Moving Toward Understanding Social Justice in Sport Organizations: A Study of Engagement in Social Justice Advocacy in Sport Organizations

2019 ◽  
Vol 43 (3) ◽  
pp. 245-263 ◽  
Author(s):  
Woojun Lee ◽  
George B. Cunningham
Keyword(s):  
Social Justice ◽  
Emotional Response ◽  
Research Approach ◽  
Sport Organizations ◽  
Indirect Contact ◽  
Social Justice Advocacy ◽  
Raising Awareness ◽  
The Social ◽  
Definition Of ◽  
S Model

This study examines the factors that can be associated with social justice advocacy in the field of sport and explains why the activists get involved in the social justice advocacy. The authors implemented a phenomenological research approach, interviewing 12 active social justice activists. In drawing from Moeschberger et al.’s model for awareness and engagement, the authors suggest a congruent definition of social justice advocacy, explain how the participants learned about social injustice ( direct experience, indirect experience, and indirect contact), identify three major themes ( increased awareness, atypical experience, and emotional response) for the involvement in social justice advocacy, and describe what activities the participants get engaged in ( raising awareness and changing attitude, engaging in activity, and encouraging others). The results of this study provide more in-depth understanding of social justice advocacy in the field of sport.

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 An overview of psychological and social factors in Charles Bonnet syndrome

2021 ◽  
Vol 13 ◽  
pp. 251584142110347
Author(s):  
Lee Jones ◽  
Lara Ditzel-Finn ◽  
Jamie Enoch ◽  
Mariya Moosajee
Keyword(s):  
Emotional Response ◽  
Causal Mechanism ◽  
Visual Hallucinations ◽  
Cognitively Normal ◽  
Charles Bonnet Syndrome ◽  
Raising Awareness ◽  
Normal Individuals ◽  
The Social ◽  
Recent Developments ◽  
Insight Into

Charles Bonnet syndrome (CBS) is a condition where cognitively normal individuals with sight impairment experience simple and/or complex visual hallucinations. The exact pathogenesis of CBS is unknown; however, deafferentation is often recognised as a causal mechanism. Studies have provided insight into the multifaceted impact of CBS on wellbeing. Onset of CBS may cause distress among those believing visual hallucinations are indicative of a neurological condition. Hallucinatory content is often congruent with the emotional response. For example, hallucinations of a macabre nature typically result in a fearful response. Visual hallucinations may be highly disruptive, causing everyday tasks to become challenging. Clinical management relies on forewarning and pre-emptive questioning. Yet, knowledge and awareness of CBS is typically low. In this review, we provide a summary of the social and psychological implications of CBS and explore recent developments aimed at raising awareness and improving patient management.

Towards Social Justice Through Arts and Language-Based Learning

2020 ◽  
pp. 101-123
Author(s):  
Rebecca M. Sánchez ◽  
Karla V. Kingsley ◽  
Amy Sweet ◽  
Eileen Waldschmidt ◽  
Carlos A. LópezLeiva ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Educational Experiences ◽  
Social Structures ◽  
Language Diversity ◽  
Education Experience ◽  
Acquisition Strategies ◽  
The Social ◽  
Interdisciplinary Arts ◽  
Definition Of

The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.

Social Exclusion and Inclusion

2013 ◽  
Author(s):  
Karen Lyons ◽  
Nathalie Huegler
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
International Development ◽  
Social Exclusion ◽  
Social Inclusion ◽  
The Social ◽  
Late Twentieth ◽  
Definition Of ◽  
Late Twentieth Century

The term social exclusion achieved widespread use in Europe from the late twentieth century. Its value as a concept that is different from poverty, with universal relevance, has since been debated. It is used in Western literature about international development, and some authors have linked it to the notion of capabilities. However, it is not widely used in the social work vocabulary. Conversely, the notion of social inclusion has gained in usage and application. This links with values that underlie promotion of empowerment and participation, whether of individuals, groups, or communities. Both terms are inextricably linked to the realities of inequalities within and between societies and to the principles of human rights and social justice that feature in the international definition of social work.

Examining School Counselors’ Commitments to Social Justice Advocacy

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Rachel P. Feldwisch ◽  
Susan C. Whiston
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Social Issues ◽  
Self Assessment ◽  
Social Justice Advocacy ◽  
Asca Model ◽  
The Social ◽  
Comprehensive Programs ◽  
Model Programs ◽  
Gold Star

Many school counselors endorse using social justice advocacy to close achievement gaps. In this study, school counselors from a single state scored in the moderate to high range on the Social Issues Advocacy Scale. Results showed alignment between school counselors’ self-endorsement of social justice advocacy and scores on the Advocacy Competencies Self-Assessment. School counselors working in recognized comprehensive programs, including Recognized ASCA Model Programs and Indiana Gold Star, scored higher on social justice advocacy measures than those in non-recognized programs.

scholarly journals Social Justice: A Missing, Unelaborated Dimension in Humanitarian Engineering and Learning Through Service

2014 ◽  
Vol 9 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Jon A. Leydens ◽  
Juan C. Lucena
Keyword(s):  
Social Justice ◽  
Problem Definition ◽  
Service Work ◽  
Human Engineering ◽  
The Core ◽  
Multiple Data ◽  
The Social ◽  
Humanitarian Engineering ◽  
Barriers And Opportunities ◽  
Definition Of

Negotiations between engineering and non-engineering perspectives are central in humanitarian engineering and learning through service initiatives, and these negotiations inevitably include dimensions of social justice. But what frameworks guide engineers through such negotiations? To date, in published scholarship, social justice has played little to no role in providing structure for work in humanitarian engineering and learning through service. Yet structure is needed to think and act systematically on the social justice dimensions inherent in humanitarian engineering and learning through service initiatives and practices. Drawing from multiple data sources, including interviews with engineering education faculty on the barriers and opportunities to integrating social justice dimensions in such initiatives, we provide a social justice definition and criteria that serve as flexible guidelines for humanitarian engineering and learning through service initiatives. Grounded in a synthesized definition of social justice, the social justice criteria can guide engineers to recognize and map human and non-human, engineering and non-engineering components in problem definition and solution—with social justice at the core. Along with other benefits, these criteria can act as a foundation from which to launch, evaluate, and improve on humanitarian engineering and learning through service work, serving as a vehicle for project initiation, reflection, and self-critique. 

scholarly journals Purpose of Punishment as Reflection of Its Social Essence

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Aleksandra Bokovnya
Keyword(s):  
Social Justice ◽  
Criminal Responsibility ◽  
Criminal Code ◽  
The Social ◽  
Legal Nature ◽  
Moral Damage ◽  
The Russian Federation ◽  
Definition Of ◽  
Criminal Legislation ◽  
Legal Character

The article studies the problem of punishment purposes in terms of increasing the importance of social justice and more consistent protection of the rights of victims from criminal acts. It substantiates a model of the hierarchical construction of purposes of criminal punishment based on analysis of the historical laws concerning the purposes of punishment and a comparative study of the legislation of modern states. According to the author, the Criminal Code of the Russian Federation should first outline the purposes of criminal legislation or criminal responsibility, and in terms of it should already specify the purposes of punishment and other measures of a criminal and legal nature. The RF Criminal Code should regulate the purposes of all measures of criminal and legal character. He also considers as reasonable the concrete definition of the content for purposes of restoring the social justice by indicating in the law the fact that punishment and other ways of criminal and legal character contribute to its restoration. The article also substantiates a proposal of regulating the property damage. The article also substantiates a proposal for regulating property damages and moral damage compensations as a different measure of criminal and legal character.

Inclusive Practices in Institutions of Higher Education

2022 ◽  
pp. 188-207
Author(s):  
Beverly Sande
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Social Justice ◽  
Students With Disabilities ◽  
Policy Reform ◽  
Baccalaureate Degree ◽  
Institutions Of Higher Education ◽  
Social Justice Advocacy ◽  
The Social ◽  
Instructional Roles

In this chapter, the author will highlight some of the hurdles students with disabilities (SWDs) face in institutions of higher education (IHEs) and share some recommendations on how best faculty and staff can support SWDs matriculating through their programs and graduate on time with a baccalaureate degree. The author addresses concepts such as resilience, deficit models, instructional roles (instructor versus facilitator), myths, and misconceptions of working with SWDs, social justice, advocacy, public policy reform, and inclusive models for IHEs. In this chapter, the author approaches these concepts by illustrating the social justice notions related to identity and access to IHE as experienced by SWDs. The author considers whether institutions perceive some programs as unsuitable for some SWDs or whether SWDs perceive some courses as inaccessible, hence not worth pursuing.

scholarly journals Power Politics: Advocacy to Activism in Social Justice Counseling

2018 ◽  
Vol 5 (3) ◽  
pp. 70-94 ◽  
Author(s):  
Marian A. Lee ◽  
Tammy Jorgensen Smith ◽  
Ryan G. Henry
Keyword(s):  
Social Justice ◽  
Research Training ◽  
Power Politics ◽  
Counseling Professionals ◽  
Social Justice Advocacy ◽  
American Counseling Association ◽  
Use Of Technology ◽  
The Social ◽  
Legislative Policy ◽  
Justice Movements

The authors seek to initiate a broader dialog within the social justice movements across disciplines to include a deeper understanding of how power politics plays out in the social/political domain of the public arena outlined in the American Counseling Association (ACA) Advocacy Competencies. In this domain, counselors act as legislative/policy change advocates. However, in recent years social justice advocates within the profession have called for a more activist stance focusing on changing social structures of unjust systems and institutions as an adjunct to legislative/policy advocacy. Activities engaged in by policy/legislative advocates and structural change activists are discussed. Delineation between the differences in perception of power by political operatives and counseling professionals is examined so counselors may have a more comprehensive understanding of the challenges associated with being social change agents. Future implications for the field are discussed with focus on evidence-based research, training, and the potential use of technology and social media in the social justice advocacy movement.

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