Hong Kong’s Housing Policy: A Case Study in Social Justice

2012 ◽  
Vol 29 (4) ◽  
pp. 435-437
Author(s):  
Hon-Kwong Lui
Keyword(s):  
Social Justice ◽  
Housing Policy

scholarly journals Is anyone home? Appropriating and re-narrativisating the post-criminalisation squatting scene in England and Wales

2020 ◽  
pp. 239965442096483
Author(s):  
Mel Nowicki
Keyword(s):  
Social Justice ◽  
Housing Policy ◽  
Urban Landscape ◽  
The Political ◽  
England And Wales ◽  
Linguistic Methods

This paper explores the political significance of narratives of home. Using the aftermath of the 2012 criminalisation of squatting in England and Wales as a case study, the paper traces the ways in which the concept of ‘home’ is deployed to both reinforce neoliberal ideals, and is utilised as a tool of resistance by squatters. This paper focuses on the ways in which particular narratives of home are utilised to shape and legitimise housing policy and legislation such as the criminalisation of squatting through moralising language that delegitimise anti-capitalist homes as ‘nonhomes’. Following this, the paper goes on to explore how tropes and aesthetics of squatting are appropriated, re-narrativised and commercialised by neoliberal stakeholders. The remainder of the paper focuses on the methods by which squatters and other housing activists, too, utilise re-narrativisation tactics. Firstly, I highlight instances in which squatters have subverted assumptions of squats as ‘non-homes’ in order to make themselves invisible, and thus safe, in the urban landscape. Secondly, I explore linguistic methods utilised by squatters as a means of disassociating themselves from negative connotations through re-framing elements of the practice as ‘occupation’. The paper concludes by calling for closer attention to be paid to the political potency of the homespace, and the ways in which narratives of home can be utilised in the pursuit of social justice and anti-capitalist housing models.

Political technical communication and ideographic communication design in a pre-digital congressional campaign

2020 ◽  
Vol 8 (4) ◽  
pp. 4-14
Author(s):  
Ryan Cheek
Keyword(s):  
Social Justice ◽  
Political Communication ◽  
Technical Communication ◽  
Electoral Politics ◽  
Communication Design

Building on the work of technical communication scholars concerned with social justice and electoral politics, this article examines the Coray for Congress (1994) campaign as a case study to argue in support of a more formal disciplinary commitment to political technical communication (PxTC). Specifically, I closely analyze the ideographic communication design of pre-digital PxTC artifacts from the campaign archive. The type of pre-digital political communication design products analyzed in this article are ubiquitous even today. The implications of four dominant ideographs are analyzed in this case study: <jobs>, <communities>, <families>, and <"see PDF">. Key takeaways for PxTC practitioners, educators, and scholars are discussed.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

The Cinematic Chiasm

Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
The Other ◽  
Audience Member ◽  
Self And Other

This paper is a recommendation for phenomenologists to use film as a perceptually-faithful language with which to disseminate research and in­sights about lived experience. I use Merleau-Ponty’s philosophy to illus­trate how film can evoke a state of profound, embodied empathy between self-and-other, which I refer to as “the cinematic chiasm”. I incorporate a case study of my experience as audience member becoming intertwined with the flesh of the film “The Diving Bell and the Butterfly.” I discuss four aesthetic techniques of this film through which I became enveloped in a state of visceral empathy towards the “other” on-screen. The cin­ematic chiasm offers exciting, creative possibilities for phenomenologists, particularly those who are interested in evoking widespread empathy for social justice purposes.

scholarly journals Clients, clinics and social justice

2018 ◽  
Vol 8 (3) ◽  
pp. 323-336 ◽  
Author(s):  
Robert Collinson ◽  
Alice Diver ◽  
Sharon McAvoy
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Case Law ◽  
Legal Practice ◽  
Law Schools ◽  
Legal Ethics ◽  
Global Compact ◽  
Un Global Compact ◽  
Content Type

PurposeThe purpose of this paper is to present a case study of an innovative, three-module pathway designed by the Department of Law and Criminology at Edge Hill University (England) in 2014. In addition to supporting the work of its campus pro-bono law clinic, the first-two modules aim to enhance and evidence the legal skills of EHU’s undergraduate LLB students, to embed a deeper awareness of the (legal) ethics needed for sustainable legal practice (within PRME), and to highlight the increasing need for socially responsible advocates, able to defend the rights of marginalised, vulnerable clients.Design/methodology/approachThe critical analysis of the content and scope of an innovative, work-based learning LLB module pathway, which furthers the aim of the UN Global Compact and the PRME, and ties them firmly to socio-legal issues and advocacy involving recent jurisprudence.FindingsThe case law used within the modules, and the practical work of the students in the campus law clinic, are relevant to social justice issues and to the promotion of PRME values—they promote awareness of human rights principles, highlight the importance of access to legal services and provide students with knowledge of legal ethics. Enhanced employability skills flow from this.Research limitations/implicationsThis is a narrow case study but still provides a useful analysis of an innovative, PRME relevant module pathway. The model mirrors international trends in clinical legal education and also offers a template for other law schools keen to promote the concept of ethical, just legal practice.Practical implicationsThe paper posits that enhanced employability can flow from real world tasks such as advocacy for marginalised or disadvantaged groups and presents an exemplar for other law schools wishing to embed ethics/clinical law practice into their curriculum.Social implicationsThe paper highlights how the campus law clinic serves the public in a deprived region—it raises awareness of human rights and of social justice issues. It has the potential to feed into litigation on social welfare issues (housing, social security, child welfare, etc.).Originality/valueThe discussion of the human rights case law that is used in the Year 2 “bridging module” (which prepares students for working in the law clinic in their final year) is particularly relevant and is analysed in detail, highlighting how this module pathway is aimed at promoting PRME and UN Global Compact principles.

‘It’s all considered to be unacceptable behaviour’

2016 ◽  
Vol 63 (4) ◽  
pp. 433-451 ◽  
Author(s):  
Vickie Cooper
Keyword(s):  
Criminal Justice ◽  
Housing Policy ◽  
Local Authority ◽  
Housing Authority ◽  
Policy And Practice ◽  
England And Wales ◽  
Critical Questions ◽  
Housing Options ◽  
Criminal Justice Practitioners

Despite a growing recognition of the intersectional relationship between homelessness and incarceration, we have a limited knowledge about housing policy and practice for people leaving custody and (ex)offender groups in the community. Addressing these gaps, this paper provides an overview of the main local housing authority statutory duties in the provision of housing support for prison leavers and (ex)offenders in England and Wales, and situates the issues with accessing accommodation within the wider context of austerity. The paper presents a case study that explores criminal justice practitioners’ experiences of working with local authority housing agencies. Stemming from 25 interviews with housing practitioners and criminal justice practitioners, the paper outlines the main challenges facing criminal justice agencies as they try to secure accommodation for homeless (ex)offenders and resettle them in the community. Finally, the paper concludes by raising critical questions about the housing options for this population, now and in the future.

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