Social Justice Theory

2018 ◽  
pp. 3688-3696
Author(s):  
Sally M. Hage ◽  
Erin E. Ring ◽  
Melanie M. Lantz
Keyword(s):  
Social Justice ◽  
Justice Theory ◽  
Social Justice Theory

Researching Social Justice Aspects of Intellectual Property

2021 ◽  
pp. 671-684
Author(s):  
Lateef Mtima ◽  
Steven D. Jamar
Keyword(s):  
Social Justice ◽  
Intellectual Property ◽  
Justice Theory ◽  
Marginalized Groups ◽  
Social Justice Theory ◽  
Ip Law

This chapter provides a brief introduction to intellectual property (IP) social justice theory and guidance on how to research social justice issues in IP. Included are tips for finding social justice issues in IP law and administration; a toolkit for addressing such issues; and examples of the process in use. IP social justice examines IP law and administration to determine rules and processes that adversely affect equality with particular focus on access to IP; inclusion in the benefits that flow from IP creation, use, and exploitation; and empowerment of marginalized groups within society who are not fully benefiting from both IP they have generated and use of IP created by others. This chapter provides tips on spotting and addressing IP social justice issues both with respect to implementation and with respect to normative aspects.

scholarly journals Turnaround Learner Discipline Practices through Epistemic Social Justice in Schools

2020 ◽  
Vol 24 ◽  
Author(s):  
Rudzani Israel Lumadi
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Public Schools ◽  
South African ◽  
Teaching And Learning ◽  
Vital Role ◽  
Justice Theory ◽  
Discipline Practices ◽  
Social Justice Theory

Researchers claim that learner discipline has continued to be a problem in schools since corporal punishment was outlawed in public schools in South Africa. It is evident that teachers have a vital role to play in the improvement of learner discipline in schools. An interpretivist qualitative approach was adopted to investigate learner discipline practices as perceived by teachers in South African public schools. A sample of 10 (3 principals, 3 teachers, 3 parents and 1 learner) participants was used for the study. Social justice theory was used as a lens to consider the process of humanising learner discipline practices in terms of human rights. The article investigates how learner discipline practices can be turned around through epistemic social justice to influence the quality of teaching and learning in schools. The findings revealed that in South Africa there are no effective learner discipline practices. There is a need for education authorities to introduce compulsory training and development programmes for aspiring teachers to be equipped with new strategies to deal with learner discipline through a social justice approach. Social justice theory was used as a tool to address learner discipline practices in selected schools. It was recommended that there be more parent involvement in decision-making to consider a policy of transforming learner discipline practices to deal with the inequality and injustice in schools.

scholarly journals Sensemaking the ‘social’ in social entrepreneurship

2018 ◽  
Vol 36 (8) ◽  
pp. 859-886 ◽  
Author(s):  
Jonathan Kimmitt ◽  
Pablo Muñoz
Keyword(s):  
Social Justice ◽  
Social Entrepreneurship ◽  
Social Problem ◽  
Social Problems ◽  
Problem Solution ◽  
Justice Theory ◽  
Social Entrepreneurs ◽  
The Social ◽  
Collective Imagination ◽  
Social Justice Theory

In the collective imagination, the practices and outcomes of social entrepreneurship seem to hold hope for a better future. So far, these practices have been largely assumed as idealised types with the ‘social’ in social entrepreneurship underexplored. Such assumed neutrality, we argue, is hampering the development of a more robust theoretical corpus for understanding the phenomenon and inspiring practices that are more effective. In this article, we analyse the sensemaking of the social in social entrepreneurship by exploring the ways in which social entrepreneurs make sense of social problems and develop solutions for addressing them. Our empirical analyses of the stories of 15 social entrepreneurs indicate two distinct types of sensemaking and sensegiving practices, aligned with Amartya Sen’s notions of social justice. Drawing on these findings, sensemaking and social justice theory, we elaborate a two-type social sensemaking model pertaining to the appreciation and assessment of circumstances and the differing problem/solution combinations emerging from alternative ontological views of what constitutes a social problem.

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