Use of Ethnographic Fiction in Social Justice Graduate Counselor Training

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.     

Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.     

Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.     

Making Our Way Through: Voices of Hispanic Counselor Educators

Through 23 open‐ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural expectations, and intrinsic motivation.     

"义"、"利"辨说--关于"义利之辩"的再认识

重新认识“义利之辩” ,首先必须尊重“义”和“利”的本来意义 ,并且必须根据文字学的知识从辨析“义”和“利”的本义入手 ,而不应当急于将“义”和“利”当作伦理学的重要范畴并直接在伦理道德领域展开所谓“义利之辩”。今天伦理学的许多词汇 ,如伦、理、道、德以及义和利等 ,当初并非就一定含有伦理或道德上的解释。甲金文字“义”和“利”的本来意义或最初含义是“杀羊”、“己之威仪”和“以刀断禾”或“用‘刀’犁地”。     

The Social Justice Consultation Corps: An interdisciplinary training initiative

The importance of preparing counselors to be social justice-oriented practitioners is established, though there is a need for models of social justice training. In this study, we describe a pilot program of the Social Justice Consultation Corps. We identify the theoretical foundations, describe activities, and present implications for future directions.     

Use of the MSJCC: A content analysis of ACA journals

Using quantitative content analysis, we examined the prevalence and use of the Multicultural Social Justice Counseling Competencies (MSJCC) in 21 ACA journals between June 2015 and July 2021. We found that only 7.62% of the articles (n = 2860) referenced the MSJCC. Implications for counselor educators are discussed.     

公正:人的全面发展的社会指向

公正是社会发展的价值追求,其更深层的蕴涵乃是保证和促进人的全面发展.公正是人的全面发展的社会条件,只有在合乎人性的社会关系中,人才能作为真正的人存在,人才能获得稳定的提升和发展.作为社会关系发展状态的社会公正、作为个体完满德性的个人公正以及人们出于自愿在公正的社会联合中自由地发展并实现自身的价值,都表明了在本质的意义上公正本身就是人的全面发展的内容.     

论公平正义与社会保障制度的完善

公平正义,是协调社会各方利益的原则,是衡量社会秩序公正有效的标准,是评判一种制度能否实现社会公益的价值尺度。只有依据公平正义的原则,进行政策制订、统筹规划、有效实施,才能完善社会保障制度。基于此,本文阐释了公平正义与社会保障制度的必然联系,提出了只有建立健全拥有公平正义的社会保障制度,才可以真正实现社会保障制度的完善,才可以确保构建社会主义和谐社会目标的实现。     

科学发展观视阈中的社会公正

社会发展中实现社会公正是马克思主义的基本思想。科学发展观是真正崇尚社会公正的发展观,促进人的全面发展是社会公正的价值旨归,全方位多层面保障人的权利享有是社会公正的本质内容,合理协调社会各个方面的利益关系是社会公正的实现途径。切实贯彻科学发展观,促进社会公平正义,要把握＂发展＂这个第一要义,＂以人为本＂这个核心。     

Reclaiming Commitment to Social Justice through Relevant Adult and Continuing Education in Sub-Saharan Africa

Abstract

Reclaiming commitment to social justice through widening access to education, using the medium of relevant adult and continuing education, requires people to have the ability to initiate ideas, to act and to take their destiny in their own hands. This article postulates that deploying relevant adult and continuing education in the quest for social justice leading to freeing oppressed Sub-Saharan Africans is possible. It was partly for this reason that the United Nations Educational, Scientific and Cultural Organisation (UNESCO) came up with standard setting instruments measuring the effectiveness of inclusive education among its member states and, towards that goal, sponsored a limited study to assess how much has been done globally. The outcomes of that study have influenced the propositions made in the article that is structured against the background of the opportunities and/or challenges posed by the demand for social justice by way of widening access to education and learning. The article makes suggestions for ensuring that relevant adult and continuing education provides valuable service in reclaiming the needed commitment to social justice.     

Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitated space for instructors to discuss how issues of diversity, social identity, and oppression influence their teaching, the classroom environment, student interactions, and the overall campus climate.     

Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective

Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.     

Social Justice,Sport, and Sociology: A Position Statement

ABSTRACT

Amidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development.     

Physical Education,Citizenship, and Social Justice: A Position Statement

ABSTRACT

This article examines the complex but seldom articulated relationship of primary physical education, citizenship, and social justice. We argue that to conflate physical activity and sport with physical education in unacknowledged ways may serve to perpetuate the status quo. More significantly, the current emphasis on activity through competitive sport in the teaching of physical education in primary schools is both reductive and educationally limiting, affecting not only teachers’ professionalism but the wider educational experience of young people. The trend towards competitive sport at the expense of a broader educational experience further represents a potentially serious omission: an abrogation of responsibility on the part of schools in England and Wales to meet the statutory requirements of the Education Reform Act (1988). On the thirtieth anniversary of the Act, we adopt a novel approach, utilizing Foucauldian ideas, to examine movements in the development of policy and understand the contemporary context as a means to suggest more propitious ways forward.     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

Minoritized Professionals' Experiences in Counselor Education: A Review of Research

Findings from our review of research articles published between 2004 and 2019 indicated students and faculty in counselor education who identify as women; as people of color; or as lesbian, gay, bisexual, transgender, and queer or questioning face eight common types of adverse experiences. Implications for praxis and research are provided to support the profession's aim to diversify and embody inclusion.     

从普遍人性到普遍社会结构——罗尔斯正义理论探析

罗尔斯正义论中内含着对普遍人性的设定,并基于公平原理构造出了具有普遍性的社会基本结构。普遍人性的设定是罗尔斯得以确立其体系的基石,而普遍社会结构的呈现则是其体系最终必然之归结。正义论的本质目的在于提供一种上通下达、置换顺畅的动态社会结构,从而能以更小的代价获取和保持社会稳定。     

Becoming a White antiracist counselor: A framework of identity development

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.     

Social Justice,Character Education,and Sport: A Position Statement

ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.