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1.
ABSTRACT

Amidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development.  相似文献   

2.
Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.  相似文献   

3.
Mark Branson 《PRIMUS》2019,29(3-4):228-243
Abstract

Mathematics has a unique and powerful role to play in the teaching of social justice issues. There is substantial quantitative evidence for social injustice, but many citizens lack the quantitative skills to understand that evidence. A course in quantitative literacy is a unique opportunity to provide this quantitative understanding to a wide range of students in a general education context. Quantitative literacy skills provide citizens with the tools they need to critically analyze misinformation and make good decisions about civic issues.  相似文献   

4.
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5.
High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics.  相似文献   

6.
ABSTRACT

There is a continuing debate about the contribution of sport and sport for development and peace (SDP) to both the theory and practice of social justice. At the same time the policy world is showing strong indications that it is seeking politically smarter ways of understanding what it means to foster social justice, development, and inclusive peace processes. This position statement is committed to sport actively being seen to be playing a part in addressing the challenges that face humanity in the 21st century. The proposition is that sport and SDP are served well by a capability approach (CA) as a framework that enables the construction of the common good. The article considers a CA for social justice prior to a discussion of sport, capability, and the common good, which positions sport as a resource of hope in fostering politically smarter cultural relations.  相似文献   

7.

This paper describes a pedagogical process used in an introductory criminal justice class to challenge typical university students' preconceptions and beliefs about the personal and neighborhood factors that most often characterize crime and criminals. Students were asked to respond to the similarities and differences between themselves and the characters in Alex Kotlowitz's (1991) book There Are No Children Here. They also were asked to relate the book conceptually to issues discussed in the classroom. In contrast to their earlier expressions of ideological narrowness, the students' response papers reflected consistent themes of injustice, powerlessness, unfair police or court practices, and racism. The students were able to stop distancing themselves from “criminals” and to examine how social disorganization and social institutions shape individuals' hopes and opportunities.  相似文献   

8.
Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices.  相似文献   

9.
ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.  相似文献   

10.
Abstract

In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated in a global climate change education program in Bangladesh. My findings include the importance of contextualizing climate justice, framing climate change around humans, implicating ourselves in the problem and recognizing our own obligations in mitigation, seeing climate change as real and tangible, being in a place impacted by climate change, feeling solidarity with those impacted, and recognizing social injustice and power disparities within climate change impacts. Based on these findings, I recommend an approach that provides context, nuance, and personal connection to an otherwise abstract global problem.  相似文献   

11.
Abstract

The Religious Education Association (REA) selected as its theme for its 1969 National Convention, “Our Divided Society—A Challenge to Religious Education,” addressing, among other topics, issues of race and racism. Previously, the REA presented a mixed legacy in addressing racial injustice, remaining largely silent on such issues during the civil rights era of the 1950s and 1960s, unlike the National Council of Churches, which had taken a prophetic stance early on. Thus, the 1969 convention’s theme opened up brave new spaces for the REA to address issues of race and racism in American society.  相似文献   

12.

Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation.  相似文献   

13.
The goal of this article is to clarify how current dominant understandings of community-engaged scholarship (CES) can be strengthened to incorporate lessons from critical theory and to focus on justice more explicitly. A prior analysis of how CES is defined across multiple disciplinary literatures revealed that scholars define CES as partnerships between universities and communities that collaboratively develop and apply knowledge to address public issues. Six components of CES were frequently recommended for practice within this scholarship as well. However, neither the goal of CES—to support the “public good”—nor the six recommended CES components consistently included an explicit focus on justice and critical theory. By explicitly naming and defining the goal of justice—as opposed to the “public good” —I aim to highlight the importance of conducting routine analyses in CES of whose interests motivate conceptions of the public good and how dominant cultural structures, values, and traditions negatively impact minoritized community members' lives. Thus, this article employs teachings from critical theory—such as race-conscious analyses, asset-based understandings of community, and privileging subaltern experiences—to envision how critical CES could support university and community partnerships in producing knowledge that more effectively dismantles systemic sources of racial and social injustice.  相似文献   

14.
Abstract

This article argues that listening to stories of community leaders and activists as well as writing a Eucharistic liturgy to practice together were effective elements of a pilgrimage that had the goal of educating Christian college students about racial justice. Together these practices helped students imagine new possibilities of building community across lines of difference, embrace unity between spirituality and bodily engagement in social justice, and sense forward movement in vocational discernment.  相似文献   

15.
Abstract

This essay explores a tension in the Catholic theological classroom brought about when teachers aim at dismantling racial injustice with resources from antiracist pedagogy. Where Catholic social thinkers package together reflection, judgment, and action, antiracist educators recommend forestalling the last step—action. The essay's primary aim is to clarify the tension—why it comes about and how it reveals itself—and proposes that Catholic theological educators respond by helping students broaden their understanding of action.  相似文献   

16.
Abstract

This article examines the 2013 apostolic exhortation Evangelii Gaudium by Pope Francis in terms of its significance for addressing LGBT?+?issues in Catholic learning environments. Using the 10 capabilities necessary for human flourishing as outlined by Martha Nussbaum in her capability approach to civil society and questions of social justice, I argue that the implications of Evangelii Gaudium for Catholic learning environments are significant and provide necessary guidance for addressing LGBT?+?social justice issues where these issues have often been ignored or insufficiently addressed. In Evangelii Gaudium Pope Francis is challenging the global community of Catholics to consider what kind of society the Church is producing, and I argue that a capabilities approach provides a fruitful way in which to consider and respond to this challenge. Although written with Catholicism in mind, the challenges presented by Pope Francis are pertinent for consideration by other faith communities and educators more generally.  相似文献   

17.
K. Simic-Muller 《PRIMUS》2019,29(3-4):259-280
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18.
ABSTRACT

The social justice leadership research recognizes the pivotal role that educational leaders play in mobilizing the discourse and achieving social justice in schools. However, current social justice leadership studies may be seen as limited in that the variety of important themes and issues identified in the discussions of social justice within educational leadership are generally addressed in an isolated manner, focusing on specific aspects. There seems to be a lack of an overarching framework which may be used to examine social justice leadership in a holistic and multidimensional manner by taking into account leadership, organizational conditions and environment. This article aims to examine social justice leadership through the lens of the ‘Five Fundamentals’ outlined in The Art of War by the Chinese General, Sun Tzu. In doing so, the article extends the theoretical boundary in social justice leadership by considering its moral purpose, human and environmental conditions, leadership practices, and technical constraints.  相似文献   

19.
ABSTRACT

This article interrogates family and religious studies in the context of religious leaders who serve as regime enablers and resistors in Zimbabwe. Some religious leaders have overtly or covertly assumed the role of enablers of the current Zimbabwean political matrix, thereby threatening democracy, social justice, and accountability, by using religious narratives to buttress the status quo. I use critical emancipation research as lens to interrogate religious leaders as regime enablers. This theory allows me to name, expose and challenge oppression and injustice in and exclusion from social structures. I answer two questions: What are the trajectories of religious leaders as enablers in postcolonial political discourses, and how can family and religious studies tease resistor ideology among learners, to mitigate the challenges posed by enablers? There is always a price to pay when religious leaders become regime enablers, and there is a need for curriculum that can enact values, such as social justice, equity, and love for humanity, as a counter-hegemonic strategy to mitigate the challenges posed by religious leaders who act as enablers.  相似文献   

20.

In England there has been a marked increase in the assessment of teachers, culminating in the introduction of a performance management policy for schools that calibrates the occupation of teaching from the cradle to the grave. In this article, we raise a number of issues about the consequences of this policy for teachers and teaching in relation to the value system underpinning it, its likely impact on issues of equity and social justice, its implications for accountability and governance, and its potential for reshaping the culture of teaching in ways that will impact negatively on the nature of future community and social relations.  相似文献   

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