The Concept of Social Justice from the Perspective of University Students

AbstractIn-class participation is a common component of many university students’ course grade, yet there has been some debate over whether it is fair to grade participation, given that some students are “ naturally” introverted. In this paper, we problematize the central assumption that the arguments against grading participation rest upon: that classrooms are neutral spaces into which a range of personalities come together, each with unique needs that should be recognized and supported. As educators whose work and teaching is grounded in critical social justice frameworks, we argue that there is a fundamental dynamic that is missed when silence is presumed to be a-political. We argue that classrooms are microcosms of the wider society and as such, are political spaces in which dynamics of unequal social power also play out; there is no neutral classroom or natural mode of engagement. In this paper, we lay out the foundation of a social justice approach to teaching and problematize the notion of neutral classroom spaces. We speak back to some of the most common arguments against grading classroom participation and in doing so argue that participation in classroom settings is a central element to dismantling social injustice in our wider communities.

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The Concept of Social Justice from the Perspective of University Students

10.31219/osf.io/kc2e7 ◽

2021 ◽

Author(s):

Nesip Demirbilek ◽

Fulya Atila ◽

Celalettin Korkmaz

Keyword(s):

Higher Education ◽

Distance Education ◽

Social Justice ◽

Content Analysis ◽

University Students ◽

Social Activities ◽

Equal Opportunities ◽

Justice Perception ◽

Analysis Technique ◽

The Social

The aim of this study is to reveal how university students conceptualize their perceptions of social justice. 393 university students were included as the sample of the research. An interview form was sent to the students online. The content analysis technique was used in the analysis of the data. As results, it was stated that every student is equal, opportunities are provided equally, there is no discrimination, social activities are equally benefited, every student is given the same rights, interests and needs are cared for, and every student is treated fairly. They expressed as the most unjust incidents are "necessity of distance education due to the Covid-19 pandemic," "getting unworthy points," "discrimination," "lack of justice in scoring," "unfair scholarship distribution" and "no course exemption." In addition, since it is not in the literature, a scale can be developed regarding the social justice perception levels of students studying in higher education.

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A Study on Turkish and Lithuanian Young Adults’ Perception of Values

Education and Urban Society ◽

10.1177/0013124519848053 ◽

2019 ◽

Vol 52 (3) ◽

pp. 489-508

Author(s):

Adem Öcal ◽

Süleyman Yiğittir ◽

Laima Kyburiene ◽

Gemma Navickiene

Keyword(s):

Qualitative Research ◽

Social Justice ◽

Young Adults ◽

Content Analysis ◽

University Students ◽

Semistructured Interview ◽

International Level ◽

Analysis Technique ◽

Points Of View

Whether on a national or an international level, it is important to settle how values are comprehended and justified. This study investigates how university students in Turkey and Lithuania make sense of certain values. The study has a pattern of a case study. The respondent selection was made by benefiting from the studies conducted in both countries. The investigation reveals how three values (family, social justice, and freedom) were understood by university students in both countries, and how they were justified. The data were collected through one of the qualitative research methods, the semistructured interview. The respondents included 32 students from Lithuania, and 40 students from Turkey. The data were analyzed using the content analysis technique. The results of this study suggest that values can be perceived differently both in individual and social platforms, and that, depending on the part of the society they emerged from, values can be justified by various points of view rooting from religion, tradition, and culture.

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Urbana ′90—A Student Missionary Convention and Missiological Event

Missiology An International Review ◽

10.1177/009182969101900306 ◽

1991 ◽

Vol 19 (3) ◽

pp. 333-346 ◽

Cited By ~ 1

Author(s):

Samuel Escobar ◽

Mary Fisher ◽

J. Christy Wilson

Keyword(s):

Social Justice ◽

University Students ◽

Third World ◽

Christian Fellowship

The following article is a report and reflection on the large missionary convention sponsored by Inter-Varsity Christian Fellowship and attended by thousands of university students in December, 1991. Samuel Escobar evaluates Urbana ′90 from a Third World and missiological perspective. Mary Fisher follows with a report on the planning and objectives showing that this celebrated convention steered a new course by consciously trying to reflect all of the values of the kingdom, including both a passion for evangelism and a concern for social justice. J. Christy Wilson concludes with reflections and comparisons between this event and the first conference which he directed in 1946.

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FemTechNet Distributed Open Collaborative Course

Advances in Media, Entertainment, and the Arts - Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement ◽

10.4018/978-1-5225-1665-1.ch016 ◽

2017 ◽

pp. 278-296 ◽

Cited By ~ 1

Author(s):

Karen T. Keifer-Boyd

Keyword(s):

Social Justice ◽

Elementary School ◽

University Students ◽

Disability Studies ◽

School Children ◽

Elementary School Children ◽

Feminist Disability Studies ◽

Approach To Teaching

This chapter is about three pedagogical experiments: Performing Difference, Exquisite Engendering, and Feminist Mapping. Performing Difference is a project in which university students write and perform a conversation developed from their blog dialogue with students at another university about identity informed by readings, activities, and processes; and from dialogue on feminist disability studies informed by readings, videos, and other materials and activities. Exquisite Engendering is a pedagogical experiment in remixing virtual and physical issues of race, body, and difference into videos to teach elementary school children about social justice. Feminist Mapping is a pedagogical project that considers gender intersected with other identities in mapping places, concepts, and objects. These three pedagogical experiments are part of FemTechNet's Distributed Open Collaborative Course (DOCC), an approach to teaching that fosters dialogue to imagine, and then create, an equitable and socially just education.

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