Soul Searching Occupations: Critical Reflections on Occupational Therapy’s Commitment to Social Justice, Disability Rights, and Participation

2016 ◽  
pp. 159-174 ◽  
Author(s):  
Mansha Mirza ◽  
Susan Magasi ◽  
Joy Hammel
Keyword(s):  
Social Justice ◽  
Disability Rights ◽  
Critical Reflections

Examining Oppressions as a Way of Valuing Diversity

2020 ◽  
pp. 55-77
Author(s):  
Otrude Nontobeko Moyo
Keyword(s):  
Social Justice ◽  
Social Construction ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Documentary Films ◽  
Classroom Experiences ◽  
The Social ◽  
Pedagogy Of Discomfort ◽  
Support Students ◽  
Critical Reflections

This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.

scholarly journals Creating a Building a Disability Rights Information Center for Asia and the Pacific Clinic: Of Pedagogy and Social Justice

2014 ◽  
Author(s):  
Michael L. Perlin ◽  
Catherine Barreda ◽  
Katherine Davies ◽  
Mehgan Gallagher ◽  
Nicole Israel ◽  
...  
Keyword(s):  
Social Justice ◽  
Disability Rights ◽  
The Pacific ◽  
Information Center

scholarly journals Social-model Mothers

2017 ◽  
Vol 4 ◽  
pp. 107 ◽  
Author(s):  
Gretchen Good ◽  
Awhina Hollis-English ◽  
Ally Attwell ◽  
Anna Dickson ◽  
Anita Gibbs ◽  
...  
Keyword(s):  
Social Justice ◽  
Children's Rights ◽  
Children’S Rights ◽  
Social Model ◽  
Disability Rights ◽  
Disabled Children ◽  
Disability Rights Movement ◽  
Academic Communities ◽  
Positive Action ◽  
The Impact

How do mothers of disabled children navigate the roles of advocate and activist? This paper reflects on the experiences of mothers of disabled children, exploring the impact upon families who take on responsibilities for working for disabled children’s rights. It is from these experiences that, as mothers, we join other activists and academics in the growing radical disability rights movement. The purpose of this paper is to illuminate the labour of advocate mothers and to tell our stories of success. We also aim to provide recommendations to mothers, fathers, families, schools, academic communities and those invested in social justice, to work toward future positive action on behalf of disabled children.  

Inherent Requirements and Social Work Education

2019 ◽  
pp. 57-73
Author(s):  
Steve Boucher
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Relevant Literature ◽  
Disability Rights ◽  
Policy And Practice ◽  
Access And Equity ◽  
Work Education

The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.

Inherent Requirements and Social Work Education

2021 ◽  
pp. 681-697
Author(s):  
Steve Boucher
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Relevant Literature ◽  
Disability Rights ◽  
Policy And Practice ◽  
Access And Equity ◽  
Work Education

The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.

Critical Reflections on Social Justice and Recognition

Res Publica ◽  
2005 ◽  
Vol 11 (4) ◽  
pp. 425-434 ◽  
Author(s):  
Pilvi Toppinen
Keyword(s):  
Social Justice ◽  
Critical Reflections
Sign in / Sign up

Export Citation Format

Share Document