Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2019 ◽  
pp. 1-34
Author(s):  
Keyword(s):  
Social Justice ◽  
Lessons Learned ◽  
The Road

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

Justice versus Social Justice in South Africa: Quo vadis?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marelize Isabel Schoeman
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Lessons Learned ◽  
Historical Discourse ◽  
Self Reflection ◽  
Underlying Basis ◽  
Quo Vadis

This article explores the concept of criminal justice as a formal process in which parties are judged and often adjudged from the paradigmatic perspective of legal guilt versus legal innocence. While this function of a criminal-justice system is important – and indeed necessary – in any ordered society, a society in transition such as South Africa must question the underlying basis of justice. This self-reflection must include an overview questioning whether the criminal-justice system and its rules are serving the community as originally intended or have become a self-serving function of state in which the final pursuit is outcome-driven as opposed to process-driven. The process of reflection must invariably find its genesis in the question: ‘What is justice?’ While this rhetorical phraseology has become trite through overuse, the author submits that the question remains of prime importance when considered contemporarily but viewed through the lens of historical discourse in African philosophy. In essence, the question remains unanswered. Momentum is added to this debate by the recent movement towards a more human rights and restorative approach to justice as well as the increased recognition of traditional legal approaches to criminal justice. This discussion is wide and in order to delimit its scope the author relies on a Socratically influenced method of knowledge-mining to determine the philosophical principles underpinning the justice versus social justice discourse. It is proposed that lessons learned from African philosophies about justice and social justice can be integrated into modern-day justice systems and contribute to an ordered yet socially oriented approach to justice itself.

Securitization: Lessons Learned and the Road Ahead

2013 ◽  
Author(s):  
Miguel Segoviano Basurto ◽  
Bradley Jones ◽  
Peter Lindner ◽  
Johannes Blankenheim
Keyword(s):  
Lessons Learned ◽  
The Road

Social Justice and Community-Based Rehabilitation Counseling

2021 ◽  
pp. JARC-D-20-00032
Author(s):  
Michael J. Millington
Keyword(s):  
Social Justice ◽  
Rehabilitation Counseling ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Community Based ◽  
Community Based Rehabilitation ◽  
International Identity ◽  
And Function ◽  
Role And Function ◽  
Model Of Practice

This invited article reports and reflects upon the proceedings of a presentation at the NRCA Symposium on Social Justice held on in Memphis Tennessee in 2019. The author posits that a proper understanding of social justice opens the door for a new, international vision for rehabilitation counseling in the context of community. The model reinterprets rehabilitation counseling as social justice counseling within the framework of community-based rehabilitation as currently defined within the established matrix and guidelines. This model augments our understanding of rehabilitation counseling role and function with an emerging practice in advocacy/empowerment. The construct of empowerment is operationalized for development in practice across community settings. The author reflects upon lessons learned in advancing this model of practice in the Asia/Pacific region. In a call for collaborative next steps, he concludes that the way to an empowered international identity for rehabilitation counseling is through an activist, inclusive, international community of practice that advocates for our role as agents of social justice.

Discovering Ways That Don’t Work on the Road to Success

2013 ◽  
pp. 94-113
Author(s):  
Tawnya Means ◽  
Eric Olson ◽  
Joey Spooner
Keyword(s):  
Project Management ◽  
Active Learning ◽  
Lessons Learned ◽  
Management Process ◽  
The Road ◽  
Management Techniques ◽  
On The Road ◽  
Studio Classroom ◽  
Complex Project ◽  
Edison Project

Educational technology projects undertaken by higher education institutions range in complexity, scope, and impact. The Edison project created a sophisticated studio classroom that supports active learning teaching methods for both local and distant students. The team undertaking this complex project was composed of information technology and instructional design professionals with no real background in formal project management techniques. The team soon discovered that intuition and organic processes for implementing a complex project with increasing scope resulted in risks and challenges that threatened the success and potential impact of the project. The project team learned valuable lessons about the need for a systematic project management process. This case shares the project details, major accomplishments, and lessons learned by the team through the Active Learning Studio classroom (Edison) project.

scholarly journals An Exploration of Patient Ergonomics in Historically Marginalized Communities

2019 ◽  
Vol 63 (1) ◽  
pp. 914-918
Author(s):  
Rupa S. Valdez ◽  
Richard J. Holden ◽  
Kapil Madathil ◽  
Natalie Benda ◽  
Richard J. Holden ◽  
...  
Keyword(s):  
Social Justice ◽  
Social Network ◽  
Human Factors ◽  
Educational Background ◽  
Lessons Learned ◽  
Marginalized Communities ◽  
Community Or ◽  
Human Factors And Ergonomics ◽  
Wide Range ◽  
Geographic Setting

The growing field of patient ergonomics is built on an understanding that patients and their social network members increasingly play a key role in managing their health and healthcare across a wide range of settings including the home, workplace, and community. Over the last several years, we have traced, explored, and debated emerging research in this area, including the theories, methods, and strategies for implementation that are needed to support this new area of human factors and ergonomics. In this current panel, we begin a new dialogue in this space, one that is inspired not only by our previous discussions but also by recent conversations in our community about the need for human factors and ergonomics to consider issues of inclusivity, diversity, and social justice. To that end, each of our five panelists will present the patient ergonomics research they are conducting within a historically marginalized community or population and highlight lessons learned from their experiences. This presentation of work spanning considerations of gender, age, race, geographic setting, educational background, and disability will serve as a foundation for a wider discussion with the audience about how patient ergonomics as a field can prioritize and support this type of work.

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