scholarly journals Eportfolios as Reflective Assessment of Social Justice

2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
James Gallen
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Legal Education ◽  
Lessons Learned ◽  
University Education ◽  
First Year ◽  
Prior Learning ◽  
Reflective Assessment ◽  
Student Reflection ◽  
Critical Approaches

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)

scholarly journals The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education

2021 ◽  
Vol 11 (10) ◽  
pp. 626
Author(s):  
Sarat Singamneni
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
University Education ◽  
First Year ◽  
Applied Mechanics ◽  
Prior Learning ◽  
Scientific Rigor ◽  
Teaching Pedagogies

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students’ mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.

LESSONS LEARNED FROM THE FIRST YEAR OF A GEOPATHS PROJECT: WHAT WORKED, WHAT WILL CHANGE

2018 ◽  
Author(s):  
David A. McConnell ◽  
◽  
Karl W. Wegmann ◽  
Chester Brewer ◽  
Jennifer Wiggen ◽  
...  
Keyword(s):  
Lessons Learned ◽  
First Year

scholarly journals Centering Social Justice in Mental Health Practice: Epistemic Justice and Social Work Practice

2021 ◽  
pp. 104973152110109
Author(s):  
Marjorie Johnstone
Keyword(s):  
Mental Health ◽  
Social Justice ◽  
Social Work ◽  
Lived Experience ◽  
Medical Model ◽  
Work Practice ◽  
Social Work Practice ◽  
Policy Advocacy ◽  
Health Practice ◽  
Epistemic Justice

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.

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.

University Education and English Ecclesiastical Lawyers 1400–1650

2011 ◽  
Vol 13 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Richard Helmholz
Keyword(s):  
Thirteenth Century ◽  
Legal Education ◽  
University Education ◽  
Legal Practice ◽  
Negative Opinion ◽  
Ius Commune ◽  
The Law ◽  
The Church ◽  
Academic Study

Most recent historians have expressed a negative opinion of the quality of legal education at the English universities between 1400 and 1650. The academic study of law at Oxford and Cambridge, they have stated, was easy, antiquated and impractical. The curriculum had not changed from the form it assumed in the thirteenth century, and it did little to prepare students for their careers. This article challenges that opinion by examining the inner nature of the ius commune, the law that was applied in the courts of the church, and also by examining some of the works of practice compiled by English civilians during the period. Those works show that the negative opinion rests in part upon a misunderstanding of the nature of legal practice during earlier centuries. In fact, concentration on the texts of the Roman and canon laws, as old-fashioned as it seems to us, was well suited for the tasks advocates and judges would face once they left the academy. It also provided the stimulus needed for advance in the law of the church itself; their legal education made available to potential advocates and judges skills that would permit a sophisticated application of the ius commune, one better suited to their times. The article provides evidence of how this happened.1

scholarly journals British Columbia SHIFT: Early Lessons Learned from a Provincial Program for Countering Radicalization to Violent Extremism

Proceedings ◽  
2021 ◽  
Vol 77 (1) ◽  
pp. 8
Author(s):  
Garth Davies ◽  
Madison Reid
Keyword(s):  
British Columbia ◽  
Lessons Learned ◽  
First Year ◽  
Stakeholder Relationships ◽  
Violent Extremism ◽  
Excellent Work ◽  
Services And Supports ◽  
The Right ◽  
Government Initiative ◽  
And Training

Many existing programs for countering violent extremism focus on either end of the radicalization spectrum. On one hand are prevention programs aimed at deterring individuals from starting down the path to violent extremism. On the other hand are disengagement/de-radicalization programs designed for assisting individuals who have been fully radicalized. Conspicuously absent are programs for those who fall in-between, into what might be referred to as the pre-criminal space: individuals who have begun to exhibit signs of radicalization, but for whom radicalization is not yet complete. The British Columbia Shift (BC Shift) initiative was created to assist individuals determined to be in this pre-criminal space; that is, those deemed to be in danger of radicalizing. The goal of BC Shift is to stop individuals from traveling further down the path of radicalization, and, ideally, to turn individuals away from the path. BC Shift operates as a navigational model, connecting at-risk individuals with services and supports in the community. BC Shift is a government initiative supported by the Canada Centre for Community Engagement and Prevention of Violence. It is a civilian organization that partners very closely with, but is separate from, law enforcement. In addition to its primary CRVE mandate, BC Shift has rapidly evolved and expanded into several other responsibilities, including coordination on national CVE standards; liaising with other CVE programs across Canada; maintaining stakeholder relationships; and helping create capacity through dialog and training. Although the program only began accepting referrals in 2019, its operation has already revealed many important lessons for CRVE programs. First, it is critically important to have the right people in the room. There has to be buy-in from the highest levels of partner agencies and stakeholders, particularly early on. Second, programs of this sort should leverage existing resources wherever possible. BC Shift has been lucky enough to coordinate with situation tables, such as the CHART program in Surrey. There are already many organizations doing excellent work in their respective communities; it is very helpful to plug into those resources. Third, even though BC Shift operates as a navigational hub, it has benefitted greatly from having a social worker as part of the team. This skill set is important in helping referred individuals feel comfortable with the process of accessing services and supports. Finally, marketing matters! CRVE programs such as BC Shift have to navigate a complex reality. The very concept of violent extremism is disconcerting to a lot of people in the community; these fears have to be addressed, and difficulties related to differences in perspective and language have to be overcome. BC Shift’s first year-and-a-half of operation has also highlighted several issues that have not yet been satisfactorily resolved. There is, for example, the “low hanging fruit” problem; agencies are typically referring less severe cases. Trying to get agencies to refer more serious cases has proved challenging. We hope that, by outlining these lessons and issues, this presentation proves to be useful to other CRVE initiatives.

Justice versus Social Justice in South Africa: Quo vadis?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marelize Isabel Schoeman
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Lessons Learned ◽  
Historical Discourse ◽  
Self Reflection ◽  
Underlying Basis ◽  
Quo Vadis

This article explores the concept of criminal justice as a formal process in which parties are judged and often adjudged from the paradigmatic perspective of legal guilt versus legal innocence. While this function of a criminal-justice system is important – and indeed necessary – in any ordered society, a society in transition such as South Africa must question the underlying basis of justice. This self-reflection must include an overview questioning whether the criminal-justice system and its rules are serving the community as originally intended or have become a self-serving function of state in which the final pursuit is outcome-driven as opposed to process-driven. The process of reflection must invariably find its genesis in the question: ‘What is justice?’ While this rhetorical phraseology has become trite through overuse, the author submits that the question remains of prime importance when considered contemporarily but viewed through the lens of historical discourse in African philosophy. In essence, the question remains unanswered. Momentum is added to this debate by the recent movement towards a more human rights and restorative approach to justice as well as the increased recognition of traditional legal approaches to criminal justice. This discussion is wide and in order to delimit its scope the author relies on a Socratically influenced method of knowledge-mining to determine the philosophical principles underpinning the justice versus social justice discourse. It is proposed that lessons learned from African philosophies about justice and social justice can be integrated into modern-day justice systems and contribute to an ordered yet socially oriented approach to justice itself.

The Cinematic Chiasm

Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
The Other ◽  
Audience Member ◽  
Self And Other

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.

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