Enhancing the inclusion of gender and sexually diverse populations in evaluation: Reflections grounded in practice

2021 ◽  
pp. 1035719X2110436
Author(s):  
Jeffery Adams ◽  
Stephen Neville
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Diverse Populations ◽  
High Quality ◽  
Evaluation Practice ◽  
Inclusive Practice ◽  
Reflexive Practice ◽  
And Gender ◽  
General Populations

Evaluators are committed to practice that is high quality and conducted ethically. Despite this, gender and sexually diverse populations are not always adequately considered in evaluation practice. Ensuring fuller inclusion of gender and sexually diverse people is required to give effect to human rights obligations and to enable comparatively poorer wellbeing outcomes for these groups to be addressed. Based on our experience conducting evaluation (and research) with both general populations and gender and sexually diverse populations, we suggest a need to build inclusive practice among evaluators. To guide inclusive evaluation practice, we outline three domains for consideration – terminology and language, processes of research inclusion and implications of inclusion. These are not offered as a checklist but as a way to encourage reflexive practice among evaluators. Given evaluators are often concerned with promoting equity and social justice, we are hopeful that actions taken by evaluators can enhance the inclusion of gender and sexually diverse people in evaluation activities and contribute to better wellbeing outcomes for them.

scholarly journals The Weight of Trash: Teaching Sustainability and Ecofeminism by Asking Undergraduates to Carry Around Their Own Garbage

2015 ◽  
Vol 102 ◽  
pp. 30-34 ◽  
Author(s):  
Breanne Fahs
Keyword(s):  
Climate Change ◽  
Human Rights ◽  
Social Justice ◽  
Experiential Learning ◽  
Carbon Footprint ◽  
Women And Gender ◽  
Environmental Strain ◽  
Women And Gender Studies ◽  
Big Picture ◽  
And Gender

This essay outlines a recent assignment I designed for an upper-division cross-listed women and gender studies/social justice and human rights course I teach called, “Trash, Freaks, and SCUM.”  In the context of the students reading Edward Humes’ (2012) Garbology, the trash bag assignment asked that students carry around their trash for two 48-hour periods and that they present it to the class.  While the first two day period assesses their actual trash output, students are asked to produce as little trash as possible for the second two day period. This assignment aims to make trash visible and to help students learn about climate change, sustainability, conspicuous consumption, and how their individual carbon footprint contributes to the “big picture” of environmental strain.  I describe this assignment and its goals in this essay, followed by an assessment of its role in teaching about social justice, in order to underscore the importance of experiential learning with trash and to highlight how this assignment fits the mission of my courses on feminism and social justice.

Creating Utopia through Real Struggle: A Case Study of the Rialto Community Housing Campaign

2013 ◽  
Vol 21 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Rory Hearne
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Living Conditions ◽  
Housing Conditions ◽  
Disadvantaged Groups ◽  
Political Forces ◽  
Substandard Housing ◽  
And Gender ◽  
Structural Inequalities

The article examines the potential of a symbiotic strategy to transform capitalism in a more socialist direction through a case study of a community campaign to address substandard housing conditions resulting from neoliberal property-based regeneration policies and austerity. The case study contrasts the empowerment of disadvantaged groups with dominant partnership approaches to achieving social justice in Ireland. It concludes that while such human rights approaches offer the potential to achieve improvements in people's living conditions, their prospect for symbiotic transformation is limited, unless they link to wider social and political forces challenging structural inequalities, including class and gender.

APA efforts in promoting human rights and social justice.

2017 ◽  
Vol 72 (8) ◽  
pp. 778-790 ◽  
Author(s):  
Frederick T. L. Leong ◽  
Wade E. Pickren ◽  
Melba J. T. Vasquez
Keyword(s):  
Human Rights ◽  
Social Justice

Towards an Archival Critique: Opening Possibilities for Addressing Neoliberalism in the Archival Field

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Marika Cifor ◽  
Jamie A. Lee
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Archival Studies ◽  
Ethical Practice ◽  
Political Practice ◽  
Starting Point ◽  
Hands On ◽  
Library And Information Studies ◽  
Information Studies ◽  
Contemporary Life

Neoliberalism, as economic doctrine, as political practice, and even as a "governing rationality" of contemporary life and work, has been encroaching on the library and information studies (LIS) field for decades. The shift towards a conscious grappling with social justice and human rights debates and concerns in archival studies scholarship and practice since the 1990s opens the possibility for addressing neoliberalism and its elusive presence. Despite its far-reaching influence, neoliberalism has yet to be substantively addressed in archival discourse. In this article, we propose a set of questions for archival practitioners and scholars to reflect on and consider through their own hands-on practices, research, and productions with records, records creators, and distinct archival communities in order to develop an ongoing archival critique. The goal of this critique is to move towards "an ethical practice of community, as an important mode of participation." This article marks a starting point for critically engaging the archival studies discipline along with the LIS field more broadly by interrogating the discursive and material evidences and implications of neoliberalism.

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.

Islam, Gender, and Democracy in Comparative Perspective

2017 ◽  
Keyword(s):  
Human Rights ◽  
Comparative Literature ◽  
Gender Equality ◽  
Gender Inequality ◽  
Women's Rights ◽  
Women’S Rights ◽  
Muslim Countries ◽  
And Gender ◽  
Shed Light

This volume reframes the debate around Islam and women’s rights within a broader comparative literature. It examines the complex and contingent historical relationships between religion, secularism, democracy, law, and gender equality. Part I addresses the nexus of religion, law, gender, and democracy through different disciplinary perspectives (sociology, anthropology, political science, law). Part II localizes the implementation of this nexus between law, gender, and democracy, and provides contextualized responses to questions raised in Part I. The contributors explore the situation of Muslim women’s rights vis-à-vis human rights to shed light on gender politics in the modernization of the nation and to ponder over the role of Islam in gender inequality across different Muslim countries.

scholarly journals Diversity and citizenship in the curriculum

2008 ◽  
Author(s):  
Hugh Starkey
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Cultural Diversity ◽  
National Unity ◽  
Shared Humanity ◽  
Definition Of

This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values.

Trans Rights Are Not Just Human Rights: Legal Strategies for Trans Justice

2020 ◽  
Vol 35 (2) ◽  
pp. 293-315 ◽  
Author(s):  
Samuel Singer
Keyword(s):  
Human Rights ◽  
Case Law ◽  
Social Benefits ◽  
Human Rights Law ◽  
Trans People ◽  
Legal Challenges ◽  
Legal Advocacy ◽  
And Gender ◽  
Legal Strategies ◽  
The Many

AbstractHuman rights instruments are but one of many legal advocacy tools used by trans people. Recent legal scholarship emphasizes that human rights laws are not sufficient to address legal challenges facing trans people, particularly intersectional and systemic barriers. This article looks to Canadian trans case law outside of human rights law to reveal the many instances in which trans people’s fight for legal recognition and redress occur outside of the human rights arena. It focuses on trans case law in three areas: family law, the use of name and gender in court, and access to social benefits. Canadian trans jurisprudence illustrates that not only are trans legal strategies outside of human rights plentiful and effective, they are also imperative. An agile and pragmatic approach to trans rights is necessary, particularly when minority rights are under threat, and for trans people on the margins of trans law reforms.

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