Psychology and Social Transformation: A Social Justice Perspective From the Global South

2018 ◽  
Author(s):  
Cristina J. Montiel
Keyword(s):  
Social Justice ◽  
Social Transformation ◽  
Global South

RAISE IT UP!! Youth Arts and Awareness

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Natasha Thomas-Jackson
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Young People ◽  
Social Transformation ◽  
Family Members ◽  
Community Leaders ◽  
Youth Engagement ◽  
Literary Arts ◽  
Systemic Oppression ◽  
Creative Self

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.

Cities as Opportunities

2017 ◽  
Author(s):  
Daniel Fonseca de Andrade ◽  
Soul Shava ◽  
Sanskriti Menon
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Environmental Education ◽  
Urban Sustainability ◽  
Environmental Problems ◽  
Global South ◽  
Environmental Narratives ◽  
Urban Environmental Education ◽  
Colonial Legacies ◽  
Colonial Histories

This chapter discusses the notion of “cities as opportunities,” drawing on urban experiences lived in the broader geopolitical context of the Global South. It shows that different countries and cities present different conditions and opportunities to address multidimensional social and environmental problems. In the Global South, cities integrate into environmental narratives aspects of their colonial histories and decolonizing viewpoints, which are reflected in educational practices. Environmental education in these cities reflects the ways that people construct perspectives and narratives to frame and address social and environmental issues, while also providing models for other countries seeking to simultaneously address environmental and social justice. The chapter looks at examples of urban environmental education from three countries: South Africa, Brazil, and India. It demonstrates how the intensity of colonial legacies and environmental problems in cities in the Global South makes them “cities as opportunities” for environmental education and urban sustainability.

Institutions on the Move and Revolutionary Shifts

2018 ◽  
pp. 83-114
Keyword(s):  
Social Justice ◽  
Life Cycle ◽  
Social Transformation ◽  
Industrial Revolution ◽  
Social Institutions ◽  
Institutional Changes ◽  
Fourth Industrial Revolution ◽  
The Social ◽  
Industrial Revolutions

After the analysis of evolutionary institutional changes, the fourth chapter will define revolutionary transformations. Revolutions, conceptualized as abrupt processes of social transformation, follow specific life-cycle and result from two main reasons: lack of efficiency and social justice. The chapter is structured as follows. In the first part, the author will provide a general overview of revolutions and revolutionary processes, discussing in detail its main classifications, characteristics and causes, leading actors, overall phases, and outcomes. The second part will outline different revolutionary processes, zooming on scientific revolutions, technology revolutions, and industrial revolutions. There, industrial revolutions and its main elements are investigated in detail, showing how technological innovations lead to dramatic changes of the social reality. By comparing characteristics of the first, second, and third industrial revolutions, there is proposed a model defining the elements of the Fourth Industrial Revolution. Finally, there is discussed a model outlining how of industrial revolutions can change and transform the social institutions.

scholarly journals Education for Social Transformation (EST) in the Caribbean: A Postcolonial Perspective

2018 ◽  
Vol 8 (4) ◽  
pp. 197
Author(s):  
Nigel Brissett
Keyword(s):  
Social Justice ◽  
Education System ◽  
Environmental Sustainability ◽  
Social Transformation ◽  
Postcolonial Theory ◽  
Great Promise ◽  
Caribbean Community ◽  
History Of ◽  
The Caribbean

This paper critically examines the possibilities of education for social transformation (EST) in the context of the Caribbean Community (CARICOM). This is a region with a history of colonialism and embodies some of the central dilemmas of globalization, such as inequality and environmental precarity. Thus, conceptually, EST holds great promise for social justice and environmental sustainability. The paper argues, however, that EST can be relevant to the region only if it takes account of the enduring deep-seated legacy of asymmetries of power, exploitation and inequality in the broader society and within the education system resulting from colonialism and now exacerbated by globalization’s processes. Using postcolonial theory as the analytical frame, the paper highlights these challenges to EST in the context of the Caribbean and also identifies educational principles for EST to be a catalyst for social transformation in the region.

Performance of Possibilities: A Critical Analysis of Audience Responses to Pipaashaa by Ananya Dance Theatre

2008 ◽  
Vol 40 (S1) ◽  
pp. 225-236
Author(s):  
Hui Niu Wilcox
Keyword(s):  
Social Justice ◽  
Social Transformation ◽  
Critical Analysis ◽  
Racial Politics ◽  
Girls Of Color ◽  
Dance Theater ◽  
Audience Responses ◽  
Women And Girls ◽  
Critical Discourses

This paper critically analyzes audience responses to Ananya Dance Theatre's work Pipaashaa: Extreme Thirst. Ananya Dance Theater intervenes in colorblind racial politics through casting only women and girls of color. Different responses by audiences of different social locations constitute critical discourses about race and social justice—catalysts for personal and social transformation. An examination of the discourse around Pipaashaa demonstrates that materiality of both performing and viewing bodies are important factors in creating meaningful art that envisions and inspires change.

Service Learning and Teacher Education

2020 ◽  
Author(s):  
Nadine Petersen ◽  
Sarah Gravett ◽  
Sarita Ramsaroop
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Multicultural Education ◽  
Student Teachers ◽  
Social Transformation ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Justice And Care

Although teacher education actively promotes the ideals of social justice and care, finding ways of enculturating student teachers into what these values mean in education remains a challenge. Additionally, the literature abounds with the struggles of teacher educators to prepare student teachers with the knowledge and competencies required for the complex task of teaching. A way to address this is through the inclusion of service learning (SL) in initial teacher education programs. SL, as a form of experiential learning, with reflection at its core, serves as a means of deepening student learning about the practice of social justice and care and as a way of both drawing on, and informing, student teachers’ practical and situational learning of teaching. SL also holds potential for preparing teachers with the competencies required for the 21st century. The research on SL in teacher education draws on theoretical perspectives of experiential learning, democracy education, social transformation, multicultural education, critical reflection, and education for civic responsibility. A limitation is that the literature within developing contexts is underrepresented, limiting access to useful lessons from the research in these contexts and preventing wider theorization in the field.

A socio-ecological framework of social justice leadership in education

2014 ◽  
Vol 52 (3) ◽  
pp. 282-309 ◽  
Author(s):  
Izhak Berkovich
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Social Transformation ◽  
Design Methodology ◽  
Educational Leaders ◽  
Ecological Perspective ◽  
Political Agenda ◽  
Ecological Framework ◽  
Social Justice Leadership ◽  
Content Type

Purpose – The purpose of this paper is to present the gap between conceptualizations of social injustices and the desired social transformation that addresses multiple social subsystems and levels on one hand, and social justice leadership that addresses intra-school efforts on the other. The paper aims to expand the conceptualization of social justice leadership and tie it together with concepts of activism and social change. Design/methodology/approach – The paper adopts a socio-ecological perspective. It reviews works about social justice leadership in education, activism, and social change to present the notion that in light of existing social justice barriers educational leaders should serve as activists in schools and in the community and policy areas. Findings – The paper presents a macro framework, focussing on individual leaders in the field and on the consolidation of intentions, actions, and outcomes in a manner necessary for using social justice as an effective socio-political agenda in a socio-ecological system. Originality/value – The paper presents a conceptual framework which can enable practitioners and researchers to better understand social justice efforts.

Populism and the crisis of liberalism

2018 ◽  
Vol 44 (4) ◽  
pp. 346-352 ◽  
Author(s):  
Volker Kaul
Keyword(s):  
Social Justice ◽  
Global South ◽  
Berlin Wall ◽  
Current Crisis ◽  
The West ◽  
Crisis Of Liberalism

The article addresses the following question: if an extensive period of globalization and also democratization after the fall of the Berlin Wall has been followed by populism (protectionist nationalism in the West and authoritarian nationalism in the Global South), does this mean that there is something wrong with liberalism itself? Must liberalism be substituted by alternative economic and political concepts? The article presents three alternatives to liberalism that are supposed to counter populism: a new communitarianism, a renewal of the democratic project as much as novel conceptions of social justice. However, it takes also into account positions that address the current crisis from within the liberal framework itself.

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