Educating for Equity and Social Justice: A Conceptual Model for Cultural Engagement

2007 ◽  
Vol 9 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Deborah J. Hess ◽  
Hilreth Lanig ◽  
Winston Vaughan
Keyword(s):  
Social Justice ◽  
Conceptual Model ◽  
Cultural Engagement

Scaling‐Up Peacebuilding and Social Justice Work: A Conceptual Model

2019 ◽  
Vol 44 (4) ◽  
pp. 497-526
Author(s):  
Karen Ross ◽  
Charla Burnett ◽  
Yuliya Raschupkina ◽  
Darren Kew
Keyword(s):  
Social Justice ◽  
Conceptual Model ◽  
Scaling Up

Social justice as an expression of caring through holistic admissions in a nursing program: A proposed conceptual model

Nursing Forum ◽  
2020 ◽  
Vol 55 (4) ◽  
pp. 723-729
Author(s):  
Rodnita K. Davis ◽  
Claudia Grobbel ◽  
Claire Mallette ◽  
Lynda Poly‐Droulard
Keyword(s):  
Social Justice ◽  
Conceptual Model ◽  
Nursing Program

scholarly journals Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Marcella Milana ◽  
Massimiliano Tarozzi
Keyword(s):  
Social Justice ◽  
Adult Education ◽  
Transformative Learning ◽  
Conceptual Model ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Four Dimensions ◽  
Policy Practice ◽  
Citizenship Skills

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).

scholarly journals Globalization and the social justice agenda for education: Moving from critique to possibilities

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
Yvette Daniel
Keyword(s):  
Social Justice ◽  
Educational Policy ◽  
Conceptual Model ◽  
Multiple Perspectives ◽  
Cultural Space ◽  
The Social ◽  
The Impact ◽  
First Offers

This paper analyzes the complexities of addressing the impact of globalization on educational policy. The intent is to engage in a constructive debate about education and equity in a globalized context. Although despair is sometimes inevitable, and is, oftentimes, manifested in a continuing critique of the detrimental effects of globalization on issues of equity and social justice in education, it is not the end. It could serve as the beginning of something that is not just different and redemptive but also forward thinking. There are three parts to this paper: the first offers multiple perspectives for viewing globalization followed by an analysis of the impact on issues of equity and social justice. Lastly, an abridged version of a conceptual model adapted from Ghosh (2004) aims at renegotiating cultural space in an ever-shifting milieu is discussed as a viable possibility.

Fulfilling Global Health Justice Requirements

2018 ◽  
Author(s):  
Jennifer Prah Ruger
Keyword(s):  
Public Health ◽  
Health Care ◽  
Social Justice ◽  
Global Health ◽  
Conceptual Model ◽  
Health Inequalities ◽  
Education Programs ◽  
Goods And Services ◽  
Health Justice ◽  
Global Health Justice

Ensuring that medically necessary and appropriate health care and public health goods and services are available to all is the job of justice. The PG/SHG framework aspires to a goal of self-actualized societies imbued with a commitment to social justice, where governments and people promote the central health capabilities of all. Individual states have primary obligations to prevent and address health inequalities and externalities and to realize their populations’ health capabilities. The global community provides help and guidance when states fail to deliver, though this framework eschews coercive tactics. Rather, PG/SHG deploys public dialogue and education programs to swell support for these commitments. PG/SHG offers a conceptual model of health capability and guidance for operationalization.

Aspiring Social Justice Ally Identity Development: A Conceptual Model

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Keith E. Edwards
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Student Affairs ◽  
Conceptual Model ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Social Justice Allies ◽  
Ally Identity

Individuals who are supportive of social justice efforts are not always effective in their anti-oppression efforts. Some who genuinely aspire to act as social justice allies are harmful, ultimately, despite their best intentions, perpetuating the system of oppression they seek to change. Different underlying motivations of those who aspire to be allies can lead to differences in effectiveness, consistency, outcome, and sustainability. The conceptual model presented here, using underlying motivation to frame the different issues and challenges facing those who are aspiring allies, is offered as a tool for student affairs professionals’ self-reflection and developing students as allies for social justice.

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

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
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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