Critical Climatics, Forced Migration and Social Justice

2009 ◽  
Author(s):  
Arun G. Mukhopadhyay
Keyword(s):  
Social Justice ◽  
Forced Migration

Social Work Scholarship on Forced Migration: A Scoping Review

2020 ◽  
Author(s):  
Odessa Gonzalez Benson ◽  
Karin Wachter ◽  
Jessica Lee ◽  
Darlene Nichols ◽  
Erica Hylton
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Scoping Review ◽  
Forced Migration ◽  
Large Majority ◽  
Production Of Knowledge ◽  
The Social ◽  
Global North

Abstract This scoping review identifies and analyses historical to present–day contributions of social work scholarship on forced migration, with the aim of reviewing trends and identifying priority areas for the discipline moving forward. This review examined 331 articles related to forced migration published in 40 social work journals over four decades (1978 to 2019). Findings illustrate notable trends in temporal, methodological, topical and geographical dimensions and how those vary by first authors' locations, research sites and study populations. Temporally, the number of articles has been increasing, quadrupling between 2001–2010 and 2011–2019, with 20 social work journals doubling their number of articles. Methodologically, the large majority of articles were qualitative and/or conceptual. Topically, the most common were practice, intervention, health and mental health, while the least common topics included human rights, social justice, poverty, religion, violence, history and theory. Geographically, social work scholarship was mainly focused on refugees in the Global North and third-country resettlement contexts, and authored by scholars in the Global North. Findings thus reveal critical gaps in topics and geographical biases, raising questions related to issues of ethics, power and the production of knowledge about forced migration in the social work academy.

Sincerely Outspoken

2021 ◽  
pp. 73-86
Author(s):  
David A. McDonald
Keyword(s):  
Social Justice ◽  
Policy Change ◽  
Forced Migration ◽  
Performance Theory ◽  
Cultural Critique ◽  
Local Stakeholders ◽  
The Creation ◽  
And Performance ◽  
High Level

Over the last twenty years, ethnomusicologists have developed insightful approaches to the study of conflict, violence, and the unprecedented movement of people across the globe. And yet, despite this high level of interest in understanding the material and performative manifestations of forced migration and displacement, ethnomusicologists have yet to fully strategize ways in which their research may be used as a form of cultural critique and activism. In this chapter I explore challenges encountered in my pursuit of policy change, the creation of emancipatory knowledge, and social justice in my work with Palestinian musicians. In so doing I will address the following questions: What does it mean to critique structures of injustice? How might we better understand and address positionality, difference, and dialogue? What are the ethics of intervention? And how might a rigorous critical ethnomusicology serve the immediate political, material, and cultural needs of our interlocutors? Drawing from Marxist, feminist, queer, and performance theory, I will then chart out how a collaborative critical ethnomusicology may provide a vital link between local stakeholders, community collaborators, researchers, and policymakers.

scholarly journals Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom

2020 ◽  
Vol 12 (17) ◽  
pp. 7008
Author(s):  
Leah Okenwa-Emegwa ◽  
Henrik Eriksson
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Nursing Students ◽  
Inclusive Education ◽  
Nursing Student ◽  
Role Play ◽  
Knowledge Exchange ◽  
Forced Migration ◽  
Lessons Learned ◽  
Learning Activity

Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.

scholarly journals Demarcating Boundaries: Against the “Humanitarian Embrace”

Refuge ◽  
2021 ◽  
Vol 37 (2) ◽  
pp. 46-55
Author(s):  
Hanno Brankamp
Keyword(s):  
Social Justice ◽  
Common Sense ◽  
Forced Migration ◽  
Humanitarian Aid ◽  
Migration Studies ◽  
International Organisations ◽  
Policy Makers ◽  
Critical Scholarship ◽  
Market Economic ◽  
Economic Thinking

Recent years have seen recurrent calls for bridging the “gap” between the worlds of policy-makers, practitioners, and academic scholars concerned with forced migration and humanitarian aid. This has resulted in growing partnerships between international organisations, governments, businesses, foundations, and universities with the aim of harnessing market economic thinking to create new practice-oriented knowledge rather than out-of-touch theories. This intervention responds critically to these developments and questions the seemingly common-sense logic behind attempts to forge ever closer collaborations across institutional lines. Rather than benefitting displaced communities, bridging divides has often served as a way of consolidating the hegemony of humanitarian actors and inadvertently delegitimized more critical scholarship. Scholars in refugee and forced migration studies have hereby been engulfed in a tightening “humanitarian embrace”. This paper argues that in order to fulfil a scholarly commitment to social justice, anti-violence and pro-asylum politics, it is time to again demarcate the boundaries between the practices and institutions that reproduce humanitarian power and their critics.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice
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