scholarly journals Teachers’ critical reflection: what are the practices for social justice in education?

2021 ◽  
Vol 11 (1) ◽  
pp. 60-77
Author(s):  
Rola Koubeissy ◽  
Genevieve Audet
Keyword(s):  
Social Justice ◽  
Primary Schools ◽  
Justice System ◽  
Political System ◽  
Critical Reflection ◽  
Power Relationships ◽  
Research Project ◽  
Norms And Values ◽  
Context Data ◽  
Cultural Responses

This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

Od Kalopei do Rzeczpospolitej Samorządnej. Próba charakterystyki polskich utopii socjalnych

2018 ◽  
Vol 18 (247) ◽  
Author(s):  
Michał Śliwa
Keyword(s):  
Social Justice ◽  
Social Life ◽  
Justice System ◽  
Political System ◽  
18Th Century ◽  
State System ◽  
The Social ◽  
The Times ◽  
Socialist Utopia

The research aim of this article was to analyze the socialist utopia as an idealistic inspirationin the process of democratizing the socio-political system in the perspective of two centuries;from the times of the imaging of the idealistic system picture by Wojciech Gutkowski inthe second half of the 18th century to the ancestors of Polish socialist thought, all the wayto the “Solidarity” revolution and further on, to the contemporary social life formed underthe influence of the emancipation ideas and determined by the factors of the informationrevolution and globalization processes. This is why the author of this article seeks an answerto a question, what role in the new conditions does the socialist utopia fulfill – an idealisticimpression of the social justice system, does it still have its impetus as a prospective ideaand did it not stop being an inspiration to reform the state system, does it play a role of anaxiological system in the form of a substitute on the conditions of the atrophy of the ethicalfundaments of the social life and idea secularization.Key words: social utopias, Polish socialists, “Solidarity”, system shift

Justice versus Social Justice in South Africa: Quo vadis?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marelize Isabel Schoeman
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Lessons Learned ◽  
Historical Discourse ◽  
Self Reflection ◽  
Underlying Basis ◽  
Quo Vadis

This article explores the concept of criminal justice as a formal process in which parties are judged and often adjudged from the paradigmatic perspective of legal guilt versus legal innocence. While this function of a criminal-justice system is important – and indeed necessary – in any ordered society, a society in transition such as South Africa must question the underlying basis of justice. This self-reflection must include an overview questioning whether the criminal-justice system and its rules are serving the community as originally intended or have become a self-serving function of state in which the final pursuit is outcome-driven as opposed to process-driven. The process of reflection must invariably find its genesis in the question: ‘What is justice?’ While this rhetorical phraseology has become trite through overuse, the author submits that the question remains of prime importance when considered contemporarily but viewed through the lens of historical discourse in African philosophy. In essence, the question remains unanswered. Momentum is added to this debate by the recent movement towards a more human rights and restorative approach to justice as well as the increased recognition of traditional legal approaches to criminal justice. This discussion is wide and in order to delimit its scope the author relies on a Socratically influenced method of knowledge-mining to determine the philosophical principles underpinning the justice versus social justice discourse. It is proposed that lessons learned from African philosophies about justice and social justice can be integrated into modern-day justice systems and contribute to an ordered yet socially oriented approach to justice itself.

scholarly journals Challenging Pedagogy: Emotional Disruptions, Young Girls, Parents and Schools

2013 ◽  
Vol 18 (2) ◽  
pp. 214-222 ◽  
Author(s):  
Rosalyn George ◽  
John Clay
Keyword(s):  
Initial Study ◽  
Research Project ◽  
Engaged Pedagogy ◽  
The Public ◽  
Young Girls ◽  
Friendship Groups ◽  
Everyday Practices ◽  
Norms And Values ◽  
Research Findings ◽  
The Uk

This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls’ friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls’ friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks’ concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals The Nature and Practices of Social Justice in the View of Sayyid Qutb

2009 ◽  
Author(s):  
ASYRAF HJ. AB. RAHMAN
Keyword(s):  
Social Justice ◽  
Political System ◽  
Political Life ◽  
The Political ◽  
Journal Articles ◽  
Existing Problems ◽  
Human Situation ◽  
Sayyid Qutb ◽  
The 1960S ◽  
Alternative Solutions

This paper discusses the nature of social justice as enunciated by Sayyid Qutb, an Egyptian prominent scholar in the 1960s. Failure of the political system, economic disparity, coupled with the British interference in many aspects of Egyptian socio-political life led to the so called ‘Egyptian disillusionment’ with the existing problems facing their country. Qutb’s notion of social justice is all embracing; spiritual and material life, and is not merely limited to economic justice. Together with other Egyptian intellectuals like Najib Mahfuz, Muhammad al-Ghazali, and Imad al-Din Abd al-Hamid, Sayyid Qutb managed to propose some alternative solutions in the form of writings including that of books and journal articles. Some major issues discussed in Sayyid Qutb’s works:’al-Adalah al-Ijtimaiiyah fil Islam, Ma’rakat al-Islam wal Ra’samaliyyah and his article al-Fikr al-Jadid, will then be analyzed as to see their importance in articulating some social solutions in a practical and realistic manner, in true accord both with the spirit of Islam and the contemporary human situation.  

scholarly journals What do social work students think social work research is?

2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs
Keyword(s):  
Social Justice ◽  
Social Work ◽  
New Zealand ◽  
Work Values ◽  
Research Training ◽  
Social Work Students ◽  
Service Users ◽  
Research Project ◽  
Social Work Research ◽  
Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 

Exploring religions today: A quest for international knowledge transfer within the field of education for religious diversity

2021 ◽  
Vol 73 (1) ◽  
pp. 51-60
Author(s):  
Annette Deschner ◽  
Leslie J. Francis ◽  
Tania ap Siôn
Keyword(s):  
Young People ◽  
Knowledge Transfer ◽  
Religious Education ◽  
Primary Schools ◽  
Religious Diversity ◽  
Major Research ◽  
Research Project ◽  
International Knowledge ◽  
Pedagogical Principles

Abstract The Exploring Religions Today collection of curriculum resources, developed to support the statutory requirements in Wales for religious education in primary schools, was influenced by the findings from a major research project that explored the attitudes of young people toward religion and toward life within religiously diverse societies. The aim of this paper is to explore the key findings that emerged from that research, to analyse the pedagogical principles of these resources and to evaluate the possibilities of applying these to the 2016 curriculum for Protestant religious education in Baden-Württemberg.

The Research Audit Trail: Methodological Guidance for Application in Practice

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Marian Carcary
Keyword(s):  
Qualitative Research ◽  
Critical Reflection ◽  
Research Process ◽  
Qualitative Inquiry ◽  
Research Project ◽  
Information Systems Management ◽  
Audit Trail ◽  
Research Outcomes ◽  
Time Period ◽  
Research Findings

The merits of qualitative research remain an issue of ongoing debate and investigation. Qualitative researchers emphasise issues such as credibility, dependability, and transferability in demonstrating the trustworthiness of their research outcomes. This refers to the extent to which the research outcomes are conceptually sound and serves as the basis for enabling other researchers to assess their value. Carcary (2009) proposed trustworthiness in qualitative inquiry could be established through developing a physical and intellectual research audit trail – a strategy that involves maintaining an audit of all key stages and theoretical, methodological, and analytical decisions, as well as documenting how a researcher’s thinking evolves throughout a research project. Since 2009, this publication has been cited in greater than 600 studies. The current paper provides an analysis of the use and value of the research audit trail, based on the author’s application of this strategy across diverse research projects in the field of Information Systems management over a ten year time period. Based on a critical reflection on insights gained through these projects, this paper provides an in‑depth discussion of a series of guidelines for developing and applying the research audit trail in practice. These guidelines advance existing thinking and provide practical recommendations in relation to maintaining a research audit trail throughout a research project. Based on these guidelines and the core issues that should be covered at a physical and intellectual research audit trail level, a checklist that can be tailored to each project’s context is provided to support novice researchers and those who are new to the research audit trail strategy. As such, this paper demonstrates commitment to rigor in qualitative research. It provides a practical contribution in terms of advancing guidelines and providing a supporting checklist for ensuring the quality and transparency of theoretical, methodological, and analytical processes in qualitative inquiry. Embedding these guidelines throughout the research process will promote critical reflection among researchers across all stages of qualitative research and, in tracing through the researcher’s logic, will provide the basis for enabling other researchers to independently assess whether the research findings can serve as a platform for further investigation.

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