Mobilities, Mobility Justice and Social Justice edited by Nancy Cook and David Butz, Routledge, New York, 2019, 284 pp., hardback, $190.15 (ISBN 978‐0815377030)

2020 ◽  
Vol 64 (4) ◽  
Author(s):  
Yang Song
Keyword(s):  
New York ◽  
Author(s):  
Susannah Heschel

The friendship between Abraham Joshua Heschel and Reinhold Niebuhr was both personal and intellectual. Neighbours on the Upper West Side of New York City, they walked together in Riverside park and shared personal concerns in private letters; Niebuhr asked Heschel to deliver the eulogy at his funeral. They were bound by shared religious sensibilities as well, including their love of the Hebrew Bible, the irony they saw in American history and in the writings of the Hebrew prophets, and in their commitment to social justice as a duty to God. Heschel arrived in the public sphere later, as a public intellectual with a prophetic voice, much as Niebuhr had been for many decades prior. Niebuhr’s affirmation of the affinities between his and Heschel’s theological scholarship pays tribute to an extraordinary friendship of Protestant and Jew.


2011 ◽  
Vol 7 (1 / 2) ◽  
Author(s):  
Ian Hussey

Lyon, Sarah and Mark Moberg, eds. 2010. Fair Trade and Social Justice: Global Ethnographies. New York: New York University Press. ISBN 978-0-8147-9621-4. Paperback: 25.00 USD. Pages: 320.


Arab New York ◽  
2019 ◽  
pp. 113-144
Author(s):  
Emily Regan Wills

This chapter documents the diversity within Arab-led activism for Palestinians, through detailed case studies of two different activist groups, Adalah-NY and Al-Awda NY. While Al-Awda draws its membership and discourses from the recently-immigrated communities of New York and New Jersey, Adalah-NY is oriented towards international discourses of solidarity and social justice. The different ways that identities (such as Arab, Palestinian, Muslim, American, and Jewish) are used by these organizations represent different responses to the problems of political engagement that Arab Americans and their political allies face.


2016 ◽  
Vol 4 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Nick Lawrence ◽  
Joe O'Brien

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).


2018 ◽  
Vol 26 (6) ◽  
pp. 559-566
Author(s):  
Karen M. Staller

This article is a transcript of a keynote performance delivered at the opening of the 14th Annual International Congress of Qualitative Inquiry (ICQI). I compare the troubled times we face during the first year of President Donald J. Trump’s administration in 2017 with conditions existing during the mid-to-late nineteenth century. Similarities include mass migration, religious intolerance, nativist and anti-immigrant movements, racial injustice, political division, acute income inequality, and debates over the role of science and religion. Finding inspiration in the work of social reformer Charles Loring Brace (1826-1890), I examine his efforts in founding the Children’s Aid Society (CAS) of New York in 1853. Guided by a moral compass and radical new view of social justice work, Brace used qualitative methodological approaches and melded disciplinary knowledge to devise a comprehensive intervention strategy to alleviate child suffering. His goals were nothing short of eradicating poverty and homelessness, decreasing crime and delinquency, reducing illiteracy, reducing unemployment, and improving child and maternal health outcomes. For nearly four decades Brace worked to establish a multi-service child welfare agency that continues to exist 165 years later. He contributed to creating a new profession of applied philanthropy or social work. I compare these efforts with the building of ICQI. Norman K. Denzin, ICQI’s founder, possesses the same kind of visionary leadership, commitment to social justice, and ‘dangerous’ ideas as demonstrated by Brace. I suggest ICQI grew from a similar set of building blocks and possesses the same transformative power as CAS demonstrated in troubled times.


2018 ◽  
Vol 54 (6) ◽  
pp. 681-687
Author(s):  
Freyca Calderon-Berumen ◽  
Miryam Espinosa-Dulanto ◽  
James C. Jupp ◽  
Laura Jewett ◽  
Karla O’Donald
Keyword(s):  
New York ◽  

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