Communication for development through dialogue, deliberation and civic media: how deliberative democracy and civic capital support social justice

If we are to live in this extensively interconnected world we need to find ways to understand the edges of democracy – those places where people and lives are moved to the margins and silenced – and to provide new ways to enact citizenship in its multiple locations with and beyond nation states. Drawing on theoretical understandings of deliberative democracy as a challenge to conventional models of liberal democracy, and the praxis of conflict transformation, this article frames processes of social justice as a platform for citizenship education. It examines the way that addressing conflict involves understanding the complexity of social change within a globalized and globalizing world. The conclusions provide conceptualizations for co-creating educational processes of engagement that work to provide expansive inclusion.

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Democratizing Disability: Achieving Inclusion (without Assimilation) through “Participatory Parity”

Hypatia ◽

10.1111/hypa.12120 ◽

2015 ◽

Vol 30 (1) ◽

pp. 97-114 ◽

Cited By ~ 22

Author(s):

Amber Knight

Keyword(s):

Social Justice ◽

Deliberative Democracy ◽

Americans With Disabilities Act ◽

Necessary Conditions ◽

People With Disabilities ◽

Capitalist Society ◽

Disability Rights ◽

American Democracy ◽

Disabled People ◽

Nancy Fraser

More than two decades after the passage of the Americans with Disabilities Act (1990), people with disabilities continue to live at the margins of American democracy and capitalist society. This persistent exclusion poses a conundrum to political theorists committed to disability rights, multiculturalism, and social justice. Drawing from feminist insights, specifically the work of Nancy Fraser, among others, I examine the necessary conditions for meaningful inclusion to be realized within a deliberative democracy. Using Fraser's concept of “participatory parity” as a proxy for inclusion, I strategize how to overcome informal barriers—economic inequality and misrecognition—that persist even after disabled people are granted the legal right to participate. The analysis concludes that a truly inclusionary and multicultural democracy requires the redistribution of wealth and a more expansive model of political deliberation, one that can recognize unconventional (even nonverbal) modes of communication through practices of translation.

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

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

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 .

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