scholarly journals Ethical Dilemmas in Resistance Art Workshops with Youth

2021 ◽  
Vol 15 (3) ◽  
pp. 355-374
Author(s):  
Chloé S. Georas ◽  
Jane Bailey ◽  
Valerie Steeves
Keyword(s):  
Social Justice ◽  
Digital Literacy ◽  
Ethical Dilemmas ◽  
Digital Art ◽  
Cultural Appropriation ◽  
Research Project ◽  
Regulatory Frameworks ◽  
Sexually Explicit ◽  
Youth Resistance

In 2017 and 2018 [Name of research project] organized two transnational youth resistance art workshops. These workshops addressed online social justice issues and placed emphasis on pushing back against technology-facilitated violence and surveillance in networked spaces. Our engagement with these workshops raised three dilemmas associated with these sorts of resistive social justice art projects. This article explores these dilemmas, which include how to enable the production of digital art in a manner that is attentive to intersectional issues of digital literacy and access; artistic appropriations of sexually explicit, discriminatory or hateful speech and their relation to cultural appropriation; and defamation, privacy, copyright and trademark considerations relating to artistic appropriations. In addressing these dilemmas, examples of regulatory frameworks shaping resistance opportunities and social justice initiatives are highlighted, along with suggestions for addressing these dilemmas for those who may wish to facilitate or engage in youth resistance art workshops in future.

Remnants of Forgotten States and Resurrection of Suppressed Possibilities

2013 ◽  
Author(s):  
Udi Edelman ◽  
Eyal Danon ◽  
Ran Kasmy-Ilan
Keyword(s):  
Digital Art ◽  
Research Project ◽  
Zionist Movement

A curatorial essay on the research project and exhibition "Where to?", held at the Israeli Center for Digital Art in Holon between April and June 2012. The exhibition set out to reexamine forgotten ideological currents and modes of activity within the framework of the modern Jewish revolution in general, and the Zionist movement in particular. This attempt led to an engagement with these lost possibilities, and their problems, within contemporary Jewish-Israeli existence.

scholarly journals Using playful methods to understand children’s digital literacies

2021 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Digital Literacy ◽  
Research Data ◽  
Research Approach ◽  
Research Projects ◽  
Digital Literacies ◽  
Research Project ◽  
Childhood Education ◽  
Context Sensitive ◽  
The Individual ◽  
Meaningful Research

This chapter is the final for Section 3 and in many ways stands as an example of how many of the individual elements presented thus far in the book, can come together in a holistic way. This chapter demonstrates how we can adopt play, make it unique to the project and the children and still arrive at meaningful research data. This chapter describes a research project wherein 3- to 6-year-old Finnish children’s digital literacies were studied and supported via playful methods. The key theses this chapter advocates are:-The use of playful methods in early childhood education (ECE) research is one way to acknowledge and respect the characteristics of the research context.-The ambiguity of play should be acknowledged when planning, conducting, and evaluating playful research projects.-Studying and supporting children’s digital literacies do not always require digital devices.The chapter is structured as follows. First, a reflective discussion on the ambiguity of play and the use of playful methods as a context-sensitive research approach is presented. Then, an overview of the research project and its objectives are provided. In the end, three concrete examples of how the children’s digital literacy was studied and supported using playful methods are given.

scholarly journals What do social work students think social work research is?

2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs
Keyword(s):  
Social Justice ◽  
Social Work ◽  
New Zealand ◽  
Work Values ◽  
Research Training ◽  
Social Work Students ◽  
Service Users ◽  
Research Project ◽  
Social Work Research ◽  
Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

2020 ◽  
Vol 27 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Rod Philpot ◽  
Wayne Smith ◽  
Göran Gerdin ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
Teaching Strategies ◽  
Critical Incident ◽  
Teaching Practice ◽  
Critical Incident Technique ◽  
Research Approach ◽  
Research Project ◽  
Health And Physical Education ◽  
Social Justice Pedagogies

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Critical Participatory Action Research: A Feminist Project for Validity and Solidarity

2019 ◽  
Vol 43 (4) ◽  
pp. 433-444 ◽  
Author(s):  
Michelle Fine ◽  
María Elena Torre
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Participatory Action Research ◽  
Feminist Research ◽  
Participatory Action ◽  
Research Project ◽  
Research Praxis ◽  
And Gender ◽  
Critical Participatory Action Research ◽  
Trans Youth

We present critical participatory action research as an enactment of feminist research praxis in psychology. We discuss the key elements of critical participatory action research through the story of a single, national participatory project. The project was designed by and for LGBTQIA+ (lesbian, gay, bisexual, trans, queer, intersex, asexual, plus) and gender-expansive youth; it was called What’s Your Issue? We provide details of the research project, the dreams, desires, experiences, and structural precarity of queer and trans youth. We write this article hoping readers will appreciate the complexities of identities, attend to the relentless commitment to recognition and solidarities, learn the ethical and epistemological principles of critical participatory action research as a feminist and intersectional praxis, and appreciate the provocative blend of research and action toward social justice. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Ethical Dilemmas in Rural Special Education: A Call for a Conversation about the Ethics of Practice

2008 ◽  
Vol 27 (1-2) ◽  
pp. 3-9 ◽  
Author(s):  
Terry R. Berkeley ◽  
Barbara L. Ludlow
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Professional Practice ◽  
Special Educators ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Ethical Imperative ◽  
Professional Careers ◽  
Legislative Policy ◽  
Work Done

Education and human services by their very nature imply an ethical imperative (Kelman & Warwick, 1972; Becker, 2005) as these areas of endeavor represent work designed to alter the development and other characteristics of the children and their family members who are being served. The ethical imperative is an ideal based upon an assumption that we must both do good and do good well. In this article, we begin with several ethical dilemmas applicable to rural special education; these are dilemmas similar to those special educators must face but are idiosyncratic, in part, to rural locales. We follow these dilemmas by petitioning special educators to develop a language of ethics, and, perhaps, too, a commitment to social justice, since the legislative policy stimulating and requiring the development of such services has its foundation in social justice. Still, even in the presence of codes of ethical conduct developed to guide professional practice, we believe there is a higher calling, a need to move toward ideals in the work done by special educators. This calling must be absent any consideration of sanctions for not acting ethically that seem to be at the center of discussions of ethical codes—typically taking the form of this question: What happens if I do not adhere to the ethical code of conduct of my profession? For us, this petition for moving toward ideals in the work we do, and the development of a language of ethics, should be at the core of answering two essential queries throughout our professional careers: Why we do what we do? Why do we care?

scholarly journals Aspects of Social Justice in the Civic Participation of Russian Ethnic Group in Lithuania

2018 ◽  
Vol 29 (4) ◽  
Author(s):  
Monika Frėjutė-Rakauskienė
Keyword(s):  
Social Justice ◽  
Nongovernmental Organizations ◽  
Ethnic Group ◽  
Empirical Data ◽  
Civic Participation ◽  
Political Representation ◽  
Minority Group ◽  
Three Dimensions ◽  
Research Centre ◽  
Research Project

The article presents empirical data from qualitative interviews with leaders and representatives of Russian ethnic group nongovernmental organizations conducted inthe cities of Vilnius, Klaipėda and Kaunas in 2016–2017. The analysis of aspects of social justice in civic participation of the Russian ethnic minority group is presented in the article. The author applies the definition of Nancy Fraser (1996, 2007), who distinguishes three dimensions of social justice: economic, cultural and political, associated with redistribution, recognition policy and political representation. It is discussed if and how the motives, goals and activities of the Russian nongovernmental organizations are linked or related to these mentioned dimensions. The study revealed that the field of activity of the Russian nongovernmental organizations mainly focuses on cultural activities and cultural aspects related to the policy of recognition of ethnic groups. The empirical data is collected in the framework of the research project which addresses the experiences of social and historical justice by different generations of Lithuanians and Lithuanian Russians. The research project is funded by the Research Council of Lithuania and conducted by a group of researchers from the Lithuanian Social Research Centre (the number of this project is LIP-031/2016).

scholarly journals Teachers’ critical reflection: what are the practices for social justice in education?

2021 ◽  
Vol 11 (1) ◽  
pp. 60-77
Author(s):  
Rola Koubeissy ◽  
Genevieve Audet
Keyword(s):  
Social Justice ◽  
Primary Schools ◽  
Justice System ◽  
Political System ◽  
Critical Reflection ◽  
Power Relationships ◽  
Research Project ◽  
Norms And Values ◽  
Context Data ◽  
Cultural Responses

This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

scholarly journals Mobile(izing) Educational Research: Historical literacy, m-learning, and technopolitics

2015 ◽  
Vol 49 (3) ◽  
pp. 583-602 ◽  
Author(s):  
Bryan Smith ◽  
Nicholas Ng-A-Fook ◽  
Julie Corrigan
Keyword(s):  
Educational Research ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Mobile Application ◽  
History Textbooks ◽  
Canadian History ◽  
Research Project ◽  
Digital History ◽  
Historical Literacy ◽  
Curricular Materials

This research project explored the nexus between historical literacies, digital literacy and m-learning as a praxis of mobilizing technopolitics. To do this, we developed a mobile application for teacher candidates to study the absence of the Indian Residential School system as a complement to history textbooks and other curricular materials. Building on the findings of our SSHRC-funded digital history research project, we sought to engender a “technopolitics” as a form of critical historical literacy. Out of this work, we sought to understand how digital technologies contributed to recent calls to mobilize educational research and more specifically, while working to decolonize existing narratives of Canadian history beyond traditional modes of dissemination.

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