Recognising ‘Recognition’: Social Justice and the Place of the Cultural in Social Exclusion Policy and Practice

10.1068/a3574 ◽  
2003 ◽  
Vol 35 (9) ◽  
pp. 1629-1649 ◽  
Author(s):  
Zoë Morrison

In this paper, I contest the claim that cultural geography is ‘irrelevant’ to policy addressing major social justice issues. Engaging both with the ‘relevance’ and the ‘culture–economy’ debates in human geography, and with wider feminist political theory, I argue that the recognition of issues of ‘cultural justice’ is crucial to an effective engagement with social justice issues. I suggest a new approach to the cultural economy debate that neither forces a choice between culture and economy, nor only ‘transcends’ their division. Instead, the concept of ‘revaluing’ is introduced, which encompasses both the cultural and the economic but allows one or the other, or both, to be asserted—depending on the spatial and political context. These points are developed through a qualitative case study of the Single Regeneration Budget, a policy which attempts to address social exclusion, inequality, and deprivation. This case study suggests that a lack of attention to cultural justice issues, such as recognition and respect, leads to a policy that fails to remedy, and even perpetuates, the exclusionary mechanisms it seeks to address. Instead, a more fundamental revaluing of socially excluded people and places needs to be carried out in order to achieve greater inclusion. Indeed, reflecting on these issues through cultural and feminist lenses, I suggest a wider remit than policy for human geographers to engage effectively with major social justice issues.

2019 ◽  
Vol 68 (1) ◽  
pp. 139-161 ◽  
Author(s):  
Margaret Sauceda Curwen ◽  
Amy Ardell ◽  
Laurie MacGillivray

This qualitative case study examines how fifth graders and their teachers participated in critical literacy instruction grounded in systems thinking on the topic of slavery. Systems thinking seeks to discover relationships and patterns in diverse underlying systems; critical literacy examines everyday texts, focuses on social justice and change, and promotes transformative practices. Classroom observations, photographs, interviews, and student artifacts were collected and analyzed to provide insight into students’ understandings of patterns of slavery from American colonial times to modern-day trafficking. Through a range of texts and different modalities, students sought to understand different group perspectives and ultimately took action to disrupt an unjust system. Three aspects of students’ learning led them to an agentic role: (1) crossing boundaries across time and differences, (2) developing a holistic worldview, and (3) reimagining a different world and altering the existing discourse.


2021 ◽  
Vol 19 (1) ◽  
pp. 40-64
Author(s):  
Freya Aquarone

Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.


2011 ◽  
Vol 5 (2) ◽  
Author(s):  
David Ball ◽  
Darren Lund

This paper reports on findings from a case study conducted in a public school offering multiple programs of choice. A guiding purpose of the study was to analyze the impact of operating multiple programs of choice in a single school setting on the organizational and lived culture of the school. The urban Alberta school under study offered alternative educational programs in science, Mandarin Immersion, special education and “regular” programs. Multiple methods of data collection followed an ethnographic approach, and included document and policy analysis, field observations, focus groups and semi-structured interviews with administrators, parents, teachers and students from each of the programs. The results reported here focus on related themes of equity and social justice related to analyses of school choice, attending specifically to participants’ understandings of power and privilege, with policy and practice implications. Themes included social class stratifications, marginalization within advantage, perceptions of disempowerment, fragmented school identity, limitations of choice programs, and perceptions of teaching staff quality.


Author(s):  
Gerri Maxwell ◽  
Leslie Locke ◽  
James Scheurich

For this qualitative case study (Patton, 2003 ), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on inter actions with three rural superintendents working in high - needs, public PK - 12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants’ perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These theme s afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work.


Refuge ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 9-23
Author(s):  
Luann Good Gingrich ◽  
Thea Enns

Through a qualitative case study with Mennonite Central Committee (MCC) sponsorship groups and former refugee newcomers, we adopt a reflexive, relational, and systemic lens (Bourdieu) to analyze the institutional and interpersonal relationships in the Private Sponsorship of Refugees (PSR) Program, and more specifically, the ways in which MCC Ontario’s sponsorship program invigorates or frustrates dynamics of social inclusion. We situate the institutional relations of the PSR Program as nested social fields and sub-fields, revealing complementary and competing systems of capital that direct explicit and implicit visions for “success” in MCC sponsorships. A peculiar Mennonite/MCC social field and structure of capital generates institutional and social tensions, yet an ambivalent disposition or divided habitus presents possibilities for seeing, understanding, and challenging dynamics of social exclusion.


AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110643
Author(s):  
Alexandra E. Pavlakis ◽  
J. Kessa Roberts ◽  
Meredith P. Richards

In this qualitative case study, we employ 29 semistructured interviews and an array of supplemental data to explore why and how COVID-19 shaped school and community practices around student and family homelessness in Houston, Texas. Drawing on Small’s notion of organizational embeddedness, we find that COVID-19 fundamentally altered school and community practices, as educators and providers faced resource constraints, new concerns about safety, and evolving student and family needs. Providers struggled to meet the depth of need stemming from COVID-19; however, they also embraced innovation in adapting their practices to the pandemic era. We find that this adaptation occurred along a continuum, ranging from pausing or stopping existing practices to developing new practices from scratch. We conclude with implications for theory, research, policy, and practice.


Author(s):  
Ariane Critchley ◽  
Mary Mitchell

Abstract Knowledge Exchange is considered a way that research might be operationalised beyond the academy, both within policy and practice. This article seeks to analyse knowledge exchange as a method of bringing field, research and policy together. It does so through the case study of a social work knowledge exchange project, ‘Recognition Matters’. This co-produced project brought together two separate research studies undertaken by the authors. These studies focused on different elements of child welfare and protection: pre-birth child protection and Family Group Conferencing, respectively. The research findings were creatively woven together with the retelling of a mother’s story of child protection proceedings, alongside the practice wisdom and experience of three social work practitioners. In this article, the authors firstly consider the conditions for collaborative knowledge exchange as a commitment to social justice. Using the case study described, the value of this approach as a mechanism for social work to engage in policymaking is then explored. It is argued that in the context of significant challenges to the realisation of social justice, collaborative knowledge exchange activities may represent a genuine avenue for transforming social policy and creating meaningful research impact.


2019 ◽  
Vol 3 (2) ◽  
pp. 68
Author(s):  
Khaya Mchunu

This article explores understandings of a social justice-infused pedagogy whilst inspiring new approaches to design. Drawing on the work of Giroux (2004), hooks (2003) and Leibowitz and Bozalek (2016), amongst others, this paper offers a case study of a student project in a Department of Fashion at a Durban-based University of Technology (UoT), in which students partnered with community stakeholders on a collaborative handbag design project. The project involved using traditional Ghanaian Adinkra symbols as probes to explore how students and their community partners understand the concept of social justice pedagogy. Group interviews, photographs and thematic content analysis are used to collect and analyse data on understandings of social justice pedagogy. Consequently, three themes are discussed about the groups’ understanding of a socially infused pedagogy. Beyond their role in understanding this pedagogy, these historical symbols are noted by the groups as providing a new approach to their design process. How to cite this article:  MCHUNU, Khaya. Appraising understandings of a social justice-infused pedagogy: Adinkra symbols as probes. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 68-83. Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=85&path%5B%5D=47   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  


2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.


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