Change, social justice, and re-liability: reflections of a secret (change) agent

2004 ◽  
pp. 192-206
Keyword(s):  
Social Justice ◽  
Change Agent

Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs

2016 ◽  
pp. 179-196 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Brenda Lloyd-Jones
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Stratification ◽  
Change Agent ◽  
The United States ◽  
Academic Programs ◽  
Workforce Diversity ◽  
Human Relations ◽  
Social Culture ◽  
Theoretical Rationale

There are limited human relations [HRL] programs in higher education in the United States, and even fewer that include an integrative concentration of social justice and workforce diversity. The purpose of this chapter will be, first, to identify the need for social justice and workforce diversity perspectives in HRL programs and then provide a philosophical and theoretical rationale for how an integration of these perspectives is critical to the advancement of HRL in praxis. Second, to develop students' awareness of ways that the organizational social culture operates to create social stratification and exclusion. Third, an experiential service learning component will be described as a necessary step for students to experience environments and contexts where social injustice is prevalent. The chapter will conclude with a proposal for a social justice workforce diversity certificate in HRL that recognizes professional competency and skill as a social change agent. This chapter advances the concept of organizational social justice (Byrd, 2012).

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.

scholarly journals “College for All? These Kids Can’t Dig Ditches”: Confronting the Leadership Challenges for Justice-Based Reform in Underperforming Schools

2018 ◽  
Vol 22 (1) ◽  
pp. 95-111
Author(s):  
Randall F. Clemens
Keyword(s):  
High School ◽  
Social Justice ◽  
Low Income ◽  
Students Of Color ◽  
Change Agent ◽  
Public High School ◽  
Underperforming Schools ◽  
Low Income Students ◽  
Leadership Challenges ◽  
Urban Public High School

The case explores the challenges of school leaders to facilitate social justice–based reforms for low-income students of color who attend underperforming schools. In particular, it examines the 1st-year experiences of Principal Yolanda Lopez at Kennedy High School, an underperforming and underresourced urban public high school. Lopez is tasked with improving college access and readiness among all students. As the year progresses—and pressures mount from various stakeholders—she questions the viability of sustained reform and her own role as a change agent within a complex and often unjust system.

scholarly journals Case Study o f Three Rural Texas Superintendents as Equity Oriented Change Agents

2015 ◽  
Author(s):  
Gerri Maxwell ◽  
Leslie Locke ◽  
James Scheurich
Keyword(s):  
Social Justice ◽  
School Districts ◽  
Narrative Inquiry ◽  
Qualitative Case Study ◽  
Change Agent ◽  
Change Agents ◽  
Texas Superintendents ◽  
Field Notes ◽  
Insight Into

For this qualitative case study (Patton, 2003 ), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on inter actions with three rural superintendents working in high - needs, public PK - 12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants’ perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These theme s afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work.

Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs

2017 ◽  
pp. 474-491 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Brenda Lloyd-Jones
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Stratification ◽  
Change Agent ◽  
The United States ◽  
Academic Programs ◽  
Workforce Diversity ◽  
Human Relations ◽  
Social Culture ◽  
Theoretical Rationale

There are limited human relations [HRL] programs in higher education in the United States, and even fewer that include an integrative concentration of social justice and workforce diversity. The purpose of this chapter will be, first, to identify the need for social justice and workforce diversity perspectives in HRL programs and then provide a philosophical and theoretical rationale for how an integration of these perspectives is critical to the advancement of HRL in praxis. Second, to develop students' awareness of ways that the organizational social culture operates to create social stratification and exclusion. Third, an experiential service learning component will be described as a necessary step for students to experience environments and contexts where social injustice is prevalent. The chapter will conclude with a proposal for a social justice workforce diversity certificate in HRL that recognizes professional competency and skill as a social change agent. This chapter advances the concept of organizational social justice (Byrd, 2012).

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice
Sign in / Sign up

Export Citation Format

Share Document