scholarly journals Desistance, Social Justice and Lived Experience

2020 ◽  
Vol 28 (2) ◽  
pp. 182-183
Author(s):  
Katharina Maier ◽  
Rosemary Ricciardelli ◽  
Shadd Maruna
2021 ◽  
pp. 104973152110109
Author(s):  
Marjorie Johnstone

This article examines how mental health social work practice can move outside the hegemony of the medical model using approaches that honor the centering of social justice. By using the philosophical analysis of epistemic injustice and the ethics of knowing, I move out of the traditional psychiatric and psychological conceptual frameworks and discuss new guiding principles for practice. In the context of the radical tradition in social work and the impetus to blend theory with practice, I consider the use of narrative and anti-oppressive approaches to center social justice principles in individual dyadic work as well as in wider systems family and community work and policy advocacy. I evaluate these approaches through the principles of epistemic justice and discuss the importance of a relational collaborative approach where honoring the client and exploring lived experience are central to both the concepts of testimonial justice, hermeneutic justice and anti-oppressive practice.


Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  

This paper is a recommendation for phenomenologists to use film as a perceptually-faithful language with which to disseminate research and in­sights about lived experience. I use Merleau-Ponty’s philosophy to illus­trate how film can evoke a state of profound, embodied empathy between self-and-other, which I refer to as “the cinematic chiasm”. I incorporate a case study of my experience as audience member becoming intertwined with the flesh of the film “The Diving Bell and the Butterfly.” I discuss four aesthetic techniques of this film through which I became enveloped in a state of visceral empathy towards the “other” on-screen. The cin­ematic chiasm offers exciting, creative possibilities for phenomenologists, particularly those who are interested in evoking widespread empathy for social justice purposes.


Author(s):  
Jessica Maufort

Examining Caryl Phillips’s later fiction (A Distant Shore and In the Falling Snow) through the characters’ lived experience of their environment, this article seeks to pave the way toward a mutually enriching dialogue between postcolonial studies and urban ecocriticism. Phillips’s British novels show how Western racist/colonial underpinnings that persist in a postcolonial context are manifest in the phenomenon of spatialisation of race. The latter devises separate spaces of Otherness, imbued with savage connotations, where the undesirable Other is ostracised. The enriching concept of “man-in-environment” is thus reconfigured so that the postcolonial subject’s identity is defined by such bias-constructed dwelling-places. Consequently, the Other’s sense of place is a highly alienated one. The decayed suburban nature and the frightening/impersonal city of London are also “othered” entities with which the protagonists cannot interrelate. My “man-as-environment” concept envisions man and place as two subjected Others plagued by spatialisation of Otherness. The latter actually debunks the illusion of a postcolonial British Arcadia, as the immigrants’ plight is that of an antipastoral disenchantment with England. The impossibility of being a “man-in-place” in a postcolonial context precisely calls for a truly reconciling postpastoral relationship between humans and place, a relationship thus informed by the absolute need for environmental and social justice combined. Resumen Analizando las últimas novelas de Caryl Phillips (A Distant Shore y In the Falling Snow) a través de la experiencia del (medio)ambiente que viven los personajes, este artículo persigue enriquecer el diálogo entre los estudios postcoloniales y la ecocrítica urbana. Las ficciones británicas de Phillips desvelan cómo las bases racistas/coloniales occidentales que persisten en un contexto poscolonial se hacen evidentes en el fenómeno de la espacialización racial. Éste elabora espacios aparte de alteridad, impregnados de salvajes connotaciones, donde el indeseable “Otro” es excluido. El enriquecedor concepto de “man-in-environment” es reconfigurado de manera que la identidad del sujeto poscolonial acaba definiéndose por tan sesgados lugares de residencia. En consecuencia, el sentido del espacio del “Otro” está muy alienado. La decadente naturaleza suburbana y la aterradora e impersonal ciudad de Londres son también entidades ajenas con las cuales los protagonistas no pueden interactuar. Mi concepto de “man-as-environment” concibe al hombre y al lugar como dos “Otros” sometidos, acosados por la espacialización de la alteridad. Esto último desacredita la ilusión de una Arcadia poscolonial británica, en tanto que los aprietos de los emigrantes es tal que se crea un desencanto antipastoril con Inglaterra. La imposibilidad de ser un “man-in-place” en un contexto poscolonial demanda precisamente una auténtica y reconciliadora relación postpastoril entre hombres y lugares, es decir, una relación caracterizada por la absoluta necesidad de aunar justicia social y medioambiental. 


Refuge ◽  
1969 ◽  
Vol 27 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Christopher J. Fries ◽  
Paul Gingrich

Analysts have taken positions either supporting or attacking multicultural policy, yet there is insufficient research concerning the public policy of multiculturalism as it is understood and practiced in the lives of Canadians. This analysis approaches multiculturalism as a text which is constituent of social relations within Canadian society. Data from the Regina Refugee Research Project are analyzed within Nancy Fraser’s social justice framework to explore the manner in which multiculturalism and associated policies are understood and enacted in the lived experience of newcomers. Newcomers’ accounts of multiculturalism are compared with five themes identified via textual analysis of the Canadian Multiculturalism Act—diversity, harmony, equality, overcoming barriers, and resource. Embedded within the accounts newcomers offered of Canadian multiculturalism are relations of ruling that can be understood within the context of struggles for recognition and social justice. Further research is needed to investigate the relational processes in which differing perceptions of and experiences with multiculturalism are embedded and to compare the present accounts with those of other groups of immigrants and Canadian-born.


2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
James Gallen

This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context.   The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)


Author(s):  
Alisoun Milne

The way dementia is conceptualised influences the wellbeing and treatment of people living with the condition. The traditional neuro-degenerative model has increasingly been challenged. Significant contributions include the 1970’s concepts of malignant social psychologv and personhood, the 1990’s drive to engage with the social model of disability, and the recent development of the social citizenship approach. Not only has this new paradigm widened the conceptual lens through which dementia is viewed but it has incorporated issues, beyond the biomedical, that extend our understanding of dementia as a situated condition and lived experience. It is situated in relationships, a lifecourse and a socio-political context and is shaped by inequalities and limited engagement with rights and social justice. Dementia is a multi-dimensional phenomenon and requires a response that addresses its clinical, psychological, social and political dimensions. The new paradigm helps re-focus policy, care and research on the person rather than the condition; relocates the ‘problem’ from the individual to societal structures, attitudes, policy and services; demands new forms of critical practice; and engages with the perspectives of people living with dementia. Whilst there are dementia specific policies in the UK they have limited legal traction and are not integrated with other relevant policies.


2010 ◽  
Vol 2 (4) ◽  
pp. 457-474 ◽  
Author(s):  
Claudio Moreira ◽  
Marcelo Diversi

In this performance autoethnography we re-present our experiences of disembodied knowledge construction in mainstream American academia. We claim that knowledge production about the Other still tends to reify the very oppression it intends to challenge. Can a janitor become a scholar without having to bury experiences under layers of theory and other technologies of justification? Or are marginalized humans relegated to a subordinate position of research subject in the process of knowledge production? Neither? Both? Troubling the recurring experience of “my bad English,” we try to show that folks lacking an educated upbringing can contribute to the decolonizing dialogue through something no technology of methods can provide: visceral lived experience of systemic oppression. We are insisting on narrative space for visceral knowledge to advance decolonizing discourses that may lead to more inclusive notions of social justice.


2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Amy Rossiter

This paper concerns the relation between critical reflective practice and social workers’ lived experience of the complicated and contradictory world of practice. I will outline how critical reflection based on discourse analysis may generate useful perspectives for practitioners who struggle to make sense of the gap between critical aspirations and practice realities, and who often mediate that gap as a sense of personal failure. I will describe two examples of discourse-based case studies, and show how the conceptual space that is opened by such reflection can help social workers gain a necessary distance from the complexity of their ambivalently constructed place. Discourse analysis can provide new vantage points from which to reconstruct practice theory in ways that are more consciously oriented to our social justice commitments. I understand these vantage points in the case studies I will describe as: 1) an historical consciousness, 2) access to understanding what is left out of discourses in use, 3) understanding of how actors are positioned in discourse, all leading to: 4) a new set of questions which expose the gap between the construction of practice possibilities and social justice values, thus allowing for a new understanding of the limitations, constraints and possibilities within the context of the practice problem.


2019 ◽  
Vol 30 (4) ◽  
pp. 337-355
Author(s):  
Kendra Lowery ◽  
Sybil Jordan Hampton

Sybil Jordan Hampton’s lived experience as the only African American in her class at Little Rock (AR) Central High School from 1959 to 1962 is presented. Sybil valued assets within her family and community, exhibited critical consciousness, and had courage in the face of being shunned. Leaders who aim to interrupt inequitable outcomes in schools must recognize the assets of their students, families, and communities; exhibit critical consciousness; and be courageous. Therefore, Sybil’s leadership serves as an example of how leaders other than those in formal positions can inform the development of leaders for social justice.


2011 ◽  
pp. 341-359
Author(s):  
Elizabeth Whitmore ◽  
Irene Guijt ◽  
Donna M. Mertens ◽  
Pamela S. Imm ◽  
Matthew Chinman ◽  
...  

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