scholarly journals A QUESTION OF RECOGNITION AND REDISTRIBUTION: UNDERSTANDING DOM AND MUSAHAR CASTES OF BIHAR

2021 ◽  
pp. 13-35
Author(s):  
Amrita Shilpi
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Political Theorist ◽  
Typical Experience ◽  
Nancy Fraser

The paper attempts to look into the issues of marginalisation and exclusion of Dom and Musahar castes of Bihar from the perspective of recognition and redistribution as argued by political theorist Nancy Fraser. She explains that a theory of social justice must be constructed and articulated in a way in which redistribution and recognition play equal and interwoven parts. Issues of marginalisation and exclusion of Dom and Musahar castes are discussed here as denial of recognition for these groups that have been subordinated for centuries by the caste structures, and, as disparities in redistribution, that has resulted in gross inequality of opportunities, wealth and income. Non-recognition/misrecognition and mal-distribution are the typical experience of Dom and Musahar that are marginalized and excluded. The data and discussion of this paper is based on the research entitled “Social Psychology of Marginalisation and Exclusion: A Study of Dom and Musahar Communities of Bihar” (2016-18)

Bringing Social Justice into the Statistics Classroom

2020 ◽  
pp. 009862832097987
Author(s):  
Tamera Garlington ◽  
Valerie M. Ryan ◽  
Catherine Nolty ◽  
Hannah Ilagan ◽  
Zachary J. Kunicki
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Developmental Psychology ◽  
Statistical Tests ◽  
American Psychological Association ◽  
Psychology Students ◽  
Future Research ◽  
American Psychological ◽  
Pedagogical Tools ◽  
Student's Attitudes

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.

scholarly journals Social Psychology and Social Justice: Dilemmas, Dynamics, and Destinies

2017 ◽  
Author(s):  
Kenneth J. Gergen
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Current Work ◽  
Value Pluralism ◽  
History Of

The emergence of this handbook on social justice represents a groundbreaking event in the history of social psychology. In this summary discussion, I outline significant limits to social justice work embedded in the empiricist tradition of inquiry and point to ways in which the current work transcends these limits. However, I also view the present endeavors as in a fledgling state. In the service of enriching and rendering these pursuits more effective, I discuss five domains in which tensions currently prevail and suggest directions for future undertakings. Challenges are discussed in terms of epistemological schisms, presumed ontologies, value pluralism, explanatory paradigms, and the limits of representationalism. A final invitation is made to shift from a mirroring orientation to research to world-making.

Language and Social Psychology Approaches to Race, Racism, and Social Justice: Analyzing the Past and Revealing Ways Forward

2021 ◽  
Vol 41 (1) ◽  
pp. 4-28
Author(s):  
Natasha Shrikant ◽  
Howard Giles ◽  
Daniel Angus
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Historical Analysis ◽  
Theoretical Development ◽  
Special Issue ◽  
Institutional Practices ◽  
Police Violence ◽  
Justice Research ◽  
The Past ◽  
Social Justice Research

Issues of race, racism, and social justice are under-studied topics in this journal. This Prologue, and our Special Issue (S.I.) more broadly, highlights ways that language and social psychology (LSP) approaches can further our understanding of race, racism, and social justice, while suggesting more inclusive directions for their theoretical development. Acknowledging the inspiration from the Black Lives Matter (BLM) movement, we begin by discussing our deeply-held personal and emotional connections to recent societal events, including police violence against innocent Black civilians and the prevalence of anti-Asian hate. What follows, then, is: a historical analysis of past JLSP publications on these issues, a proposal for more intersections between LSP and communication social justice research, and an overview of the BLM movement together with the four articles that follow. We conclude by advocating for individual and institutional practices that can create socially-just changes by LSP scholars in the academy.

scholarly journals Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

2017 ◽  
Vol 19 (2) ◽  
pp. 1 ◽  
Author(s):  
Hyunhee Cho
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Research And Practice ◽  
Teaching For Social Justice ◽  
Inherent Feature ◽  
Degree Of Coherence ◽  
Social Justice Teaching ◽  
High Degree ◽  
Personal Literacy ◽  
Nancy Fraser

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.

The Oxford Handbook of Social Psychology and Social Justice

2016 ◽  
Keyword(s):  
Social Psychology ◽  
Twentieth Century ◽  
Social Justice ◽  
Real World ◽  
Social Problems ◽  
First Century ◽  
Social Injustice ◽  
Massive Scale ◽  
Twenty First Century

The twentieth century witnessed not only the devastation of war, conflict, and injustice on a massive scale, but also the emergence of social psychology as a discipline committed to addressing these and other social problems. In the twenty-first century, the promise of social psychology remains incomplete. We witness the reprise of authoritarianism and the endurance of institutionalized forms of oppression such as sexism, racism, and heterosexism across the globe. This volume represents an audacious proposal to reorient social psychology toward the study of social injustice in real-world settings. Contributors cross borders between cultures and disciplines to highlight new and emerging critical paradigms that interrogate the consequences of social injustice. United in their belief in the possibility of liberation from oppression, the authors of this book offer a blueprint for a new kind of social psychology.

Schooling and social justice through the lenses of Nancy Fraser

2012 ◽  
Vol 53 (3) ◽  
pp. 263-279 ◽  
Author(s):  
Amanda Keddie
Keyword(s):  
Social Justice ◽  
Nancy Fraser

On queueing

2001 ◽  
Vol 42 (1) ◽  
pp. 177-185
Author(s):  
Zbigniew Czwartosz
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Everyday Life ◽  
Personal Experience ◽  
Western Europe ◽  
Phenomenological Analysis ◽  
Community Life ◽  
The Subject ◽  
Scientific Terms ◽  
Held Back

A year ago Dr. Jacek Kurczewski asked me to take part in a symposium which he organized with the Polish Sociological Association, on the sociology of everyday life. The subject of my session was to be the sociology of the queue. As a psychologist I could, of course, interpret the phenomenon of the queue in terms of the interdependence of individual interests and social justice. Theses of social psychology, based on empirical grounds, provided some explanations of the mechanisms of behaviour in a queue. These explanations, however, led to trivial conclusions, though expressed in scientific terms. Therefore I decided to choose phenomenological analysis to deal with queue behaviour. This paper is a widened and more analytical version of my speech at the PSA seminar (I). I was inspired by three events from my personal experience:1. In Western Europe (especially in Belgium) I frequently encountered the following phenomenon. In a shop someone would come up to the counter and ask for some article, paying no attention to the fact that there were also others who were waiting to be served. To me that fact was an open violation of the rules of community life. My emotion urged me to intervene. I was held back however by the fact that the others in the shop seemed not to notice anything wrong. This would suggest that my notion of customers' rights and duties differed from that of Belgians or Dutchmen.

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Incubating Human Capital

2020 ◽  
pp. 118-143
Author(s):  
Silvia M. Lindtner
Keyword(s):  
Human Capital ◽  
Social Justice ◽  
Venture Capital ◽  
The Self ◽  
Human Being ◽  
Homo Oeconomicus ◽  
Political Theorist ◽  
Neoliberal Capitalism ◽  
Finance Capital

This chapter documents how the venture capital system captures yearnings for technological alternatives. It follows the workings of a foreign-funded hardware incubator program in Shenzhen that trained people to translate their commitments to social justice into a pitch for finance capital. The incubator program taught people how to see themselves as human capital. Human capital, political theorist Wendy Brown suggests, “is the next step of homo oeconomicus as a neoliberal agent that seeks to strengthen his/her competitive positioning. Neoliberal rationality remakes the human being as human capital.” The chapter then shows that the turning of the self into human capital is all but an inevitable outcome of neoliberal capitalism but has to be actively taught and learned.

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