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Journal articles on the topic 'Social justice'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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1

Singh, Dr-Surya Bhan. "Social Justice and Indian Constitution." Indian Journal of Applied Research 3, no. 7 (October 1, 2011): 578–79. http://dx.doi.org/10.15373/2249555x/july2013/182.

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2

Thakur, Shivesh C. "Social Justice." International Philosophical Quarterly 26, no. 3 (1986): 213–21. http://dx.doi.org/10.5840/ipq198626322.

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3

Zaslavskaia, Tat'iana. "Social Justice." Sociological Research 32, no. 1 (January 1993): 47–66. http://dx.doi.org/10.2753/sor1061-0154320147.

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4

Gainor, Kathy A. "Social Justice." Counseling Psychologist 33, no. 2 (March 2005): 180–88. http://dx.doi.org/10.1177/0011000004272724.

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In response to the article “An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice” by David Blustein, Ellen Hawley McWhirter, and Justin Perry, this author discusses the moral imperative of a social justice approach to vocational psychology. Planning for and directly addressing the inevitable and necessary resistance to change are critical components of social justice work. Implications for vocational psychology theory, research, and training are discussed, including the application of social cognitive career theory.
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5

Williams, Bernard. "SOCIAL JUSTICE." Journal of Social Philosophy 20, no. 1-2 (March 1989): 68–73. http://dx.doi.org/10.1111/j.1467-9833.1989.tb00008.x.

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6

Shank, Gregory. "Social Justice." Peace Review 26, no. 4 (October 2, 2014): 520–24. http://dx.doi.org/10.1080/10402659.2014.972258.

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7

Stoll, Sharon Kay. "Social Justice." Journal of Physical Education, Recreation & Dance 82, no. 8 (October 2011): 36–39. http://dx.doi.org/10.1080/07303084.2011.10598675.

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8

van Rensburg, Wilhelm. "Social Justice." Education as Change 8, no. 1 (July 2004): 1–2. http://dx.doi.org/10.1080/16823200409487077.

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9

Clingerman, Evelyn. "Social Justice." Journal of Transcultural Nursing 22, no. 4 (August 15, 2011): 334–41. http://dx.doi.org/10.1177/1043659611414185.

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10

Lind, Candace, Ian Prinsloo, Mary-Lynn Wardle, and Timothy Pyrch. "Social Justice." Advances in Nursing Science 33, no. 3 (2010): E12—E23. http://dx.doi.org/10.1097/ans.0b013e3181eb4186.

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11

Acosta, Miguel A. "Social Justice." AJN, American Journal of Nursing 111, no. 11 (November 2011): 12. http://dx.doi.org/10.1097/01.naj.0000407282.09631.60.

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12

McIntyre, Deborah. "Social Justice." Australian and New Zealand Journal of Family Therapy 12, no. 2 (June 1991): 79–84. http://dx.doi.org/10.1002/j.1467-8438.1991.tb00846.x.

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13

Jones, Jessica. "Social Justice." English Journal 108, no. 1 (September 1, 2018): 80. http://dx.doi.org/10.58680/ej201829810.

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14

Halberstam, Chaya. "Legal Justice or Social Justice?" Journal of Ancient Judaism 7, no. 3 (May 14, 2016): 397–422. http://dx.doi.org/10.30965/21967954-00703006.

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This article aims to read closely the tannaitic material pertaining to judicial discretion and legal justice with the understanding that the rabbis are not simply clarifying certain specialized questions about courtroom procedure but are seriously engaging a core facet of Roman imperial and Hellenistic ideology: the benefits and deficits of the rule of law. It has been noted that as opposed to later, talmudic rabbis, the Tanaaim are particularly strict with regard to personal, judicial discretion – in other words, that rather than strike a balance between law and wisdom, they allow only for rule-based decision making. This article suggests that the Tanaaim not only opt for rule-bound decision making, but that they do so with a full awareness of what is lost from broader ideals of social justice when judges are required to abide, almost mechanically, by the rules. The Tanaaim thereby contributed to contemporary questions in political philosophy from the point of view of disempowered Roman provincials for whom the rule of law meant less as political propaganda and more as a measure of stability in uncertain times.
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15

Halberstam, Chaya. "Legal Justice or Social Justice?" Journal of Ancient Judaism 7, no. 3 (December 4, 2016): 397–422. http://dx.doi.org/10.13109/jaju.2016.7.3.397.

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16

Allais, Lucy. "Social justice and retributive justice." Social Dynamics 34, no. 2 (September 2008): 128–39. http://dx.doi.org/10.1080/02533950802278497.

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17

Lloyd, S. A. "FAMILY JUSTICE AND SOCIAL JUSTICE." Pacific Philosophical Quarterly 75, no. 3-4 (September 1994): 353–71. http://dx.doi.org/10.1111/j.1468-0114.1994.tb00135.x.

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18

Flew, Antony. "Poverty, Justice and Social Justice." Economic Affairs 10, no. 6 (August 1990): 32–42. http://dx.doi.org/10.1111/j.1468-0270.1990.tb00743.x.

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19

BURSA, Sercan, and Arife Figen ERSOY. "Social Studies Teachers’ Perceptions and Experiences of Social Justice." Eurasian Journal of Educational Research 16, no. 64 (August 29, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.64.18.

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20

Torres-Harding, Susan R., Cheronda Steele, Erica Schulz, Farah Taha, and Chantal Pico. "Student perceptions of social justice and social justice activities." Education, Citizenship and Social Justice 9, no. 1 (February 6, 2014): 55–66. http://dx.doi.org/10.1177/1746197914520655.

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21

Rouf, Khadj, and Tony Wainwright. "Linking health justice, social justice, and climate justice." Lancet Planetary Health 4, no. 4 (April 2020): e131-e132. http://dx.doi.org/10.1016/s2542-5196(20)30083-8.

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22

Peñaranda-Correa, Fernando, Diana Paola Betancurth-Loaiza, Miriam Bastidas-Acevedo, Gloria Matilde Escobar-Paucar, Jaider Camilo Otálvaro-Orrego, Julio Nicolás Torres-Ospina, Jaime Arturo Gómez-Correa, and Lilliana Villa-Vélez. "Education, child rearing and social justice." Hacia la promoción de la salud 24, no. 2 (July 1, 2019): 123–35. http://dx.doi.org/10.17151/hpsal.2019.24.2.10.

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23

Winslade, John. "Can restorative justice promote social justice?" Contemporary Justice Review 22, no. 3 (July 3, 2019): 280–89. http://dx.doi.org/10.1080/10282580.2019.1644173.

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24

Machmudin, Dudu Duswara. "Mengembalikan Kewibawaan Mahkamah Agung Sebagai Peradilan Yang Agung." Jurnal Konstitusi 10, no. 1 (May 20, 2016): 33. http://dx.doi.org/10.31078/jk1012.

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Authority, protection, legal certainty and justice are absolute requirements for a country which is based on law. All judges should endeavor to harmonize justice based on the provisions of law (legal justice), justice based on morality (moral justice) and justice based on the will of the people (social justice). Supreme Court as the highest of all courts in the country should be filled with Justices who act as the reformer of law to realize clean court. The great authorities and duties the justices have require a high degree of responsibility in order that the decisions issued are for the sake of justice and in the Name of God Almighty. This denotes that law enforcement, truth and justice must be accounted for either to human or God. Supreme Court Justices are expected to integrate the three concept of justices in order that harmonization of legal responsibility and social satisfaction which is built on morality based on goodness and badness as the standard can be realized. As the Reformer of law, Supreme Court Justice should be able and have the courage to make breakthrough which is not against the law and social justice and the morality itself.
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25

Abo El Nasr, Medhat. "Social Justice and Social Work." مجلة کلیة الخدمة الاجتماعیة للدراسات والبحوث الاجتماعیة 3, no. 3 (April 1, 2016): 81–94. http://dx.doi.org/10.21608/jfss.2016.58756.

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26

Marshall, Gordon, and Adam Swift. "Social Class and Social Justice." British Journal of Sociology 44, no. 2 (June 1993): 187. http://dx.doi.org/10.2307/591217.

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27

Walton, Roger L. "Social Holiness and Social Justice." Holiness 5, no. 1 (June 16, 2020): 25–36. http://dx.doi.org/10.2478/holiness-2019-0002.

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AbstractThis article explores the connection between social holiness and social justice. It accepts the view of Andrew C Thompson that ‘social holiness’ in Methodist history has a distinctive meaning which was not linked to, and quite different from, the notion of social justice. However, it argues that encountering grace was not restricted to the gathering of Christians in Wesley's theology or practice and that missional engagement opens another channel or means of grace. Acts of mercy are themselves expressions of and encounters with holiness, so that holiness will lead us to justice and justice to holiness. Social holiness and social justice are, thus, part of a divine ecology where one follows the other in the rhythm of discipleship.
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28

Dickinson, Melanie, Noah Wardrip-Fruin, and Michael Mateas. "Social Simulation for Social Justice." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 2 (June 25, 2021): 61–68. http://dx.doi.org/10.1609/aiide.v13i2.12982.

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We argue that social simulation can help us understand social justice issues. In particular, modeling certain social dynamics within computational systems can be used to creatively explore and better understand the social and identity dynamics of oppression. Writing theories of oppression in code forces us to explicate everything, and question what we leave out or what we can’t account for. As an early step in this direction, we present an in-progress social simulation of group discussion in activist meetings, developed in the already-existing AI system, Ensemble. Through this minimal, highly constrained social arena, we can explore wide-reaching phenomena like privilege, intersectionality, and power dynamics in nonhierarchical groups, but in a way that’s grounded in concrete, person-to-person interactions. We propose that this kind of social simulation can aid in the process of unlearning hegemonic ways of being, and imagining liberatory alternatives.
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29

Cefai, Carmel, Valeria Cavioni, Paul Bartolo, Celeste Simoes, Renata Miljevic-Ridicki, Dejana Bouilet, Tea Pavin Ivanec, et al. "Social inclusion and social justice." Journal for Multicultural Education 9, no. 3 (August 10, 2015): 122–39. http://dx.doi.org/10.1108/jme-01-2015-0002.

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Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries. Design/methodology/approach – The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students. Findings – The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback. Originality/value – This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.
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30

Bhugra, Dinesh. "Social discrimination and social justice." International Review of Psychiatry 28, no. 4 (July 3, 2016): 336–41. http://dx.doi.org/10.1080/09540261.2016.1210359.

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31

Grant, Otis B. "Social Justice Versus Social Equality." Journal of Black Studies 33, no. 4 (March 2003): 490–98. http://dx.doi.org/10.1177/0021934702250031.

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32

Spruce, Lanae, and Kaitlyn Leaf. "Social Media for Social Justice." Journal of Museum Education 42, no. 1 (January 2, 2017): 41–53. http://dx.doi.org/10.1080/10598650.2016.1265852.

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33

Lewis, Sam, and Michael Thomson. "Social bodies and social justice." International Journal of Law in Context 15, no. 03 (April 2, 2019): 344–61. http://dx.doi.org/10.1017/s1744552319000053.

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AbstractThis paper identifies and engages with the social bodies emerging by virtue of the social turn in the life sciences and recent embodied approaches to social justice. Across these diverse domains, bodies are being narrated as shaped by and dependent on their environments. To explore this potentially important and productive convergence, we bring Martha Fineman's vulnerability theory into conversation with neuroscience and environmental epigenetics. We foreground significant intersecting concerns and argue that vulnerability theory – and other embodied models of social justice – is strengthened by taking embodiment seriously, including attending to the social turn in the life sciences. This can enhance the potential traction of these progressive theories. These in turn provide an alternative theoretical framework to the neoliberal lens through which neuroscience and epigenetics have hitherto been translated into policy and practice. We nevertheless acknowledge the potential limitations and dangers of the current biopolitical landscape.
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34

Dinga, Emil. "Social Capital and Social Justice." Procedia Economics and Finance 8 (2014): 246–53. http://dx.doi.org/10.1016/s2212-5671(14)00087-2.

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35

Beilharz, Peter. "Social Democracy and Social Justice." Australian and New Zealand Journal of Sociology 25, no. 1 (March 1989): 85–99. http://dx.doi.org/10.1177/144078338902500105.

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36

Pelton, Leroy H. "Social Justice and Social Work." Journal of Social Work Education 37, no. 3 (October 2001): 433–39. http://dx.doi.org/10.1080/10437797.2001.10779065.

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37

Scanlon, Edward, and John F. Longres. "Social Work and Social Justice." Journal of Social Work Education 37, no. 3 (October 2001): 441–44. http://dx.doi.org/10.1080/10437797.2001.10779066.

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38

Smith, David M. "Social Justice Revisited." Environment and Planning A: Economy and Space 32, no. 7 (July 2000): 1149–62. http://dx.doi.org/10.1068/a3258.

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39

Neville, Helen A. "Social Justice Mentoring." Counseling Psychologist 43, no. 1 (December 29, 2014): 157–69. http://dx.doi.org/10.1177/0011000014564252.

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40

Rowland, Susan. "Embodied social justice." International Journal of Jungian Studies 10, no. 1 (January 2, 2018): 80–82. http://dx.doi.org/10.1080/19409052.2018.1397355.

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41

McArdle, Felicity, Linda Knight, and Tina Stratigos. "Imagining Social Justice." Contemporary Issues in Early Childhood 14, no. 4 (January 2013): 357–69. http://dx.doi.org/10.2304/ciec.2013.14.4.357.

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42

Dollarhide, Colette T., Adam Clevenger, Sabri Dogan, and Kaden Edwards. "Social Justice Identity." Journal of Humanistic Psychology 56, no. 6 (July 26, 2016): 624–45. http://dx.doi.org/10.1177/0022167816653639.

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43

O'connor, Deborah L., and Brian J. O'neill. "Toward Social Justice." Journal of Teaching in Social Work 24, no. 3-4 (December 21, 2004): 19–33. http://dx.doi.org/10.1300/j067v24n03_02.

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44

Bishop, Holly N., and Rhonda L. Mcclellan. "Resisting Social Justice." Journal of School Leadership 26, no. 1 (January 2016): 124–53. http://dx.doi.org/10.1177/105268461602600105.

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45

Gallagher, Mary Beth, Cynthia A. Loveland Cook, Susan Tebb, and Maria Berg-Weger. "Practicing Social Justice." Social Thought 22, no. 2-3 (March 2003): 27–39. http://dx.doi.org/10.1300/j131v22n02_03.

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46

Fahrenwald, Nancy L. "Teaching Social Justice." Nurse Educator 28, no. 5 (September 2003): 222–26. http://dx.doi.org/10.1097/00006223-200309000-00009.

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47

VanderPlaat, Madine, and Nair Teles. "Mainstreaming Social Justice." Canadian Journal of Public Health 96, no. 1 (January 2005): 34–36. http://dx.doi.org/10.1007/bf03404011.

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48

Wright II, James. "Promoting Social Justice." Journal of Social Equity and Public Administration 1, no. 1 (January 3, 2023): 19–22. http://dx.doi.org/10.24926/jsepa.v1i1.4933.

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JSEPA offers an innovative format for discussing social justice issues, practices, and experiences. This discussion explains social justice, its place in public administration, and the format for authors to use when submitting manuscripts to the Promoting Social Justice section of the journal.
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49

Schmidt, Christine. "Introduction: Social Justice." Group 43, no. 2-4 (December 2019): 85–90. http://dx.doi.org/10.1353/grp.2019.0000.

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50

Winward, Kyle D. "Social Justice Suite." Charleston Advisor 24, no. 3 (January 1, 2023): 53–57. http://dx.doi.org/10.5260/chara.24.3.53.

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Social Justice Suite (SJS) is a collection of five HeinOnline databases in the areas of historical slavery, civil and human rights, and gun regulation and legislation. The databases were added between 2016 and 2022. The majority of the databases include Supreme Court briefs. Other databases include hearings, legislative histories, and Congressional Research Service (CRS) and Government Accountability Office (GAO) reports. Databases can be searched individually or at once. Scholarly articles are available only to HeinOnline Core subscribers. The databases are complimentary for Core subscribers and free to interested organizations (requires registration). SJS benefits from a clean and uncluttered interface, and the top navigational menu and search components are the same across databases.
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