A dialogue in support of social justice

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek to undermine reasoning as just another illegitimate form of power.On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous.

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The Past Guides the Future: Implementing the Multicultural and Social Justice Counseling Competencies

Journal of Counseling & Development ◽

10.1002/jcad.12319 ◽

2020 ◽

Vol 98 (3) ◽

pp. 238-252 ◽

Cited By ~ 2

Author(s):

Anneliese A. Singh ◽

Sylvia C. Nassar ◽

Patricia Arredondo ◽

Rebecca Toporek

Keyword(s):

Social Justice ◽

Counseling Competencies ◽

The Past ◽

The Future

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Literature Review of Social Justice in Music Education: Acknowledging Oppression and Privilege

Update Applications of Research in Music Education ◽

10.1177/8755123317711091 ◽

2017 ◽

Vol 36 (2) ◽

pp. 22-31

Author(s):

Elizabeth S. Palmer

Keyword(s):

Higher Education ◽

Social Justice ◽

Literature Review ◽

Music Education ◽

Ethnic Minorities ◽

Music Educators ◽

Complex Nature ◽

Social Spaces ◽

Racial And Ethnic Minorities ◽

The Past

Within the past few years the notions of a postracial America and achieved equality have been topics of discussion in various public and social circles. The visibility of racial and ethnic minorities, women, those in the LGBTQ (lesbian, gay, bisexual, trans, and queer) community, and individuals with disabilities feeds a narrative of equality within a postracial America. However, the aforementioned groups still face discrimination. Social justice offers equity within social spaces by challenging injustices inflicted on disfranchised groups. Given the complex nature of injustices against disfranchised people, how can music educators address these issues that appear to be extramusical and beyond our control? This literature review defines social justice and explores social justice issues in (a) music education, (b) higher education, and (c) pathways toward more socially just practices.

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Conclusion

Facing West ◽

10.1093/oso/9780190250805.003.0011 ◽

2020 ◽

pp. 295-305

Author(s):

David R. Swartz

Keyword(s):

Social Justice ◽

Rapid Growth ◽

Church Attendance ◽

Global South ◽

The Other ◽

The Past ◽

Majority World ◽

Other Hand ◽

The Future

This conclusion evaluates the prospects of the global reflex going forward. On one hand, some global voices have bolstered Christian Americanism. Westerners have used Christians from the Global South to maintain established views and practices, and populists have resisted cosmopolitan trends. On the other hand, declining Western church attendance, rapid growth in the Majority World, immigration patterns, and flourishing theological work from the East and South suggest persistent influence on a range of issues such as race, missiology, social justice, sexuality, and spirituality. If moderate wings—such as Christians of color, Majority World immigrants, and younger churchgoers—choose to identify as evangelical, they represent the future more than practitioners of Christian Americanism who wax nostalgic for the past. Whatever the case, this book calls for global narrations of evangelicalism that include nonwhite voices engaged in both mutuality and resistance.

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On What Autoethnography Did in a Study on Student Voice Pedagogies: A Mapping of Returns

The Qualitative Report ◽

10.46743/2160-3715/2020.4041 ◽

2020 ◽

Author(s):

Mairi McDermott

Keyword(s):

Social Justice ◽

Student Voice ◽

Teaching And Learning ◽

Ways Of Knowing ◽

Research Topics ◽

Research Practices ◽

Doctoral Research ◽

The Past ◽

The Future

In this paper, I invite you into some considerations of what autoethnography might do in research, what it might teach us as researchers. In doing so, I return to an autoethnographic study I engaged in a few years ago which was contoured through the question: How do teachers experience student voice pedagogies? In that study, I experienced autoethnography as a creative methodology that allowed me to go back to two experiences I had with youth, or student voice projects. The paper embodies a return to the autoethnographic study of my doctoral research, which itself was a return to the previously experienced student voice projects; a return that is being propelled by my new position as a professor, supervising students in the mappings of their research landscapes. Returning, thus, becomes a central motif that invites dwelling in the simultaneity of pastpresentfuture – wherein the present is the folding in of the past and the future through attuning to embodied ways of knowing, sensing, being, and doing -- disrupting colonial epistemological legacies of progress and linearity found in conventional and taken-for-granted research practices. I ask, what does it mean to go back, in efforts oriented towards a future (such as social justice)? What might it mean to conceptualize time differently within our research, teaching, and learning? I argue that autoethnography, when engaged through an active nomadism, opens space for learning about our research practices, ourselves as researchers and pedagogues, as well as deeper understandings of our research topics.

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Epilogue

Documentary Filmmaking in Contemporary Brazil ◽

10.1093/oso/9780190867041.003.0008 ◽

2019 ◽

pp. 203-208

Author(s):

Gustavo Procopio Furtado

Keyword(s):

Social Justice ◽

The Past ◽

The Future

This epilogue briefly discusses the interconnections between the three parts of the book and considers additional examples of recent films that deal with contemporary issues of social justice and post-dictatorship memory while maintaining an engagement with questions of the archive. As this book has explored in several contexts, Brazilian documentaries engage critically with archives while performing archival functions of their own—producing records of what would otherwise be lost and incorporating fragments of the present and the past that are preserved for the future. At the same time, films can be the vehicle for the de-archivization of documents and materials that are unearthed from unseen records and placed into public circulation as well as given new futures through their filmic inclusion. Functioning in liminal and transitional terrains, the documentary’s interaction with concepts of the archive and archival materials allows it to reflect on and intervene in the distribution of visibilities and invisibilities, centers and margins, silences and speech, forms of authority and forms of resistance, living memory and its preservation in fixed forms.

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