Social Justice, Charity and Tax Evasion: A Critical Inquiry

2010 ◽  
pp. 185-204
Author(s):  
Mark J. Cherry
Keyword(s):  
Social Justice ◽  
Tax Evasion ◽  
Critical Inquiry

Teaching for intersectionality: insights from a relational cultural perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sheldene K. Simola
Keyword(s):  
Social Justice ◽  
Cultural Theory ◽  
Academic Disciplines ◽  
Power Dynamics ◽  
Cultural Perspective ◽  
Critical Inquiry ◽  
Content Type ◽  
Self Reflection ◽  
Key Characteristics ◽  
Practical Guidelines

Purpose This paper aims to consider the use of relational cultural theory (RCT) as an underlying, processual orientation for teaching with those who are living and learning at the intersection of multiple, marginalised identities. Design/methodology/approach The concept of intersectionality is defined, and key characteristics of intersectional approaches are described. The criticality of teaching for intersectionality-related social justice goals involving inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis is identified. Consideration is given to the viability of RCT as an underlying orientation for teaching with students who live and learn at the intersection of multiple, marginalised identities. Findings RCT is consonant with key characteristics of intersectional approaches, including rejection of essentialist perspectives; recognising the roles of power in creating, maintaining and legitimising interlocking marginalisations; retaining race as a critical point of intersectional analysis and practice; recognising the validity of insights obtained from non-dominant standpoints; and working to fulfill social justice goals. Practical guidelines from RCT that support social justice goals include facilitating student voice within a context of radical respect; use of “disruptive empathy”; attending to particular experiences within the context of systemic power dynamics; using co-active “power with” versus “power over” students; relying on mutuality and fluid expertise; and reframing student resistance. Research limitations/implications This paper provides a foundational overview of the history, nature and uses of RCT as an underlying processual orientation when teaching across diverse academic disciplines for students who live and learn at the intersection of multiple marginalised identities. Detailed case studies involving the application of RCT, including those involving teacher self-reflection would be useful. Practical implications Guidelines are provided for the practical application of RCT when teaching for intersectionality across diverse academic disciplines. Social implications RCT supports the intersectionality-related social justice goals of inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis. Originality/value Intersectional pedagogies have been associated with positive attitudinal, intentional and behavioural outcomes. However, despite some notable exceptions, intersectional pedagogies are still absent in most academic disciplines. This paper provides practical guidance on the use of RCT as an underlying processual orientation when teaching for intersectionality across diverse academic disciplines.

scholarly journals Sustainable Development and Justice between Generations in Latvia. Case of IT Professionals

2021 ◽  
Vol 295 ◽  
pp. 01046
Author(s):  
Svetlana Gribanova
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Tax Evasion ◽  
Scientific Literature ◽  
Modern World ◽  
It Professionals ◽  
Main Research ◽  
Intergenerational Conflicts ◽  
Public Resources ◽  
Generational Perceptions

The ideas of social justice between members of the same generation and between members of different generations are described in scientific literature as the main normative principles of sustainable development. Distribution of public resources between generations can be considered fair and honest, when each successive generation can expect the same care and benefits as the previous generation. But, in the modern world, it is almost impossible. Are there any intergenerational conflicts in Latvia connected with environmental and social justice? This question has become the main research issue of this study. The results of the study show that in Latvian society there is a certain understanding of environmental justice, as necessity to limit intensity of consumption in order to preserve the environment. In this issue, interests of all generations intersect, so environmental problems can be solved in society without intergenerational conflicts. Social justice issues are more complex for Latvian society. Even in high-income social groups, generational perceptions of how fairly the state redistributes public resources differ. This provokes a protest, which is expressed in unwillingness to pay taxes and justification of tax evasion.

scholarly journals At sea: What direction for critical early childhood research?

2016 ◽  
Vol 7 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Mathias Urban
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
The Political ◽  
Critical Inquiry ◽  
Early Childhood Research ◽  
Corporate Interests

Abstract In this paper I reflect on the dilemma critical early childhood research finds itself in today. In order to distinguish and distance ourselves from the certainties and seemingly unquestionable truths of post-political, mainstream, ‘normalised’ research and its entanglement with neoliberal agendas and corporate interests, have we rendered ourselves irrelevant in the struggle for social justice that once formed the basis for critical inquiry in our field? What hope can there be to (re-)claim the political in our research, and what new (and old) alliances can we count on?

scholarly journals "We are not aliens": Exploring the Meaning of Disability and the Nature of Belongingness in a Fourth Grade Classroom

2015 ◽  
Vol 35 (4) ◽  
Author(s):  
Priya Lalvani
Keyword(s):  
Social Justice ◽  
Disability Studies ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Critical Inquiry ◽  
Community Membership ◽  
Disability History ◽  
Guided Learning ◽  
Social Justice Educators ◽  
Grade Classroom

<p style="text-indent: 0.5in; margin-bottom: 0in; line-height: 200%;">In this narrative essay I describe the process and outcomes of a group of fourth graders' engagement in a critical inquiry into the constructed meaning of disability in society. &nbsp;Through self-directed and guided learning, these students examined the historical roots of disability oppression and deconstructed ableist assumptions, and thus found their own understanding about community membership to be transformed. &nbsp;Positioning the need to infuse disability history in schools as an imperative, this paper invites disability studies scholars and social justice educators alike to confront the silences around the topic of disability in schools and to create spaces for children to engage in meaningful dialogues about society's responses to human differences.</p>

Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context

2011 ◽  
Vol 113 (5) ◽  
pp. 1105-1134 ◽  
Author(s):  
Bree Picower
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Pedagogy ◽  
New Teachers ◽  
Intervention Program ◽  
Best Interests ◽  
Full Time ◽  
Critical Inquiry ◽  
Mandated Curriculum ◽  
Teaching For Social Justice

Background/Context This study examines education in the context of neoliberalism and how current educational policies such as high-stakes testing and mandated curriculum create schooling environments hostile to social justice education. Relying on education for liberation literature, teacher education for social justice scholarship, and work on critical pedagogy, this study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. Purpose/Objective/Research Question/Focus of Study This study asks, What strategies do new teachers use to stay true to their vision of teaching for social justice despite the challenges they face in their school environments? Population/Participants/Subjects During the course of the study, 4 of the 6 participants were full-time classroom teachers. The 2 other participants were still taking education classes while student- and assistant teaching. All worked in a variety of urban elementary schools. Intervention/Program/Practice The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. Research Design This was a qualitative study that used design-based research. Data Collection and Analysis Data were collected from three sources: transcripts from audio and videotaped CIP sessions, ethnographic interviews with participants, and participants’ written reflections. Data were analyzed using grounded theory method. Findings/Results The teachers developed four strategies for teaching for social justice. First, by participating in a critical inquiry project, the teachers supported each other by building a safe haven that protected their vision. Second, the participants camouflaged their critical pedagogy by integrating it with the mandated curriculum, which allowed them to teach from a social justice perspective without rousing the concerns of their administration. The third strategy was to develop their students as agents of change. Finally, in a few instances, the teachers went public with their work by rejecting or speaking against policies that they felt were not in the best interests of their students. Conclusions/Recommendations Although these four strategies allowed participants to successfully create critical classrooms, they did not impact the larger neoliberal forces that maintain unjust schooling experiences. This has implications for teacher education, and the author suggests recommendations for schools of education.

“With Constructivist Grounded Theory You Can’t Hide”: Social Justice Research and Critical Inquiry in the Public Sphere

2019 ◽  
Vol 26 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
Public Sphere ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Justice Research ◽  
The Public ◽  
Critical Questions ◽  
Social Justice Research ◽  
The Public Sphere

This article addresses how constructivist grounded theorists grapple with conducting their research and use the method for social justice research and critical inquiry in the public sphere. To explicate how using this method ensues, I sought reflections from four researchers explaining why they adopted the method and how they used it. I also reviewed more than 40 constructivist grounded theory studies concerning research in the public sphere to illuminate the authors’ methodological strategies and decisions. These researchers’ reflexive stance toward their preconceptions, positions, and research actions supports exploring critical questions and fosters using grounded theory strategies to answering them.

scholarly journals Expanding Educators’ Awareness of Youth Homelessness through Critical Dramatic Inquiry

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Amanda Wager ◽  
Kari-Lynn Winters
Keyword(s):  
Social Justice ◽  
Homeless Youth ◽  
Critical Inquiry ◽  
Drama In Education ◽  
Group Awareness ◽  
Youth Homelessness ◽  
Dramatic Inquiry ◽  
University Drama ◽  
Support Students ◽  
Practice Of Teaching

This article explores how educators use drama in conjunction with critical inquiry to support students’ sustained notions of equity and engagement. After participating in a Mantle of the Expert (Heathcote & Bolton, 1995) — a participatory, drama in education inquiry — eleven educators enrolled in a university drama course gained a broader awareness of poverty, enabling them to refute stereotypes of homeless youth. Findings demonstrate that critical dramatic inquiry has the potential to bridge cultural divisions and increase group awareness of social justice initiatives. Additionally, for many of the participants the Mantle opened their eyes to a new pedagogy — a method and practice of teaching that was both critical and participatory.

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 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice
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