scholarly journals Covid-19 as natural intervention: Guilt and perceived historical privilege contributes to structural reform under conditions of crisis

2021 ◽  
Author(s):  
Melike M Fourie ◽  
Wilhelm Verwoerd
Keyword(s):  
Social Justice ◽  
Empirical Support ◽  
National Sample ◽  
Empathic Concern ◽  
Structural Reform ◽  
Structural Racism ◽  
Behavioral Support ◽  
South Africans ◽  
White Guilt ◽  
Relief Efforts

The Covid-19 pandemic has been described as an unmasking of persistent racialized inequalities linked to South Africa’s oppressive past. However, such observations lack empirical support. Here we examined whether Covid-19 lockdown conditions encouraged greater perceptions of continuing structural racism together with motivational and behavioral support for social justice, and whether guilt or empathic concern undergirded such responses. A national sample of White South Africans’ data suggest that the pandemic served as a natural intervention, fostering greater acknowledgment of structural racism and support for redress through increased awareness of historical privilege and guilt in response to Black hardship. Guilt furthermore predicted a social justice motivation in relief efforts, whereas empathic concern predicted only charity motivation. These results suggest that ‘White guilt’ is more consequential than empathic concern in contributing to structural reform, but would require longer-term processes to support the translation of its motivational push into sustainable contributions to social justice.

scholarly journals Can Social Justice Live in a House of Structural Racism? A Question for the Field of Evaluation

2019 ◽  
Vol 40 (1) ◽  
pp. 6-18 ◽  
Author(s):  
Leon D. Caldwell ◽  
Katrina L. Bledsoe
Keyword(s):  
Social Justice ◽  
Behavior Modification ◽  
Status Quo ◽  
Social Injustice ◽  
Paradigm Shifts ◽  
Structural Racism ◽  
Evaluation Practice ◽  
Learned Behaviors ◽  
The Status ◽  
Professional Evaluation

This article questions whether social justice can live within the structural racism present in the field of evaluation. Structural racism refers to the totality of ways in which societies foster racial discrimination through mutually reinforcing systems of housing, education, employment, earnings, benefits, credit, media, health care, and criminal justice. In order for social justice to be a professional standard of evaluation, the field must recognize, identify, and modify persistent learned behaviors associated with structural racism. We assert that all evaluators, regardless of demographic designation, are subject to perpetuating structural and institutional racism, found in the history and systems of the profession, by tacitly accepting the status quo norms of evaluation practice. Current norms, policies, and practices compromise the normalization of social justice in evaluation. Evaluators sanctioned and reinforced by their professional association, the American Evaluation Association, have the power to modify behaviors of evaluators that perpetuate social injustice in the discipline and field of professional evaluation. We highlight pioneering literature that intellectually protest and position paradigm shifts for equity. We acknowledge the presence of racial and ethnic colleagues, and professional statements about social justice as confrontations to structural racism found in the history and systems of the evaluation field. Finally, we propose a framework for professional behavior modification as a strategy for the extinction of structural racism in evaluation and assert that social justice can only be realized when structural racism is eradicated.

Teaching Note: The Spell Craft of Social Work: Harry Potter and Social Justice

2017 ◽  
Vol 22 (1) ◽  
pp. 111-126
Author(s):  
Brent Satterly
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Human Development ◽  
Change Agent ◽  
Social Work Students ◽  
Harry Potter ◽  
Power Structures ◽  
Pluralistic Society ◽  
Cultural Phenomenon ◽  
White Guilt

J. K. Rowling's popular Harry Potter series describes a magical world of witches and wizards that exists in the ordinary world. Captivating an entire generation, Harry Potter is a lore that can teach today's undergraduate social work students about the power of advocacy for social change and the pursuit of social justice. Activating Millennial motivation, this cultural phenomenon provides themes, characters, and magical environments exploring identity, human development, trauma, families, oppression, privilege, power structures, groups, and diversity. For instance, how does studying at Hogwarts School of Witchcraft and Wizardry illuminate the intersectionality of identities in our pluralistic society? How does Draco Malfoy's exploration of his pureblood privilege and prejudice reflect White guilt and racism? And most poignantly, what role does Harry Potter play as change agent? This article takes us into the Pensieve to describe the scaffolding development of the course titled The Spell Craft of Social Work: Harry Potter and Social Justice.

Umverteilungspolitik am Anfang?

2008 ◽  
Vol 57 (3) ◽  
Author(s):  
Walther Otremba
Keyword(s):  
Economic Policy ◽  
Social Justice ◽  
Economic Activity ◽  
Public Debate ◽  
Structural Reform ◽  
Negative Effects ◽  
Middle Classes ◽  
The Public ◽  
Top Performers

AbstractThere has been a shift in the public debate in Germany: following years of structural reform, aspects of redistribution of wealth and equality of income have become more important. However, this focus on social justice ignores the facts about the development of incomes in Germany. It also underestimates the negative effects of redistribution on incentives for economic activity. Instead of engaging in debates about redistribution of wealth, we should be reducing the pressures, particularly on the middle classes and on top performers. A policy for growth is essential. German economic policy should not be deflected from its course.

scholarly journals Strengthening Cross-Sector Collaborations in Hunger-Relief Efforts to Address Structural Racism

2021 ◽  
Vol 53 (2) ◽  
pp. 93-94
Author(s):  
Chelsea R. Singleton ◽  
Whitney Fung Uy ◽  
Matthew J. Landry
Keyword(s):  
Structural Racism ◽  
Relief Efforts

Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools

2016 ◽  
Vol 55 (8-9) ◽  
pp. 1142-1171 ◽  
Author(s):  
Mary Candace Raygoza
Keyword(s):  
Social Justice ◽  
Urban Schools ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
The United States ◽  
National Sample ◽  
Teaching Mathematics ◽  
Teachers Experiences ◽  
Beliefs About Teaching ◽  
Social Justice Mathematics

This article contributes a deeper understanding of teachers’ experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching commitments of social justice mathematics teachers, the barriers they face, and what they envision for the future of urban mathematics education. Drawing on critical pedagogical theory, this study uncovers how social justice mathematics teachers have on-the-ground experiences and perspectives that can help us build upon Freire’s notion of education for liberation.

scholarly journals The Effect of Social Justice Advocacy and Ethical Sensitivity on the Social Entrepreneurial Intention of High School Students

2019 ◽  
Vol 14 (11) ◽  
pp. 18
Author(s):  
Joseph Kim ◽  
Byeonghwa Park
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High Schools ◽  
Perspective Taking ◽  
Entrepreneurial Intention ◽  
Empathic Concern ◽  
Ethical Sensitivity ◽  
School Students ◽  
Social Justice Advocacy

The objective of this study was to assess the effect of ethical sensitivity and social justice advocacy on social entrepreneurial intention, and also, examined the impact of empathic concern and perspective taking on social justice advocacy and ethical sensitivity respectively. Another objective is to assess these relationships using the high school student population. This study collected the data from 201 high school students in the east coast area in the U.S. The students were randomly selected and invited to the survey. Path analysis was used to test the suggested hypotheses. The results indicated that high school students with a high level of social justice advocacy and ethical sensitivity showed stronger social entrepreneurial intention. Also, empathic concern was significantly related to social justice advocacy, while perspective taking was associated considerably with ethical sensitivity. Our study finds that ethical sensitivity and social justice advocacy will foster SE intention among high school students. Unlike adult groups, high schools students are under development of their ethical system and the value and attitude toward social issues. Education or training can play a critical role in high school students' ethical system or attitudes toward social justice. There should be more emphasis on ethics and social justice in the curriculum of high schools.

scholarly journals Ajakan rasis dan membatalkan budaya di Twitter: Keterbatasan kemampuan platform untuk mendefinisikan masalah keadilan sosial

2021 ◽  
Author(s):  
Reiner Yahya Pallo
Keyword(s):  
Social Media ◽  
Social Justice ◽  
Structural Racism ◽  
Mainstream Media ◽  
Specific Instance ◽  
Moral Position ◽  
Social Media Platforms

leading to its coverage in mainstream media outlets. It had the characteristics, labelled at the time by critics, of ‘cancel culture’, where there were calls for sackings and boycotts. This analysis demonstrates that there should be caution in regard to how social media platforms such as Twitter are able to lead in such matters of social justice. The paper shows how its affordances can work against coherent and careful discussion, fostering fast, simplified, contradictory commentary, where individual tweets load a range of different concerns onto a specific instance. In this particular case, this results in an individualization of racism, which therefore becomes decontextualized and depoliticized. While those tweeting revel in and enjoy their shared moral position, actual endemic structural racism in society remains invisible, and they misrepresent, arguably, the key question that this racist outburst raises.

Maslach Burnout Inventory: Factor Structures and Norms for USA Pharmacists

1989 ◽  
Vol 64 (3_suppl) ◽  
pp. 1059-1063 ◽  
Author(s):  
Monina R. Lahoz ◽  
Holly L. Mason
Keyword(s):  
Visual Analysis ◽  
A Priori ◽  
Empirical Support ◽  
Maslach Burnout Inventory ◽  
National Sample ◽  
Personal Accomplishment ◽  
Helping Professions ◽  
Validity And Reliability ◽  
Factors Analysis ◽  
Principal Factors

This study was conducted to establish normative data as well as evaluate the construct validity and reliability of the three subscales of the Maslach Burnout Inventory when given to a national sample of USA licensed practicing pharmacists. Data were subjected to principal factors analysis with iteration and a varimax rotation to obtain a three-factor solution. Visual analysis and statistical comparison provided empirical support for the presence of the hypothesized ( a priori) constructs of Emotional Exhaustion, Depersonalization, and Lack of Personal Accomplishment. Internal consistency of the derived subscales, as measured by Cronbach's alpha coefficient, were comparable with previous data. Pharmacists' subscale scores were significantly lower than those obtained in studies of the helping professions.

Post-1994 South African Education

2014 ◽  
Vol 652 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Saleem Badat ◽  
Yusuf Sayed
Keyword(s):  
Social Justice ◽  
South African ◽  
Social Order ◽  
Educational Institutions ◽  
National Unity ◽  
Educational Approach ◽  
South Africans ◽  
Nelson Mandela ◽  
Policy Goals ◽  
Systemic Crisis

The formal end of apartheid was greeted with optimism and expectations. A new Government of National Unity with Nelson Mandela at its head signaled a new just and democratic social order, including social justice in and through education. Twenty years later, formally desegregated yet class-based educational institutions, continuing disparities and inequities, and poor academic achievement are key features of the contemporary educational order. This article considers how far South Africa has come since 1994 in realizing laudable constitutional and policy goals, especially equity, quality, and social justice in education. It argues, however, that, as a consequence of policy, the doors of learning remain firmly shut to the majority of South Africans. Some key strategies to advance social justice are identified. A failure to act now and with urgency to reform South Africa’s educational approach betrays constitutional ideals and leaves intact the systemic crisis of education that especially affects South Africa’s historically disadvantaged and marginalized peoples.

scholarly journals Social Justice Is Not the COVID-19 Vaccine Alone: It Is Addressing Structural Racism Through Social Policies That Shape Health

2021 ◽  
Vol 111 (S2) ◽  
pp. S75-S79
Author(s):  
Vickie M. Mays ◽  
Susan D. Cochran ◽  
Aleta Sprague ◽  
Jody Heymann
Keyword(s):  
Social Justice ◽  
Social Policies ◽  
Structural Racism
Sign in / Sign up

Export Citation Format

Share Document