scholarly journals Social Change: Toward an Informed and Critical Understanding of Social Justice and the Capabilities Approach in Community Psychology

2016 ◽  
Vol 57 (1-2) ◽  
pp. 171-180 ◽  
Author(s):  
Felix Munger ◽  
Tim MacLeod ◽  
Colleen Loomis
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Community Psychology ◽  
Capabilities Approach ◽  
Critical Understanding

Career Paths in Community Psychology and Social Justice Related Fields

2003 ◽  
Author(s):  
Margaret I. Davis ◽  
Josefina Alvarez ◽  
Carmen Curtis ◽  
Lucia D'Arlach ◽  
Joseph Ferrari ◽  
...  
Keyword(s):  
Social Justice ◽  
Community Psychology ◽  
Career Paths

scholarly journals Exhaustion and possibility. The wor(l)dlyness of social work in (G)local environment worlds during a pandemic

2021 ◽  
Vol 20 (1-2) ◽  
pp. 54-62 ◽  
Author(s):  
Mona B Livholts
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Social Work ◽  
Turning Point ◽  
Social Problems ◽  
Life Writing ◽  
Work Practice ◽  
Local Environment ◽  
Social Work Practice ◽  
Writing Genres

Exhaustion is not about being tired. It is an intense feeling of restlessness, of insomnia, and awakening when I ask myself: have I exhausted all that is possible? Such a state of restlessness and wakefulness represents a turning point for having enough, and opens for new possibilities to act for social change. This reflexive essay departs from the notion that the language of exhaustion offers a wor(l)dly possibility for social work(ers) to engage in critical analytical reflexivity about our locations of power from the outset of our (g)local environment worlds. The aim is to trace the transformative possibilities of social change in social work practice through the literature of exhaustion (eg. Frichot, 2019 ; Spooner, 2011 ). The methodology is based on uses of narrative life writing genres such as poetry, written and photographic diary entrances between the 4th of April and 4th of June. The essay shows how tracing exhaustion during the pandemic, visualises a multiplicity of forms of oppression and privilege, an increasing attention and relationship to things, and border movements and languages. I suggest that social work replace the often-used terminology of social problems with exhaustive lists to address structural forms of racism, sexism, ableism, ageism, which has been further visualized through death, illness, violence, and poverty during the pandemic. I argue that the language of exhaustion is useful for reflexivity and action in social work practice through the way it contributes to intensified awareness, attention, engagement, listening, and agency to create social justice.

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

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

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

A-13 Stepping into Action: The Role of Neuropsychologists in Social Justice Advocacy

2021 ◽  
Vol 36 (6) ◽  
pp. 1035-1035
Author(s):  
Mirella Diaz-Santos ◽  
Kendra Anderson ◽  
Farzin Irani ◽  
Michelle Miranda ◽  
Christina Wong ◽  
...  
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Socially Responsible ◽  
Developmental Approach ◽  
Social Justice Advocacy ◽  
Transformative Justice ◽  
Systems Framework ◽  
Licensure Requirements

Abstract Objective The current pandemic shed a necessary light on chronic systemic inequities. Despite awareness of the importance of diversity, equity, social justice, and advocacy, actionable change has been slow. The field of neuropsychology and psychology were founded on principles of universal rights for all humans, yet it has largely neglected social justice activities. Social justice and advocacy efforts are not universally embedded in education/training curriculums, nor in licensure requirements. If the field is pledging to move towards equity, systemic change is required. We offer practical considerations on how advocacy can lead neuropsychologists toward equity and social justice. Data Selection A review of the literature on racism, social justice, and health/mental health disparities, was conducted in the fields of neuropsychology, clinical psychology, counseling psychology, medicine, and public health, to form a systems-based approach to advocacy with actionable steps that can be taken by all. Tenents of critical consciousness, transformative learning, transformative justice and socially responsible neuropsychology emerged. Data Synthesis We utilize an ecological systems framework (microsystem, mesosystem, exosystem, and macrosystem levels) to provide a graded, developmental approach for transitioning to a social change agent. Recommendations are offered to provide guidance on addressing inequities at multiple levels in an effort to uphold human rights and protection of all. Conclusion Neuropsychology has the opportunity to blaze a new trail that can effectively protect, include, and nurture all of its constituents equitably rather than equally. Transforming our field is possible through stepping into action by equipping our trainees and professionals with the tools to become agents of social change.

The Violence of Care

2019 ◽  
pp. 114-142
Author(s):  
Felicity Aulino
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Structural Violence ◽  
Social Worlds ◽  
Individual Agency ◽  
Social Forms ◽  
The Social ◽  
Two Sides

This chapter addresses questions of structural violence and stasis in relation to the hierarchy and habituation in various forms of care. In many powerful analyses, structural violence is the term given to systematic limits placed on individual agency. This naming has served to illuminate systems of oppression and inequality. And yet, notions of individual agency, like intention, emerge differently in different historical and philosophical traditions. The chapter then demonstrates how Thai social worlds habituate people to feel themselves as part of collectives and to provide for one another through maintaining differentiated roles within groups, which forces one to consider anew people's complicity with repressive social forms. That is, one must reckon with the forms of care that emerge in and sustain oppression. Compassion and pity can thus come into view as two sides of what may be the same coin, with implications for humanitarianism beyond the borders of Thailand. Limitations are placed on individual agency in a multitude of ways in contemporary Thai society. As such, the stakes of altering norms are high because care is enacted through patronage and patterned into micro- and macrostructures. Ultimately, understanding the social training of awareness toward different modes of providing for others may lead to novel ways of approaching social change and working for social justice, in Thailand and elsewhere.

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

2018 ◽  
pp. 156-170
Author(s):  
Serena Koissaba
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Transnational Feminism ◽  
Capabilities Approach ◽  
Cultural Norms ◽  
Development Discourse ◽  
Gender And Education ◽  
The Social ◽  
Education Interventions ◽  
Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

Sign in / Sign up

Export Citation Format

Share Document