Unpacking resistance to change within‐school reform programmes with a social justice orientation

Challenges related to marketplace diversity present an opportunity to prepare students to successfully engage with diversity through innovative curricular approaches. The present research develops a semester-long course project designed to enhance students’ awareness and understanding of diversity and inclusion issues from a social justice perspective. We discuss the context of diversity issues in business schools and identify key issues affecting marketing educators. Our review of the pedagogical literature on diversity highlights the importance of a social justice orientation. Social cognitive theory is used as a conceptual framework to guide the design of a problem-based experiential project. We detail project implementation and assess evidence regarding the impact of the project. Findings suggest an experiential, problem-based class project can support students understanding of diversity from a social justice perspective. We discuss the project benefits and challenges and highlight pedagogical issues for educators who want to integrate diversity content into a broad array of marketing courses.

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Mechanisms and Consequences of Professional Marginality: The Case of Poverty Lawyers Revisited

Law & Social Inquiry ◽

10.1111/j.1747-4469.2011.01256.x ◽

2011 ◽

Vol 36 (04) ◽

pp. 919-944 ◽

Cited By ~ 1

Author(s):

Marina Zaloznaya ◽

Laura Beth Nielsen

Keyword(s):

Social Justice ◽

Partial Replication ◽

Negative Consequences ◽

Legal Aid ◽

Material Resources ◽

Time Poverty ◽

Social Justice Orientation ◽

Emotional Detachment ◽

Reform Litigation ◽

Over Time

A partial replication of Jack Katz's (1982) Poor People's Lawyers in Transition, this article explores the manifestations and consequences of professional marginality of legal aid lawyers. Based on thirty-five interviews with poverty attorneys and interns in Chicago, the authors show that scarce material resources and unclear expectations continue to give rise to the marginalization of this segment of the legal profession. The authors analyzed ideological, task, status, and material dimensions of attorneys' professional marginality. With no access to reform litigation, central to the legal aid “culture of significance” in the 1970s, present-day poverty lawyers seek new ways to cope with marginality. The authors argue that these lawyers' coping strategies have many negative consequences. Thus, over time, poverty lawyers' deep engagement with clients, ideals of empowerment, and social justice orientation give way to emotional detachment, complacency, and an emphasis on “making do” within the constraints of the system.

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Introduction

10.1093/oso/9780190270315.003.0001 ◽

2017 ◽

Author(s):

Tricia Colleen Bruce

Keyword(s):

Social Justice ◽

Methodological Approach ◽

Structural Response ◽

Organizational Changes ◽

American Catholicism ◽

Social Justice Orientation ◽

Patterns Of Use ◽

Latin Mass ◽

Over Time

This chapter introduces the phenomenon of personal parishes in contemporary American Catholicism. Personal parishes organize Catholics on the basis of purpose rather than territory. They cluster local Catholics by ethnicity, liturgical preference (including for the Traditional Latin Mass), social justice orientation, and more. In making room for diverse expressions of Catholicism, personal parishes represent a structural response to heterogeneity from the top. Their patterns of use over time showcase organizational changes to how bishops structure local Catholicism. National parishes were once commonplace; today, a growing number of dioceses introduce personal parishes for new purposes. This chapter previews the remaining content of the book as well as briefly summarizing the mixed methodological approach upon which this research is based.

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Teaching for Democratic Action

Educação & Realidade ◽

10.1590/2175-623653285 ◽

2015 ◽

Vol 40 (2) ◽

pp. 465-483 ◽

Cited By ~ 2

Author(s):

Joel Westheimer

Keyword(s):

Social Justice ◽

School Reform ◽

Standardized Tests ◽

School Based ◽

Good Citizenship ◽

School Programs ◽

Democratic Action ◽

Recommendations For Practice ◽

Democratic Societies

Current school reform policies that emphasize standardized tests and a narrow curriculum leave students without skills they need to participate effectively in democratic societies. This article exposes these reforms as inadequate and draws on research regarding school-based programs that seek to teach good citizenship to detail three visions of citizenship commonly found in school programs: personally responsible, participatory, and social justice-oriented. Personally responsible citizenship is the most commonly pursued but has little to do with democratic thought and action. The article concludes with three recommendations for practice.

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Accessible Making: Designing Makerspaces for Accessibility

International Journal of Designs for Learning ◽

10.14434/ijdl.v9i1.22648 ◽

2018 ◽

Vol 9 (1) ◽

pp. 114-121 ◽

Cited By ~ 1

Author(s):

Katherine M. Steele ◽

Brianna Blaser ◽

Maya Cakmak

Keyword(s):

Social Justice ◽

Similar Process ◽

Design Activity ◽

Individuals With Disabilities ◽

Step Process ◽

Social Justice Orientation ◽

Community Access ◽

General Community

The purpose of makerspaces is to increase access to “making” among the general community. Because of this social justice orientation, it is important to consider how welcoming and accessible makerspaces are to individuals with diverse abilities, including individuals with disabilities. This design brief examines a three-step process used to make a university-based makerspace more accessible and welcoming to individuals with disabilities including a tour, design activity, and brainstorming session. The process helps identify simple changes that were made to the makerspace, as well as increasing student, faculty, and community access. Using a similar process, other makerspaces could improve the accessibility of their spaces, procedures, and tools.

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