scholarly journals Community-University Partnerships: Community Engagement for Transformative Learning

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Fay Fletcher
Keyword(s):  
Social Justice ◽  
Transformative Learning ◽  
Community Based Participatory Research ◽  
University Partnerships ◽  
For Profit ◽  
University Continuing Education ◽  
Social Inequities ◽  
Key Points ◽  
Political Environments ◽  
The Status

Recently, various scholars have remarked that university continuing education (UCE) is moving away from one of its original core foci, that of social justice. In this article, the possible causes of this are discussed, including current political environments, the role of universities and academics in perpetuating or disrupting the status quo, and increased reliance on cost recovery and for-profit programming. Community-based participatory research as a feasible strategy for promoting UCE’s role in social justice is also presented. An example of UCE that was developed in response to existing social inequities and driven by discussions with the community is offered to demonstrate that critical voices can have an impact and that institutions of higher education can be collaborative and foster networks of relationships for learning. Finally, key points for the successful development of a UCE program that responds to critical voices and returns to social justice are shared.

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

Social Justice Leadership and Family Engagement

2016 ◽  
Vol 52 (5) ◽  
pp. 754-792 ◽  
Author(s):  
David E. DeMatthews ◽  
D. Brent Edwards ◽  
Rodolfo Rincones
Keyword(s):  
Social Justice ◽  
Family Engagement ◽  
Well Being ◽  
Future Research ◽  
Research Approach ◽  
Social Justice Leadership ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
The Status ◽  
Administrator Preparation Programs

Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader’s focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

scholarly journals Narrating technonatures: discourses of biotechnology in a neoliberal era

2018 ◽  
Vol 25 (1) ◽  
pp. 186
Author(s):  
Myles Carroll
Keyword(s):  
Social Justice ◽  
Social Relations ◽  
Power Relations ◽  
Status Quo ◽  
The Political ◽  
Effective Strategy ◽  
Economic Implications ◽  
Political Implications ◽  
The Status ◽  
Political Economic

This article considers the role played by discourses of nature in structuring the cultural politics of anti-GMO activism. It argues that such discourses have been successful rhetorical tools for activists because they mobilize widely resonant nature-culture dualisms that separate the natural and human worlds. However, these discourses hold dubious political implications. In valorizing the natural as a source of essential truth, natural purity discourses fail to challenge how naturalizations have been used to legitimize sexist, racist and colonial systems of injustice and oppression. Rather, they revitalize the discursive purchase of appeals to nature as a justification for the status quo, indirectly reinforcing existing power relations. Moreover, these discourses fail to challenge the critical though contingent reality of GMOs' location within the wider framework of neoliberal social relations. Fortunately, appeals to natural purity have not been the only effective strategy for opposing GMOs. Activist campaigns that directly target the political economic implications of GMOs within the context of neoliberalism have also had successes without resorting to appeals to the purity of nature. The successes of these campaigns suggest that while nature-culture dualisms remain politically effective normative groundings, concerns over equity, farmers' rights, and democracy retain potential as ideological terrains in the struggle for social justice.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals A Third Sector-Led Economic Model: Scopes of Islamic Entrepreneurship

2019 ◽  
Author(s):  
Md. Mahmudul Alam ◽  
Rafiqul Islam Molla
Keyword(s):  
Social Justice ◽  
Economic Model ◽  
Third Sector ◽  
Social Enterprises ◽  
Welfare Programs ◽  
For Profit ◽  
Wealth Concentration ◽  
Social Welfare Programs ◽  
Not For Profit ◽  
Market State

Private (first sector) and public (second sector) sector economics, both individually and jointly, have failed to ensure the wellbeing of human societies on the national and global levels. In response, social enterprise (third sector) economics, which features cooperatives and not-for-profit social enterprises, foundations (awqāf), and similar undertakings, has emerged as a make-up strategy in an attempt to counter the deficiencies of the market-state economic model. However, there is a strongly felt belief that the third sector needs to be broadened and mainstreamed in order to include both not-for-profit and for-profit businesses blended with social justice (via provision of such social welfare programs as corporate social responsibility) so that they can play a major role in poverty alleviation and economic growth. Islamic entrepreneurship, which is basically a community-centric mode of business initiative, is an antidote to the problem of intolerable economic and social dualism, a natural strategy against all forms of capitalist exploitation and attempts to control a nation’s resources. Moreover, it is the natural model for solving economic inequity, wealth concentration, and social divides. Based on its potential and using examples from Bangladesh and Malaysia, we present the Islamic style of entrepreneurship. We contend that this particular style is the most efficient and desirable one for effectively widening and mainstreaming community-centric third sector economics so that it can ensure development with equity and social justice especially in developing countries.

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

scholarly journals Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

2021 ◽  
Vol 3 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Philpot ◽  
Wayne Smith ◽  
Katarina Schenker ◽  
Kjersti Mordal Moen ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
School Health ◽  
School Curriculum ◽  
Health And Physical Education ◽  
Global Migration ◽  
Health And Wellbeing ◽  
Whole School ◽  
Social Inequities ◽  
Societal Level

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

Introduction: Reflections on Baltic Exceptionalism

1989 ◽  
Vol 17 (02) ◽  
pp. 156-163 ◽  
Author(s):  
Andrejs Penikis
Keyword(s):  
Soviet Union ◽  
Panel Discussion ◽  
Columbia University ◽  
Soviet Leadership ◽  
The Soviet Union ◽  
Key Points ◽  
The Status ◽  
New Thinking ◽  
The Baltic ◽  
Independence Movements

On October 20, 1989 the Harriman Institute's Nationalities and Siberian Studies Program of Columbia University sponsored a panel discussion entitled, “The Baltic Republics Fifty Years After the Molotov-Ribbentrop Pact.” The panel, consisting of Dr. Allen Lynch, Dr. Stephan Kux, Mr. Jenik Radon and Mr. William Hough, analyzed the current situation in Estonia, Latvia and Lithuania as well as in the other republics from a variety of perspectives, and debated the motivations and appropriateness of the response of the Western powers to the growing strength of the various independence movements in the Baltic republics. The following edited transcript of those proceedings points up the complex and contentious nature of the status of the Baltic republics in the era of Gorbachev, in both the domestic (Soviet) and international contexts. Nationalist leaders within the Soviet Union debate the appropriate tactics and pace to pursue their goals. The Soviet leadership dabates the extent to which autonomy may be granted to the nationalities. Western leaders consider their options in responding to the changes in the Soviet Union, changes which necessitate an overhaul of policies nearly a half-century old as well as some “new thinking” on their parts. The discussion centered on two issues: (1) What in general has been the response of the West to nationalist movements in the USSR and how appropriate has that response been? (2) Is there any validity to claims of Baltic “exceptionalism”? The following introduction comments briefly on these issues and places them into perspective by drawing on the discussion and exploring several key points.

A-13 Stepping into Action: The Role of Neuropsychologists in Social Justice Advocacy

2021 ◽  
Vol 36 (6) ◽  
pp. 1035-1035
Author(s):  
Mirella Diaz-Santos ◽  
Kendra Anderson ◽  
Farzin Irani ◽  
Michelle Miranda ◽  
Christina Wong ◽  
...  
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Socially Responsible ◽  
Developmental Approach ◽  
Social Justice Advocacy ◽  
Transformative Justice ◽  
Systems Framework ◽  
Licensure Requirements

Abstract Objective The current pandemic shed a necessary light on chronic systemic inequities. Despite awareness of the importance of diversity, equity, social justice, and advocacy, actionable change has been slow. The field of neuropsychology and psychology were founded on principles of universal rights for all humans, yet it has largely neglected social justice activities. Social justice and advocacy efforts are not universally embedded in education/training curriculums, nor in licensure requirements. If the field is pledging to move towards equity, systemic change is required. We offer practical considerations on how advocacy can lead neuropsychologists toward equity and social justice. Data Selection A review of the literature on racism, social justice, and health/mental health disparities, was conducted in the fields of neuropsychology, clinical psychology, counseling psychology, medicine, and public health, to form a systems-based approach to advocacy with actionable steps that can be taken by all. Tenents of critical consciousness, transformative learning, transformative justice and socially responsible neuropsychology emerged. Data Synthesis We utilize an ecological systems framework (microsystem, mesosystem, exosystem, and macrosystem levels) to provide a graded, developmental approach for transitioning to a social change agent. Recommendations are offered to provide guidance on addressing inequities at multiple levels in an effort to uphold human rights and protection of all. Conclusion Neuropsychology has the opportunity to blaze a new trail that can effectively protect, include, and nurture all of its constituents equitably rather than equally. Transforming our field is possible through stepping into action by equipping our trainees and professionals with the tools to become agents of social change.

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