The Dimensions of Social Justice Model: Transforming Traditional Group Work Into a Socially Just Framework

2013 ◽  
pp. 111-119
Keyword(s):  
Social Justice ◽  
Group Work ◽  
Traditional Group ◽  
Justice Model

The Dimensions of Social Justice Model: Transforming Traditional Group Work Into a Socially Just Framework

2010 ◽  
Vol 35 (2) ◽  
pp. 160-168 ◽  
Author(s):  
Manivong J. Ratts ◽  
Loni Anthony ◽  
KristiAnna Nicole T. Santos
Keyword(s):  
Social Justice ◽  
Group Work ◽  
Traditional Group ◽  
Justice Model

Group work, multiculturalism, and social justice: Revising the ASGW diversity principles

2012 ◽  
Author(s):  
Anneliese A. Singh ◽  
Bogusia Skudrzyk ◽  
Niloufer Merchant ◽  
Daphne H. Ingene
Keyword(s):  
Social Justice ◽  
Group Work

scholarly journals Toward a Social Justice Model for an EdD Program in Higher Education

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Phillis George
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Program ◽  
Social Justice Leadership ◽  
Initial Examination ◽  
Curriculum And Pedagogy ◽  
Secondary Administrators ◽  
Leadership Framework ◽  
Justice Model ◽  
Education Administrators

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders.  The program emphasizes the integration of equity, social justice, and ethics into professional practice.  As such, this article utilizes a social justice, leadership framework.  Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership.  The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework.  The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

Diversity and Social Justice in Group Work

2017 ◽  
pp. 17-26
Author(s):  
Robert C. Berg ◽  
Garry L. Landreth ◽  
Kevin A. Fall
Keyword(s):  
Social Justice ◽  
Group Work

scholarly journals Diversion, Rights and Social Justice

Youth Justice ◽  
2020 ◽  
pp. 147322542090284 ◽  
Author(s):  
Roger Smith
Keyword(s):  
Social Justice ◽  
Criminal Justice ◽  
Young People ◽  
Criminal Justice System ◽  
Justice System ◽  
Children's Rights ◽  
The Other ◽  
Delinquent Behaviour ◽  
Justice Model ◽  
The One

This article draws on historical understandings and contemporary models of diversion in order to develop a critical framework and agenda for progressive practice. The argument essentially revolves around the contention that typically diversionary interventions have been constrained by the contextual and ideological frames within which they operate. They have in some cases been highly successful in reducing the numbers of young people being drawn into the formal criminal justice system; however, this has largely been achieved pragmatically, by way of an accommodation with the prevailing logic of penal practices. Young people have been diverted at least partly because they have been ascribed a lesser level of responsibility for their actions, whether by virtue of age or other factors to which their delinquent behaviour is attributed. This ultimately sets limits to diversion, on the one hand, and also offers additional legitimacy to the further criminalisation of those who are not successfully ‘diverted’, on the other. By contrast, the article concludes that a ‘social justice’ model of diversion must ground its arguments in principles of children’s rights and the values of inclusion and anti-oppressive practice.

scholarly journals To Be or Not to Be: Social Justice in Networked Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 261
Author(s):  
Öztok
Keyword(s):  
Social Justice ◽  
Social Presence ◽  
Group Work ◽  
Theoretical Framework ◽  
Networked Learning ◽  
Learning Practices ◽  
Online Spaces ◽  
Made In

The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

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