scholarly journals Review of the book Educators on Diversity, Social justice, and Schooling: A Reader

2021 ◽  
Author(s):  
Sonya E. Singer ◽  
Mary Jane Harkins
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Mission Statements ◽  
Ethnic Origin ◽  
Pedagogical Practices ◽  
Equal Opportunities ◽  
Treaty Rights ◽  
Canadian Charter ◽  
Diverse Classrooms ◽  
Methodological Approaches

The Canadian Charter of Rights and Freedoms (1982) recognizes aboriginal and treaty rights (section 25), official bilingualism (sections 16-20), and multiculturalism (section 27). The Charter also protects citizens from discrimination based on race, national or ethnic origin, colour, religion, sex, age, or disability (Canadian Charter of Rights and Freedoms, 1982). The spirit and values instilled by the Charter are significant to the field of education mission statements and policies endorsing diversity, inclusion and equity. Combined with different communities’ advocacy for social change, teachers are increasingly called to impart equal opportunities for all children in increasingly diverse classrooms with equitable curricular and pedagogical practices. In that context, Educators on Diversity, Social Justice and Schooling: A Reader provides insight for practitioners. This book is edited by Sonya E. Singer and Mary Jane Harkins, with each chapter’s authors representing various theoretical and methodological approaches. The book is organized in three thematic sections: diversity, social justice, and schooling.

scholarly journals Review of the book Educators on Diversity, Social justice, and Schooling: A Reader

2021 ◽  
Author(s):  
Johanne Jean-Pierre
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Mission Statements ◽  
Ethnic Origin ◽  
Pedagogical Practices ◽  
Equal Opportunities ◽  
Treaty Rights ◽  
Canadian Charter ◽  
Diverse Classrooms ◽  
Methodological Approaches

The Canadian Charter of Rights and Freedoms (1982) recognizes aboriginal and treaty rights (section 25), official bilingualism (sections 16-20), and multiculturalism (section 27). The Charter also protects citizens from discrimination based on race, national or ethnic origin, colour, religion, sex, age, or disability (Canadian Charter of Rights and Freedoms, 1982). The spirit and values instilled by the Charter are significant to the field of education mission statements and policies endorsing diversity, inclusion and equity. Combined with different communities’ advocacy for social change, teachers are increasingly called to impart equal opportunities for all children in increasingly diverse classrooms with equitable curricular and pedagogical practices. In that context, Educators on Diversity, Social Justice and Schooling: A Reader provides insight for practitioners. This book is edited by Sonya E. Singer and Mary Jane Harkins, with each chapter’s authors representing various theoretical and methodological approaches. The book is organized in three thematic sections: diversity, social justice, and schooling.

scholarly journals Review of the book Educators on Diversity, Social justice, and Schooling: A Reader

2021 ◽  
Author(s):  
Sonya E. Singer ◽  
Mary Jane Harkins
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Mission Statements ◽  
Ethnic Origin ◽  
Pedagogical Practices ◽  
Equal Opportunities ◽  
Treaty Rights ◽  
Canadian Charter ◽  
Diverse Classrooms ◽  
Methodological Approaches

The Canadian Charter of Rights and Freedoms (1982) recognizes aboriginal and treaty rights (section 25), official bilingualism (sections 16-20), and multiculturalism (section 27). The Charter also protects citizens from discrimination based on race, national or ethnic origin, colour, religion, sex, age, or disability (Canadian Charter of Rights and Freedoms, 1982). The spirit and values instilled by the Charter are significant to the field of education mission statements and policies endorsing diversity, inclusion and equity. Combined with different communities’ advocacy for social change, teachers are increasingly called to impart equal opportunities for all children in increasingly diverse classrooms with equitable curricular and pedagogical practices. In that context, Educators on Diversity, Social Justice and Schooling: A Reader provides insight for practitioners. This book is edited by Sonya E. Singer and Mary Jane Harkins, with each chapter’s authors representing various theoretical and methodological approaches. The book is organized in three thematic sections: diversity, social justice, and schooling.

scholarly journals Exhaustion and possibility. The wor(l)dlyness of social work in (G)local environment worlds during a pandemic

2021 ◽  
Vol 20 (1-2) ◽  
pp. 54-62 ◽  
Author(s):  
Mona B Livholts
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Social Work ◽  
Turning Point ◽  
Social Problems ◽  
Life Writing ◽  
Work Practice ◽  
Local Environment ◽  
Social Work Practice ◽  
Writing Genres

Exhaustion is not about being tired. It is an intense feeling of restlessness, of insomnia, and awakening when I ask myself: have I exhausted all that is possible? Such a state of restlessness and wakefulness represents a turning point for having enough, and opens for new possibilities to act for social change. This reflexive essay departs from the notion that the language of exhaustion offers a wor(l)dly possibility for social work(ers) to engage in critical analytical reflexivity about our locations of power from the outset of our (g)local environment worlds. The aim is to trace the transformative possibilities of social change in social work practice through the literature of exhaustion (eg. Frichot, 2019 ; Spooner, 2011 ). The methodology is based on uses of narrative life writing genres such as poetry, written and photographic diary entrances between the 4th of April and 4th of June. The essay shows how tracing exhaustion during the pandemic, visualises a multiplicity of forms of oppression and privilege, an increasing attention and relationship to things, and border movements and languages. I suggest that social work replace the often-used terminology of social problems with exhaustive lists to address structural forms of racism, sexism, ableism, ageism, which has been further visualized through death, illness, violence, and poverty during the pandemic. I argue that the language of exhaustion is useful for reflexivity and action in social work practice through the way it contributes to intensified awareness, attention, engagement, listening, and agency to create social justice.

The prosocial leadership development process as a means to prepare the next generation of organizational leaders

2018 ◽  
Vol 26 (3) ◽  
pp. 225-237
Author(s):  
Timothy Ewest
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Leadership Behaviors ◽  
Pedagogical Practices ◽  
Organizational Leaders ◽  
Content Type ◽  
Social Challenges ◽  
Practical Implications

Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

Constitution Making

2021 ◽  
Author(s):  
Felix-Anselm van Lier ◽  
Katrin Seidel
Keyword(s):  
Social Change ◽  
Academic Research ◽  
Political Conflict ◽  
Knowledge Gaps ◽  
Anthropological Research ◽  
Recent Developments ◽  
Methodological Approaches ◽  
Established Democracies ◽  
Constitution Making

Be it in established democracies or in countries emerging from violent political conflict, constitution-making processes have become a key activity in moments of profound political and social change. Over the last three decades, the field of constitution making has witnessed an explosion of academic research from a variety of disciplines. This chapter sketches recent developments in the field, both in academia and in practice, and offers an overview of the conceptual and methodological approaches that have informed the study of such processes so far. The aim of the chapter is to introduce the reader to nascent anthropological research on constitution making and to explore how anthropological methods and theory can serve to address existing knowledge gaps and complement, nuance, and perhaps challenge existing approaches to constitution making.

A-13 Stepping into Action: The Role of Neuropsychologists in Social Justice Advocacy

2021 ◽  
Vol 36 (6) ◽  
pp. 1035-1035
Author(s):  
Mirella Diaz-Santos ◽  
Kendra Anderson ◽  
Farzin Irani ◽  
Michelle Miranda ◽  
Christina Wong ◽  
...  
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Socially Responsible ◽  
Developmental Approach ◽  
Social Justice Advocacy ◽  
Transformative Justice ◽  
Systems Framework ◽  
Licensure Requirements

Abstract Objective The current pandemic shed a necessary light on chronic systemic inequities. Despite awareness of the importance of diversity, equity, social justice, and advocacy, actionable change has been slow. The field of neuropsychology and psychology were founded on principles of universal rights for all humans, yet it has largely neglected social justice activities. Social justice and advocacy efforts are not universally embedded in education/training curriculums, nor in licensure requirements. If the field is pledging to move towards equity, systemic change is required. We offer practical considerations on how advocacy can lead neuropsychologists toward equity and social justice. Data Selection A review of the literature on racism, social justice, and health/mental health disparities, was conducted in the fields of neuropsychology, clinical psychology, counseling psychology, medicine, and public health, to form a systems-based approach to advocacy with actionable steps that can be taken by all. Tenents of critical consciousness, transformative learning, transformative justice and socially responsible neuropsychology emerged. Data Synthesis We utilize an ecological systems framework (microsystem, mesosystem, exosystem, and macrosystem levels) to provide a graded, developmental approach for transitioning to a social change agent. Recommendations are offered to provide guidance on addressing inequities at multiple levels in an effort to uphold human rights and protection of all. Conclusion Neuropsychology has the opportunity to blaze a new trail that can effectively protect, include, and nurture all of its constituents equitably rather than equally. Transforming our field is possible through stepping into action by equipping our trainees and professionals with the tools to become agents of social change.

The Violence of Care

2019 ◽  
pp. 114-142
Author(s):  
Felicity Aulino
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Structural Violence ◽  
Social Worlds ◽  
Individual Agency ◽  
Social Forms ◽  
The Social ◽  
Two Sides

This chapter addresses questions of structural violence and stasis in relation to the hierarchy and habituation in various forms of care. In many powerful analyses, structural violence is the term given to systematic limits placed on individual agency. This naming has served to illuminate systems of oppression and inequality. And yet, notions of individual agency, like intention, emerge differently in different historical and philosophical traditions. The chapter then demonstrates how Thai social worlds habituate people to feel themselves as part of collectives and to provide for one another through maintaining differentiated roles within groups, which forces one to consider anew people's complicity with repressive social forms. That is, one must reckon with the forms of care that emerge in and sustain oppression. Compassion and pity can thus come into view as two sides of what may be the same coin, with implications for humanitarianism beyond the borders of Thailand. Limitations are placed on individual agency in a multitude of ways in contemporary Thai society. As such, the stakes of altering norms are high because care is enacted through patronage and patterned into micro- and macrostructures. Ultimately, understanding the social training of awareness toward different modes of providing for others may lead to novel ways of approaching social change and working for social justice, in Thailand and elsewhere.

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