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.

Narrating Society: Enacting ‘Immigrant’ Characters through Negotiating, Naturalization, and Forgetting

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Sanne Boersma
Keyword(s):  
Scientific Work ◽  
Immigrant Integration ◽  
European Countries ◽  
Special Issue ◽  
Global Perspectives ◽  
Ethnographic Fieldwork ◽  
Scientific Institutions ◽  
The Social ◽  
Social Scientific ◽  
Media And Communication

This article scrutinizes how ‘immigrant’ characters of perpetual arrival are enacted in the social scientific work of immigrant integration monitoring. Immigrant integration research produces narratives in which characters—classified in highly specific, contingent ways as ‘immigrants’—are portrayed as arriving and never as having arrived. On the basis of ethnographic fieldwork at social scientific institutions and networks in four Western European countries, this article analyzes three practices that enact the characters of arrival narratives: negotiating, naturalizing, and forgetting. First, it shows how negotiating constitutes objects of research while at the same time a process of hybridization is observed among negotiating scientific and governmental actors. Second, a naturalization process is analyzed in which slippery categories become fixed and self-evident. Third, the practice of forgetting involves the fading away of contingent and historical circumstances of the research and specifically a dispensation of ‘native’ or ‘autochthonous’ populations. Consequently, the article states how some people are considered rightful occupants of ‘society’ and others are enacted to travel an infinite road toward an occupied societal space. Moreover, it shows how enactments of arriving ‘immigrant’ characters have performative effects in racially differentiating national populations and hence in narrating society. This article is part of the Global Perspectives, Media and Communication special issue on “Media, Migration, and Nationalism,” guest-edited by Koen Leurs and Tomohisa Hirata.

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

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.

scholarly journals Global perspectives on high-stakes teacher accountability policies: An introduction

2017 ◽  
Vol 25 ◽  
pp. 85 ◽  
Author(s):  
Jessica Holloway ◽  
Tore Bernt Sørensen ◽  
Antoni Verger
Keyword(s):  
Research Agenda ◽  
Teaching Profession ◽  
Special Issue ◽  
Teacher Accountability ◽  
High Stakes ◽  
Accountability Systems ◽  
Global Perspectives ◽  
Introductory Article ◽  
The Social ◽  
Context Specific

The aim of this special issue, “Global Perspectives on High-Stakes Teacher Accountability Policies”, is to provide insights into a diverse set of policies focusing on teachers’ accountability, including the underpinning ideas and cultural and socio-economic contexts of these policies, as well as their effects on teachers’ work, the teaching profession and the broader educational environment. While these articles highlight the influence of the “global testing culture” on education systems world-wide, they also demonstrate the need for understanding accountability systems as context-specific. As such, we urge scholars to consider the social, historical, political and geographical contexts within which their research is situated and to promote a research agenda that looks at the specific responses and effects that accountability policies produce in different regulatory settings. This introductory article, first, clarifies the main focus and conceptual framework of the special issue and, second, presents an overview of the papers included in the issue and their main contents.

Understanding the Crisis of Urban Gun Violence

2021 ◽  
pp. 145-181
Author(s):  
Melvin Delgado
Keyword(s):  
Social Justice ◽  
Social Economic ◽  
Gun Violence ◽  
Community Level ◽  
Practice Research ◽  
One Dimensional ◽  
Cultural Perspectives ◽  
The Social ◽  
Key Aspects

There is a place for a statistical portrait of urban gun violence, particularly when deconstructing how it is manifested at a neighborhood or community level, and this chapter provides it. This portrait provides the backdrop or canvas on which to better place and understand the stories associated with gun violence. Numerous publications provide a statistical portrait of gun violence to further pursue if interested. This chapter highlights key aspects from national and urban perspectives, including subjects that must be a part of any urban gun violence strategy, setting the stage for the introduction of key constructs in the following chapter that influence urban practice, research, and scholarship. This chapter’s statistical portrait is one dimensional but critical in shaping the argument about the saliency of gun violence in the communities served. This picture can best be conceptualized as a backdrop to the social, economic, political, and cultural perspectives, allowing for a more in-depth appreciation for the challenge ahead for those embracing this social justice mission. The narratives embraced to bring this subject to light can use statistics as a backdrop.

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

2019 ◽  
Vol 41 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Jace Pillay
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Educational Psychology ◽  
Learning And Development ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Educational Psychologists ◽  
Educational Challenges ◽  
The Social

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These challenges allude to the point that educational psychologists have to be active agents of social justice who advocate for better learning and development opportunities for OVC to succeed in life. Thus, the social justice implications for educational psychologists working with OVC are discussed. In concluding, the author points out the global value of this article noting that OVC and educational psychologists are prevalent across the globe.

Addressing International Social Problems: Combining Indigenous Practice, the Developmental Model, and Empowerment

2005 ◽  
Vol 11 (1) ◽  
pp. 16-29
Author(s):  
Stephen C. Anderson ◽  
Robert G. Blair ◽  
Martha K. Wilson
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Problems ◽  
International Community ◽  
Developmental Model ◽  
Social Work Educators ◽  
The Social ◽  
International Social

Social work educators need a framework for understanding and addressing the social justice needs of the international community. This article proposes a framework that combines the concepts of indigenous practice, the developmental model, and empowerment into a structure for addressing international problems. Examples and suggestions are also given as to how social work educators might use this framework in addressing current international problems comprehensively.

scholarly journals Vocational education, transitions, marginalisation and social justice in the Nordic countries: Reflections on the special issue

2019 ◽  
Vol 18 (3) ◽  
pp. 376-384 ◽  
Author(s):  
James Avis
Keyword(s):  
Social Justice ◽  
Vocational Education ◽  
Education And Training ◽  
Nordic Countries ◽  
Vocational Education And Training ◽  
Academic Education ◽  
Special Issue ◽  
Just Society ◽  
The Impact ◽  
And Training

This paper engages with and reflects on the arguments developed by contributors to the special issue. These papers serve to provide a corrective to English and, on occasion, European perceptions, which often view the Nordic countries as being all of a piece and beacons of progressivism. The contributors provide analyses that not only point to the impact of neo-liberalism upon vocational education and training but also the different ways in which it is delivered across the Nordic countries. They alert us to vocational education and training’s complexity and varied forms. Nevertheless, it appears there are a set of repertoires that can be mobilised to address the relationship between vocational education and training and youth transitions to work and vocational study, which seem to circulate across time and place. The circulation of these models suggests they fail to address the deeper issues facing vocational education and training, namely the relation of it in particular and ‘academic’ education in general to capitalism, and, importantly, the salience of these processes in the current conjuncture. These relations raise questions about the reproduction of class relations and the specificity of the socio-economic contexts. This leads to a consideration of notions of social justice and an interrogation of vocational education and training with this particular question in mind. An important issue that needs to be explored is the way in which the curriculum opens up or closes down access to powerful knowledge. Whilst education, in Bernstein’s words, ‘cannot compensate for society’, can it nevertheless be a resource in the transformative struggle for a just society?

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