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Throughout the course of scholarly history, some concepts have been notoriously hard to define. The 'common good' is one such concept. While the common good has a long and contested scholarly history, social psychology research on folk theories - lay beliefs that represent an individual's informal and subjective understanding of the world - may provide a key for unlocking this nebulous concept. In the current paper, we analysed lay definitions of the common good using the linguistic inquiry and word count's meaning extraction method. From a nationally representative Australian sample of open-ended text responses (n = 14,303), we uncovered a consistent conceptual structure, with nine themes corresponding to three core aspects: (i) outcomes and objects, (ii) principles and processes and (iii) stakeholders and beneficiaries. From this, we developed a working definition of the folk concept of the common good: 'achieving the best possible outcome for the largest number of people, which is underpinned by decision-making that is ethically and morally sound and varies by the context in which the decisions are made'. A working definition benefits the academic community and society more broadly, particularly when diverse stakeholders come together to act for the common good to address shared challenges., (© 2024 The Authors. British Journal of Social Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Although the field of surgical ethics focuses primarily on informed consent, surgical decision-making, and research ethics, some surgeons have started to consider ethical questions regarding justice and solidarity with poor and minoritized populations. To date, those calling for social justice in surgical care have emphasized increased diversity within the ranks of the surgical profession. This article, in contrast, foregrounds the agency of those most affected by injustice by bringing to bear an ethic of accompaniment. The ethic of accompaniment is born from a theological tradition that has motivated work to improve health outcomes in those at the margins through its emphasis on listening, solidarity against systemic drivers of disease, and proximity to individuals and communities. Through a review of surgical ethics and exploration of a central patient case, we argue for applying an ethic of accompaniment to the care of surgical patients and their communities., (© 2024 The Hastings Center.)

Educational Institutions in the U.S. have responded to government policies that called for more inclusive educational systems. The goal is to reduce the oppression created by "racism" and enhance the environmental trajectory toward equity and justice. Although significant social and economic advances have been made, these have not been sustainable, and disparities remain. As educational systems have not kept pace with the demographics and economic trends, there is a call to action to affirm the need to establish policies that support diversity within pipeline pathways, faculty recruitment, and retention. Leveraging knowledge and networking across institutions with communities can transform academic cultures, reduce unconscious/implicit bias, and microaggression. As racism exists in every segment of our culture, building sustainable capacity and a system proportional to the populations' relative needs can help chart a direction forward for policies that support justice, equity, diversity, and inclusion among dental institutions., (© 2022 American Dental Education Association.)

Introduction: We conducted a systematic review of qualitative evidence to improve understanding of the processes and outcomes of redress and reconciliation following a life‐changing event from the perspectives of individuals experiencing the event and their families. Methods: We searched six bibliographic databases for primary qualitative evidence exploring the views of individuals who have experienced a life‐changing event, and/or their family or carers, of redress or reconciliation processes. This was supplemented with targeted database searches, forward and backward citation chasing and searches of Google Scholar and relevant websites. Title and abstract and full‐text screening were undertaken independently by two reviewers. Data extraction and quality appraisal were conducted by one reviewer and checked by a second. We used a best‐fit framework synthesis approach, drawing upon procedural and restorative justice concepts. Findings: Fifty‐three studies (61 papers) were eligible for inclusion. Forty‐one studies (47 papers) were included in the synthesis, from which we identified four themes. Three themes 'Transparency', 'Person‐centered' and 'Trustworthy' represent the procedural elements required to support a fair and objective process. The fourth, 'Restorative justice' encapsulates how a fair process feels to those who have experienced a life‐changing event. This theme highlights the importance of an empathic relationship between the different parties involved in the redress‐reconciliation process and the significance of being able to engage in meaningful action. Conclusion: Our findings highlight the procedural aspects and context of redress‐reconciliation processes required to ensure that the process and outcomes are experienced as fair. These criteria may be applied to the processes used to investigate both recent and historical patient safety events. Public Contribution: One member of the public affiliated with the Exeter Policy Research Programme Evidence Review Facility helped develop the review protocol. Two people with experience of medically life‐changing events provided insight which corroborated our findings and identified important limitations of the evidence included in this review. [ABSTRACT FROM AUTHOR]

This commentary is in response to the Call for Papers put forth by the Critical Midwifery Studies Collective (June 2022). We argue that due to a long and ongoing history of gendered racism, Women of Color are devalued in U.S. society. Devaluing Women of Color leads maternal healthcare practitioners to miss and even dismiss distress in Women of Color. The result is systematic underdiagnosis, undertreatment, and the delivery of poorer care to Women of Color, which negatively affects reproductive outcomes generally and birth outcomes specifically. These compounding effects exacerbate distress in Women of Color leading to greater distress. Stress physiology is ancient and intricately interwoven with healthy pregnancy physiology, and this relationship is a highly conserved reproductive strategy. Thus, where there is disproportionate or excess stress (distress), unsurprisingly, there are disproportionate and excess rates of poorer reproductive outcomes. Stress physiology and reproductive physiology collide with social injustices (i.e., racism, discrimination, and anti-Blackness), resulting in pernicious racialized maternal health disparities. Accordingly, the interplay between stress and reproduction is a key social justice issue and an important site for theoretical inquiry and birth equity efforts. Fortunately, both stress physiology and pregnancy physiology are highly plastic-responsive to the benefits of increased social support and respectful maternity care. Justice means valuing Women of Color and valuing their right to have a healthy, respected, and safe life., (© 2024 Wiley Periodicals LLC.)

This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hierarchies so diverse voices and expertise can be interwoven in service of youth and communities who have been invisibilized and marginalized. Committed to realizing new, hope‐filled futures, the three pairs of authors use their experiences and expertise to shed light on the work of partnering using a temporal lens: considerations related to the beginnings, middles, and endings of partnering, each of which requires special intentionality and care. Together the authors share core overlapping tenets with other critical scholars that could be considered a partnering for justice epistemology. This epistemology underscores how importantly different learning through partnering for justice is from traditional notions of academic research. I close the paper by sharing lessons learned from my own 20‐plus years of partnering for justice, using the tenets of partnering for justice epistemology as a lens. [ABSTRACT FROM AUTHOR]

Numerous studies have demonstrated that our healthcare systems and medical education programs are fundamentally flawed. In North America and Europe, most systems were built upon values and structures that have historically benefitted middle and upper class males of European descent in the global north. As a result, there continue to be systemic biases that are pervasive throughout our healthcare systems and medical education programs. This has led to inequities in health outcomes and clinical reasoning practices which marginalize several communities. These biases are perpetuated as we continue to lead medical education research and practice with traditional values and views of evidence. To address these issues, we proposed a 'flipped' conference in which three interdisciplinary writing teams, comprised of both junior and senior academics, clinicians, and researchers, were invited to rethink the foundations of clinical reasoning. In the months leading up to the conference, each writing team explored a specific topic related to clinical reasoning and racial equity. The papers, presented during the virtual conference are now available in this issue of the Journal for the Evaluation of Clinical Practice. In addition, 6 more publications were added to this special topic to showcase new evidence and theory that builds on the recommendations in the three core papers. [ABSTRACT FROM AUTHOR]

This paper uses lines of argument drawn from Amartya Sen's Idea of Justice to support the notion that NGO efforts, far from being oppressive, are helpful and progressive. It cites the work of Lairap‐Fonderson and Chen, and alludes to specific projects. Contrast is made with Rawls, and the paper suggests that more formal theories of justice may not enable us to grapple with our intuitive sense that justice for the poverty stricken involves, at a minimum, both financial progress and forward movement with respect to internal growth. Examples of work done by NGOs in Bangladesh and other places help us to realize that women in these areas often have their own sense of what a more just situation would require—and NGOs and others can work from these conceptions as a point of departure. Part of the conclusion here is that Sen's concept of the just is a step in the right direction. [ABSTRACT FROM AUTHOR]

This paper critically examines the normative versus non‐normative distinction commonly used in collective action research. To explore the similarities and differences between antecedents of normative versus non‐normative actions, we conducted a systematic review on diverse predictors of non‐normative, radical and violent collective actions. We examined 37 social and political psychology studies published after 2010 and identified five recurring themes: identity, efficacy, injustice, emotions and norms. Findings exhibited significant overlaps with those predictors associated with normative collective action. Thus, a reconceptualization is needed to undermine the rigid boundaries between these action types, highlighting the intricate interplay of factors that transcend the conventional binary. Aiming to avoid conceptual ambiguity and challenge the perspective that associating particular collective actions with unwarranted violence using social norms as fixed and a priori, we propose the term 'confrontational collective action' to separate out form of action from societal approval. Through this reconceptualization, we discussed the main limitations in the literature, focusing on how studies approach normativity and efficacy and addressing the issue of decontextualization in the literature. This paper calls for a contextually informed understanding of confrontational collective action that recognizes what is seen as 'normative' can change over time through intra‐ and intergroup interactions. [ABSTRACT FROM AUTHOR]

In Australia, and indeed in many countries around the globe, teaching pronouns for reading comprehension and cohesion in writing in English language classrooms is not only a curriculum directive but a social justice imperative. In this paper, we combine the teaching of pronouns in English with social justice concepts of political representation and cultural recognition for gender equity. We engage a gender‐expansive understanding of the term gender, beyond a male and female binary, and recognize that children identify with and express genders that are non‐binary. For gender equity to progress and for children to have parity of participation for learning English, gender‐expansive understandings about language such as pronouns is important for engaging in socially just teaching and learning in English language classrooms. This paper presents three resources related to teaching about pronouns in primary school contexts using a gender‐expansive understanding. Children must see themselves represented in the language that they are immersed in, learning in, and learning about. Here we offer gender‐expansive teaching practices for teaching pronouns in the English language classroom. [ABSTRACT FROM AUTHOR]

Family violence is becoming increasingly visible in Australia, with many state and federal governments taking on more responsibility to address family violence and its impacts on those affected. Current efforts are focused on practice frameworks, identifying and responding to risk factors, and social justice frameworks including legislating against family violence in a range of jurisdictions and addressing more broadly the structural and cultural forces that perpetuate violence and further oppress those victimised. Family violence is not unique to Australia, with prevalence rates internationally suggesting family violence occurs irrespective of country, race, age, culture, effectiveness of social policies or socioeconomic status. This paper explores relevant foundational concepts of Bowen family systems theory (BFST) as it relates to family violence and explores opportunities to evolve practice in this area. BFST offers a unique contribution towards addressing family violence, particularly in relation to the public health challenge of addressing family polyvictimisation. The paper also explores how BFST conceptualises family violence and the role of the professional in working with the family as a single emotional unit. The unique focus of BFST on observing and defining self within the emotional family unit through observation of the underlying multigenerational emotional patterns of functioning provides unique opportunities to evolve and develop both the capacity of clinicians and responses to families who are navigating the serious and challenging impacts of family violence. [ABSTRACT FROM AUTHOR]

Community engagement (CE) at Rhodes University (RU) and community psychology draw on similar principles: using an asset‐based community development approach; recognising and drawing on the skills, capabilities, and knowledge of all parties, which they contribute to a partnership. Working from a strategic model of engagement, mutuality is foreground in all CE activities, where both student volunteers and community partners jointly benefit from the engagement. This paper examines CE at RU and how CE principles are translated into practise, using Siyakhana@Makana (S@M) as a case study. In S@M, a 19‐week‐long volunteer programme, community partners and student volunteers are jointly involved in planning, executing, and evaluating CE activities together. This paper illustrates how being involved in such CE activities has enabled community partners to mobilise for effective change in their communities. Community partners reflect on how they have been empowered to taken on leadership roles, addressing local challenges in collaborative ways, while drawing on the skills and knowledge that they have gained through their engagements in S@M. This resonates with the social action model of community psychology, a participatory approach that seeks to mobilise people to bring about change in the contexts in which they live. [ABSTRACT FROM AUTHOR]

Moral injury was originally conceived as a socially‐inflicted wound of betrayal experienced by military veterans (Shay, 1994). However, moral injury has since been redefined by psychological researchers as an individualised, predominantly perpetration‐driven, and psychopathological phenomenon (e.g., Currier et al., 2015; Jinkerson, 2016). However, social scientific researchers (e.g., Hodgson & Carey, 2017; Molendijk, 2019; Wiinikka‐Lydon, 2017) have contested mainstream psychology's medicalisation and decontextualisation of moral injury. This theoretical review integrates insights from across these discourses, and brings them into dialogue with ideas from moral psychology, evolutionary science, and community psychology. The aim of this cross‐disciplinary review is to promote a more holistic understanding of moral injury that does justice to its individual and social dimensions. Drawing on these different theoretical strands, this paper proposes that moral injury can be best understood as a psychological wound to basic human needs for social belonging and cohesion. The implications of this integrative understanding of moral injury for applied psychologists and other societal actors are explored. While the relevance of moral injury to civilian populations such as health and social care professionals is clear (e.g., Dombo et al., 2013; French et al., 2021), this paper focuses on military veterans, whose experiences originally prompted the coinage of the term. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

In what ways can we understand the productive tensions and complexities of digital feminist activism? This paper explores the increase of networked feminism, which focuses attention on digital activism and its relation to transformative social change. It suggests that we need a better understanding of how digital feminist activism might be changing the shape of transnational feminist resistance and praxis, and how feminist politics are created and enacted in digitally mediated environments. These result in new forms of feminist consciousness built on affective and embodied engagements. The paper explores the complex and ambivalent role of affective politics and embodied ethics to explore conditions of vulnerability. Using illustrative, global cases to show the nuances across digital activism, the paper contributes to understanding the complexities and differential effects of online environments, the mediation of feminist politics through digital knowledge cultures and the possibilities, challenges, and productive tensions that lie in the ever‐increasing use of digital environments. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well‐being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi‐sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview‐based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open‐mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences. [ABSTRACT FROM AUTHOR]

Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK sites. We draw on qualitative, multimodal data across 5 years of a research–practice partnership between a university, a zoo, a social enterprise working to support girls and nonbinary youth in STEM, a community digital arts center, and a science center. We identify three key discourses that shaped social justice practices across all four practice–partner sites: (1) "inclusion" for STEM, (2) "inclusion" for the institution, and (3) "inclusion" for minoritized youth. We discuss how educators (n = 17) enacted, negotiated, resisted, and reworked these discourses to create equitable practice. We argue that while the three key discourses shaped the possible meanings and practices of equitable ISL in different ways, educators used their agency and creativity to develop more expansive visions of social justice. We discuss how the affordances, pitfalls, and contradictions that emerged within and between the three discourses were strategically navigated and disrupted by educators to support the minoritized youth they worked with, as well as to protect and promote equity in ISL. This paper contributes to research on social justice in ISL by grounding sometimes abstract questions about power and discourse in ISL educators' everyday work. [ABSTRACT FROM AUTHOR]

Using an ecofeminist reading of Isaiah 5:1‐7, this article offers the Song of the Vineyard as a poem spoken from the perspective of the woman experiencing the social crisis in 8th‐century Judah. Using a powerful rhetoric to convey her message, the woman dared to speak out against the unjust circumstances that threatened the well‐being of her people and land. This paper also explores the role of the vineyard as an agent that raises its voice against injustice. Lastly, this paper creates a dialogue between an ancient voice and the voice of Asian women today. It shows the struggles of Asian women such as the Kendeng women farmers to achieve social justice and justice for the natural environment. This paper calls for churches and the Christian community to hear the voices of the land and women and to take significant actions to end the violence against women and the land. [ABSTRACT FROM AUTHOR]

While the higher education (HE) literature highlights how the sector is designed for a typified imagined student, the issues are particularly acute for care‐experienced students. The dominant HE discourse assumes that all students will be able or want to participate in 'stereotypical' aspects of student life and have stable networks to offer emotional, practical and financial support. Here, we deploy Holland et al.'s formative heuristic of figured worlds to interrogate how socially and culturally constructed realms and artefacts establish 'givens'. People 'figure' who they are through navigating different realms which are conceptually and materially produced. We take particular inspiration from figured worlds' focus on unequal power in social space; socially and institutionally endorsed understandings of how things 'should' be celebrate certain subjectivities and ways of 'doing' university while marginalising others. The paper discusses biographical‐narrative interviews and collaborative analysis with six students with experience of foster, residential and kinship care, all studying at a post‐1992 English university. Crucially, conversations highlighted participants' exceptional maturity, educational passion and tenacity. Yet challenges remained. This paper focuses on four domains where our participants felt forced into peripheral subjectivities: student accommodation, wellbeing support, societies and curricula. Halls became hostile spaces through high rents, late‐night/loud drinking cultures and their transitory nature. Wellbeing services felt inimical when designed for quotidian anxiety and stress, neglecting more complex stories. Similarly, society membership fees, requisite team kits and 'cliques' materially and symbolically constricted participants. Finally, specific areas of curricula and pedagogical delivery posed problems, namely when traumatic and/or painful content (e.g. domestic violence and safeguarding) was not assumed to relate to anyone in the classroom. Despite these barriers, participants continued to navigate their HE journeys with skill and creativity. Although this paper's perspective is partial, we argue for theorising the holistic student experience through the lens of figured worlds. This reveals how norms and practices make dominant subject positions hard to access for care‐experienced students, contradicting and undermining their obvious value. In concluding, we discuss how locating problems as structural speaks back to deficit discourses, challenging us to reimagine and reconfigure HE through alternative discourses of worth. Attention is needed within and beyond the classroom; students' lives are multifaceted and played out in multiple figured worlds. [ABSTRACT FROM AUTHOR]

We are in the midst of a crisis of climate change and environmental degradation that will only get worse, unless significant changes are rapidly made. Globally, the healthcare sector causes a large share of our total environmental footprint: 4.4% of greenhouse gases. Sustainable healthcare has emerged as a way for healthcare sectors in high‐income countries to help mitigate climate change by reducing their emissions. Whether global health should be sustainable and what ethical grounds might exist to support such a claim are not questions that have been investigated. The paper argues that global health practice—the delivery of health services to underserved populations in resource‐poor areas of the world—should be sustainable as a matter of climate justice and solidarity. Reducing climate change‐related risks and harms for the vulnerable is integral to the mission of global health and thus it is necessary to consider the climate impact of its practice. The field has a duty to provide sustainable health services that are responsive to climate change‐related changes in the local burden of disease and to build sustainable health system infrastructure. Specific responsibilities for global health funders, managers, and implementers to uphold the duty are proposed. To conclude, the paper considers what limits might be placed on the duty to deliver sustainable global healthcare. [ABSTRACT FROM AUTHOR]

Introduction: The COVID‐19 pandemic, which has disrupted occupations and lives of people around the world, has simultaneously exposed deeply rooted social inequities and structural injustices that have negated the facile claim that "we're all in this together." But the pandemic has also opened up opportunities to imagine other ways of living and doing in the future. This paper imagines some possibilities for shaping occupational therapy's future practices and seeks to illustrate why it is both timely and necessary to re‐imagine occupational therapy in 2021. Methods: Drawing from epidemiological research, the paper explores the inequitable impacts of COVID‐19, environmental degradation, and multiple social determinants on people's real opportunities for health, wellbeing, and occupational engagement. Findings Evidence presented in this paper challenges occupational therapy's individualised approach towards wellbeing and contests the limited parameters of occupations "that matter" that are prioritised and promoted within the profession. In response, the paper seeks to expose the specific, political, economic, and ableist ideology that has effectively shaped the occupational therapy profession's assumptions, models, theories, and the practices these inform. Conclusion: Drawing from the "Build back better" approach to post‐disaster recovery—with its dual attentions to wellbeing, equity, and inclusivity and to physical, social, cultural, economic, and environmental vulnerabilities—this paper imagines an occupational therapy for a post‐COVID‐19 world; an occupational therapy that takes seriously the premise that occupations and people are inseparable from their environments; a profession that no longer colludes in individualising problems that are inherently social or in depoliticising the systemic social and economic inequalities that create stress and illness; an occupational therapy that no longer promotes the values of neoliberal ableism; and an occupational therapy dedicated to expanding people's just and equitable opportunities to engage in meaningful occupations that contribute positively to their own wellbeing and the wellbeing of their communities. [ABSTRACT FROM AUTHOR]

This paper explores the potential of the perspective of epistemic injustice to reconcile medical sociology's attention to the micro level of experience and interpersonal exchange, and disability studies' focus on the macro level of oppressive structures. The first part of the paper provides an overview of the concept of epistemic injustice and its key instances—testimonial, hermeneutical, and contributory injustice. We also consider previous applications of the concept in the fields of health care and disability, and we contextualise our investigation by discussing key features of postsocialism from the perspective of epistemic injustice. In the second part, we explore specific epistemic injustices experienced by people who use disability support by drawing on interviews and focus groups conducted with parents of disabled children in present‐day Bulgaria. In our conclusion, we revisit our methodological and theoretical points about the potential of epistemic injustice to facilitate mutually beneficial exchanges between medical sociology and disability studies. [ABSTRACT FROM AUTHOR]

We address the question of the measurement of health achievement and inequality in the context of variables exhibiting an inverted‐U relation with health and well‐being. The chosen approach is to measure separately achievement and inequality in the health increasing range of the variable, from a lower survival bound a to an optimum value m, and in the health decreasing range from m to an upper survival bound b. Because in the health decreasing range, the equally distributed equivalent value associated with a distribution is decreasing in progressive transfers, the paper introduces appropriate relative and absolute achievement and inequality indices to be used for variables exhibiting a negative association with well‐being. We then discuss questions pertaining to consistent measurement across health attainments and shortfalls, as well as the ordering of distributions exhibiting an inverted‐U relation with well‐being. An illustration of the methodology is provided using a group of five Arab countries. [ABSTRACT FROM AUTHOR]

Generations of scholars and activists have argued that racial inequities emerge not only because of racist ideologies but also from a hierarchical system of racial oppression. This theoretical tradition has highlighted numerous ways in which systemic racism manifests itself, from racist policies to differential access to material conditions and power. However, given that by definition systemic racism is focused on systems, theories of systemic racism would be more comprehensive and actionable by drawing on scholarship related to systems thinking. Systems thinking is a conceptual orientation that aims to understand how different types of systems function over time. This paper builds on the work of previous scholars to propose a systems thinking approach to understand and strategically disrupt racist systems. We provide a typology of system characteristics (organized into the categories of paradigms, structures, elements, and feedback loops) that together can be used to help understand the operation of systemic racism in different system contexts. The paper also provides an approach to identify and strategically target multiple system leverage points to simultaneously disrupt the status quo of racial inequity and promote the emergence of conditions enabling racial equity. This systems thinking approach can be used to guide learning and action within an ongoing process of antiracist praxis. Highlights: Theories of systemic racism could be enhanced by infusing a systems thinking orientation.System paradigms, structures, elements, and feedback loops interact to reinforce systemic racism.Shifting multiple system leverage points can promote the emergence of racial equity. [ABSTRACT FROM AUTHOR]

A transformation of global health research is urgently needed if it is to eliminate long-standing structural inequities within the field and help reduce global health disparities. Ethics has a key role to play in fostering such a transformation: it can help identify what the transformation should entail. Yet, ethics scholarship linking global health research to greater equity and social justice has limited authority and capacity to do so for two related reasons: it largely fails to apply theories and concepts of justice from the global South and it says little about whether or how to address the coloniality and epistemic injustices inherent within global health research. This paper develops a multidimensional social justice lens using social justice and decolonial theory from the global North and global South. This lens identifies five core dimensions of social justice: power, recognition, harmony, inclusion, and well-being. This paper then applies the multidimensional lens to the global health research context. For each dimension of social justice, several key ways to transform global health research are identified and described. They include shifting control of global health research funding, education, conduct, and publishing away from the global North and making knowledge from the global South visible and valued. To conclude, potential objections are considered., (© 2023 The Authors. Bioethics published by John Wiley & Sons Ltd.)

This paper addresses bioethics in the context of the coronavirus disease 2019 (COVID‐19) pandemic. The Introduction (Section 1) highlights that at the field's inception, infectiousness was not front and center. Instead, infectious disease was widely perceived as having been conquered. This made it possible for bioethicists to center values such as individual autonomy, informed consent, and a statist conception of justice. Section 2 urges shifting to values more fitting for the moment the world is in. To find these, it directs attention to the Global South, and in particular, Africa, and to the values of ubuntu, solidarity, dignity, kinship, and humility. The paper concludes (in Section 3) that 21st‐century challenges facing bioethics are increasingly global, and calls on bioethicists themselves to be more globally inclusive in their approaches. [ABSTRACT FROM AUTHOR]

This article discusses the significance of how Christians relate to issues of knowledge, expertise, and authority in the public sphere, particularly in the context of the events of 2020. The symposium explored the historical crises behind the present situation, examining themes such as racial justice, the authority of science, and decolonization in the US and Australian contexts. The symposium aimed to widen and build on previous work by including the Australian context and exploring the racialization of intellectual authority in Christianity. Keynotes and papers discussed the role of popular culture, creationism, and Indigenous religion in shaping intellectual authority. The symposium also considered the ongoing imperative to decolonize knowledge production. Two papers from the symposium, one on the history of missions and colonial theologies in Australia and one on the history of theological education, have been published in the Journal of Religious History. [Extracted from the article]

Background: The importance of addressing social determinants of mental health in therapy is well‐documented. However, there appears to be limited research on what this actually involves in practice and how best to prepare therapists to work with individuals experiencing adverse social determinants. Aims: The aim of this review was to draw implications for practice and training from reviewing research on addressing social determinants of mental health in therapy. Methodology: A qualitative systematic review of the research on addressing social determinants of mental health in therapy was conducted, extracting papers from eight databases: Cochrane Library, ASSIA, CINAHL Plus, PsycInfo, Psychoanalytic Electronic Publishing, Science Direct, Scopus and Web of Science. Out of 127 papers found, five met the eligibility criteria and were quality‐assessed and analysed thematically. Findings: The thematic synthesis generated three main themes: "the therapeutic relationship," "adapting to client context" and "community as a resource," with eight subthemes. Conclusion: This thematic synthesis highlights the importance of the therapeutic relationship and adapting mental health support to client frame of reference and context to address social determinants of mental health in therapy. It emphasises community as a helpful resource for informing training and therapeutic interventions, as well as a significant resource for people experiencing adverse social determinants. [ABSTRACT FROM AUTHOR]

The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially‐constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy Studies is concerned with ideas of power, dominance and worth, there is a notable lack of work that connects NLS with issues of neurodiversity. In this paper, I introduce the term 'neurodivergent literacies' to propose a field of study that links the ideological model of literacy with the neurodiversity paradigm. From this starting point, I outline a project that examined literacies around what are often referred to as the 'special interests' of autistic people. Presenting data from interviews with 13 neurodivergent adults, related to school experiences and the literacies they engage with around their self‐defined 'ruling passions', I make recommendations for literacies practitioners, arguing that schools need to do more to take account of difference and disability. By describing how 'neurodivergent literacies' can help teachers harness their own critical literacy skills to challenge deficit models of difference in the classroom, this paper illuminates how an understanding of neurodiversity is essential for anyone teaching and researching literacies with a commitment to social justice. [ABSTRACT FROM AUTHOR]

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The unexpected transformations produced by the conjunction of COVID‐19, the murder of George Floyd and the resurgence of Black Lives Matter highlight the importance of social psychological understandings and the need for a step change in theorization of the social. This paper focuses on racialization. It considers issues that social psychology needs to address in order to reduce inequalities and promote social justice. It draws on theoretical resources of intersectionality and hauntology to illuminate the ways in which social psychological research frequently makes black people visible in ways that exclude them from normative constructions. The final main part of the paper presents an analysis of an interview with the racing driver Lewis Hamilton to illustrate possible ways of humanizing racialization by giving recognition to the multiplicity and historical location of racialized positioning. The paper argues that, while social psychology has made vital contributions to the understanding of group processes and of racisms, there remains a need to humanize racialization by conducting holistic analyses of black people's (and others') intersectional identities. [ABSTRACT FROM AUTHOR]

This paper is an autoethnographic account of the "racialized activist body" in the White academy and in tandem the bio‐politics and bio‐ethics of its right to be an affective body or to possess its senses against the trauma of anti‐racist struggles in higher education institutions. The paper argues that in the postrace university, the "activist body" birthed through trauma becomes a conduit for the pain of others enacting it as a site for the deposition and transmutation of trauma in the quest for racial and social justice. It employs Bracha Ettinger's notion of "matrixial borderspace" to examine the interplay of social relations between of the activist body and other traumatized subjects in the provision of care as an activist. Two narratives unfold in the paper fusing the articulations of the main text with the paratext to unleash the tumultuous psyche of the activist and her journey of voicing resistance in her anti‐racist struggles. In the process, the activist body emerges as a "diseased site," overloaded with the trauma of others, yet numbed in its inability to reconnect with its own corporeality and professional identity in its interface with White governmentality. The paper asserts that anti‐racist struggles reassemble the activist body, tightly welding it with exhaustion which manifests in the pervasiveness of racial battle fatigue in the ivory tower. [ABSTRACT FROM AUTHOR]

The article offers information on the paper "Accommodating religion and belief in healthcare" Joshua Hordern starts by questioning whether the language of accommodation is itself problematic containing an implicit framing assumption that the default is for patients not to be religious. Topics include examines he cites and endorses the worry expressed by Lori Beaman, that this risks automatically biasing discourse against those who are religious by implying that some people's religious views.

The Office for Students is now holding UK universities to account for their failures to address racial inequalities, and the Teaching Excellence Framework is bringing the student experience to the fore in assessing higher education institutions. Racial inequalities persist in spite of decades of legislation aiming to promote equality and end discrimination. The paper considers two main areas of racial equalities work, namely, (1) anti‐racist and (2) decolonial initiatives. It suggests that the rise of managerialism and in particular, audit cultures, have allowed racism to flourish in spite, or because of, the need to account for equality, diversity and inclusion in global markets for higher education. Auditing requires a focus on identities, and cannot take into account the complex ways in which race, race thinking and racism are maintained in knowledge production. The lack of consensus around what decolonial education should be undermines attempts to produce educational social justice. From a feminist postcolonial perspective, the paper suggests that recentralizing racism and reengaging difference offer an important way to negotiate more just educational futures. [ABSTRACT FROM AUTHOR]

Communities living with nuclear infrastructures have widely been positioned as quiescent and accepting of the risks posed. Drawing on ethnographic data collected in 2008 in the village of Seascale, which neighbours the UK's Sellafield nuclear site, and on recent thinking on nuclear and toxic geographies, this paper troubles the idea of nuclear quiescence. In doing so, it critically engages with a long tradition of geographical research on nuclear communities, much of which adopts a risk‐perception paradigm, foregrounding the presence (or absence) of localised concern. Within this body of work, interest has centred on the apparent paradox that those spatially exposed are also most quiescent, pointing to the play of economic dependency, risk denial, and familiarity with nuclear infrastructure. This paper addresses the slow violence inherent in living on with nuclear infrastructure: drawn‐out effects and affects of nuclearity on place that are barely visible in the routines of everyday life. I locate these expressions of social and geographic damage in techno‐political relations that obscure the exceptionalism of the nuclear industry. The analysis challenges passive renderings of toxic victimhood by emphasising modes of pragmatic resistance – subtle and contingent ways in which residents challenge the identity and structural relations of being nuclear. I stress the need for geographers to find alternative ways of theorising the unjust relationship between nuclear economies, infrastructures, and places in situations of political‐economic dependency and domination. I argue that policy instruments aimed at securing social justice in nuclear infrastructure planning will need to more fully, and openly, grapple with questions around the socio‐political relations of care that might sustain a 'good life' for places that have very long histories and even longer futures with toxicity. [ABSTRACT FROM AUTHOR]

In 2018 I wrote an auto‐ethnographic paper about my relationship with Open Dialogue and how it helped me restore my interiority after a commitment of technique‐oriented Post‐Milan therapy. I attempted to document this as an emergent writing style, inviting you into my own momentary world (ing). This current paper serves as a second assemblage, one that surprised me, revealing itself fully this week, focusing instead on Matter, and how the post‐humanist commitment to radically different 'systems' has led to new inchoate relations between my body, that of other species and actors. and caused me to associate further into the rhythms of the seasons, both ecological and in the lives of the families I work with as a therapist. [ABSTRACT FROM AUTHOR]

Despite clear gendered differences in rights and responsibilities, these variations within citizen‐state relations are often overlooked. Drawing on Ranjita Mohanty's concept of women–state relations and Nancy Fraser's trivalent theory of social justice, this paper asks how access to social assistance is shaped by gender. Analysing the processes of policy design and implementation of Zambia's social cash transfer scheme, the paper examines perceptions of roles and responsibilities in the private domain and claims to state assistance in the public sphere. Based on 77 key informant interviews with institutional stakeholders, and 16 focus group discussions with cash transfer (non‐)beneficiaries, the research finds a predominant belief that 'able‐bodied' men and women should be working but dramatically different expectations of women and men in the household. The paper argues that social policies can be rights‐determining rather than rights‐based, demonstrated by the changes to Zambia's targeting model based on perceived responsibilities, with material consequences for citizens and particularly women. [ABSTRACT FROM AUTHOR]

This paper explores the use of Fisher and Tronto's four phases of ethics of care (caring about, taking care of, caregiving, and care receiving) to three personal information management (PIM) frameworks, with a focus on PIM maintaining. The author argues that ethics of care can provide a theoretical foundation for PIM by using the four phases of caring to develop a perspective of PIM as a caring process using the categories of PIM as self‐care and PIM as caring for others. The paper begins by reviewing Fisher and Tronto's ethics of care, cites research in related fields that have applied ethics of care, and then describes how ethics of care could be applied to PIM research. To conclude, the author offers suggestions for how ethics of care can be applied to future PIM research in the following areas: better understand the motivations for PIM; the ways in which PIM can contribute to the social concepts of equality, justice, and trust and how social institutions can facilitate "good" PIM. [ABSTRACT FROM AUTHOR]

Nursing work centers around attending to a person's health during many of life's most vulnerable moments, from birth to death. Given the high‐stakes nature of this work, it is essential for nurses to critically reflect on their individual and collective impact, which can range from healing to harmful. The purpose of this paper is to use a philosophical inquiry approach and a critical lens to explore the potential influence of critical pedagogy (how we learn what we learn) on nursing praxis (why we do what we do) with the aim of disrupting stigma and discrimination within the profession. This paper draws on the works of Paulo Freire, Henry Giroux, and bell hooks to alert readers to particular windows of opportunity where an intentional adoption of critical pedagogy in nursing praxis may help the profession think differently about two important and related topics: relational violence and peer‐led knowledge mobilization. As a practice‐based and theoretically grounded profession, nurses often strive to bridge the theoretical with the practical and the individual with the systemic. Thus, developing a robust and philosophically rooted disciplinary body of knowledge is particularly important to help us defensibly grapple with the notions of truth and ethics that shape our work's very essence and impact. [ABSTRACT FROM AUTHOR]

In the era of "culture wars," instances where client and practitioner discuss political issues in therapy may become more frequent. This paper introduces the way in which "culture wars" manifest in today's societies and highlights the importance of therapeutic practitioners to engage with and explore their own views in relation to these polarising political debates. In doing so, this paper reflects upon the existing research focussing on the way in which "culture wars" enter the therapeutic encounter and highlights the feelings of anxiety and conflict that arise when practitioners are tasked with "talking politics" with clients. It considers the implications for practice and policy and concludes with recommendations for future scholarship, arguing for more culturally specific studies that examine how "culture wars" issues impact therapeutic work in a variety of international settings. [ABSTRACT FROM AUTHOR]

An editorial is presented on presentations offered at the International Association of Bioethics' (IAB) 15th World Congress of Bioethics (WCB) hosted by the University of Pennsylvania in June 2020. Topics include expanding beyond clinical and medical ethics to encompassing public health ethics and matters of social justice; and committed to the defense of women's human rights and the eradication of violence in all interpersonal relationships.

This article examines the processes that contribute to the stigmatization of a group of people typically identified as "children in care" or "looked after children." In particular, we will look at the ways that we (adults, professionals, and carers) interact with these children, based on their status as both children and members of a socially marginalized and disadvantaged group, and how these modes of interaction can inhibit dialogue—a dialogue that is needed if we are to base our conceptions regarding the needs of these children on a more accurate understanding of their experiences and perspective. The problem is particularly challenging because the very terminology we use in the care community to identify this group is a product of the damaging preconceptions that have affected our interactions with its members and, we argue, it serves to reinforce those preconceptions. Using Fricker's work on epistemic injustice, in conjunction with evidence regarding how accusations of abuse and neglect of these children have been addressed in numerous cases, we illustrate the problems we have in hearing the voices of members of this group and the harmful effects this has on their own ability to understand and articulate their experiences. These problems represent "barriers to disclosure" that need to be surmounted if we are to establish a more inclusive dialogue. Currently, dialogue between these children and those of us charged to "look after" them is too often characterized by a lack of trust: not only in terms of the children feeling that their word is not taken seriously, that their claims are not likely to be believed, but also in their feeling that they cannot trust those to whom they might disclose abuse or neglect. The goals of the paper are modest in that we aim simply to open up the debate on how to meet this epistemic challenge, noting that there are specific problems that extend beyond those already identified for hearing the voices of other victims of epistemic injustice. Explicitly recognizing the nature and extent of the problem still leaves us a long way from its solution, but it is a crucial start. [ABSTRACT FROM AUTHOR]

The following paper presents case examples of one research team's use of social network analysis (SNA) with three different collaboratives in South Florida: (a) a Collective Impact initiative seeking to end youth homelessness, (b) a university collaborative of campus organizations working towards Black students' concerns, and (c) a movement network of local social justice organizations. The research team used SNA to assess the level of connectivity of three different community coalitions. While research questions were slightly different for each collaborative, each project asked about the frequency of communication between organizations to determine connectivity. Results vary between case examples. Both the Youth Homeless Collaboration and the Black Student Association used Gephi to analyze results, while The Community Partnership used R to measure network centrality. The paper concludes with a general discussion of challenges related to using SNA as an action research tool, as well as the role of power in organizational networks. [ABSTRACT FROM AUTHOR]

This paper presents a critical examination of a vexed issue relating to how educational systems respond to diversity, inclusion, and social justice. Whilst there are unique factors specific to the various educational sectors; that is, to early years, schools, colleges, higher education and to the life‐long learning sector, this paper explores education and diversity in its broadest sense and recognizes that issues are as much cross‐sector as they are within‐sector. Further still, this paper shifts across disciplinary epistemic boundaries making use of Foucault's tools and the work of Deleuze and Guattari. Given this broader context, this paper primarily traverses the borders of schooling and higher education. It utilizes the notion of scales of justice and draws upon the work of Fraser and explores how this can offer insights into issues not only in relation to redistribution and recognition, but also to representation. It intentionally, draws upon (critical) disability studies literature; and the often‐forgotten discrimination known as disability. It acknowledges the various paradigms and terminological descriptors associated with disabled people, how these are intentionally, I argue, produced and re‐produced, subject to a process of misframing, misrecognition and maldistribution through various territorialized and often segregated educational spaces. In response, this paper offers a reading of dis/ability which moves through theoretical and conceptual understandings and advances the notion of deterritorialization in order to escape, engage and identify larger patterns of inequality. It offers different insights, provides an alternative mapping that can raise different critical questions about disability, also to issues of diversity, inclusion, and social justice. [ABSTRACT FROM AUTHOR]

This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective relations in shaping refugee identities in education alongside other factors. The study examines the macro constructs of redistribution, recognition, representation and relational affect, highlighting their impact on refugee children's educational experiences. Further, it considers the micro constructs of safety, sense of belonging and success in integration and attainment in educational environments. The constructs are examined across various levels of Bronfenbrenner's ecological system, demonstrating the complexity of refugees' needs. This model aims to facilitate a holistic, justice‐oriented approach to refugee education, which is crucial given the rise in global displacement. The study has significant implications for refugee education research and policymaking, potentially informing targeted interventions and programmes that foster academic success, overall well‐being, and practice in refugee education. [ABSTRACT FROM AUTHOR]

This paper applied a critical narrative analysis to narratives of youth self‐identifying as having mental health concerns. Instances of epistemic justice and injustice were identified related to youth's interactions with clinical and educational institutions as well as with parents and peers. Youth experienced instances of institutional ignorance related to their experiences, as well as implicit and explicit silencing of their experiences. Youth also experienced validation from practitioners and teachers who validated their needs and knowledge of their own experiences. Implications for practice and research are discussed around promoting epistemically just practice with youth and in the mental health system. [ABSTRACT FROM AUTHOR]

This study explores the experience of promoting inclusion and anti‐racism work as either performance or deep work in the couple and family therapy (CFT) field through narrative qualitative analysis. While performance‐based approaches focus on meeting external expectations and diversity quotas, deep work involves critical self‐reflection, ongoing learning, and a commitment to addressing systemic inequalities. The paper prioritizes how deep inclusion assists with developing new approaches to creating meaningful and lasting change in teaching, research, and clinical work in the CFT field. Some professionals in the field include educators, researchers, and therapists who are engaged in anti‐racism work, a recognition of the impact of systemic racism on family dynamics and therapeutic interventions, and a commitment to centering the voices and experiences of marginalized individuals and communities. Implications present a need for ongoing education, training, and support for professionals in the CFT field and other family science and family mental health‐related professions. This study also identifies limitations and future directions for research in promoting inclusion and anti‐racism work in family science and family mental health‐related fields. It is essential to promote inclusion and anti‐racism as deep work to create more inclusive and equitable teaching, research, and therapeutic environments that value the experiences of all individuals and communities. Challenges include resistance from shaking systems and making ourselves and others vulnerable with uncomfortable and continuous conversations. Our primary goal is to contribute to and inspire dialogue about the perspectives CFTs and other mental health‐related professionals are taking in the relationship to inclusion and anti‐racism work. [ABSTRACT FROM AUTHOR]

This commentary is in response to the Call for Papers put forth by the Critical Midwifery Studies Collective (June 2022). We argue that due to a long and ongoing history of gendered racism, Women of Color are devalued in U.S. society. Devaluing Women of Color leads maternal healthcare practitioners to miss and even dismiss distress in Women of Color. The result is systematic underdiagnosis, undertreatment, and the delivery of poorer care to Women of Color, which negatively affects reproductive outcomes generally and birth outcomes specifically. These compounding effects exacerbate distress in Women of Color leading to greater distress. Stress physiology is ancient and intricately interwoven with healthy pregnancy physiology, and this relationship is a highly conserved reproductive strategy. Thus, where there is disproportionate or excess stress (distress), unsurprisingly, there are disproportionate and excess rates of poorer reproductive outcomes. Stress physiology and reproductive physiology collide with social injustices (i.e., racism, discrimination, and anti‐Blackness), resulting in pernicious racialized maternal health disparities. Accordingly, the interplay between stress and reproduction is a key social justice issue and an important site for theoretical inquiry and birth equity efforts. Fortunately, both stress physiology and pregnancy physiology are highly plastic—responsive to the benefits of increased social support and respectful maternity care. Justice means valuing Women of Color and valuing their right to have a healthy, respected, and safe life. [ABSTRACT FROM AUTHOR]

Person‐centred care is founded on ethics as a basis for organizing care. In spite of healthcare systems claiming that they have implemented person‐centred care, patients report less satisfaction with care. These contrasting results require clarification of how to practice person‐centred ethics using Paul Ricoeur's 'Little ethics', summarized as: 'aiming for the good life, with and for others in just institutions'. In this ethic Kantian morality is at once subordinate and complementary to Aristotelian ethics because the ethical goal needs to be critically assessed and passed through the examination of the norm in each care situation. This paper presents examples that describes a person‐centred care practice that balance a critical review of care activities based on a conviction of aiming for patients' wellbeing. In contrast to patients' experiences of person‐centred care in real life, research projects have shown that if the clinical performers comprehend and apply the practice of person‐centred ethics, patients report positive outcomes. The implementation of person‐centred care therefore demands that stakeholders and managers enables and requires that healthcare staff study ethics in the same way as studying for example pharmacology is required when handling patients' medicines. [ABSTRACT FROM AUTHOR]

This paper argues for global sharing of COVID‐19 treatments during the COVID‐19 pandemic and beyond based on principles of global solidarity. It starts by distinguishing two types of COVID‐19 treatments and models sharing strategies for each in small‐group scenarios, contrasting groups that are solidaristic with those composed of self‐interest maximizers to show the appeal of solidaristic reasoning. It then extends the analysis, arguing that a similar logic should apply within and between nations. To further elaborate global solidarity, the paper distinguishes morally voluntary, sliding‐scale, and mandatory versions. It argues for an all‐hands‐on‐deck approach and gives examples to illustrate. The paper concludes that during the COVID‐19 crisis, global solidarity is a core value, and global sharing of COVID‐19 treatments should be considered a duty of justice, not of charity. [ABSTRACT FROM AUTHOR]