Schooling and social justice through the lenses of Nancy Fraser

2020 ◽  
pp. 40-56
Author(s):  
Amanda Keddie
Keyword(s):  
Social Justice ◽  
Nancy Fraser

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.

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/

Social work, participation, and poverty

2018 ◽  
Vol 19 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Katrien Boone ◽  
Griet Roets ◽  
Rudi Roose
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Structural Change ◽  
Social Inequalities ◽  
Work Participation ◽  
Structured Interviews ◽  
The Public ◽  
The Social ◽  
Nancy Fraser ◽  
Shed Light

Summary Although participatory social work approaches have been considered as a fruitful strategy, critical questions are raised in relation to the social justice aspirations of participatory social work with people in poverty. Inspired by the work of Nancy Fraser, we provide an in-depth insight in the complexities of supporting participatory parity in ‘Associations where People in Poverty Raise their Voice’. Combining semi-structured interviews and focus groups with practitioners in these organisations, we shed light on the complexities of the ‘how’, the ‘who’, and the ‘what’ of social justice that arise in such participatory practice. Findings Our findings suggest that even in practices that situate the principle of participatory parity at the heart of their fight for social justice, power asymmetries and social inequalities require attention. Exclusionary mechanisms become apparent in how practitioners try to support participatory parity of people in poverty in the different components in the organisation. When practitioners try to overcome these exclusionary effects, a sheer complexity and inescapable power struggles become visible. Moreover, the ambiguity of how practitioners attempt to empower people in poverty and enhance structural change leads to tensions between affirmative and transformative strategies in the fight against poverty. Applications Practitioners should be aware that they will never be able to resolve or escape inherent complexities in their attempts to work on a par with people in poverty. Nevertheless, it remains valuable to make continuous efforts to inform the public debate about the socially unjust nature of poverty and social inequality in our societies.

Bringing Gender and Class into the Frame: An Intersectional Analysis of the Decoloniality-As-Race Critique of the Use of Law for Social Change

2021 ◽  
Vol 32 (1) ◽  
pp. 24-46
Author(s):  
Jackie Dugard ◽  
Angela María Sánchez
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Change ◽  
South African ◽  
Economic Rights ◽  
Intersectional Analysis ◽  
Development Policies ◽  
Capitalist Democracies ◽  
Nancy Fraser

During 2017, South African decoloniality theorist Tshepo Madlingozi argued, in relation to the ongoing socio-political and economic exclusion of the black majority in South Africa, that the post-1994 rights-based constitutional order represents more continuity than rupture, consolidating a triumph of social justice over liberation and a privileging of the democratisation paradigm over the decolonisation one. In Madlingozi’s critique of the “neo-apartheid” social justice order, race continues to be the most important dividing line, and human rights constitute a western “perpetuation of the coloniality of being”. This argument resonates with broader contemporary critiques of the weak, compromising and imperial nature of human rights. Against this backdrop, we examine the potential, as well as the limits, of using human rights as a tool for social change. Engaging an intersectional analysis informed by the seminal work of Kimberlé Crenshaw and Nancy Fraser, we find that the focus on decoloniality-as-race obscures other critical fault lines to the detriment of progressive change, and that a radical reading of human rights is capable of correcting this flaw. We argue that the incorporation of gender and class lenses provides a powerful tool to change both the narrative about the drivers of inequality among capitalist democracies and the role of socio-economic rights adjudication within them. Our article is also an invitation to rethink the domestic constitutional histories of the global south by acknowledging rights-based redistributive transformations within the context of market and development policies, and to push for the uptake of rights to empower social struggle and tackle structural disadvantage.

Misrecognition: Political reform or reconciliation?

2019 ◽  
pp. 104-122
Author(s):  
Mohammed Abouelleil Rashed
Keyword(s):  
Social Justice ◽  
Political Reform ◽  
Richard Rorty ◽  
Human Flourishing ◽  
Attitudes And Practices ◽  
Axel Honneth ◽  
Institutional Responses ◽  
Dual Perspective ◽  
Nancy Fraser ◽  
The Way

Chapter 5 “Misrecognition: Political reform or reconciliation?” interrogates two possible responses to demands for recognition. It begins by outlining the harms of misrecognition and the way in which they are social harms (i.e., collectively generated). Having identified some possible harms, the chapter asks whether misrecognition should be addressed through political reforms (bringing in considerations of human flourishing and social justice) or through cultivation of interpersonal reconciliation (bringing in attitudes and practices aimed at mutual acceptance). After examining both possibilities, it concludes with an argument for a dual perspective in which both institutional responses and the attempt to seek interpersonal reconciliation are required for addressing demands for recognition. In pursuing this, the chapter engages with key arguments by Nancy Fraser, Axel Honneth, and Richard Rorty.

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)

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