scholarly journals Four Ways to (Re)consider Facilitating Discussions on Race and Social Justice

2021 ◽  
Vol 7 (1) ◽  
pp. 373-382
Author(s):  
Lindsey R. Swindall
Keyword(s):  
Social Justice ◽  
Years Of Experience ◽  
Important Work ◽  
Vital Part ◽  
Building Trust ◽  
New Institutions ◽  
Facilitating Discussions

The year 2020 has offered an important opportunity to continue the important work of building anti-racist institutions.  Community discussion is often challenging but is a vital part of building new institutions that are grounded in love and nonviolence.  Drawing on years of experience facilitating discussions, this article offers suggestions for building trust, dealing with the consequences of the “poisoned well,” creating a pedagogy of listening, and understanding mistakes.  Fostering authentic exchanges through dialogue is not easy work but it is essential to, in the words of John Lewis, “redeem the soul of America.”

scholarly journals Community-University Partnerships for Social Justice: An Interview with Joan Kuyek

2018 ◽  
Vol 4 (1) ◽  
pp. 263-270 ◽  
Author(s):  
Joan Kuyek ◽  
Nancy Van Styvendale
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Environmental Justice ◽  
Community Service ◽  
Years Of Experience ◽  
Community Service Learning ◽  
University Partnerships ◽  
Specific Experience ◽  
Community Organizer

In this section, co-editor of this issue Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. The interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working with faculty and students involved in community service-learning (CSL).

Broadband Adoption and Ethnographic Approaches

2021 ◽  
pp. 81-100
Author(s):  
Jessica Crowell
Keyword(s):  
Social Justice ◽  
Everyday Life ◽  
Digital Technology ◽  
Ethnographic Research ◽  
Digital Inequality ◽  
Marginalized Communities ◽  
Building Trust ◽  
Research Gap ◽  
Research Questions ◽  
Digital Engagement

Digital inequality scholarship has shifted toward an interest in the “tangible outcomes” of broadband adoption and the role individual attitudes may play in shaping digital engagement. However, much of this emerging research remains quantitative in nature and has not offered an extensive sociocultural explanation of why poor attitudes toward digital technology may endure in marginalized communities, or why broadband outcomes remain stratified by class and race. Ethnographic research is especially well-suited to fill this research gap. Critical ethnography offers a useful analytical toolbox: (a) providing a particularized portrait of everyday life; (b) rooting analysis within a social justice perspective; and (c) emphasizing building trust and “rapport” with marginalized communities, thus uncovering hidden practices or behaviors. In offering greater context to our understanding of digital attitudes and outcomes, ethnographic research can help digital inequality scholars further refine research questions, generate new categories of measurement, and better map complex sociotechnical relationships.

scholarly journals A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

2014 ◽  
Author(s):  
Trenia Walker ◽  
Colette Taylor
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Female Faculty ◽  
Individual Identity ◽  
Discourse Community ◽  
Collaborative Dialogue ◽  
Self Identity ◽  
Vital Part ◽  
Similarity And Difference ◽  
The Relationship

This manuscript explores the importance of "authenticity" for the maintenance self-identity for social justice educators in higher education. A collaborative dialogue between two female faculty authors of different ethnicities explores and interprets how to balance one’s own situated understanding of themselves, shared discourse community, and a social justice paradigm. The authors systematically juxtapose their reflections on their experiences as educators in higher education to examine points of similarity and difference. By sharing and interrogating their individual experiences in higher education, the authors argue that the relationship between authenticity, identity, and social justice is complex and multifaceted. The authors conclude by conceptualizing authenticity as a work strategy which plays a vital part in one’s search of her/his individual identity.

Aims, Frames, and Gains: Context, Curatorship, and Building Cultural Capital

2016 ◽  
Author(s):  
Daniel E. Sheehy
Keyword(s):  
Social Justice ◽  
Cultural Capital ◽  
Latin American ◽  
Years Of Experience ◽  
Cultural Contexts ◽  
Performance Quality ◽  
The Social ◽  
Strategic Goals ◽  
Meaning And Purpose ◽  
The Relationship

Focusing on two Festival music projects in Latin American/American Latino communities, the author (director and curator of Smithsonian Folkways Recordings) demonstrates the relationship between the extra-Festival strategic goals of building cultural capital and the selection and framing of content. The chapter explores how dynamic contextual frames in the community of origin and the Festival setting itself define and enable meaning and purpose in the Festival presentation. It reflects on how a curatorial outlook colored by performance quality sensibilities, but grounded in the Festival’s social justice heritage, evolved over 29 years of experience to feature presentations of music and narrative sessions that enhance visitors’ understanding of the social, cultural contexts of community performance.

scholarly journals Understanding Student Anti-racism Activism to Foster Social Justice in Schools

2008 ◽  
Vol 10 (1) ◽  
Author(s):  
Darren E. Lund ◽  
Maryam Nabavi
Keyword(s):  
Social Justice ◽  
Collaborative Research ◽  
Social Acceptance ◽  
Student Activism ◽  
Western Canada ◽  
Years Of Experience ◽  
Sources Of Resistance ◽  
Research Project ◽  
School Settings ◽  
The Social

The purpose of this study was to understand the experiences of students and teachers who form voluntary coalitions or school projects to address issues of racism and discrimination. The authors draw on several years of experience of facilitating student activism and findings from a recent collaborative research project. This research documents and analyzes experiences from a number of school settings across western Canada but has implications for student social justice activism everywhere. The study examines how students get involved with voluntary coalitions to undertake anti-racism initiatives to enhance the social acceptance of marginalized students and how they can overcome sources of resistance to promote inclusion.

scholarly journals Towards social justice in highly complex schools in Catalonia, Spain

2020 ◽  
pp. 174114321989848
Author(s):  
Patricia Silva ◽  
Serafín Antúnez ◽  
Charles L Slater
Keyword(s):  
Social Justice ◽  
Point Of View ◽  
Critical Perspective ◽  
Students With Special Needs ◽  
School Directors ◽  
Building Trust ◽  
Migrant Families ◽  
Research Questions ◽  
Critical Leadership ◽  
Teachers And Parents

This study investigated social justice from the point of view of school directors, teachers, and parents. We chose two schools that were undergoing major demographic changes because of increased immigration into Catalonia, Spain. They were both classified as “schools of maximum complexity” because of their socio-economic characteristics. The research questions focused on how directors, teachers, and parents give meaning to social justice and what actions they take to achieve it. Teachers and principals adopted practices that have been described in leadership literature as transformational, such as building trust and challenging the process; they only occasionally showed transformative practices like those described by Santamaria (2014) as applied critical leadership (ACL). They were motivated by seeing the needs of migrant families and students with special needs. They seriously considered social cohesion and believed that all students should be given the same opportunities and treated fairly. While these principals wanted to guide teachers to see their work in new ways and develop practices to address the needs of a changing student population, they did not reflect on the connection between day-to-day problems and the larger social system. This critical perspective is essential to ACL.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Associations Between Dutch LGBT Hate Crime Experience, Well-Being, Trust in the Police and Future Hate Crime Reporting

2020 ◽  
Vol 51 (3) ◽  
pp. 171-182
Author(s):  
Allard R. Feddes ◽  
Kai J. Jonas
Keyword(s):  
Psychological Distress ◽  
The Netherlands ◽  
Hate Crime ◽  
Well Being ◽  
Crime Victims ◽  
Crime Reporting ◽  
Survey Study ◽  
Psychological Well Being ◽  
Building Trust ◽  
Reporting Intentions

Abstract. LGBT-related hate crime is a conscious act of aggression against an LGBT citizen. The present research investigates associations between hate crime, psychological well-being, trust in the police and intentions to report future experiences of hate crime. A survey study was conducted among 391 LGBT respondents in the Netherlands. Sixteen percent experienced hate crime in the 12 months prior. Compared to non-victims, victims had significant lower psychological well-being, lower trust in the police and lower intentions to report future hate crime. Hate crime experience and lower psychological well-being were associated with lower reporting intentions through lower trust in the police. Helping hate crime victims cope with psychological distress in combination with building trust in the police could positively influence future reporting.

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