Social Justice Challenges to Educational Administration: Introduction to a Special Issue

2004 ◽  
Vol 40 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Catherine Marshall
Keyword(s):  
Social Justice ◽  
Educational Administration ◽  
Special Issue

scholarly journals Call-and-Response

2021 ◽  
Vol 14 (2) ◽  
pp. 1-15
Author(s):  
Angeletta KM Gourdine ◽  
Mary Celeste Kearney ◽  
Shauna Pomerantz
Keyword(s):  
Social Justice ◽  
Special Issue ◽  
Call And Response ◽  
Academic Profiles ◽  
University Of Notre Dame ◽  
Girlhood Studies ◽  
The University

We are proud to introduce this special issue that was inspired by the 2019 International Girlhood Studies Association (IGSA) conference at the University of Notre Dame (IGSA@ND). At that time, we were not yet acquainted with each other beyond exchanging pleasantries and knowing of each other’s academic profiles. Yet we came together as three co-editors and scholars committed not only to the diversification of girlhood studies but also to the larger project of social justice for all. We want to promote such work through this special issue and, in the process, expand perspectives and practices within the field of girlhood studies, as many before us have done.

scholarly journals Toward Best Practices in Quantitative, Qualitative, and Mixed- Method Research: A Social Justice Perspective

2013 ◽  
Vol 5 (2) ◽  
pp. 69-83 ◽  
Author(s):  
Ruth Fassinger ◽  
Susan L. Morrow
Keyword(s):  
Social Justice ◽  
Best Practices ◽  
Mixed Method ◽  
Research Method ◽  
Data Gathering ◽  
Team Formation ◽  
Mixed Method Research ◽  
Special Issue ◽  
Selection Of

Various research methods can be appropriate for social justice aims. Quantitative, qualitative, and mixed-method approaches offer different kinds of strengths in advancing a social justice agenda. This article recaptures and expands upon the ideas presented by the authors of this special issue, recommending best practices in research for social justice in the following areas: (a) cultural competence and the role of the researcher(s); (b) formulating the focus of the research; (c) selection of the underlying paradigm and research method/design; (d) the research team: formation, process, and issues of power; (e) power and relationship with research participants; and (f) data gathering, analysis, and reporting.

Language and Social Psychology Approaches to Race, Racism, and Social Justice: Analyzing the Past and Revealing Ways Forward

2021 ◽  
Vol 41 (1) ◽  
pp. 4-28
Author(s):  
Natasha Shrikant ◽  
Howard Giles ◽  
Daniel Angus
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Historical Analysis ◽  
Theoretical Development ◽  
Special Issue ◽  
Institutional Practices ◽  
Police Violence ◽  
Justice Research ◽  
The Past ◽  
Social Justice Research

Issues of race, racism, and social justice are under-studied topics in this journal. This Prologue, and our Special Issue (S.I.) more broadly, highlights ways that language and social psychology (LSP) approaches can further our understanding of race, racism, and social justice, while suggesting more inclusive directions for their theoretical development. Acknowledging the inspiration from the Black Lives Matter (BLM) movement, we begin by discussing our deeply-held personal and emotional connections to recent societal events, including police violence against innocent Black civilians and the prevalence of anti-Asian hate. What follows, then, is: a historical analysis of past JLSP publications on these issues, a proposal for more intersections between LSP and communication social justice research, and an overview of the BLM movement together with the four articles that follow. We conclude by advocating for individual and institutional practices that can create socially-just changes by LSP scholars in the academy.

International perspectives on social justice: Introduction to the special issue

2020 ◽  
Vol 41 (1) ◽  
pp. 3-12
Author(s):  
Sally L. Grapin ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Educational Psychology ◽  
Practice Research ◽  
Special Issue ◽  
Global Perspectives ◽  
International Perspectives ◽  
The Social ◽  
And Training ◽  
International Social

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

scholarly journals Great Problems of Grand Challenges: Problematizing Engineering’s Understandings of its Role in Society

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Erin Cech ◽  
"Guest Introduction to Special Issue on NAE's Grand Challenges for Engineering"
Keyword(s):  
Social Justice ◽  
Professional Culture ◽  
Engineering Profession ◽  
Special Issue ◽  
New Members ◽  
Double Standards ◽  
Cultural Artifact ◽  
Grand Challenges ◽  
The Social ◽  
The U.S

The U.S. National Academy of Engineering’s Grand Challenges for Engineering report has received a great deal of attention from legislators, policymakers, and educators, but what does it entail for social justice considerations in engineering? This article situates the Grand Challenges report as a cultural artifact of the engineering profession—an artifact that works to reinforce engineering’s professional culture, recruit new members, and reassert engineering’s legitimacy in the 21st century. As such, the Grand Challenges report provides a unique opportunity to understand and critique the role engineering envisions for itself in society. The articles in this special issue of IJESJP identify four central critiques of Grand Challenges: authorial particularism, double standards in engineering’s contributions to these challenges, bracketing of the “social” from “technical” realms, and deterministic definitions of progress. These critiques call for increased reflexivity and broadened participation in how engineers define problems and attempt to solve them.

The 3P model for creating sustainable educational reform: an epilogue to the special issue

2020 ◽  
Vol 58 (5) ◽  
pp. 571-584
Author(s):  
Thomas Peter Gumpel ◽  
Judah Koller ◽  
Naomi Weintraub ◽  
Shirli Werner ◽  
Vered Wiesenthal
Keyword(s):  
Inclusive Education ◽  
Educational Administration ◽  
Medical Model ◽  
Special Issue ◽  
Policy And Practice ◽  
Content Type ◽  
Global Trends ◽  
Global Movement ◽  
Inclusive Policy ◽  
3P Model

PurposeThis article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approachThis article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.FindingsThe authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implicationsThe authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implicationsUnderstanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/valueThis article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

A Call for Career Educators to Recommit to Serving First-Generation and Immigrant College Students: Introduction to Special Issue

2019 ◽  
Vol 47 (1) ◽  
pp. 3-10
Author(s):  
Michael J. Stebleton ◽  
Rashné R. Jehangir
Keyword(s):  
College Students ◽  
Social Justice ◽  
Career Development ◽  
20Th Century ◽  
First Generation ◽  
Marginalized Populations ◽  
Special Issue

The purpose of this article is to introduce the special issue on supporting first-generation (FG) and immigrant college students. Just as Parsons and other progressive leaders of the 20th century supported marginalized populations, we echo the call for career development educators to assume the mantle of advocating for equity and social justice causes. All articles in this special issue address these principles focused on supporting FG and/or immigrant college students. An overview and summary of the main articles in the issue are highlighted.

A Dialectic of Social Justice: Finding Synergy between Life and Work through Reflection and Dialogue

2008 ◽  
Vol 18 (2) ◽  
pp. 134-163 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Autumn K. Tooms
Keyword(s):  
Social Justice ◽  
Reflective Practice ◽  
Educational Administration ◽  
Critical Dialogue ◽  
Scholarly Community ◽  
Leadership For Social Justice ◽  
Ongoing Dialogue

Educational administration scholars have long argued that reflective practice and meaningful critical dialogue are important aspects of thoughtful leadership. This article explores the efficacy and utility of these two activities in relation to learning about and enacting leadership for social justice. The article centers on the reflective narratives of two leadership-for-social-justice scholars. It considers how their discrete experiences and ongoing dialogue contributed to their development, and it reveals the complexities and deficiencies that they continue to reconcile. The article concludes with a discussion of the value of engaging in these activities. It is written with established and emerging scholars in mind, who are seeking to understand what social justice means and who are striving to situate themselves as active members of a scholarly community.

Mediterranean geographies of protest

2013 ◽  
Vol 20 (1) ◽  
pp. 109-114 ◽  
Author(s):  
Sara Fregonese
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Middle East ◽  
North Africa ◽  
Arab World ◽  
Special Issue ◽  
Resistance Movements ◽  
State Security ◽  
European Cities ◽  
The Mediterranean

This special issue of Euro-commentaries tackles the question of what links unprecedented anti-regime uprisings in the MENA (Middle East and North Africa) region, with the largest protests in decades in several European cities. Beyond the specificities of individual cases, uprisings on both sides of the Mediterranean have highlighted strong and often violent collisions between resistance movements and state security. How are these collisions reshaping urban and political geographies in the Mediterranean? The papers presented here explore different aspects of the 2011 protests, and share the view that these are shaped by concerns for social justice, human rights and democracy, which are not a prerogative of the Arab world, but indicate instead more complex geographies.

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