Becoming a target: Anonymous threats while teaching diversity courses or working on social justice issues.

2021 ◽  
pp. 75-89
Author(s):  
Lisa S. Wagner ◽  
J. J. Garrett-Walker
Keyword(s):  
Social Justice ◽  
Diversity Courses

Teaching Tip: Development of a 1-Week Intensive Course on Diversity and Equity in Veterinary Medicine

2021 ◽  
pp. e20200072
Author(s):  
Sarah Hammond ◽  
Kaitlyn Runion
Keyword(s):  
Social Justice ◽  
Veterinary Medicine ◽  
Learning Experiences ◽  
Diversity Courses ◽  
Diversity And Inclusion ◽  
Intensive Course

While colleges of veterinary medicine continually strive to promote diversity and inclusion on their campuses, few offer dedicated diversity courses within their curriculums. This article provides details on the development and implementation of a 1-week intensive course on equity and diversity in veterinary medicine, discusses the strengths and challenges encountered, and provides suggestions for those seeking to develop similar learning experiences into their curriculum. This selective course was developed to introduce students to the principles of social justice and provide them with the opportunity to examine systems of power, privilege, and oppression within the context of veterinary medicine.

scholarly journals U.S. Social Justice Spaces and Global Justice: Integrating International Students for the Engagement of All

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Yuqing Hou ◽  
Amy Pojar
Keyword(s):  
Social Justice ◽  
International Students ◽  
Global Justice ◽  
Global Citizenship ◽  
Social Justice Education ◽  
Institutions Of Higher Education ◽  
Domestic Students ◽  
Diversity Courses ◽  
Educational Spaces ◽  
Class Environment

This qualitative study explores the extent to which international students integrate when they encounter social justice discussions inside or outside a U.S. class environment. Focusing on diversity courses at a west coast university, the study investigates international students’ learning experiences as well as their contributions to these U.S. educational spaces when drawing from their perspectives and experiences from communities around the world. Because international students are both agents and objects of bias, the study hypothesizes that more integration leads to more engagement and better outcomes for both international and domestic participants. By interviewing and surveying students from varied national and social backgrounds, the study seeks to understand outcomes for a diverse group of both international and domestic students.  The study’s findings will advance policy, pedagogy, and practice conversations around internationalization, social justice education, and global citizenship education at institutions of higher education in the U.S.

scholarly journals Diverse Classrooms: Social Justice, Equity, and Diversity Competencies for Teacher Candidates

2020 ◽  
Vol 10 (2) ◽  
pp. 15
Author(s):  
William Sarfo Ankomah
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Social Justice Education ◽  
Academic Progress ◽  
Diversity Courses ◽  
Global Migration ◽  
Education Literature ◽  
Diverse Classrooms ◽  
Agent Of Change

This study explored social justice education literature to argue for greater emphasis on equity and diversity courses in teacher education. Global migration has changed the demographics of Western schools, which more than ever are racially, sexually, and culturally diverse, requiring well-prepared teacher candidates who can support their future studentsʼ diverse needs. The author argues that teacher candidates exposed to in-depth social justice, equity, and diversity courses will develop competencies to help them better understand and apply the concepts of social justice, equity, and diversity. Also, teacher candidates will better understand students’ academic progress, the teacher’s role as an agent of change in the classroom, and students’ heightened awareness of power, privilege, and oppression.Keywords: social justice, education, teacher candidates, diversity, equity

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

APA efforts in promoting human rights and social justice.

2017 ◽  
Vol 72 (8) ◽  
pp. 778-790 ◽  
Author(s):  
Frederick T. L. Leong ◽  
Wade E. Pickren ◽  
Melba J. T. Vasquez
Keyword(s):  
Human Rights ◽  
Social Justice
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