scholarly journals Sustainable Development Goals Must Consider Security, Justice and Inequality to Achieve Social Justice

2018 ◽  
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Sustainable Development Goals ◽  
Development Goals

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 .

scholarly journals Social Justice, Food Loss, and the Sustainable Development Goals in the Era of COVID-19

2020 ◽  
Vol 12 (12) ◽  
pp. 5027 ◽  
Author(s):  
Janet Fleetwood
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Justice ◽  
Environmental Sustainability ◽  
Food Supply ◽  
Sustainable Development Goals ◽  
Food Loss ◽  
Development Goals ◽  
Global Food ◽  
Global Food Supply

The United Nations’ Sustainable Development Goals (SDGs) rest on a set of broadly accepted values within a human rights framework. The SDGs seek to improve human lives, improve the planet, and foster prosperity. This paper examines the human rights framework and the principles of social justice and shows that, while the SDGs do not specifically state that there is human right to food, the SDGs do envision a better, more just, world which rests upon the sufficiency of the global food supply, on environmental sustainability, and on food security for all. Then the paper examines the interrelationships between the SDGs, food access and waste, and human rights within a framework of social justice. Finally, it looks at the potential pandemic of hunger wrought by COVID-19, showing that COVID-19 serves as an example of a crisis that has raised unprecedented challenges to food loss and waste in the global food supply system and tests our commitment to the principles espoused by the SDGs.

Green Goals: The SDGs in Ecological Hermeneutics

2020 ◽  
pp. 1-15
Author(s):  
Tina Dykesteen Nilsen
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Sustainable Development Goals ◽  
The Bible ◽  
Underlying Principle ◽  
Development Goals

The UN’s sustainable development goals (the sdg s) focus on people, planet and prosperity, aiming for a better world. Their underlying principle is the indivisibility of the goals, whether they relate to the environment or to social justice. Despite the growing significance of the sdg s worldwide, few biblical scholars working with ecological hermeneutics refer to them. This article is an invitation to biblical scholars to discuss whether and how ecological hermeneutics could benefit from use of the sdg s. In dialogue with established ecological hermeneutical approaches and their goals, the article considers the potentials and the problems the sdg s have for ecological interpretations of the Bible. The intention is not to give answers, but to raise questions.

scholarly journals A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

2020 ◽  
Vol 49 (1) ◽  
pp. 1-17
Author(s):  
Wanja Gitari ◽  
Daniel Foster ◽  
Nasim Mashhadi
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Education System ◽  
Socioeconomic Development ◽  
Sustainable Development Goals ◽  
Progressive Reform ◽  
Vision 2030 ◽  
Development Goals ◽  
Do It Yourself ◽  
New Education

This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.

An(Other) geographical critique of development and SDGs

2018 ◽  
Vol 8 (2) ◽  
pp. 186-190 ◽  
Author(s):  
Farhana Sultana
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Sustainable Development Goals ◽  
Public Intellectuals ◽  
The Sustainable Development ◽  
Emancipatory Politics ◽  
Development Goals

Geographers should engage with development and the Sustainable Development Goals (SDGs) by utilizing not only the theoretical and methodological tools from our various subfields but also through advocacy, expanding the role of public intellectuals and holding institutions and people to account. If we want emancipatory politics and transformations in development, we need to challenge and improve what is done in the name of SDGs, keeping central the issues of social justice and ethical engagement. This is perhaps the most critical thing geographers can undertake going forward in order to dismantle the master’s current house.

Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria

2018 ◽  
Vol 6 (2) ◽  
pp. 10 ◽  
Author(s):  
Jonathan E. Oghenekohwo ◽  
Young D. Torunarigha
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Social Justice ◽  
Sustainable Development Goals ◽  
Educational Development ◽  
Access To Education ◽  
Weak Institutions ◽  
Development Goals ◽  
Education And Development ◽  
Investment Growth

Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals(SDGs) in 2030 through access, equity and social justice in educational provision in developing countries. This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets. The paper adopted a qualitative research method as it is analytical in framework. Among other things, this study showed the elements of exclusions and inequalities which are prevalent in public policies that are meant to achieve sustainable development goals through education. The paper sustains that inequalities, corruption, leadership deficit and weak institutions among others constitute major obstacles to access and social justices in educational delivery in Nigeria. Also, financial and information poverties respectively were found to have accounted for sustained deprivation indexes in access to educational development which compromise access, equity and social justice for sustainable development in developing countries. Recommendations are made on ways to mitigate exclusionary factors on access, equity and social justice in educational development in developing countries.

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