Social Class, Social Justice, Intersectionality, and Privilege

Keyword(s):  
Author(s):  
Marjorie Mayo

This book brings theoretical understandings of migration and displacement (including displacement as a result of urban redevelopment programmes) together with empirical illustrations of the varying ways in which communities respond. These responses can be negative, divisive and exclusionary. But responses to migration and displacement can also be positive and mutually supportive, building solidarities both within and between communities, whether locally or transnationally. Drawing upon original research, the book includes case studies from varying international contexts, illustrating how different communities respond to the challenges of migration and displacement. These include examples of responses through community arts – such as poetry, story-telling and photography, exploring the scope for building communities (including transnational, diaspora communities) of solidarity and social justice. The concluding chapters identify potential implications for public policy and professional practice, aiming to promote communities of solidarity, addressing the structural causes of widening inequalities, taking account of different interests, including those related to social class, gender, ethnicity, ability and age.


1998 ◽  
Vol 49 (2) ◽  
pp. 326
Author(s):  
Fiona Devine ◽  
Gordon Marshall ◽  
Adam Swift ◽  
Stephen Roberts

2004 ◽  
Vol 9 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Lynn Horton

This article explores the centrality of conservative "peasant" identity in the large-scale armed mobilization of rural Nicaraguans to oppose revolutionary change in the 1980s. Drawing on fieldwork in the municipio of Quilali, an epicenter of rural resistance, I argue that the construction of a grassroots "peasant" identity, its content and boundaries, was a contested process strongly influenced by dynamics of social class and shifting concentrations of social, military, and political power. This case study also highlights tensions between goals of recognition (in identity movements) and distribution (in social justice movements), and the dilemmas that conservative movements present for those who seek to evaluate, analytically and normatively, social movement impact.


Author(s):  
Ashley Boyd ◽  
Summer Pennell

In this article, the authors posit the avenue of young adult literature as an untapped resource for cultivating students’ knowledge of social theories and their recognition of societal inequities. Combining specific perspectives of social justice education and young adult literature can be a rich and engaging experience for students, as these contemporary texts afford for multiple layers of analysis.


2019 ◽  
Vol 121 (13) ◽  
pp. 1-26
Author(s):  
Carl A. Grant

This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction. In particular, this chapter problematizes the relationship between being “woke” and having emotional granularity in relation to one's practice as a teacher. Among other questions, it investigates: How may teacher educators support prospective and new teachers in thinking through what their emotions mean for teaching students who differ from them racially, ethnically, in social class, and in other dimensions of identity? How can prospective and new teachers enact curriculum and practices that embrace students as intellectually able, promising scholars? One cannot fully understand the world in which we live without trying to integrate and understand its emotions. (Dominique Moisi, 2009, p. x)


1993 ◽  
Vol 44 (2) ◽  
pp. 187 ◽  
Author(s):  
Gordon Marshall ◽  
Adam Swift
Keyword(s):  

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