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Rozprawy doktorskie na temat „Social justice”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 sierpnia 2024

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1

Lee, John R. Beckwith Francis. "Is "social justice" justice? a Thomistic argument for "social persons" as the proper subjects of the virtue of social justice /". Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5242.

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Gutfreund, Shawna. "Doing justice justice : distinguishing social justice from distributive justice and the implications for bioethics". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98926.

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Justice is a key guiding ethical principle in bioethics. When justice is addressed in bioethics the focus is primarily on the fair distribution of resources, that is, distributive justice. In this thesis, I argue that a distributive conception of justice is unable to adequately address many of the relevant issues of justice within bioethics. These issues are better understood and addressed using a social conception of justice. Social justice is concerned with ensuring that the norms and rules of social structures are fair and equitable. I argue that social and distributive justice are not only compatible, but also complementary. As a result, both conceptions of justice need to be applied to bioethical issues if we are to achieve a truly just outcome. As a case study, I apply this analysis to the controversial issue of the inclusion of pregnant women in clinical research trial.

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3

Dean, Jennifer Kaye. "Quantifying Social Justice Advocacy Competency: Development of the Social Justice Advocacy Scale". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.

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Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the multidisciplinary literature was conducted and seventy- three skills consistent with these competencies were identified and used to further describe what it means to be a competent social justice advocate. These skills were then used to create a measure of social justice advocacy. Content validity of the items was addressed through the use of expert ratings. One hundred participants were recruited to take this measure. Exploratory factor analysis yielded a four-factor model of social justice advocacy skills: Collaborative Action, Social/Political Advocacy, Client Empowerment, and Client/Community Advocacy. Evidence for construct validity was found in the expected positive correlations between the social advocacy survey and the Multicultural Knowledge and Awareness Scale (Ponterotto et al., 2002) and the Miville-Guzman Universal-Diverse Orientation Scale- Short Form (Fuertes et al., 2000). The resulting 43- item survey serves as a starting point for operationalizing and assessing counselors’ competence in social justice advocacy.

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4

Wilson, Tracy M. "Education and social justice". Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546694.

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This descriptive study looks at how social justice is being integrated into 11th grade language arts classes in the Roaring Fork Valley of Colorado. I observed four educators, noting how they addressed issues of social justice through classroom discussions and literature selection. This study will reflect upon on observations in classrooms and interviews with educators that inform ineffective and effective means of incorporating, or not incorporating, social justice into their classrooms.

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5

Dorgan, Kelly A. "Miscarriages of Social Justice". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5392.

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O'sullivan, Marie Justine. "In Social Work Practice, Social Justice is the Rock Learning About Social Justice During Field Education". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10154.

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In Social Work Practice, Social Justice is the Rock: Learning About Social Justice During Field Education. Social justice is a core principle of social work and a social justice framework underpins the knowledge and teaching in social work education programs in Australia. Field education offers students the opportunity to discover the complexities of social work practice. While field education is an integral component of social work education, there is insufficient research on the inclusion of social justice principles within field education. This under-researched area is the focus of the dissertation. Students’ understandings of social justice and observations of learning about social justice during field education were explored. This qualitative study involved in-depth interviews of 32 social work students, new graduates, field educators, managers and academics with an interest in social justice on placement. Using a critical theory perspective, these interviews were thematically analysed. Field education was viewed as central to students developing practice with a social justice focus. Students and new graduates understood social justice to include concepts of equality and fairness and, for some the structural factors that maintain injustice. Significant influences were experiences of injustice, ideas from their families and inspirational educators. Students and new graduates learnt about social justice from those using the service and linking these reflections to campus learning. Students struggled to apply theory to practice and in particular concepts of social justice. Field educators, managers and academics described how they assisted students to link their experiences to theoretical models. They expected students to be ready to take a social justice focus within the practice context but noted the significant impact an organisation’s stance on social justice in social work practice had on student learning. This study affirms the central importance of field education for learning about social justice and exposes tensions between field education and campus learning. Keywords: social work field education, social justice, social work education, social work, social justice education.

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7

Moela, Joyce Tshelong. "Environmental justice". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78517.

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In 2015, the 2030 Agenda for Sustainable Development was adopted by nations across the globe to eradicate poverty in all its forms, combat inequality, preserve the planet, create sustainable economic growth and foster social inclusion (United Nations [UN], 2015:5). Social workers are compelled to act on environmental injustices because of their ethical mandate to address social injustices (Erickson, 2012:184). This study adopted green social work (Dominelli,2012) as a theoretical framework. The goal of the study was to explore and describe the role of social workers in promoting environmental justice for sustainable communities from a government perspective in the City of Ekurhuleni. The study adopted a qualitative research approach, which had an exploratory and descriptive purpose (Fouché & De Vos, 2011). The case study design was an instrumental case study. The study sample was purposively selected and composed of ten social workers from three units of the Department of Social Development in the City of Ekurhuleni. Data was collected through one-on-one semi-structured interviews using an interview schedule. Data was analysed by using Creswell’s (2014) theme approach. The findings of the study indicated that participants are aware of the environmental injustices in the City of Ekurhuleni. Furthermore, although participants understand the effects of these injustices on the lives of the poor, they believe they have little to offer to promote environmental justice. This is due to the specialised nature of the service delivery units of the Department of Social Development (DSD). The study concluded that participants need knowledge and skills in green social work. Furthermore, collaboration with relevant stakeholders and community engagement is essential in promoting environmental justice to contribute to sustainable communities. The study recommends that the DSD adopts green social work as a practice model and that all the service delivery units of the DSD integrate an environmental justice focus. Furthermore, social workers in the DSD should be trained in the knowledge of and skills in green social work and how it relates to developmental social work and sustainable development.
Mini Dissertation(MSW (Social development and policy))--University of Pretoria, 2020.
Social Work and Criminology
MSW (Social development and policy)
Unrestricted

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8

Van, Wilgenburg Hendricus. "The evolution of social justice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57210.pdf.

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9

Watson, G. "Social factors in justice evaluation". Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371570.

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10

Schemmel, Christian. "Social justice as relational equality". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530072.

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11

Griggs, E. "Justice, discretion and social policy". Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356833.

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12

Massaro, Thomas 1961. "The Eucharist and Social Justice:". The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103710.

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13

Rummel, Paula Beth. "Social justice and eschatological hope". Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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14

Freiman, Christopher Alexander. "Social Justice and Moral Psychology". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195823.

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Emerging work in moral psychology challenges our confidence in our moral judgment. Our moral intuitions have been attributed to automatic, emotionally laden processes and are alleged to be accordingly deficient. Intuitive moral judgments apparently neglect some of the most basic concerns of moral decision-making; for example, they purportedly disregard relevant information, fail to balance competing considerations, and ignore social costs and benefits. Some moral psychologists propose an evolutionary explanation, suggesting that our moral sensibilities track matters of adaptive, rather than moral, significance.These findings are disconcerting and might naturally be taken to unsettle our philosophical practice. An empirically-informed moral psychology seems to discredit moral common sense as well as prevailing accounts of method and justification in moral and political philosophy. In turn, it threatens to undermine substantive conceptions of matters such as virtue, rights, and distributive justice.I argue that contemporary moral psychology does not, as is often supposed, necessitate radical revisions to our conception of morality. Recent research does oblige us to reevaluate many of our views in moral and political philosophy; however, I argue that it also gives us the opportunity to supply these views with new and stronger support.

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15

Phaahla, Letuku Elias. "Development with Social Justice? Social Democracy in Mauritius". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4123.

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Thesis (MA (Political Science))--University of Stellenbosch, 2010
ENGLISH ABSTRACT: Since the advent of independence in 1968, Mauritius’ economic trajectory evolved from the one of a monocrop sugar economy, with the latter noticeably being the backbone of the country’s economy, to one that progressed into being the custodian of a dynamic and sophisticated garment-dominated manufacturing industry. Condemned with the misfortune of not being endowed with natural resources, relative to her mainland African counterparts, Mauritius, nonetheless, was able to break the shackles of limited economic options and one of being the ‘basket-case’ to gradually evolving into being the upper-middle-income country - thus depicting it to be one of the most encouraging economies within the developing world. Indeed it is captivating that the fruits of the island’s prosperous sugar industry went a long way in meeting the island’s diversification agenda. Moreover, the ‘Mauritian miracle’ is glorified by the emergence and sustenance of a comprehensive welfare state which was able to withstand the harshest economic challenges the country ever faced. This thesis seeks to provide a broad historical over-view of the factors which aided the construction of the social democratic regime in Mauritius. It is of the premise that the social consciousness of the post-colonial leadership in Mauritius laid the foundation for the entrenchment of ideals of social justice into the Mauritian polity. Instead of letting market forces operate in their pure form, the state was propelled instead, to take the driver’s seat into the running of the economy so as to ensure the market and labour become partners in a bid to help the state meet its social development ideals. It is no wonder that current day welfare state in Mauritius is the one which is inextricably linked to elections, not just as tool to duck socio-ethnic disharmony.
AFRIKAANSE OPSOMMING: Sedert onafhanklikheidswording in 1968 het Mauritius se ekonomiese ontwikkeling gevorder van die van ’n enkel kommoditeit suiker uitvoerder as die basis van die ekonomie tot een met ’n dinamiese en gesofistikeerde tekstiel vervaardigingingssektor. Verdoem weens ’n tekort aan natuurlike hulpbronne in vergelyking met ander state in Afrika, het Mauritius nogtans daarin geslaag om sy tekortkominge te bowe te kom en geleidelik te ontwikkel tot ’n opper-middel inkomste staat. Suiker uitvoere het inderdaad ’n sleutelrol gespeel in die diversifikasie van die ekonomie. Die sukses van die ‘Mauritius wonderwerk’ is verder stukrag gegee deur die inwerkingstelling en voortbestaan van ’n omvattende welvaart staat wat gehelp het om die ergste ekonomiese uitdagings die hoof te bied. Hierdie tesis poog om ’n breë historiese oorsig te bied van die faktore wat die konstruksie van ’n sosiale demokratiese orde in Mauritius aangehelp het. Daar word gewerk van die premis dat die sosiale bewussyn van die na-koloniale leierskap in Mauritius die grondleggers was vir die vestiging van ideale van sosiale geregtigheid in die staat se politieke kultuur. In plaas van ’n ongebreidelde vrye mark ekonomie het die staat egter ’n sleutel rigtinggewende rol in die ontwikkeling van die ekonomie gespeel en om seker te maak dat die privaatsektor en arbeid vennote word om sleutel sosiale ekonomiese doelwitte te bereik. Dit is dus geen wonder dat die bestaande welvaartstaat in Mauritius nou verweef is met plaaslike verkiesingsverwagtinge nie en nie bloot ’n manier is om sosio-etniese onstabiliteit te verminder nie.

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16

Hauck, Maria. "Rethinking small-scale fisheries compliance : from criminal justice to social justice". Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/6067.

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Includes abstract.
Includes bibliographical references (p. 226-252).
Fisheries compliance theory has evolved over the past two decades in an attempt to understand the factors that influence fishers’ behaviour and to develop appropriate strategies to enhance compliance. However, much of this research, which draws on both rationalist and normative perspectives, has largely focussed on the industrial fisheries. Empirical research on the small-scale fisheries sector, therefore, has been lacking. The overall aim of this thesis has been to develop a conceptual framework for understanding and addressing small-scale fisheries compliance by drawing on experiences in South Africa. This has been achieved through a detailed investigation of two small-scale fisheries case studies, as well as a review of the small-scale fisheries sector generally. The findings from this research have emphasised the need to rethink ourunderstanding of fisheries compliance in the small-scale sector. By drawing onempirical evidence, as well as the literature review, a conceptual framework has beendeveloped that enhances existing compliance theory. This study highlights that anunderstanding of compliance behaviour first requires a critical analysis of how lawhas evolved, its history and the power dynamics that have shaped it. The conceptualframework further emphasises the need to understand compliance within a fisherysystem, acknowledging that social, economic, institutional and biophysical factors allimpact on whether or not fishers’ comply with rules and laws. By applying theconceptual framework to two case studies in South Africa, key drivers that influencefisher behaviour over time are identified and changes within the fishery system areanalysed and documented. This thesis has also contributed to fisheries compliancetheory by identifying the underlying principles that are seen as necessary to guide an alternative and more integrated approach to small-scale fisheries compliance. In addition to the principles of legitimacy and deterrence, which are incorporated into existing theories of compliance, this study emphasises that the principle of social justice is required to develop a more holistic approach to understanding and addressing small-scale fisheries compliance. By embracing these principles, it is argued that fisheries policies will shift away from a sole reliance on criminal justice to achieve compliance, to a more integrated approach that aims to sustain the fishery system as a whole.

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Torres, Christopher. "What is Ethics without Justice? Reframing Environmental Ethics for Social Justice". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20705.

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The field of environmental ethics has been in discussion and debate the past 40 years over how to best expand the circle of moral consideration away from a privileged human perspective to encompass the rest of the non-human world in order to change minds and social practices to address environmental degradation and destruction. One of the main methods is devoted to arguing for the intrinsic value of non-human lives and places as the means to do this. I argue that this method of environmental ethics because it, at best, is a lazy framework for moral deliberation that ignores the entangled sociopolitical and environmental complexity of a situation by reducing the answer to a single set of predetermined values and interests which (re)produces and reinforces social and environmental injustice. An environmental pragmatist approach geared towards addressing environmental injustice is a better way of addressing both environmental degradation and social inequalities.

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Cucinelli, Giuliana. "Digital youth praxis and social justice". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95122.

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The development of digital social media has altered the fabric of youth culture in terms of a young person's access to information and ability to communicate with a global audience. The conditions, opportunities, and limitations of using digital media are different for marginalized urban youth. In order to harness the educational value of digital media in the lives of disenfranchised youth, we must understand its potential as a means of empowerment. This thesis draws together work in digital social media, youth culture, critical media education, and social justice to put forward a new pedagogical model (Digital Youth Praxis) that enables young people to engage in digital practices in order to address social problems that directly affect their lives. Digital Youth Praxis is a six-phase model, which is used to understand how the current digital practices of young people can be effectively managed within a participant-generated social justice pedagogy. Through participatory action research, this thesis explores how young people between the ages of 1427 learn and live in an era of media convergence. The research project gathered university, school, and community members to create a collaborative and safe space, which enabled the participants to learn how to engage by means of digital media. The results have shown that the conditions of dialogue and collaborative learning enabled the participants to create digital media productions informed by social justice principles. These productions became a means of empowerment and collaborative learning. The Digital Youth Praxis approach represents a significant innovation in youth digital engagements in that it enables youth participants to draw from their own experience in order to create social change.
Le développement des médias sociaux numériques a modifié le visage de la culture des jeunes d'un point de vue de son accès à l'information et de sa capacité à communiquer avec le monde entier. Les conditions, les possibilités et les limites de l'utilisation des médias numériques sont différentes pour les jeunes marginalisés en milieu urbain. Afin d'exploiter la valeur éducative des médias numériques dans la vie des jeunes privés de leurs droits, nous devons comprendre son potentiel en tant que moyen d'autonomisation. Cette thèse rassemble des travaux sur les médias sociaux numériques, la culture des jeunes, l'éducation critique aux médias et la justice sociale afin de proposer un nouveau modèle pédagogique (Praxis de la Jeunesse Numérique) qui permet aux jeunes de s'engager dans des pratiques numériques en vue de résoudre les problèmes sociaux qui touchent directement leur vie. La Praxis de la Jeunesse Numérique est un modèle en six étapes utilisé pour comprendre comment les pratiques numériques actuelles des jeunes peuvent être gérées efficacement au sein d'une pédagogie de justice sociale défendue par chacun. Grâce à une Recherche-Action Participative, cette thèse explore comment les jeunes âgés de 14 à 27 ans sont éduqués et vivent à l'ère de la convergence des médias. Ce projet a réuni les universités et les membres de la communauté pour créer un espace de collaboration sécuritaire qui a permis aux participants d'apprendre à se livrer par le biais des médias numériques. Les résultats démontrent que le dialogue et l'apprentissage coopératif aident les participants à créer des productions en médias numériques fondées sur des principes de justice sociale. Ces productions sont devenues un moyen d'autonomisation et d'apprentissage coopératif. L'utilisation de l'approche Praxis de la Jeunesse Numérique représente un écart important vis-à-vis des théories précédentes sur l'engagement numériqu

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19

Smart, Sarah. "Young people's constructions of social justice". Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577777.

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The study investigates young people's constructions of social justice, which are defined to be any ideas a person has about the best ways to live with difference in relation to the sharing of material goods, respect, social participation, power and social relations. This is a qualitative case study which took place in eight contrasting schools in the South East of England. A total of 110 secondary school students (aged between 11 and 17) took part in at least one focus group, and 69 took part in three focus groups. Participants included both boys and girls, high and low attainers, and came from a range of socio-economic and ethnic backgrounds. The study develops a three-part framework consisting of the discourses, the assumptions and the consequences of social justice to guide the research. It is hoped that this framework will facilitate further dialogue between academics and practitioners about social justice. Participants' constructions of social justice reflect the influence of the neo-liberal discourses and practices which have dominated the educational field in which they have grown up and also the influence of ideologies of liberal egalitarianism and postmodernism. They therefore contain a number of interesting tensions and contradictions. To a large extent, participants' constructions of social justice are taken for granted and provisional, developed through socialisation as part of habitus. Participants do not seem to have many opportunities to reflect on their constructions of social justice, but when they do, they often find that ideas of difference-sensitive distributive justice resonate with their viii common sense understandings and with some of their gendered, classed and racialised assumptions about the world. Although some constructions of justice are associated with strong emotions and identifications, for the most part, participants' constructions of justice generated rather individualised proposals for social justice action, suggesting that these constructions are most likely to lead to social reproduction. ix

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Kanga, Rustom H. "Child protection, morality and social justice". Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305067.

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Gray, M. C. A. "Rhetoric and social justice in Isaiah". Thesis, Queen's University Belfast, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396611.

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Owen, Morag Christine. "Social justice and children in care". Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311448.

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Kniess, Johannes. "Justice in health : social and global". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:c1b36ded-85da-4888-91ce-83c164252f93.

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Within and across all societies, some people live longer and healthier lives than others. Although many of us intuitively think of health as a very important good, general theories of justice have hitherto paid little attention to its distribution. This is a thesis about what we owe to one another, as a matter of justice, in view of our unequal levels of health. The first part of the thesis addresses the problem of social justice in health. I argue that the basic institutional framework of society must be arranged so as to ensure an egalitarian distribution of the 'social bases of health,' that is, the socioeconomic conditions that shape our opportunities for a healthy life. Inequalities in health, including those caused by differences in individual lifestyles, are only fair when people have been given fair opportunities. This egalitarian approach to the social bases of health must be complemented by a sufficientarian concern for meeting all basic health needs, regardless of whether these originate in unfair social arrangements. The second part of the thesis takes up the problem of global justice in health. Although I argue against the idea that domestic principles of justice can be simply replicated on a global scale, I emphasise the fact that there are a number of international institutions and practices that shape people's opportunities for health. One of these is the state system - the division of the world into sovereign states - which I argue grounds the idea of the human right to health. I also examine two more specific examples of global practices that contribute to global inequalities in health, namely global trade in tobacco and the global labour market for healthcare workers. Both of these, I suggest, must be restricted in light of their impact on health levels worldwide.

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Cooper, Dominick Robert. "(In)Justice in Nonideal Social Worlds". Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78009.

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While there is an abundance of philosophical literature on justice, there is far less literature within political philosophy on the topic of injustice. I think one common assumption these approaches share is that injustice is simply the absence of justice; call this the absence thesis. This assumption becomes more peculiar juxtaposed to social and political struggle for justice, which quite commonly begins with cries of injustice. Injustice is an importantly distinct philosophical notion from justice – it can explain how justice fails to be realized in interesting and sophisticated ways, and, I argue, track our efforts to realize just social worlds, in ways that paradigmatically ideal and nonideal approaches to justice by themselves cannot. In this essay, I focus specifically on the question of how theories of justice can guide action in social worlds with systematic oppression. I ultimately argue that action-guiding theories of justice that evaluate worlds with systematic oppression must represent features of injustice. If a theory fails to represent features of injustice, it will fail to guide action in these worlds. That representation of such features is necessary gives us reason to think, in certain circumstances, that the absence thesis is false.
Master of Arts

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25

Venter, Ben-Joop. "Redressing Social Inequality through Transitional Justice". Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30515.

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By questioning whether addressing social inequality can be considered a form of transitional justice, this dissertation leads a critical discussion on the assumptions of traditional or narrow understandings of transitional justice, how these obscure the potential for transitional justice to tackle issues of economic and social rights violations, social inequality and other forms of structural violence, and the need for a broad understanding of transitional justice and its key components. This dissertation addresses the historical and political roots of the field and how these influenced a traditional understanding of transitional justice. Thereafter, it traces broadening understandings of the concept, evident in the changing meanings of 'justice’ and 'transition’ and its stated aims. It then considers calls for transitional justice to go beyond its focus on civil and political rights violations and to further address economic and social rights violations and structural violence, and how these challenge the traditional understanding of the concept. Drawing on the distinction between a concept and a conception, and considering transitional justice as an effectively contestable concept, this dissertation proposes a broad understanding of the concept as the pursuit of justice during a period of social or political transition in order to address past injustices and to work towards certain aspirations for the future, comprising of the key components of justice, transition, and backwards- and forwards-looking considerations. With a primary focus on criminal and restorative justice, civil and political rights, and trials and truth commissions, the traditional conception of transitional justice is ill-equipped both conceptually and practically to address issues of structural violence. Instead, a conception of transitional justice motivated by social or distributive justice is best suited to address social inequality and other forms of structural violence. Finally, this dissertation considers revolutionary Nicaragua’s attempts to redress social inequality in the areas of health, education and housing as an example of transitional justice. It is concluded that revolutionary Nicaragua’s concerted effort to address social inequality should be considered as a conception of transitional justice inspired by social and distributive justice. With growing calls for transitional justice to go beyond its traditional focus on criminal and restorative justice, scholars and practitioners stand to learn from previously overlooked examples of societies in transition tackling issues of social inequality and other forms of structural violence as a matter of transitional justice.

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Schiera, Andrew J. "Justice and Practice| Tensions in the Development of Social Justice (Teacher) Educators". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600894.

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This dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces inequities, this proposal’s theoretical framework explicates four elements of a social justice educator: an orientation towards justice, a critical frame for understanding the relationship between macro-level structures and micro-level interactions, and conceptual and practical tools to live this in one’s practice/praxis. A literature review of Social Justice Teacher Education (SJTE) and Practice-based Teacher Education (PBTE) along these four dimensions suggests complementary possibilities for facilitating the preparation of social justice educators. The qualitative study, leveraging practitioner research methodologies, how pre-service teachers developed the conceptual and practical tools of social justice educators. Findings pre-service teachers suggest that pre-service teachers varied in their conceptualizations of how teachers acted towards more just outcomes, and in their relation of their teaching aims to the real world. Additionally, pre-service teachers responded to tensions they countered in their particular school context by planning and enacting units of instruction that fulfilled their teaching aims, responded to the contextualized tensions, reflected their conceptualizations of justice, and met their students’ needs.

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Kinney, Ashley Rose. "The current state of local social justice education effective strategies for educators to teach for social justice /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kinney_ARMIT2010.pdf.

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Pacheco, Felipe José Minervino. "Justiça social e estratégias de positivação dos direitos fundamentais sociais na Constituição brasileira de 1988: o mínimo vital como condição à inclusão e desenvolvimento sociais". Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/9036.

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Made available in DSpace on 2016-04-26T20:30:23Z (GMT). No. of bitstreams: 1 Felipe Jose Minervino Pacheco.pdf: 1398338 bytes, checksum: 6aa9cbdf908c3280615828b1053df1b1 (MD5) Previous issue date: 2010-06-07
We propose to study the social justice in it s pre-modern and moderns conceptions as well as the different strategies of the implement of fundamental social rights and in a more general way the right to development and social inclusion with the intention of configuring this social justice to our time and to the brazilian legal system. We found out that the term social justice is based in the articles 170 and 193 of the 1988 Federal Constitution, referring to the different ways of the implement of the social rights in the sense of subjecting the state to the realization of the called minimum vital which, regarded in this light, offers minimum social inclusion, in terms of these social rights, has the purpose of the accomplishment of human dignity. Besides, it constitutes the foundation to the real equality and liberty among the citizens thus making possible the full development of the brazilian society
Neste trabalho, nos propomos a estudar a Justiça Social em suas concepções pré-moderna e moderna, bem como as diferentes estratégias de positivação dos direitos fundamentais sociais, e, em linhas gerais, o direito ao desenvolvimento e a inclusão social, com intuito de configurar a Justiça Social nos nossos dias e no ordenamento jurídico brasileiro. Constatamos que o termo Justiça Social - presente nos arts. 170 e 193 da Constituição Federal de 1988 - alude às diferentes formas de positivação dos direitos sociais, no sentido de se condicionar o Estado à concretização do alcunhado mínimo vital que, à vista de oferecer uma inclusão social mínima - em matéria destes direitos sociais -, tem por finalidade a observência do princípio da dignidade da pessoa humana, e, ademais, constitui base à igualdade e à liberdade reais entre os cidadãos, possibilitando o desenvolvimento pleno da sociedade brasileira

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Olson, Jeffrey J. "Professionalization and social justice in social work : discourses in conflict /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8130.

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Stephens, John Joseph Martin. "Justice: Contractual or psychologically Embedded? Two approaches to the idea of Social Justice". University of the Western Cape, 2017. http://hdl.handle.net/11394/6064.

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Philosophiae Doctor - PhD (Development Studies)
I briefly restate the structure and essential elements of Rawls's theory of justice to facilitate an understanding of its basic narrative, before examining a few of the critiques of his approach to the question of social justice. Then an approach to that question is developed, based on an evolutionary psychology (EP) understanding wherein knowledge and principles from evolutionary biology are used in research on the structure of the human notions of social justice. This leads to an understanding of the basic intuitive grasp humans have of the idea of justice from its role in human evolutionary history, which is then formulated in two principles of social justice. This understanding is thereafter related to the Rawlsian narrative and its critiques in a discussion which indicates divergences but also congruencies between the two approaches. It is also noted that the EP approach offers some insights that are lacking in justice as fairness but are also in fact supportive of some of its conclusions and arguments. It is further found that the EP approach has important implications for public policy.

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Cupit, G. "Justice as fitness". Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233368.

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Ratute, Ashley. "Expanding social justice knowledge with sweatshop history". [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476340.

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Hallenbeck, Jessica Wynne. "Video and social justice : reimagining the city". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31619.

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There is presently an impressive body of literature on the relationship between video and empowerment, but there is scant attention paid to the larger concept of social justice, and in what ways video may assist in expressing and advancing claims to the city. This thesis explores some possible ways that video can contribute to the struggle for social justice. Using one short video, Wishlist, as a case study, the research probes the relationship between the right to the city, social justice, and video. Drawing on definitions of social justice advanced by Henri Lefebvre and Iris Marion Young, this thesis argues that the right to the city begins with imagining cities as being different from their present state. This imagining involves dialoguing, participating, and appropriating. Video is one creative tool that can assist in this imagining.
Applied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate

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Rollert, Steve. "Discussions of social justice in conflict education". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Rollert_S%20MITthesis%202007.pdf.

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Park, Sung Choon. "Teachers' perceptions of teaching for social justice". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

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Middleton, David Jeremy. "Respect : the moral infrastructure of social justice". Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406135.

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Higham, Robert Hugh Hamilton. "Social justice in post-apartheid South Africa". Thesis, Queen Mary, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407328.

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McNeill, Fergus. "Changing paradigms in criminal justice social work". Thesis, University of Glasgow, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443195.

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Fourie, Carina. "Justice and the duties of social equality". Thesis, University College London (University of London), 2007. http://sas-space.sas.ac.uk/777/.

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The aim of this thesis is to demonstrate that John Rawls’s conception of social justice should be revised to include duties that will require individuals to uphold social equality. Social equality, as I describe it, is characterised by the values of, at a minimum, respect-for-persons, civility and toleration. Informal social equality occurs when these values are upheld outside of a legal or official institutional context, such as through personal choice and within civil society. Rawls’s conception of justice, which focuses primarily on institutional justice, does not include fair personal choice as a requirement of justice. As choice, I will argue, affects the distribution of primary social goods such as the social basis of self-respect, if we want to describe a fair society, we should include a description of fair choice. If informal social equality is upheld, justice in choice will also be upheld. To correct the neglect of justice in choice, we can thus describe a fair society as one where (1) institutions would be fair and (2) individuals would fulfil duties of social equality. In the context of current debate on the role of individual behaviour in social justice, my thesis can be distinguished from what I refer to as the original ‘personal choice argument’. According to this argument, advocated by G. A. Cohen and Liam B. Murphy, for example, Rawls’s principles of justice for institutions should be applied to individuals so that fair personal choice becomes a requirement of distributive justice. Cohen and Murphy’s arguments are unconvincing, however, because (i) we could apply principles other than the institutional, for example, principles for individuals, to choice and (ii) we have good reason not to apply the institutional principles to choice, for example, because they do not properly address interferences with self-respect. Instead of applying the institutional principles of justice to individuals, I argue that Rawls’s principles for individuals should be revised according to the values of social equality: 1. the duty of mutual respect needs to be revised to include requirements for individuals and associations to comply with the demands of social equality, which are (i) respect-for-persons, (ii) civility and (iii) toleration; and 2. the duty of justice should be adapted to specify that individuals are required to help establish and to uphold informal (not merely formal) justice, thus to uphold justice in personal choice.

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Cotton, Tony. "Towards a mathematics education for social justice". Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267132.

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Schulze, Joanne. "Exploring educational psychologists' views of social justice". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/exploring-educational-psychologists-views-of-social-justice(686e2537-84c3-4a5c-bb2a-a5a7a7c6304f).html.

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The social justice agenda is currently at the foreground of political consciousness and the idea of 'social justice' has penetrated the discipline of psychology, specifically counselling and community psychology. However, there is a wealth of literature which has debated the role of social justice in psychology, and what it can and should look like. A systematic literature review was undertaken to find and synthesise empirical research relevant to the question: 'what is the significance of social justice in educational psychology practice?' It was structured using the PRISMA framework and studies were examined and screened to ensure that they met the inclusion criteria. A Weight of Evidence framework was used to enhance the judgement of the quality and relevance of the identified studies, with regards to the review's research question. Qualitative research studies were assessed for quality using a pre-existing investigative framework, whilst quantitative investigation studies were evaluated using a tailor-made framework, which referenced quantitative research guidelines. The research base was found to give positive support to the significance of the concept of social justice in US school psychology practice. An exploratory piece of qualitative research using semi-structured interviews with qualified UK educational psychologists was conducted to explore their views of social justice. The interviews were transcribed and thematic analysis applied. Results of the research gave definition to the concept of social justice under an educational psychology lens, reasons for its importance to educational psychology practice, examples of what it looked like within educational psychology practice, and thoughts around the role of educational psychology in promoting social justice. The concepts of evidence-based practice and practice-based evidence, and the effective dissemination of research in relation to outcomes and impact were discussed. Policy, practice and research development implications were considered, before a strategy for promoting and evaluating the dissemination and impact of the research findings, was considered. A multi-strand strategy of journal publication, presentations, and workshops will be utilised to encourage further discussion around the topic. The creation of a UK educational psychology special interest group around social justice may be of value, in order to advance interest in social justice, into action.

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Ahn, Jeen Ho. "Social justice in the Epistle of James". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1589/.

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Van, Montfrans Veronica Lynn. "Defining, Exploring, and Measuring Metacognitive Social Justice". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/81185.

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This dissertation explores the concept and development of metacognitive social justice through three manuscripts. The first manuscript defines metacognitive social justice through an extensive literature review from prominent social justice scholars and theorists to find common themes that either explicitly or subtly permeate social justice content. Drawing from theory and empirical data, the first manuscript provides a foundation of this cognitive process that is relatable to all social justice scholarship, defining cognitive common ground. The themes found across the literature can be distilled to four metacognitive attributes found in "social justice thinking": (1) self-awareness through consciousness-raising, (2) value in the narratives of others, (3) awareness of unseen forces, and (4) questioning historical origins or intents. The second manuscript is a qualitative analysis of the perception of self- proclaimed social justice thinkers, exploring how they define 'social justice thinking' and the role it plays in their daily choices and decision-making. Through thoroughly coded and analyzed transcripts of one-on-one, semi-structured interviews, this manuscript explores three other emergent themes of action, discomfort and community, as a well as the need for developing social justice thinkers, and highlights significant connections to the attributes in the first manuscript. The third manuscript is a detailed description of the development of the metacognitive social justice survey for college undergraduates, a psychometric instrument designed to measure the metacognitive social justice attributes in individuals described in the theoretical manuscript. The instrument was found to be increasing in quantitative validity through two exploratory factor analyzes (EFA) with still room for improvement. Drawing on the questions developed so far, a final version of this psychometric instrument will provide a snapshot of what metacognitive social justice attributes are found in undergraduate classes and potentially to what extent. This is the first edition of the instrument, with the idea that the instrument should be ever evolving, becoming more accurate and valid, and carefully reworded for different audiences beyond college undergraduates.
Ph. D.

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Desai, Laura E. "Multiculturalism as social justice : embracing the difference /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154359193.

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Brown, Holly Beth. "Social Justice and Community-Based Art Education". Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.

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Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.

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BENLI, ALI EMRE. "A social choice approach to theorizing justice". Doctoral thesis, Luiss Guido Carli, 2016. http://hdl.handle.net/11385/201101.

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Mainstream theorizing of justice, initiated by John Rawls seminal work A Theory of Justice1, has recently come under criticism for its ability to devise satisfying answers to these questions. Within a debate on how to conceptualize ideal and non-ideal theorizing of justice, a number of theorists have pointed out a serious gap between contemporary theorizing of justice and actual problems. In response, those who believe that theorizing justice should address real problems argue for ways to breach the gap, while others have retreated to their ivory towers. Methodological chapters containing empirical and theoretical assumptions as well as issues of implementation, feasibility and accessibility are now considered more seriously. The debate has resulted in important insights for improving the ability of theorizing to relate to actual problems. Nevertheless, this thesis argues that theorizing justice in the Rawlsian framework is inherently flawed in guiding action in real world circumstances. Due to its two stage method consisting in first theorizing ideal principles that govern the perfectly just society, and then implementing them in actual circumstances, the framework is unable to incorporate an essential aspect of real world circumstances. Namely, that there are equally valid reasons for upholding different principles of justice and equally valid reasons for different ways of implementing them in particular contexts. This failure has major implications for the capacity of theorizing to guide action in real world circumstances. The two stage method is either insufficient in guiding action or detrimental by making false judgments. Incorporating disagreement into the theorizing of actual injustices, however, implies a different idea of justice, which I argue is best comprehended by a social choice approach. The critical part of this dissertation argues against Rawls' two stage method due to the problems arising from the fact of pervasive disagreement. The constructive part develops Amartya Sen's social choice approach to justice as a method that can deliver concrete judgments in comparing policies. I take up both tasks in Chapter 2. In Chapter 3 and Chapter 4, I respectively analyze two cases of policy choice in different domains of justice: the first regards implementing global taxes on natural resources; the second, reforming the European Union asylum policy. In Chapter 5, I conclude by emphasizing the main points of the social choice approach that I develop.

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Nowlin, Teresa Y. Marshall Catherine. "Social justice and endarkened school leadership the battle wombs and belly fires of black women leading for social justice /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1635.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education Educational Leadership." Discipline: Education; Department/School: Education.

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Dennis, Kelly Sullivan. "Clinical Social Workers' Use of Computer-mediated Intervention and Social Justice". Thesis, Fordham University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743852.

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The aim of this study was to explore how clinical social workers use computer-mediated intervention, as well as, how they incorporate, if at all, the social justice framework in their practice. A qualitative dominant mixed method design using a phenomenological approach was used. The 28 participants in the sample were recruited using purposeful, convenience sampling with criterion and snowball-sampling techniques. The sensitizing concepts of computer-mediated intervention and social justice were measured using the Internet-based Survey including the self-developed questionnaire Computer-mediated Intervention and Social Justice and the Social Justice Attitudes Subscale (Torres-Harding, Siers, & Olsen, 2012). More in-depth data was acquired through semi-structured interviews, which were conducted through video or telephone conference. The findings suggest that a foundational commitment to social justice plus the increased use of technology within clinical practice contribute to the promotion of social justice.

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Glens, Daniely Maria Vaiano. "Defensoria Pública e Proteção Social: a judicialização das políticas sociais". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20426.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-26T13:18:27Z No. of bitstreams: 1 Daniely Maria Vaiano Glens.pdf: 1967256 bytes, checksum: f39deae3cde7eff90852baffef66187e (MD5)
Made available in DSpace on 2017-09-26T13:18:27Z (GMT). No. of bitstreams: 1 Daniely Maria Vaiano Glens.pdf: 1967256 bytes, checksum: f39deae3cde7eff90852baffef66187e (MD5) Previous issue date: 2017-09-04
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The objective of this dissertation is to analyze the actions developed by the Public Attorney Office of the State of São Paulo on the scope of judicialization of social policies in the perspective of the guarantee of rights of social protection of the citizen that uses the service. Initially, we present a brief approximation with the context of the access to Justice in Brazil and the access to rights in France, country where we developed a double Master's degree. After that, we present the history of creation of the Public Attorney Office of the State of São Paulo, its organization and some elements that still raise obstacles to the strengthening of the access to Justice as a free public policy. We approached the conception of Social Justice as a principle of the Public Attorney Office and a brief introduction about the development of Social Protection Systems, highlighting the Brazilian and French conjuncture and the main arguments that found discussions about judicial control of social policies nowadays Lastly, we studied the perception of public attorneys, social workers and psychologists about the relationship betvveen Public Attorney Office and Social Protection, pointing out the social policies most required by the users of the service. We saw the main strategies used by legal operators to face the question. extrajudicial acting, interdisciplinary work, the contribution of Social Service and Psychology, the proposal of a paradigm chance in relation to the traditional hierarchy of the System of Justice. As a conclusion, in a double movement, we highlighted the contradictory forces acting on the institution everyday: from the initiatives of democratization of the System of Justice to the mismatches that drives it away from its founding principles
O objetivo dessa dissertação é analisar, no âmbito da judicialização das políticas sociais, as ações desenvolvidas pela Defensoria Pública do Estado de São Paulo na perspectiva da garantia dos direitos de proteção social do cidadão usuário do serviço. Inicialmente, apresenta-se uma breve aproximação do contexto do acesso à justiça no Brasil e o acesso aos direitos na França, onde desenvolvemos Mestrado de dupla-diplomação. Em seguida, apresentamos um resgate histórico sobre a criação da Defensoria Pública no referido Estado, sua organização e também alguns elementos que ainda hoje obstaculizam o fortalecimento do acesso à justiça como uma política pública gratuita. No aspecto conceitual, abordamos a concepção de Justiça Social enquanto princípio da Defensoria Pública; os principais argumentos que fundamentam as discussões sobre o controle judicial das políticas sociais nos dias de hoje, além de uma breve introdução sobre o desenvolvimento dos Sistemas de Proteção Social, com destaque para a conjuntura brasileira e francesa. Por fim, voltamo-nos para a percepção de defensores públicos, assistentes sociais e Psicólogos acerca da interface entre a Defensoria Pública e a Proteção Social apontando para as politicas sociais mais demandadas pelos usuários que buscam o serviço. Vimos algumas das estratégias utilizadas pelos operadores jurídicos para o enfrentamento da questão: a atuação extrajudicial, o trabalho interdisciplinar, a contribuição do Serviço Social e da Psicologia, a proposta de mudança de paradigma em relação à tradicional hierarquia do Sistema de Justiça. Num duplo movimento, como conclusão, ressaltamos as forças contraditórias que estão presente no cotidiano institucional: das iniciativas de democratização do Sistema de Justiça aos descompassos que a distanciam de seus princípios fundadores

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Wyatt, Kristi-Anne Lee. "The mandate for social justice advocacy in counselor education: Using service learning to train masters' students as social justice advocates". W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154196.

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