Conclusion

2019 ◽  
pp. 279-288
Author(s):  
Sue Clayton ◽  
Anna Gupta ◽  
Katie Willis
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Critical Thinking ◽  
Young People ◽  
Policy Recommendations ◽  
Age Assessment ◽  
The Social ◽  
The Face ◽  
The Cross ◽  
Structural Inequalities

This chapter draws together themes emerging from the preceding chapters, as well as identifying policy recommendations. It starts by highlighting the insights drawn from the cross-disciplinary approach adopted in the book. It then moves on to stress the social justice and human rights perspective, including the implications of how unaccompanied asylum-seeking children are framed by the authorities that are dealing with their cases. It discusses the need to acknowledge and support young people in exercising their agency, albeit within the confines of structural inequalities. The chapter then provides policy recommendations including the implementation of current laws and guidelines, and a review of age assessment processes. The chapter concludes with examples of new practices and new critical thinking that have emerged in the face of challenges associated with supporting unaccompanied young migrants in recent years.

scholarly journals COVID-19 and the calls of humanistic social work: Exploring the developmental-clinical social work concerns of the pandemic

2021 ◽  
pp. 002087282110079
Author(s):  
Robert K Chigangaidze
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Global Health ◽  
Technological Innovation ◽  
Service Provision ◽  
Social Inequalities ◽  
Clinical Social Work ◽  
Health Community ◽  
The Social ◽  
The Face

Any health outbreak is beyond the biomedical approach. The COVID-19 pandemic exposes a calamitous need to address social inequalities prevalent in the global health community. Au fait with this, the impetus of this article is to explore the calls of humanistic social work in the face of the pandemic. It calls for the pursuit of social justice during the pandemic and after. It also calls for a holistic service provision, technological innovation and stewardship. Wrapping up, it challenges the global community to rethink their priorities – egotism or altruism. It emphasizes the ultimate way forward of addressing the social inequalities.

How the environment is conceptualised and represented globally in social work codes of ethics

2021 ◽  
pp. 002087282110200
Author(s):  
Kang Liu ◽  
Catherine A Flynn
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Mixed Methods ◽  
Physical Environment ◽  
Codes Of Ethics ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods ◽  
The Social ◽  
Holistic Understanding

While the environment is fundamental to humankind’s wellbeing, to date, social work has been largely focused on the social, rather than the physical, environment. To map how the broader environment is captured in the profession’s foundational documents, an exploratory sequential mixed methods study (QUAL → quan) analysed data from 64 social work codes of ethics. Findings indicate that although the environment is mentioned in the majority of these, there is a continued focus on the social, overlooking to some degree the physical, predominantly the built, environment. A more holistic understanding of the environment would enable social work to better fulfil its commitment to human rights and social justice.

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

2018 ◽  
pp. 156-170
Author(s):  
Serena Koissaba
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Transnational Feminism ◽  
Capabilities Approach ◽  
Cultural Norms ◽  
Development Discourse ◽  
Gender And Education ◽  
The Social ◽  
Education Interventions ◽  
Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

Decline and Fall

Idi Amin ◽  
2021 ◽  
pp. 276-309
Author(s):  
Mark Leopold
Keyword(s):  
Human Rights ◽  
Social Solidarity ◽  
Human Rights Abuses ◽  
The Social ◽  
Key Factor ◽  
The Face ◽  
The Many

This chapter studies Idi Amin's downfall. It begins by detailing how the death of Anglican Archbishop Janani Luwum led to wide international condemnation and galvanised the many competing opposition groups among the exiles. Between February 28 and March 3, 1978, a closed session of the UN Commission on Human Rights finally agreed to launch a formal investigation of human rights abuses in Uganda. By the end of 1978, the Tanzanian army, with a considerably smaller number of Ugandan refugee fighters, had massed in force near the border. In January of 1979, they crossed into Uganda. The key factor in the Tanzanians' victory was the overall weakness of the Ugandan troops. The chapter then explains how Amin's regime had destroyed much of the social solidarity and national feeling which had just about held the country together in the face of ethnic rivalries under the first Obote administration. This became evident in the chaos that followed the Tanzanian invasion, and especially under Milton Obote's second regime. Finally, the chapter describes Amin's retirement and analyses how he survived in power for so long.

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.

scholarly journals Becoming Teachers’ Little Epics: What digital storytelling might reveal

2015 ◽  
Vol 49 (3) ◽  
pp. 641-660 ◽  
Author(s):  
Linda Radford ◽  
Avril Aitken
Keyword(s):  
Social Justice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Future Teacher ◽  
Future Teachers ◽  
The Social ◽  
The Future ◽  
The Face ◽  
Critical Moments

This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social.

The protection and promotion of human-rights

2020 ◽  
pp. 384-398
Author(s):  
Irina Ichim
Keyword(s):  
Human Rights ◽  
State Repression ◽  
The Public ◽  
The Social ◽  
The Face ◽  
Protection Of Human Rights ◽  
Government Propaganda ◽  
The Relationship ◽  
Civic Space ◽  
Recent Government

This chapter explores developments in the protection of human-rights in Kenya post-2002 by examining three interconnected issues: changes in the social and political landscape and how these created or constrained opportunities for activism; changes in the relationship between the state and the human-rights sector, but also within the human-rights sector; and evolving patterns of (non-)state repression of activism. The chapter shows that, against the background of a complex historical experience, and with the help of Kenya’s 2010 Constitution and a reformed judiciary, the human-rights sector in Kenya has grown into a staunch and able defender of civic space in the face of recent government assaults. However, government propaganda and the sector’s institutionalization simultaneously coalesce to disconnect the sector from the public. Coupled with divisions between professional and grassroots defenders, this disconnect risks limiting the sector’s ability to build on the momentum presented by recent achievements.

A Framework Convention on Global Health: Social Justice Lite, or a Light on Social Justice?

2010 ◽  
Vol 38 (3) ◽  
pp. 580-593 ◽  
Author(s):  
Scott Burris ◽  
Evan D. Anderson
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Epidemiology ◽  
Social Equality ◽  
Proper Understanding ◽  
Main Thrust ◽  
History Of Public Health ◽  
The Social ◽  
History Of ◽  
Relations Of Power

A decade ago, Jonathan Mann made a powerful case that human rights could provide a vocabulary and mode of analysis for understanding and advancing health. He made the case well, and put the idea into inspired practice, but the idea was neither new nor his alone. The idea that social justice — and henceforth in this article we will use that term loosely (and with obvious imprecision) to embrace goods like human rights, social equality, and distributive justice — was intrinsically important to health resonated with the social epidemiology already gathering force (not to mention an enduring theme running through the history of public health work). That social structure and relations of power explain a great deal about the level and distribution of population health was implicit in the work of pioneers like Geoffrey Rose, evident in Marmot’s seminal Whitehall studies, explicit in the writings of Mervyn Susser, and the main thrust of scholars like Nancy Krieger and Meredeth Turshen. Although researchers tend to avoid using a term with such normative weight, it is safe to say that Mann — and Susser, and Marmot and Krieger among others — were right: social justice is central to the proper understanding of health.

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

2018 ◽  
pp. 1265-1279
Author(s):  
Serena Koissaba
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Transnational Feminism ◽  
Capabilities Approach ◽  
Cultural Norms ◽  
Development Discourse ◽  
Gender And Education ◽  
The Social ◽  
Education Interventions ◽  
Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

Conclusion

2018 ◽  
pp. 149-158
Author(s):  
Jade S. Sasser
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Young People ◽  
Global South ◽  
Sub Saharan Africa ◽  
Everyday Lives ◽  
The Social ◽  
Youth Population ◽  
Sub Saharan

The concluding chapter turns to the questions and observations that initially motivated this project: the role of women in sub-Saharan Africa, whom population advocates claim to represent. It raises questions about the links between contemporary investment in global South girls, instrumental gender and climate change solutions, and sexual stewardship, demonstrating how development-led concepts of women’s agency elide the contexts of their everyday lives. It concludes, not by offering solutions, but by fretting over the role of youth population advocacy, the politics and possibilities of their engagements with this work, raising questions about whether and how young people can transform populationist ideas into something closer to the social justice they seek.

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