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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.)

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.)

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]

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]

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 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]

In 2020, after George Floyd's murder and with the mobilisation of Black Lives Matter activism, many UK institutions announced social media pledges to tackle racism. The cultural sector promised honest conversations about race, racism and whiteness and offered hope for social justice. However, not long after claims of imminent change on the part of cultural organisations, it went quiet. Conversations about race, racism and whiteness, once again, were not a priority. Rightly, young activists question the performative nature of cultural institutions expressing anti‐racist commitment and social justice values. Drawing upon the experiences of museum education, engagement and activism, the key question addressed in this paper by the author and members of the Our Shared Cultural Heritage Young Collective is: How do young people understand and experience the processes of engaging in education and activism in what they perceive to be overwhelmingly white middle‐class cultural institutions? The authors argue that museums can be useful, relevant and interesting to young people if museum staff actively seek to learn from them through participatory action research. The authors share some highlights, challenges and complexities of our 'youth‐led' work in the heritage sector, in the hope that museums and galleries, as well as other arts and cultural organisations, might learn and benefit from our experiences and knowledge of young people's activism in the heritage sector. [ABSTRACT FROM AUTHOR]

Policy responses to the challenges associated with environmental change, including more frequent and severe climatic events, have interlinked environmental and social impacts. Less attention has been afforded to the latter, and specifically to the question of not just whether but how such responses create or entrench inequality. This paper examines policy responses to drought events in California, United States, and the Western Cape Province, South Africa, in terms of their effects on inequality, revealed in relationships to water access networks. We use concepts of water justice and hydraulic citizenship to evaluate how and why these policy responses reproduced water injustices in the two settings. We focus particularly on two mechanisms linking responses to widened inequalities: values‐reinforcement and strategic communication. Using interviews, policy documents, and media reports, we employ process tracing methods to illustrate these mechanisms through which drought policy impacts hydraulic citizenship experiences, manifesting water injustice. We contribute to emerging examinations of environmental policy responses and maladaptation by demonstrating how concepts of hydraulic citizenship and an emphasis on mechanisms can help us better understand and identify experiences of water injustice. We note policy implications and areas for future research, highlighting droughts as consequential policy sites for advancing social and environmental justice. [ABSTRACT FROM AUTHOR]

Consideration of how interrelated social structures relate with personality has been limited. In this paper, we discuss how researchers might apply an intersectional framework–which uses a social justice lens to examine how social structures are interconnected and impact individuals—at three distinct levels of personality including traits, characteristic adaptations, and integrative life narratives. We begin by providing conceptualizations of personality and intersectionality and describe considerations for their integration, including the need to widen the methodological and epistemological scope of personality science. Key areas of research that demonstrate the promise of an intersectional framework for unpacking structures of power and oppression in relation to the person are then described for each level of personality. Specifically, recommendations for how an intersectional framework may be used to examine structural identity domains in relation to trait levels, values and goals, as well as the content and process of narrated lives are offered. We conclude with discussion of how application of an intersectional framework is crucial for promoting inclusion and generalizability in personality science. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to assess the effects of social inequality, democracy, and economic growth on the climate justice performance of a nation. To achieve this goal, the research technique Partial Least Squares Structural Equation Modeling (PLS‐SEM) was applied to a sample of 133 countries selected based on indicators available in international databases in 2019. The main results of the analysis were: (a) the effect of democracy on the performance of climate justice is positive; (b) the moderating effect of inequality on the relationship between democracy and climate justice is negative; and (c) economic growth has a U‐shaped relationship with climate justice performance, which indicates the existence of a Kuznets curve for climate justice performance. Based on these results, the main theoretical implications of this study were the discoveries that: (a) the weakening of democratic institutions may be associated with increased social inequality, which reduces the implementation of climate policies aimed at guaranteeing justice; (b) forms of cooperation and financing of climate actions at the global level may be ineffective only if the quality of democracy in vulnerable countries is observed, which can be explained by the persistence of high social inequality; (c) allowing women access to income, education and health might be ways of reducing gender inequality and improving the level of adaptation of countries vulnerable to climate challenges. [ABSTRACT FROM AUTHOR]

Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever‐spiraling responsibilities of the education system. To better understand how social‐justice‐oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year‐long professional learning community. By analyzing the challenges described in their problem‐posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day‐to‐day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens. [ABSTRACT FROM AUTHOR]

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Social psychologists have conducted research relevant to environmental problems for many decades. However, the climate crisis presents a new problem with distinctive aspects and distinctive urgency. This paper reviews some of the principal ways in which social psychological research and theory have approached the topic, looking at perceptions, behaviour, and impacts linked to climate change. Each of these areas is becoming more sophisticated in acknowledging the diversity of experience among groups that vary in demographics and social roles. I close by identifying three important facets for future research: a focus on social justice, an effort to participate in interdisciplinary efforts, and an emphasis on maximizing our impact. [ABSTRACT FROM AUTHOR]

Loneliness is most often understood as resulting from individual deficits that shape poor social engagement and unsatisfying interactions. As a consequence, interventions to address loneliness most often focus on fixing the lonely individual, for example, by modifying their social appraisals and skills, or encouraging them to get out more. In this paper, we characterize and contribute to changing this dominant narrative by arguing that it is both unhelpful and incomplete. We explain that this dominant narrative (1) increases loneliness and makes people feel worse about this experience, (2) does not account for important predictors of loneliness, (3) guides us to interventions that do not produce sufficiently effective or sustainable change, and (4) hinders broader understandings of the societal impact of loneliness. In this way, we argue that the dominant narrative around loneliness contributes to further setting those who feel lonely apart from the rest of society. We propose that attention to individual factors needs to be complemented by the acknowledgement that loneliness is heavily determined by social and structural conditions that render it unequally distributed in society, a situation that qualifies loneliness as a social justice issue. [ABSTRACT FROM AUTHOR]

Given noted racial disparities in mental health and wellbeing, Black and Latine families are often the focus of prevention and intervention efforts. These efforts are traditionally embedded in deficit perspectives about these communities, ignoring their cultural wealth and collective agency. Yet increasing recognition of the interconnected systems and social determinants that lead to racial disparities and negative outcomes among Black and Latine populations requires counselors and other practitioners to broaden their conceptions of prevention and engage in collaboration to develop more effective and comprehensive prevention efforts. In the current paper, we provide an ecologically informed transdisciplinary model of family empowerment, prevention, and wellbeing with Black and Latine families. We apply this model to counseling practice as a potential roadmap for future counseling prevention work with Black and Latine families. [ABSTRACT FROM AUTHOR]

Post‐secondary educational outcomes for care‐experienced youth are poor. This has been a consistent finding across studies in many countries. Most studies do not distinguish between different types of post‐secondary educational pathways and outcomes, however. There has been limited attention to the potential for post‐secondary vocational education (PSVE) as a viable educational path that may lead to positive employment and social outcomes. In this paper we examine PSVE for care leavers by reviewing available data, examining policy context and utilising relevant theories. We offer next steps in policy, practice and theory development. [ABSTRACT FROM AUTHOR]

In this paper, we explore the critical praxis approach of an equity initiative with students who have left care. We contend that 'praxis' (International Studies in Widening Participation, 2018, 5: 10–20) – understood here as the close, dialogic and iterative relationship between research and practice, can be a powerful tool for approaching ordinarily rigid equity categorisations as a means for interrogating their conceptual efficacy while simultaneously creating more exploratory approaches to equity populations and initiatives. We examine how unproblematised notions of care leavers migrate between fields and institutions, arguing for a more robust and rigorous interrogation of the salience of the concept of a care leaver as it is integrated into the field of higher education. We contend that rigid definitions of care that narrowly define people only through their relationship to formalised state‐legitimated forms of welfare intervention risk making 'absent' (Epistemologies of the south: Justice against Epistemicide, 2014; Routledge) the substantial population of people nearby this experience of care. This includes people who have escaped official definitions as policies change, circumstances that are similar or identical to people placed in care that have not been included in the official definition of care, or the overlapping and intersecting conditions of marginality that often shape the conditions for being removed into state care. Critical praxis is offered here as providing the basis for allowing the category of 'care leaver' or 'care experienced' to become an in‐road for expanding practice initiatives and research understandings to further dimensions of marginalisation and social vulnerability. [ABSTRACT FROM AUTHOR]

The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digital literacies on social media—situating the conversation in new contexts and the possibilities these spaces cultivate for resisting monocultural and monolingual society by centering the asset‐orientation of youths' grassroots activism in online worlds. Thus, this paper introduces a conceptually grounded framework, culturally digitized pedagogy, which presents a pedagogical proposal aligned with contemporary educational practices and supported by current research. First, I describe the central argument of the article, forwarding a framework of culturally digitized pedagogy. Next, I frame culturally digitized pedagogy by discussing advancements it provides in current research. Then, I situate the unique activism of BIPOC youth. Last, I provide pedagogical interventions, grounded in the framework. [ABSTRACT FROM AUTHOR]

Psychology is grounded in the ethical principles of beneficence and nonmaleficence, that is, "do no harm." Yet many have argued that psychology as a field is attached to carceral systems and ideologies that uphold the prison industrial complex (PIC), including the field of community psychology (CP). There have been recent calls in other areas of psychology to transform the discipline into an abolitionist social science, but this discourse is nascent in CP. This paper uses the semantic device of "algorithms" (e.g., conventions to guide thinking and decision‐making) to identify the areas of alignment and misalignment between abolition and CP in the service of moving us toward greater alignment. The authors propose that many in CP are already oriented to abolition because of our values and theories of empowerment, promotion, and systems change; our areas of misalignment between abolition and CP hold the potential to evolve. We conclude with proposing implications for the field of CP, including commitments to the belief that (1) the PIC cannot be reformed, and (2) abolition must be aligned with other transnational liberation efforts (e.g., decolonization). Highlights: The prison industrial complex (PIC) is a White supremacist system of violence that needs to be abolished.PIC abolition would replace systems of punishment and control with care and accountability.Community psychology (CP) and abolition are aligned in commitments to social justice and systems change.CP and abolition have misalignments, but they can be shifted.Aligning with abolition will help CP follow the "decolonial turn" for which many are calling. [ABSTRACT FROM AUTHOR]

Umberta Telfener is a highly respected figure known for her diverse contributions to various facets of family and systemic therapy. Her leadership style has earned her a reputation as somewhat of a 'cultural anthropologist,' reflecting her aptitude for creating connections, establishing relationships, and developing partnerships. Her unique 'Umberta style' is known for boundless energy, active leadership, and fierce commitment to challenging the status quo. Despite being in office for just a year at the European Family Therapy Association (EFTA), Umberta has conceived and developed numerous projects, establishing networks with practitioners, and systemic thinkers across the world. Rooted in classical philosophical training, her pursuit aligns with the systematic study of fundamental questions about existence, reason, knowledge, value, mind, and language. Umberta's role reminds one of a 'Chasqui,' a Quechua term for a 'messenger,' which aptly describes her agile networking skills. She actively communicates and shares vital messages, supporting the international community of systemic practitioners. This paper is based on an in‐person conversation held in July 2023 at Umberta's country home in Tuscany. Our discussion delves into her extensive professional experience, from training at the Philadelphia Child Guidance Clinic, being mentored by Boscolo and Cecchin in Milan, to her leadership role as the current EFTA president. Umberta reflects on early pioneers who influenced her thinking and her impactful work with systems. [ABSTRACT FROM AUTHOR]

During the COVID‐19 pandemic, national triage guidelines were developed to address the anticipated shortage of life‐saving resources, should ICU capacities be overloaded. Rationing and triage imply that in addition to individual patient interests, interests of population health have to be integrated. The transfer of theoretical and empirical knowledge into feasible and useful practice models and their implementation in clinical settings need to be improved. This paper analyzes how triage protocols could translate abstract theories of distributive justice into concrete material and procedural criteria for rationing intensive care resources during a pandemic. We reconstruct the development and implementation of a rationing protocol at a German university hospital: describing the ethical challenge of triage, clarifying the aspirational norms, and summarizing specific norms of fair triage and allocation for developing an institutional policy and practice model and implementing it. We reflect on how critical topics are seen by clinicians and what helped manage the perceived burdens of the triage dilemma. We analyze what can be learned from this debate regarding the difficult issues around triage protocols and their potential implementation into clinical settings. Analyzing the ought‐to‐is gap of triage, integrating abstract ethical principles into practical concepts, and evaluating those should clarify the benefits and risks of different allocation options. We seek to inform debates on triage concepts and policies to ensure the best possible treatment and fair allocation of resources as well as to help protect patients and professionals in worst‐case scenarios. [ABSTRACT FROM AUTHOR]

It has often been suggested that poor Australians were a forgotten cohort during the long period of post‐World War Two prosperity. Yet the peak non‐government welfare body, the Australian Council of Social Service (ACOSS), aimed from its establishment in 1956 to publicise concerns about poverty, and stimulate policy responses to relieve the disadvantage of those living in poverty. Using a range of primary sources including ACOSS annual reports, policy statements, committee meeting minutes and newsletters, this paper examines the key manifestations of ACOSS advocacy for low‐income Australians including research reports, budget submissions and public forums. It is argued that ACOSS gradually shifted from a welfarist approach based on lifting the incomes of specific vulnerable groups in isolation to a social justice approach that linked poverty to wider societal inequities. [ABSTRACT FROM AUTHOR]

Policy PointsThe health care sector is increasingly investing in social conditions, including availability of safe, reliable, and adequate transportation, that contribute to improving health.In this paper, we suggest ways to advance the impact of transportation interventions and highlight the limitations of how health services researchers and practitioners currently conceptualize and use transportation.Incorporating a transportation justice framework offers an opportunity to address transportation and mobility needs more comprehensively and equitably within health care research, delivery, and policy. [ABSTRACT FROM AUTHOR]

Large‐scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of the potential biases affecting estimates of the socio‐economic achievement gaps using PISA data from Germany. The results illustrate how procedural and measurement errors have a substantial impact upon estimates of socio‐economic achievement gradients in Germany, including how it compares with other countries. This leads us to conclude that estimates of socio‐economic achievement gaps using the PISA data for Germany do not seem to be particularly robust. More generally, we argue that better articulation and reporting of such challenges with comparing socio‐economic achievement gaps using large‐scale international assessment data such as PISA are needed. [ABSTRACT FROM AUTHOR]

This paper reviews 26 reports into deaths and serious abuse of children in families who were subject to the No Recourse to Public Funds (NRPF) rule. Our analysis illustrates vulnerabilities caused by exclusionary policies, exacerbating social deprivation and isolation experienced by the children and families and making it more difficult for professionals to respond in ways which safeguarded children's welfare. Drawing upon a social model for protecting children that requires recognition of the social determinants of harm and the economic, social and cultural barriers faced by families, we examine the experiences of children and families with NRPF who were the subject of a serious case review, and the responses of agencies responsible for safeguarding child welfare. We conclude with recommendations for practices aimed at promoting the rights and well‐being of children and families subject to NRPF rules. [ABSTRACT FROM AUTHOR]

This study explores the implications of critical affective literacy through digital storytelling projects produced by first‐year college writing students. The goal was to examine college students' affective and emotional responses to social justice issues, such as racial profiling, educational inequality, and animal protection, through the lens of digital storytelling. Pairing multimodal pedagogy with critical affective literacy, this study was carried out in two first‐year writing courses in the United States. The researcher who conducted this study also taught the class sessions. Employing the methodology of a qualitative case study, the author gathered information through conducting semi‐structured interviews with 11 students, observing the students' multimodal composition processes, and reviewing the students' digital storytelling videos. The analysis of the data showed that the participants performed critical emotional action when creating digital stories to draw the public's attention to social justice issues. This paper recommends that educators incorporate digital storytelling into social justice pedagogy and cultivate learners' critical affective literacy. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper was to analyze and evaluate the middle‐range theory, emancipatory nursing praxis (ENP): a theory of social justice in nursing. Methods: Peterson and Bredow's method was utilized to complete the theory evaluation. The theory was evaluated systematically to ensure the appropriateness of application for research in nursing education and transforming nursing students into social justice allies. Findings: The ENP theory has not been widely used since its introduction in 2017, although it is even more relevant today after the revelation of profound societal inequities during the pandemic. The theory lacks testing and empirical indicators for utilization in nursing practice. Conclusion: ENP addresses the mandate from the American Association of Colleges of Nursing for nurse educators to foster the development of students as social justice leaders and competent caregivers across the life span. This theory provides a framework to apply in nursing education to improve the professional competency in social justice and disparities. However, further research is needed to develop tools to measure outcomes and generalizability. Implications for nursing practice: ENP middle‐range theory could support nursing educators and nursing programs to develop learning strategies and curricula to facilitate nursing students' knowledge and application in social justice advocates, allies, and leaders, thus improving individual, community, and global health outcomes. [ABSTRACT FROM AUTHOR]

This correction notice addresses two missing references in the original paper titled "Queer asylum: Between hostility and incredibility" by Rodriguez and Giametta. The corrected statements should include references to Cleton and Scuzzarello's viewpoint on intersectional readings of migration policies, as well as Fresnoza-Flot's reflexive stance on pursuing social justice in gender and migration research. The corrections do not affect the insights presented in the commentary. [Extracted from the article]

This correction notice is for an article titled "Feminist methodologies in migration research" by Clark-Kazak, published in International Migration. The original paper was missing two references, and the correction clarifies that all references to Fresnoza-Flot should be attributed to Fresnoza-Flot 2024, and all references to Cleton & Scuzzarello should be attributed to Cleton & Scuzzarello 2024. The correction does not affect any of the insights presented in the commentary. [Extracted from the article]

Background: High‐income countries offer social assistance (welfare) programs to help alleviate poverty for people with little or no income. These programs have become increasingly conditional and stringent in recent decades based on the premise that transitioning people from government support to paid work will improve their circumstances. However, many people end up with low‐paying and precarious jobs that may cause more poverty because they lose benefits such as housing subsidies and health and dental insurance, while incurring job‐related expenses. Conditional assistance programs are also expensive to administer and cause stigma. A guaranteed basic income (GBI) has been proposed as a more effective approach for alleviating poverty, and several experiments have been conducted in high‐income countries to investigate whether GBI leads to improved outcomes compared to existing social programs. Objectives: The aim of this review was to conduct a synthesis of quantitative evidence on GBI interventions in high‐income countries, to compare the effectiveness of various types of GBI versus "usual care" (including existing social assistance programs) in improving poverty‐related outcomes. Search Methods: Searches of 16 academic databases were conducted in May 2022, using both keywords and database‐specific controlled vocabulary, without limits or restrictions on language or date. Sources of gray literature (conference, governmental, and institutional websites) were searched in September 2022. We also searched reference lists of review articles, citations of included articles, and tables of contents of relevant journals in September 2022. Hand searching for recent publications was conducted until December 2022. Selection Criteria: We included all quantitative study designs except cross‐sectional (at one timepoint), with or without control groups. We included studies in high income countries with any population and with interventions meeting our criteria for GBI: unconditional, with regular payments in cash (not in‐kind) that were fixed or predictable in amount. Although two primary outcomes of interest were selected a priori (food insecurity, and poverty level assessed using official, national, or international measures), we did not screen studies on the basis of reported outcomes because it was not possible to define all potentially relevant poverty‐related outcomes in advance. Data Collection and Analysis: We followed the Campbell Collaboration conduct and reporting guidelines to ensure a rigorous methodology. The risk of bias was assessed across seven domains: confounding, selection, attrition, motivation, implementation, measurement, and analysis/reporting. We conducted meta‐analyses where results could be combined; otherwise, we presented the results in tables. We reported effect estimates as standard mean differences (SMDs) if the included studies reported them or provided sufficient data for us to calculate them. To compare the effects of different types of interventions, we developed a GBI typology based on the characteristics of experimental interventions as well as theoretical conceptualizations of GBI. Eligible poverty‐related outcomes were classified into categories and sub‐categories, to facilitate the synthesis of the individual findings. Because most of the included studies analyzed experiments conducted by other researchers, it was necessary to divide our analysis according to the "experiment" stage (i.e. design, recruitment, intervention, data collection) and the "study" stage (data analysis and reporting of results). Main Results: Our searches yielded 24,476 records from databases and 80 from other sources. After screening by title and abstract, the full texts of 294 potentially eligible articles were retrieved and screened, resulting in 27 included studies on 10 experiments. Eight of the experiments were RCTs, one included both an RCT site and a "saturation" site, and one used a repeated cross‐sectional design. The duration ranged from one to 5 years. The control groups in all 10 experiments received "usual care" (i.e. no GBI intervention). The total number of participants was unknown because some of the studies did not report exact sample sizes. Of the studies that did, the smallest had 138 participants and the largest had 8019. The risk of bias assessments found "some concerns" for at least one domain in all 27 studies and "high risk" for at least one domain in 25 studies. The risk of bias was assessed as high in 21 studies due to attrition and in 22 studies due to analysis and reporting bias. To compare the interventions, we developed a classification framework of five GBI types, four of which were implemented in the experiments, and one that is used in new experiments now underway. The included studies reported 176 poverty‐related outcomes, including one pre‐defined primary outcome: food insecurity. The second primary outcome (poverty level assessed using official, national, or international measures) was not reported in any of the included studies. We classified the reported outcomes into seven categories: food insecurity (as a category), economic/material, physical health, psychological/mental health, social, educational, and individual choice/agency. Food insecurity was reported in two studies, both showing improvements (SMD = −0.57, 95% CI: −0.65 to −0.49, and SMD = −0.41, 95% CI: −0.57 to −0.26) which were not pooled because of different study designs. We conducted meta‐analyses on four secondary outcomes that were reported in more than one study: subjective financial well‐being, self‐rated overall physical health, self‐rated life satisfaction, and self‐rated mental distress. Improvements were reported, except for overall physical health or if the intervention was similar to existing social assistance. The results for the remaining 170 outcomes, each reported in only one study, were summarized in tables by category and subcategory. Adverse effects were reported in some studies, but only for specific subgroups of participants, and not consistently, so these results may have been due to chance. Authors' Conclusions: The results of the included studies were difficult to synthesize because of the heterogeneity in the reported outcomes. This was due in part to poverty being multidimensional, so outcomes covered various aspects of life (economic, social, psychological, educational, agency, mental and physical health). Evidence from future studies would be easier to assess if outcomes were measured using more common, validated instruments. Based on our analysis of the included studies, a supplemental type of GBI (provided along with existing programs) may be effective in alleviating poverty‐related outcomes. This approach may also be safer than a wholesale reform of existing social assistance approaches, which could have unintended consequences. [ABSTRACT FROM AUTHOR]

This is the protocol for a Campbell systematic review. The objectives are as follows. The primary aim of this mixed methods review is to synthesise the available evidence regarding the effectiveness of restorative justice interventions (RJIs) for reducing offending and reoffending outcomes in children and young people. We are also particularly interested in the impact of RJIs on children and young peoples' violent offending and violent reoffending. A second aim of the review is to examine whether the magnitude of effectiveness of RJIs may be influenced by study characteristics such as the population (e.g., age, ethnicity, or sex), the form of intervention (e.g., face‐to‐face mediation compared to family group conferencing), the place of delivery of the intervention (e.g., in independent office, in court), implementation (e.g., trained facilitators, dose, fidelity) and methodology (e.g., randomised controlled trial). The third aim of the review is to synthesise the qualitative evidence about RJ to develop a better contextual understanding of how these programmes may work and to elucidate factors that might increase the efficacy and implementation of RJ interventions. The specific research questions this systematic review aims to address are: (1) Do RJ interventions reduce children and young people's involvement in offending or reoffending relative to a comparison group? [RQ1]. (2) Is there variation in the impact of different RJ approaches on young people's involvement in offending or reoffending? [RQ2]. (3) Is there variation in the impact of RJIs on children and young people's offending or reoffending depending on the characteristics of the participants taking part in the RJI (e.g., sex, age, ethnicity)? [RQ3]. (4) What characteristics of RJIs, influence the effectiveness of RJIs for children and young people's offending and reoffending? [RQ4]. (5) What are the most notable barriers and facilitators, as reported by participants (e.g., the victims, children/young people, or mediators who have taken part in an evaluation of an RJI, or those children or young people who were meant to take part in an evaluation but ultimately did not), to the implementation of RJIs to reduce later offending or reoffending? [RQ5]. [ABSTRACT FROM AUTHOR]

The concept of 'peopled landscapes' is based on the notion that it is not possible, nor socially or politically desirable, to remove people from the environment in the era of the Anthropocene. As such, it is necessary to document and develop ways to coexist and flourish.This review examines emergent scholarship about peopled landscapes and biodiversity conservation by considering invasive plant management and rewilding as social processes. While invasive plant management and rewilding are often understood as separate, thinking through social scientific research and examples from Australia and the UK, we demonstrate how both forms of human action in landscapes can be more usefully understood as social relations with nature involving social change and social action.Drawing attention to agency, practices and capacity, we show how diverse forms of human and nonhuman actions are recognised, attributed or acknowledged in biodiversity conservation in peopled landscapes.In practice, centring the idea of peopled landscapes (rather than conceiving of the environment as where the impact of people is minimised) shows how invasive plant management and rewilding can be understood as related responses to environmental problems.Flourishing and coexistence in peopled landscapes require recognition of the diverse human and nonhuman agencies that shape the politics of acceptable action, and illustrate the inseparability of environmental and social justice. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

This article explores the fundamental right to food, examining its legal framework, its relationship with other human rights, and the efforts being made globally to improve this right. It begins by looking at international and national laws that protect the right to food and examining their importance in ensuring food security and sovereignty. It then explores how food rights intersect with other rights, such as health, education, and labor, revealing the interrelated web of human rights. The article further highlights how the right to food is closely tied to the objectives of reducing poverty and promoting social justice, which are crucial components in the collective effort to achieve food security for all. Additionally, it evaluates the effectiveness of current policies and strategies in promoting the right to food, particularly in sub‐Saharan Africa. The novelty of the article is that it brings into perspective, the encumbrance of food sovereignty in sub‐Saharan Africa and concludes with potential solutions. [ABSTRACT FROM AUTHOR]