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In 2014, the Hazelwood mine fire burned for 45 days. Local communities were impacted by smoke and ash, and there were reports of raised carbon monoxide levels. Local news and social media reported residents experiencing numerous physical symptoms of smoke inhalation, including bleeding noses, coughing, wheezing and chest tightness. Paper masks to filter particulate matter were made available to residents to wear outside. The dust and ash constantly seeped into homes and offices, which required cleaning daily and sometimes multiple times during the day. Smoke was free to move across physical and bodily boundaries while those most vulnerable were hampered by lack of movement: pregnant women, the elderly and children were advised to leave the area. However, this suggestion to 'simply' move ignored the context of a community disproportionately impacted through years of economic decline and societal change. This paper explores the unequal mobilities of smoke and people that arose as a result of this event and draws on concepts of mobility justice (Sheller 2018) and emergency mobilities (Adey 2016) to reflect on the political dimensions of uneven mobility in times of crisis. [ABSTRACT FROM AUTHOR]

This is an attempt to respond to Sadek's efforts to examine psychoanalytic training institutions' efforts to diversify its candidate pools while leaving intact their traditional social, economic, and political structures that are foundationally based on a privileging of whiteness and the lack of recognition of the diversity within not-white populations that the institutes wishes to bring into their training environments. [ABSTRACT FROM AUTHOR]

The paper conceptualises digital technology as a source of innovation in value co-creation (VCC) at the bottom of pyramid (BOP) markets through fieldwork focused on vegetable supply chains in Indonesia. An inductive analysis based uponin-depth, semi-structured interviews with multiple business actors identified VCC in an emerging e-commerce channel where digital technologies enabled engagement and interaction amongst channel members. The results suggest that market scripting based upon an inclusive, collaborative and empowerment ideology, which can lead to sustainable development and income redistribution from consumers to producers, was explicitly embedded in their VCC agenda. Fair-trade practices supported customer-driven innovations. For consumers, digital technologies created online 'consumption communities' where information and educational interactions supported online food purchases and innovation in the supply chain 'pull' strategies. The paper concludes that the logic underpinning this new transformative business approach of digitally enabled VCC in local BOP markets is akin to a 'social justice logic'. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including Australian social work, social work profession and social justice.

This Introduction to the Special Issue on moving post-socialist publics aims to lay out how existing mobility politics and discourses in the region under scrutiny are intertwined with historical, socialist-era mobility practices, and infrastructures. Mobility paths and policies are imbued with a contested understanding of socialist legacies as well as capitalist realities. The Special Issue explores how transport options and choices confront citizens with social diversity, transformations of social norms, institutions and routines, values, concepts, and traditions. Valuable lessons can be learnt in terms of critical mobility geographies beyond the region as post-socialist transformations address justice and changing social norms and understandings of state roles. A decolonial inspiration that challenges existing readings of the formerly socialist region and transgresses the analytical "Othering" of its transition experience can be traced throughout the papers. Instead of arguing whether or not post-socialism is still a valid analytical framework, authors see the region as marked by multiple experiences of modernity and coloniality. In the former Soviet peripheries, urban mobility shapes socio-spatial contentions, making visible multiple and conflicting narratives of modernity and coloniality, tracing flows and dependencies at different scales, and taking into account complex constellations of actors, cultures, and materialities. The post-socialist lens is meant to critically scrutinize continuities and changes, providing particular interpretations for contemporary issues: mobile post-socialist publics are thus a turn away from what was before but in a context in which a strong relation to the past is embedded in several continuities in institutions, materialities, and practices. [ABSTRACT FROM AUTHOR]

Cyprus is a nation of great history, old and new, that makes up a controversial and often stressful environment in which social work is practiced. The intent of this paper is to highlight the Cypriot context and discuss how the Global Agenda is integrated in it. Drawing on the key objectives of the Global Agenda — promoting social and economic equalities; promoting the dignity and worth of peoples; promoting community and environmental sustainability; and, strengthening recognition of the importance of human relationships — the paper explores the challenges and barriers that social work in the nation faces in an attempt to promote the wellbeing and growth of communities, families and individuals. With consideration to the many and rich initiatives toward increasing social solidarity, collaboration and community engagement, the paper makes suggestions to overcome the challenges that prevent social work from fully committing to the agenda. [ABSTRACT FROM AUTHOR]

The article encourages authors to submit papers the concept of creative activity as a human right or as a means toward greater social justice, which will be published in a special issue of the periodical "Art Education."

Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education. [ABSTRACT FROM AUTHOR]

Sexual objectification is an umbrella term for a diverse range of experiences that make someone feel as if they are merely a body that exists for the use and pleasure of others. This special issue presents nine empirical papers examining the connections between sexual objectification and self-relevant variables (e.g., self-concept; self-esteem). These papers provide innovative theoretical and methodological approaches to studying the antecedents and outcomes of sexual objectification. We encourage psychological scientists to build off the research in this special issue, expanding it into cross-cultural and policy contexts, thus providing potential solutions in the journey toward increased inclusion and social justice. [ABSTRACT FROM AUTHOR]

The article presents the author's commentary on the theories of development underlying the Educational Sector Policy paper of the World Bank. The two main aims of education according to the paper are as follows: contribution of education to the achievement of social justice and role of education in economic development. The author criticizes the strategies derived from the new theories of development which link the achievement of economic development and social justice. According to him, it does not follow from the newer theories of development that equality will contribute to economic development. He also claims that the paper makes the methodological mistake of attempting to derive policies directly from descriptive social theory.

This paper presents the case of public procurement, which is seen as a powerful instrument to foster social equity and justice. It builds on theories that acknowledge social equity and justice as core values of public administration that should be among the guiding principles of the circular economy transition. The paper refers to public procurement as a core activity of public organisations, which basic operational guidelines are social equity and justice. The research introduces strategic approaches to procurement to understand how public procurement can foster social equity and justice in procurement practice. The focus is on socially responsible public procurement (SRPP) and the recently emerged concept of circular public procurement (CPP). The paper will make a critical reflection on CPP through the lenses of social equity and justice. It is concluded that current definitions of CPP do not reflect on issues of social equity. The paper argues that CPP can learn from SRPP and foster social equity and justice in procurement practice. It offers a consensual definition for CPP and acknowledges the need for a meta-definition for the different strategic procurement concepts. The purpose of this paper is twofold. First, it contributes to academic research on public procurement and circular economy; second, it provides inputs for interdisciplinary research on circular procurement. The originality and value of the paper are that it is the first attempt to reflect on CPP through the lenses of social equity and justice. The paper provides implications and recommendations for academics, policy makers and procurement practitioners. [ABSTRACT FROM AUTHOR]

Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education, one in which women represent a large share of the community. Particularly relevant for Black women is the incongruence between their heightened educational attainment levels compared to their lower status in the organisational pecking order. To advance both theory and research in this domain, social justice leadership theory (SJLT) serves as the framework for this paper, rooted in the context of the United States. This paper explores the multilayered journeys of Black women aspiring to and operating in senior-level leadership roles (i.e. executives, directors, and CEOs) in US-based education, highlighting the unique and intersectional experiences of one Black woman educational leader. Indeed, there is a need to increase collective consciousness about the impact of leadership cultures on Black women, their experiences, their personal and professional choices, and the ensuing ramifications. In addition, the education leadership sector can benefit from the advancement of more research and theory development relevant to the progression of Black women educational leaders in the United States. [ABSTRACT FROM AUTHOR]

This article aims to provide a record of how the use of the method of photovoice facilitated an enriched teaching and learning experience for graduate students in a Theories of Social Justice in Health class. The course required students from multiple disciplines to learn about social justice theories and then apply them to a health issue/concern. For their final project, students chose a topic of interest and choose to complete a traditional paper or a photovoice project using one (or more) of the social justice theories examined in the course. Our manuscript describes four students' and the professor's experiences to document the positive impact the photovoice project had on their learning of social justice theory. Through this process, the students found the qualitative research method of photovoice to be a successful pedagogical tool for engagement and provided an experiential learning opportunity for co-creating and sharing knowledge. [ABSTRACT FROM AUTHOR]

This paper aims to explore the intricate relationship between religio-political influence and its impact on social work in contemporary India. The escalating trends of majoritarianism, homogeneity, the instrumentalization of religion for political power, growing inequality, and the prevalence of caste-based violence have contributed to an alarming increase in intolerance among various religious, ethnic, and linguistic groups. These challenges, primarily driven by religio-political factions in India, pose significant obstacles to effective social work practice and intervention. The question arises: Can social work disentangle itself from religion and religio-political influence, or should a new narrative be developed within social work practice to address these concepts? This article underscores the pressing need for a fresh perspective that integrates religion, religiopolitics, and their influence on social work. New narrative can facilitate the development of effective strategies and interventions that mitigate the adverse effects of religio-political factions while promoting social justice and inclusivity. In conclusion, this paper emphasizes the necessity of reimagining the relationship between religion, religio-politics, and social work in India. Thus, social work can play a crucial role in fostering positive societal change, addressing inequality, and countering the rising tide of intolerance fueled by religio-political influences. [ABSTRACT FROM AUTHOR]

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students' anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry. [ABSTRACT FROM AUTHOR]

This paper examines the intrinsic relation between institutions and social justice. Its starting point is that processes of institutionalization invoke societal groups to articulate justice demands which, in their turn, give rise to processes of institutional redesign. In liberal democracies, demands for justice are articulated as a pursuit for emancipation and empowerment of groups that feel excluded by dominant categorizations. The imminent presence of this twin pursuit for justice can be explained by the conceptual inconsistencies that characterize the distinction between the public and private sphere. These inconsistencies also explain why demands for emancipation and empowerment are intrinsically ambiguous and inconsistent. In order to reconsider the question how institutions are to be adapted to allow for social justice while acknowledging the plurality, ambiguity and volatility of justice demands, the paper will propose an empirical and normative research agenda. [ABSTRACT FROM AUTHOR]

The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society. [ABSTRACT FROM AUTHOR]

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The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems – 'epistemic problematization'; and (ii) a nuancing of Northern theories so as to contextualize them – 'epistemic nuancing'. Suggestions are also made for a new configuration of knowledge production in higher education studies – a model of knowledge from and for the South. [ABSTRACT FROM AUTHOR]

This paper describes a community based learning project organized to improve students' understanding of the structural components of homelessness, reduce stereotypes, and encourage students to engage in social justice activism on behalf of the homeless. This paper explains the goals of this project, student outcomes, research findings, and the successes and limitations of the course structure. [ABSTRACT FROM AUTHOR]

Critical occupational therapists have exhorted their profession to engage with disability studies' scholarship, curtail occupational therapy's promotion of ableism and amend its disabling practices. These appeals have largely been ignored despite their importance for a profession that researches, theorizes, assesses, and intervenes in the lives of disabled people. To interrogate occupational therapy's collusion with an ableist neoliberal agenda; and call for occupational therapists to resist their profession's disabling practices. This paper draws from critical disability scholarship to expose, critique and contest the ableist ideology underpinning occupational therapy. Interlinked with racism, heteronormativity and gender binarism, ableism upholds certain bodies as normal and appropriate. Ableist values shape occupational therapy, with clients classified according to their proximity to 'normality', and exhorted to minimize their occupational performance deviations from dominant norms. Collusion with colonialism's binary classificatory systems and neoliberal ableist norms, and avowed aspirations to improve bodies, 'normalize' performances, promote individualism, self-reliance, independence, self-care, and productivity contribute to the perception that ours is a disabling profession. This paper calls for occupational therapists to resist their profession's promotion of ableism, and refuse to collude with colonial practices that contribute to the oppression of disabled people. [ABSTRACT FROM AUTHOR]

This paper explores how neoliberal ideologies inform both social and political agendas that influence how social workers can provide support to trans and gender diverse people attempting to access gender-affirming healthcare, using an analysis of social workers' experiences working in mental health in Nova Scotia, Canada. Qualitative semi-structured interviews provide a perspective of the experiences of social workers in Nova Scotia and how their ability to provide mental health services to trans and gender diverse people is impacted by neoliberalism. Most social workers attributed the structural context of working within a bio-medical system as contributing to social workers being disempowered, undermined, and not able to practice according to the values of their profession thus limiting their ability to provide affirming mental health supports to trans and gender diverse people in ways that align with their social work professional ethics and values. Through examining how neoliberal ideologies create notions of ideal social citizens by controlling the body, the paper explores how lived experience of neoliberal practices in mental health social work reinforce transnormativity. This paper highlights the necessity for social workers to resist dominant neoliberal and medicalized discourses which serve as mechanisms of power and control. The paper concludes with recommendations for social work practice with trans and gender diverse populations. [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including the importance for social workers of looking beyond the statistics and adopting a poverty aware practice, social workers' perspectives on the interaction of United Kingdom government discourse, poverty, and social work practice with families since the 2007-2008 economic crash, and experiences of homeless children in Czechia.

Recent investigations into sex discrimination, sexual harassment and predatory behaviour within police organisations have led to a range of gender reforms that aim to create more inclusion, respect and safety. These reforms have tended to be female-focused and designed to support greater equality for female police. This paper reports on an interview-based study that sought to understand and address resistance to gender equality reform within a large police organisation in Australia. The paper draws on Nancy Fraser's model of social justice to consider the capacity of particular reforms to reproduce and/or transform the organisation's hierarchical structures and masculinised cultures. Fraser's model is presented as enriching current understandings about how the policy aims of gender equality might be realised in police organisations through a broader focus on supporting political, cultural and economic justice for all. The paper concludes by considering the practice implications of this social justice approach for police organisations. [ABSTRACT FROM AUTHOR]

While the context is shaped by the COVID-19 pandemic, the major themes of the Special Issue link directly to fundamental moral questions of the purpose and goals of tertiary education. In presenting the Special Issue, we emphasise the diversity of the world's higher education systems, cultures and practices, to expand our collective imagination of what tertiary education is and could be. How nations assert their national and regional cultures in adapting introduced models of higher education is an emerging topic of some urgency, given the continuing role of Western higher education in neo-colonialism. [Extracted from the article]

A project involving data related to socioeconomic indicators was administered in an introductory statistics course. As part of this project, student groups investigated a data set from the United States Department of Agriculture Food and Nutrition Service website with information on recipients of Supplemental Nutrition Assistance Program (SNAP) benefits. Pre/post data from the Miville-Guzman Universality-Diversity Scale (M-GUDS) short form were collected to measure changes in diversity awareness. The survey administered also included demographic information and open-ended questions. Based on study results (n = 48), there was moderate evidence of a change in the diversity of contact subscale of the M-GUDS short form. Written feedback indicated that students demonstrated empathy for individuals with potentially different lived experiences. The focus of this paper is to describe the study results and provide information on the importance of incorporating elements of diversity into curriculum. [ABSTRACT FROM AUTHOR]

Between 2001 and 2021, the eight iwi of Taranaki entered into Deeds of Settlement with the Crown. These settlements, which saw the Crown acknowledge and apologise for its historical breaches of Te Tiriti o Waitangi, also served to extinguish the rights of Taranaki Māori to seek further redress from the Crown. The Treaty Settlement process over, Taranaki Māori and the many non-Māori that have settled in the rohe (tribal territory) are left to themselves to deal with any lingering tensions, ongoing enmity and forms of structural injustice stemming from the settler-colonial process. This paper is not about the formal processes of colonisation or Crown-initiated attempts to atone for the past through the Treaty Settlement process. Rather, this paper concerns the painstaking work of change undertaken on the ground by local people, Māori and non-Māori alike. It concerns the 'small stories' of colonisation, the myriad endeavours of local people working for change in local contexts. In particular, the article concerns the fight for Māori wards on Councils in New Plymouth and South Taranaki, and the extraordinary work done by ordinary people in attempting to forge some kind of future of togetherness in a region riven by the violence of colonisation. [ABSTRACT FROM AUTHOR]

This article addresses the National Common Core Curriculum in Brazil, focusing both on its Introduction and the sections dedicated to music teaching. The paper draws on contributions from broad critical curricular perspectives, arguing for the access to powerful knowledge as a means of achieving social justice and democratic social relations. It outlines some aspects of an ongoing qualitative research project, which investigates the recent curricular debates about the consistent inclusion of music in the primary and secondary levels of schooling in Brazil. Preliminary results suggest that the Base Nacional Comum Curricular (BNCC) relying on the development of pragmatic and generic competencies, is very far from promoting access to the pivotal epistemic structures of the discipline. At the same time, we hope to raise awareness about the potential powers provided by musical knowledge, which might help the Brazilian music education field to strengthen its curricular and epistemological bases. [ABSTRACT FROM AUTHOR]

As an aftermath of the 2020 End SARS-countrywide protest in Nigeria over police brutality, the Police Act 2020 (the 2020 Act) provided for cooperation and partnership between the police and the public to address this menace and other issues. However, as harbingers of access to justice in society, the Network of University Legal Aid Institutions (NULAI) and its affiliate law clinics can play a vital part in entrenching the Act's community initiatives. This paper appraises the Act to underscore the opportunities and limitations it holds for NULAI and law clinics. The paper finds that law clinics have opportunities and challenges to explore under the 2020 Act for implementing its community initiatives in addressing police brutality, using NULAI's Common Dialoguing Forum (CDF) between the police and students in Oye-Ekiti, Nigeria, as a case study. The article makes the case that the creation of the CDF can be replicated by law clinics in other Nigerian communities. However, NULAI/law clinics can be restricted by the lack of finance and the police's lack of obligation to collaborate. The paper recommends the adoption of a Memorandum of Understanding between the police and NULAI, amending the Police Act 2020 to remove the stated restrictions and better funding for law clinics. [ABSTRACT FROM AUTHOR]

Understanding a discipline's literature is essential to advance in that area. However, there has yet to be a study that summarises the current research on sport policy. Without a study of the topic, particularly one as extensive as the current one, where over 450 papers were evaluated, it is difficult for newcomers to the field and seasoned experts to have a firm grasp of all there is to know about it. Given this context, the current research is necessary and valuable because it is the first to provide insight into the effectiveness and intellectual framework of the sport policy literature selected by the International Journal of Sport Policy and Politics (IJSPP). This study used bibliometric techniques and indicators to analyse IJSPP publications from 2010 to 2022. The research data was collected from Scopus and analysed with bibliometrix and VOSviewer software. We found that the various components of the production (countries, institutions, and authors) in IJSPP work well in collaboration and over 82% of the research results from teamwork. The co-occurrence analysis of keywords comprises nine clusters, the co-citation analysis comprises four, and sport policy was the most significant cluster. Looking at niche topics in the future, sports diplomacy, social justice, elite sport policy, sport for development, and youth sport are just a few of the niche themes that have the potential to come up. This study will be helpful as a roadmap for researchers in different fields who are interested in such studies, as well as for editorial board members and those who work in sport policy and politics. [ABSTRACT FROM AUTHOR]

This paper assesses the contributions of Paulo Freire to communication theories, drawing upon a search for communication theory literature on the database Communication and Mass Media Open and the conglomerate source Encyclopedia of Communication Theory. Four encyclopedia entries are reviewed alongside 22 articles. Often identified as an education theorist, Freire and his contributions to the interdisciplinary field of communication can be seen in relation to international development; sign-language interpretation; communication ethics; public communication; culture; mass media; among others. Several studies are conducted in non-Western countries, with a notable focus on multicultural communication toward peace-building and cultural harmony. Additionally, severe social justice issues which involve violation of basic human rights are documented in two indigenous studies. Eight new theory-making papers are identified, in which Freirean theory is mobilized to support communication theory-building. The intersectional and multicultural nature of Freirean theory emerges as leading to diverse applications in social justice, and the review outlines six key Freirean concepts which recur in existing communication theories and studies: dialogue; praxis; banking model; problem-posing; critical consciousness; and emancipation. How each of these concepts are mobilized to guide theorizing in the field of communication are summarized, toward supporting future work in communication as social justice practice. [ABSTRACT FROM AUTHOR]

French law 2004-228 and Quebec's Bill 21 has prohibited wearing conspicuous religious symbols while discharging public duty, especially as teachers in public school. This has aroused robust public debate because it disproportionately affects Muslim women wearing hijabs. This paper investigates the philosophical/ethical argument on both sides of the debate. The key research question is whether liberal feminists have the justification to support the hijab ban. The paper outlines different types of liberal feminism and their views on just social arrangements. The paper uses Gheaus's concept of gender justice and Kabeer's definition of gender empowerment to structure the debate, stating that feminists will support the ban if it enhances empowerment and makes society more gender-just or internal working of social arrangements, at least procedurally just. The paper draws on the utilitarian argument, Nussbaum's and Sen's articulation of the Capability Approach and the importance of identity, and Bourdieu's concept of Habitus, Doxa, and Symbolic Violence. The paper argues that there are strong arguments on both sides. Still, liberal feminists concerned about structural inequalities, economic empowerment, and individual freedom may not be convinced that the Hijab ban makes society more gender-just or improves individual empowerment. [ABSTRACT FROM AUTHOR]

This paper aims to explore how and why a local conglomerate in Sri Lanka (Pride-H) decided to introduce Lesbian, Gay, Bisexual and Transexual (LGBT) inclusivity to their policies and practices, contravening legal, social and religious strictures. Under the interpretive research paradigm and qualitative research design, an embedded case study approach was employed. In-depth interviews and publicly available information were used as data for the study. Theoretically, this paper draws on institutional logics perspective and organizational filters. The findings reveal that the decision and initiative for LGBT inclusivity at Pride-H emerged through interconnected sequences and logics – specifically, the convergence of social justice and corporate logics. Additionally, certain organizational attributes, such as being a market leader, one of the largest conglomerates in the country, possessing an extensive customer and stakeholder base, and demonstrating a commitment to values of equal treatment, functioned as filters to counteract conflicting state, cultural, and religious strictures (logics). [ABSTRACT FROM AUTHOR]

Literature on mobility justice suggest that socially disadvantaged people experience uneven access to movement. The theme of diversity in terms of gender and its interplay with mobility and leisure have attracted some scholarly attention. However, research into transgender and gender diverse mobilities and its impact to leisure access remains limited, particularly from non-Western perspectives. This paper endeavors to fill this gap by investigating transgender and gender diverse mobilities in Istanbul, Turkey. Drawing upon 49 qualitative interviews with gender diverse and transgender public transport users in Istanbul, this study contributes to a scholarly discussion exploring the relationship between gender diversity, mobility, and their access to leisure. As such, it furthers the field of gender-oriented leisure. Transgender and gender diverse individuals continue to face significant issues, such as violence, discrimination, and harassment, when using public transport. Based on the experiences of the respondents, this paper concludes that driver training and education, and proactive educational messaging around gender minorities in public spaces could significantly improve the comfort and safety of transgender and gender diverse public transport users. [ABSTRACT FROM AUTHOR]

Qualitative research methodologies offer many benefits to the counseling field: a thick, vibrant description of a construct or experiences pertinent to a specific group; a critical lens to qualitative research can also propel social justice, advocacy, and systemic change. Despite qualitative research being regularly used in the counseling profession, the majority of this research has been utilized on/with adults, leading to the need for greater guidance specific to youth: children and adolescents. This article is the first in a special issue from The Journal of Child and Adolescent Counseling, on youth-centered qualitative research. In this lead article, we outline concrete, practical strategies for conducting youth-centered qualitative research; this paper is organized according to a qualitative guide by Goodman-Scott, but applied to youth specifically. Given the importance of social justice and advocacy, this article is also grounded in a critical research paradigm. [ABSTRACT FROM AUTHOR]

Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explored the experiences of UK-based primary science teacher educators participating in a nine-month equity-oriented professional development programme and offers insights for supporting teacher learning for social justice. Analysis of written reflections and open-ended interviews with 15 teacher educators identified three types of reflection that supported justice-oriented practice: personal privilege in relation to race, class, gender and science; the norms and values of educational professional development; and practical implementation of justice-orientated professional development with teachers and schools. We discuss the importance of creating safe and brave spaces for critical reflection for primary science teacher educators and highlight the productive potential of experiences of discomfort that generated humility, empathy and insights that resulted in more equitable practice. The paper underlines the value of supporting educators to embrace discomfort as part of social justice-orientated professional development and calls for a greater valuing of and support for expanded models of professional development that foreground critical reflection and go beyond 'top tips', 'quick fixes', and dominant norms around professional 'politeness'. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of statements issued by the Polish Ministry of Family and Social Policy, relating to care homes and the threat to the health and lives of their inhabitants during the COVID-19 pandemic. Despite the declared intention by the government to carry out the transition from residential care to community-based support, the results of the study reveal that under the slogans of care, safety, and commitment, the traditional vision of disability that promotes the operation of segregated institutions is reinforced. Ensuring safety is understood as strengthening the institution of a care home by emphasizing its importance, allocating additional resources, and introducing organized isolation practices that do not necessarily account for subjectivity and residents' rights. The authors, using the critical approach, point to elements of the discourse that may be remembered most by recipients. The paper is focused on an approach presented by the Polish Ministry of Family and Social Policy during the COVID-19 pandemic regarding care homes. While the discussion about transition from residential care to community-based support in Poland seems to be advanced, there are still facilities for over 100 inhabitants. In the face of the COVID-19 crisis, the Ministry's communication related to facilitating the transition to independent living was pushed aside, while the traditional institutional-oriented approach came to the fore. The communication by the Ministry is transmitting to the public a strong message that presents care homes as safe places that should be supported and developed as a key housing option. The lack of attention to issues such as transition from residential care to community-based support and a human-rights approach in communication led us to formulate the concept of a turbo-institutional approach implicit in the Ministry's communiques. [ABSTRACT FROM AUTHOR]

Social justice is a critical and increasingly utilized frame for organizing academic endeavors. As such it is important for academic communities to have meaningful conversations about the implications of social justice activities in their praxis. While recognizing many forms, this article is focused on the juxtaposition of academic activism and community development-based work. These activities can be complimentary and offer rich options for engagement by faculty and students in social change work. Yet there remain tensions between these activities in the absence of institutional or disciplinary guidelines for best practice. This article explores the "dark side" of these tensions and their consequences for faculty and communities. This paper also presents a call to action for faculty and institutions doing this work to center communities first and foremost to mitigate the potential devastation for community partners, who are as engaged in social change work but lack the same institutional protections. [ABSTRACT FROM AUTHOR]

In this paper, we report on Phase One of a small action research project that examined how Learning Stories were put into practice at one Scottish nursery. Specifically, the paper looks at young children's participation rights and how they were enacted within the authorship of the stories. The project used an action research approach in which qualitative data about participants' current experiences with the stories was used to spark reflection, experimentation and change in documentation practices. Drawing on Phase One data from young children, parents and practitioners at the nursery, our findings illustrate the complex enactment of children's participation rights, including children's right to information, freedom of expression and their right to express their views and have those views taken into account. The paper concludes that more work needs to be done in the field of Learning stories to (a) acknowledge the complex political and material considerations at play in the creation of pedagogical documentation and (b) to accommodate children's own authorship, through flexible, non (or less) written methods. [ABSTRACT FROM AUTHOR]

Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation. [ABSTRACT FROM AUTHOR]

What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called 'undergraduate monster'? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their perceptions of the changes from a system of polytechnics/universities to pre- and post-1992 universities. In doing so, this paper provides unique insights into second order policy effects created by the 1988 ERA for the sector. The data lead me to argue that the 1988 ERA made the introduction and increases in higher education tuition fees possible, further entrenching inequality in the composition of the student body in different types of Higher Education Institution (HEI). [ABSTRACT FROM AUTHOR]

This paper draws on the fund of regional knowledge about career guidance that comparative research has generated in the "global South". The goal of the paper is to add another voice to the challenge to the universalising language that characterises career guidance theory and practice, and to further highlight the serious attention that needs to be given to "localisms" and "particularisms" so that responses that are sensitive to context can emerge. While several authors make a case for attention to context, few explicitly link epistemological and ontological concerns to the issue of political power. In contrast, in this paper I argue that inductive theorising is more likely to not only generate relevant and useful knowledge and practices: it is also more likely to serve the interests of social justice. [ABSTRACT FROM AUTHOR]

An account of how one Art Therapy training course links information about inequalities with the theory of intersectionality. In trying to understand intersectionality, the course community questions how clients and therapists respond to and experience health inequalities and discrimination. For both, there may be the pain of being 'othered' and the effects of unconscious privilege. Nevertheless, there are examples to be celebrated of how some people manage to use their identity in moving forward. Bizarrely, how identities link to socio-political conditions is not readily acknowledged within therapy professions. The focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual decoupling of political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. When health inequalities and identity issues became sharply visible during the Covid 19 pandemic, the profession responded with adaptations to its educational and therapeutic work. It is possible to see how clients, students, art therapists and colleagues adapt, consult and collaborate. The paper provides descriptions of students' adapted and collaborative practice. The use of culture, art and identity-aware supervision in art therapy are ways of developing our understanding of health inequalities and intersecting identities. The research implications for Art Therapy are that generic knowledge of research about discrimination and glaring health inequalities is a valuable foundation for research in our discipline. This paper discusses how one Art Therapy training course links information about health and social inequalities with ideas about intersecting identities. The course community explores and questions how clients and therapists experience health inequalities and discrimination. There are discussions about the pain of feeling unwanted and the response of people who are not conscious of their inherited privileges simply because they are born into specific societal structures. Whilst recognising that feelings about identity may be painful and a source of shame, the course also considers how it is that some people manage to acknowledge and use self-reflection about their less privileged identities in moving forward. It is strange how the effects of social and health inequalities are rarely acknowledged within psychological disciplines, including art therapy. That seems to be because the focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual shift in political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. When existing health inequalities and identity issues became sharply visible during the Covid 19 pandemic (the Health Foundation, 2020) the profession responded with adaptations that took its educational and therapeutic work online. There is hope because it is increasingly possible to see how clients, students, art therapists and colleagues consult one another and collaborate over adaptations in therapeutic approaches. The paper provides descriptions of some adapted student practices from placements. The use of culture and art, together with supervision in art therapy, are ways of developing our understanding of health inequalities and our intersecting identities. Nevertheless, the pace of social and cultural change can be slow, sometimes moving forward and sometimes backwards. The research implications for the Arts Therapies are that broad knowledge of research about discrimination and glaring health inequalities is valuable in the push for change. Also, research from other disciplines is often the foundation on which the research contribution of the Arts Therapies in this area and others can be built. [ABSTRACT FROM AUTHOR]

Social justice and environmental sustainability are often joint policy objectives, however, achieving the dual goal of just sustainability has proved difficult in both theory and practice. Scholars argue that a key challenge is balancing trade-offs between sustainability and justice objectives. This is evident within government-led housing, where there is little consensus regarding how to balance the housing needs within the context of existing unsustainable and unjust urban forms, resource constraints and high inequality. This paper explores this conundrum by examining how different logics and motivations influence justice and sustainability outcomes of two government housing projects in Johannesburg, South Africa – Pennyville and Lufhereng. We apply the concept of conflicting rationalities [Watson, Vanessa. 2003. "Conflicting Rationalities: Implications for Planning Theory and Ethics." Planning Theory & Practice 4 (4): 395–407] within a new context, thereby extending the theory and understanding of planning in the face of tensions and trade-offs. Three themes are used to surface different rationalities that influence just sustainability: (1) the assumption that justice and sustainability can be achieved simultaneously within government-led housing, (2) how power, influence and coordination within government contribute to disjunctures between justice and sustainability, and (3) assumptions around infill versus urban expansion for achieving just sustainability. The paper reveals how institutional dynamics, politics and conflicting rationalities diverted each project from their envisioned outcomes. The results show that disconnects between theory and practice are not necessarily driven by conflicts between justice and sustainability, but rather obscured rationalities. Focusing on conflicts between justice and sustainability can deviate attention away from the practical, and sometimes mundane, processes that cumulatively undermine progress towards justice and sustainability. [ABSTRACT FROM AUTHOR]

With growing research on our experiences, this paper explores the academic lives of four doctorate-holding Black women. Using Scholarly Personal Narrative as a methodology, monologues and reflections from a conference on race in higher education were analyzed and thematically situated to understand the vantages of navigating gendered racism in the academy. Black women experience advancing the academy in painful ways that impact their well-being and professional trajectory. Amidst a growth in social justice-focused academic programs, contemporary politics have undercut the experiences of Black women whose stories are often academicized and co-opted by others. Through the unique lens afforded by intersectionality, this paper addresses the need to listen to and value Black women's stories. Additionally, discussions herein underscore how providing a venue for Black women to foster community benefits our and others' success which has implications for practice, research, and policy. [ABSTRACT FROM AUTHOR]

Copyright of China Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Critical African Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School social work is a specialized area of clinical social work practice. Like any aspect of social work, it can be: at its best, used to support and uplift students, families and communities; and at its worst, used to oppress children, youth and their caregivers in both obvious and tacit ways. School social workers need to develop critical consciousness and think critically about their positionality within these institutions, as they have a voice and role in shaping social justice and well-being in schools. This paper reflects upon the notion of decolonization and its meanings within elementary and secondary school contexts, particularly as it relates to students from minoritized groups and cultures. I examine the ways in which school social workers may be drawn into becoming complicit in dominant ideas about academic achievement, behaviors and development, based on my own experiences as a racialized person working in predominantly white spaces. Using the metaphor of a dance, school-based relationships are highlighted as a means to disrupt the systemic structures that are designed to maintain the status quo. [ABSTRACT FROM AUTHOR]

As the social work landscape rapidly changes to more directly address the effects of racism, colonialism and all areas of oppression on individuals, communities and systems, the delivery of responsive clinical social work services is being called to radically transform. This transformation starts with social work education, both in curriculum and in pedagogy, and must include an emphasis on anti-Blackness, starting with raising consciousness and increasing awareness of its prevalence and then deciding how to move beyond awareness. Although clinical social work educators are charged with the task of training emerging social workers to effectively translate theory into practice, missing is guidance on how to do so with an anti-Black, decolonial sensitivity. In 2022, the authors introduced a model – the Trajectory of Awareness (ToA) – to address an aspect of anti-Black racism and in this paper, we return to the ToA model, incorporating decolonial principles. Decoloniality is very much aligned with teaching about anti-Black racism and developing a skill set in teaching about anti-Black racism from a decolonial perspective is essential. [ABSTRACT FROM AUTHOR]

Assertions that the social work profession is racist and has failed to fulfill its mission to advance racial justice are not new. Despite efforts to pursue racial justice as a profession, it appears very little progress has been made, resulting in renewed and more vigorous attention to examination of what it will take for social work to become truly antiracist. This paper presents the perspective of a black social work educator, who asserts that for the profession to become truly antiracist so that it dismantles racism, we must first deconstruct social work education. What we fail to achieve in practice is rooted in how we educate social workers. The paper identifies how social work education must be changed and reconceptualized in order to advance antiracist social work practice. [ABSTRACT FROM AUTHOR]