scholarly journals A social justice approach to rural school staffing: The need for a politics of distribution and recognition to solve a perennial problem

2020 ◽  
Vol 11 (1) ◽  
pp. 127-146
Author(s):  
Hernán Cuervo
Keyword(s):  
Rural Education ◽  
Social Justice ◽  
Distributive Justice ◽  
Rural School ◽  
Australian Government ◽  
Structured Interviews ◽  
Politics Of Recognition ◽  
School Staffing ◽  
School Placement

AbstractThe last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.

scholarly journals Axel Honneth and The Reconstruction of Justice: An Attempt to Overcome the "Distribution Paradigm"

2015 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
Stanley Souza Marques ◽  
Marcelo Andrade Cattoni De Oliveira
Keyword(s):  
Social Justice ◽  
Distributive Justice ◽  
John Rawls ◽  
Basic Structure ◽  
Reciprocal Relationships ◽  
Individual Life ◽  
Axel Honneth ◽  
The Social ◽  
Normative Reconstruction ◽  
Set Up

The article takes up the criticisms directed by Axel Honneth to the basic structure of the dominant conceptions of justice, but merely to point out the general outlines of his alternative project of justice normative reconstruction. If John Rawls and Michael Walzer structure theories of distributive justice very consistently and in order to get to the autonomy protection (already taken so) in a more sophisticated way, that to be satisfied it transcends the (mere) obligation of not interfering in the realization of individual life projects, Honneth proposes the radicalization of justice's demands. It is because he pays his attention to the mutual expectation of consideration. This point would be the new texture of the social justice. In this sense, the principles of fair distribution leave the scene to make way for principles which guidelines are directed towards the society basic institutions involved in a new goal: to set up favourable contexts for the success of plural reciprocal relationships.

Social Justicitis

2012 ◽  
Author(s):  
John Tomasi
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Adverse Reaction ◽  
Allergic Reaction ◽  
Distributive Justice ◽  
Spontaneous Order ◽  
Classical Liberalism ◽  
The Poor ◽  
Bee Sting ◽  
Adequacy Condition

This chapter examines what it calls “social justicitis”—a strongly negative, even allergic, reaction to the ideal of social or distributive justice. Social justicitis is a malady from which many defenders of private economic liberty suffer. For libertarians, arguments on behalf of social justice may be as threatening as a bee sting is to some people. In the case of classical liberals, social justicitis arises as an adverse reaction to talk about social justice at the level of public policy. The chapter first considers the notion of distributional adequacy condition from the perspective of classical liberalism and libertarianism before discussing the arguments of classical liberals and libertarians regarding property and the poor. It also explores F. A. Hayek's critique of social justice and the implications of his theory of spontaneous order with respect to distributional ideals.

Laws and How They Affect the Everyday Lives of People with Disabilities

2021 ◽  
pp. 55-73
Author(s):  
Rhoda Olkin
Keyword(s):  
Social Justice ◽  
Distributive Justice ◽  
People With Disabilities ◽  
Daily Lives ◽  
Everyday Lives ◽  
Disability Laws ◽  
The Everyday ◽  
The Disabled ◽  
The Impact

For persons who are minorities, the impact of laws can be very directly experienced in day-to-day life. The myriad laws related to disability are scattered across many laws and throughout many agencies and can be hard to locate. Some of the laws, rules and regulations help, but some also hinder, the daily lives of the disabled. How the labyrinth of laws places a burden on people with disabilities is highlighted. There are four activities in this chapter. The first has students focus on laws that affect their everyday lives. In the second activity the concept of ‘separate but not equal’ is the focus. A third activity entails a comparison of social justice versus distributive justice as it applies to disability. In the fourth activity a game of ‘Eye Spy’ concentrates on the application of disability laws.

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher

2019 ◽  
Vol 26 (2) ◽  
pp. 353-374 ◽  
Author(s):  
Mariana Amaral-da-Cunha ◽  
Amândio Graça ◽  
Paula Batista ◽  
Ann MacPhail
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Identity ◽  
Personal Characteristics ◽  
Initial Teacher Education ◽  
Cooperating Teacher ◽  
Structured Interviews ◽  
Teaching Perspectives ◽  
School Placement ◽  
One Year

Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.

Compassion as a Political Virtue

2002 ◽  
Vol 50 (3) ◽  
pp. 529-544 ◽  
Author(s):  
Maureen Whitebrook
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Distributive Justice ◽  
Political Thought ◽  
Political Context ◽  
The Political ◽  
Principles Of Justice ◽  
Relationship Of ◽  
The Relationship

The place of compassion in political thought and practice is debatable. This debate can be clarified by stipulating ‘compassion’ as referring to the practice of acting on the feeling of ‘pity’; in addition, compassion might best be understood politically speaking as properly exercised towards vulnerability rather than suffering. Working with these understandings, I contrast Martha Nussbaum's account of the criteria for the exercise of compassion in modern democracies with the treatment of compassion in Toni Morrison's novels in order to suggest how compassion can be viewed politically. In respect of distributive justice and public policy, in both cases compassion might modify the strict application of principles in the light of knowledge of particulars, suggesting an enlarged role for discretion in the implementation of social justice. More generally, compassion's focus on particulars and the interpersonal draws attention to the importance of imagination and judgement. The latter returns a consideration of compassion to the question of the relationship of compassion to justice. In the political context, although strict criteria for compassion are inappropriate, principles of justice might work as modifying compassion (rather than vice-versa, as might be expected).

scholarly journals A critical investigation of the relationship between masculinity, social justice, religious education and the neo-liberal discourse

2014 ◽  
Vol 56 (7) ◽  
pp. 650-662 ◽  
Author(s):  
Francis Farrell
Keyword(s):  
Social Justice ◽  
Religious Education ◽  
Qualitative Data ◽  
Structured Interviews ◽  
Content Type ◽  
Alternative Discourse ◽  
Policy Context ◽  
Formed Part ◽  
The Relationship ◽  
Practical Implications

Purpose – The purpose of this paper is to critically investigate a group of year 11 boys’ relationship to RE in response to debates about boys’ underachievement in RE. Design/methodology/approach – Qualitative data were collected through observations and semi-structured interviews. Data analysis draws upon pro-feminist and poststructuralist theories of the gendered subject. Findings – The data presented in this paper reveals how RE functioned as a political space for the exploration of social justice issues that formed part of the boys’ daily experiences, serving to increase awareness and understanding of diversity. Research limitations/implications – At a time of curriculum change where RE has been marginalised by exclusion from the DfE's English Baccalaureate this paper also seeks to contribute to debates about education for social justice through critical, pluralistic RE within a neo-liberal policy context. Practical implications – RE is shown to be a potent educational resource for challenging pupils’ negative social practices and producing more reflexive masculine subjects. Social implications – The contribution of RE to ensuring greater understanding and dialogue requires reassertion and protection within the curriculum. Originality/value – The data presented shows that where RE is taken up by masculine subjects it offers an alternative discourse with potential to create community cohesion and interfaith dialogue.

Employment mismatch from a distributive justice perspective

2020 ◽  
Vol 44 (8/9) ◽  
pp. 829-845
Author(s):  
Xinyi Bian
Keyword(s):  
Social Justice ◽  
Education Reform ◽  
Distributive Justice ◽  
Human Resource Development ◽  
Individual Development ◽  
Employment Relations ◽  
Justice Theory ◽  
Content Type ◽  
Different Populations ◽  
Hrd Professionals

Purpose Employment mismatch is a significant problem in many countries. However, little conceptualization research has been conducted on employment mismatch from a social justice perspective. The purpose of this study is to shed light on social justice issues that have been obscured in the human resource development (HRD) literature through the lens of the distributive justice theory. Design/methodology/approach This study first reviews the literature to identify the gaps in employment mismatch research by reviewing three relevant bodies of literature: education mismatch, immigrant mismatch and disability mismatch. It then provides a new conceptualization of employment mismatch by examining employment mismatch through the lens of Rawls’ (1971) distributive justice theory. Findings The author proposed a framework of healthy employment relations using the constructs of social system design, moral guidance, education reform and individual development. Implications were proposed for research and practice. Originality/value The new framework of healthy employment approaches employment mismatch from four aspects embraced by the distributive justice theory. This model can assist HRD professionals and policymakers in responding to the employment mismatch of different populations.

Social Justice and the Problem of Punishment

1991 ◽  
Vol 25 (3-4) ◽  
pp. 302-331
Author(s):  
Wojciech Sadurski
Keyword(s):  
Social Justice ◽  
General Theory ◽  
Distributive Justice ◽  
General Trend ◽  
Criminal Punishment ◽  
Wealth Maximization ◽  
Important Exception ◽  
Theories Of Punishment ◽  
Economic Goods ◽  
Economic Distribution

Until very recently the dominant approach to the theory of punishment has been to discuss it in isolation from any general theory of the just distribution of benefits and burdens in a society. Almost without exception, the debate between the competing theories of punishment has run separately from the theory of distributive justice, as if the words “just” in “just punishment” and “just reward” belonged to two different species of “justice”. Perhaps the most important exception to this rule has been the position of radical utilitarians — i.e., act-utilitarians of J. J. C. Smart's genre, or wealth-maximization theorists of Richard Posner's ilk — who consciously treat the domains of economic distribution and of criminal punishment as two areas of application of one and the same set of over-arching principles. But, since neither for Smart nor for Posner is distributive justice (whether regarding economic goods, or penalties) a morally significant virtue, their theories really do not detract from the general trend that, in the literature on punishment, the conceptions of retributive and distributive justice are largely independent.

scholarly journals Speech-language Pathology Services Delivered by Telehealth in a Rural Educational Setting: the School’s Perspective

2018 ◽  
Vol 6 ◽  
Author(s):  
Natalie K Bradford ◽  
Liam J Caffery ◽  
Monica Taylor ◽  
Judith Meiklejohn ◽  
Anthony Smith C C Smith ◽  
...  
Keyword(s):  
Program Implementation ◽  
Service Providers ◽  
Rural School ◽  
School Staff ◽  
Teaching Staff ◽  
Speech Language Pathology ◽  
Structured Interviews ◽  
Activity Data ◽  
School Teaching ◽  
Language Pathology

Introduction: Access to speech-language pathology services for children in rural and remote communities is often limited. Telehealth is increasingly used to provide these services to schools, demonstrating high satisfaction with both service providers and recipients, but the requirements for successful program implementation are as yet unclear. We aimed to explore the implementation requirements for a telehealth speech-language pathology service for children from the perspective of a rural school. Methods: A qualitative approach, supplemented by program activity data, was used to understand the experiences and perceptions of the benefits, limitations, enablers and barriers of a telehealth speech-language pathology program delivered to a school servicing approximately 400 children in a small rural town in the state of Queensland, Australia. Thematic analysis was conducted of transcripts of individual semi-structured interviews with nine school teaching staff and field notes of informal discussions regarding 85 speech-language pathology telehealth sessions (n = 9 children) during program establishment and implementation. Results: The speech-language pathology telehealth service was acceptable to teaching staff at the rural school, who cited improved access, the suitability of the technology for child engagement, and perceived effectiveness. Implementation issues were highlighted as critical to program success and scalability, particularly staff workload, technological issues, communication processes, and sustainability. Conclusion: School-based speech-language pathology services delivered via telehealth were perceived as a suitable way of increasing access for children by rural school staff. Future implementations of telehealth speech-language pathology programs should prospectively consider workload implications and develop strategies to communicate with and involve school staff.      

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