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Ações afirmativas para a população negra: um instrumento para a justiça social no Brasil; Affirmative action for the black population: a tool for social justice in Brazil.

Silva, Maria do Socorro da
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 22/05/2009 PT
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66.42%
No presente trabalho nós pretendemos discutir e analisar o alcance da política de ações afirmativas no combate às desigualdades raciais, decorrentes das práticas racistas no Brasil. Partimos da hipótese de que, uma vez diminuídas as desigualdades raciais, haverá promoção da justiça social pois os recursos serão distribuídos objetivando maior equidade. Desta feita, as ações afirmativas para a população negra constituem-se em instrumento para a Justiça Social. A desigualdade racial é uma violação ao direito humano à igualdade, e a relação das ações afirmativas com os Direitos Humanos refere-se tanto ao direito à igualdade como ao direito à diferença, pois os negros representam um grupo social vulnerável na sociedade. As ações afirmativas para a população negra justificam-se pelas perdas históricas acumuladas, perdas que as tradicionais políticas macro-sociais ou universalistas não seriam capazes de minimizar. Relevantes estudos e pesquisas realizados em ciências sociais nas décadas de 50 e 70 e as pesquisas estatísticas recentes não deixam dúvida sobre as gritantes desigualdades raciais entre brancos e negros, contrariando a propalada democracia racial. Há quem defenda que as ações afirmativas são inconstitucionais...

Justiça social em psicologia vocacional : que formação para os profissionais de psicologia?; Social justice in vocational psychology : what professionals’ formation for psychologists?

Saavedra, Luísa
Fonte: Associação Brasileira de Psicologia Social Publicador: Associação Brasileira de Psicologia Social
Tipo: Artigo de Revista Científica
Publicado em //2010 POR
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76.27%
Este artigo aborda, numa primeira parte, o conceito de justiça social, a sua origem e a forma como se tem definido na atualidade, bem como algumas técnicas de consulta psicológica que podem conduzir à sua promoção. Seguidamente, centra-se nos pressupostos que atualmente guiam a prática vocacional e que permitem concretizar a justiça social no campo da psicologia vocacional. Tendo em conta que esta é uma abordagem relativamente recente e que existem poucos exemplos da sua implementação, pareceu oportuno fazer um levantamento e referência a alguns casos concretos implementados em Escolas de Ensino Superior nos E.U.A. Termina-se com uma breve análise da realidade escolar portuguesa e com algumas sugestões para a formação das e dos profissionais de psicologia, com base nos casos apresentados e na fundamentação teórica mais relevante.; This article first examines the concept of social justice, its origin and how it is defined today, as well as some counseling psychology techniques that could lead to its promotion. Then, it focuses on the assumptions that guide vocational practice, allowing social justice to take place in the field of vocational psychology. Given that this is a relatively recent approach and examples of its implementation are scarce...

The individual, social justice and public health

Peñaranda,Fernando
Fonte: ABRASCO - Associação Brasileira de Saúde Coletiva Publicador: ABRASCO - Associação Brasileira de Saúde Coletiva
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2015 EN
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66.27%
A theoretical reflection on public health from a standpoint of social justice, which does not overlook the individual, is presented. Based on a conceptualization of social justice, human rights and health in the framework of an epistemological analysis, a particular perspective on social justice and its implications for public health praxis, using a public health program as an example, is revealed. Some routes are identified in order to orient and put into practice the actions developed in public health programs. This requires a different way of understanding the scenarios and interchanges among people in the field of clinical practice. It is understood that these fields can also be seen as a suitable opportunity for the establishment of individuals and individualities committed to the political struggle for human rights, equity in health and recognition of a life worthy of human dignity.

Social Justice and the "Green" City

Gilbert,Liette
Fonte: Pontifícia Universidade Católica do Paraná Publicador: Pontifícia Universidade Católica do Paraná
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2014 EN
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66.37%
A transition to a new, greener urbanism is increasingly imperative in the face of environmental crises. However, such a transition is not possible without considering social justice. This essay examines some tensions between social justice and urban sustainability and some of the reasons why a social justice approach to urban sustainability is often marginalized by a neoliberal sustainability ontology. This essay first engages with various normative concepts of social justice and its long existing but unfulfilled claim in the city. It then considers some gains toward greener urbanism but contends that urban sustainability responses have generally been more preoccupied with ecological modernization and the reproduction of best practices rather than with socio-spatial justice. In looking at some workings of green neoliberalism, the essay points to how the ecological is easily recuperated for neoliberal ends. The last section addresses some reasons why the social is de-privileged in the dominant sustainability discourses and practices, and how social justice serves, through citizenship practices, as a claim to urban change where participation is not a bureaucratized process but an everyday practice. Overall, the essay cautions against certain sustainability discourses and green neoliberalism without addressing its ingrained inequalities.

Impact of social constructs on administrator understanding of social justice

Oyugi, Perez
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
66.37%
Educational administrators are expected to relate social justice considerations to their actions and to the theoretical foundations of their practice. At the same time, social constructs-including those related to administrative practice, social justice, and societal norms-are important in helping administrators understand, frame, and describe administrative issues. Furthermore, as part of socially constructed language, these constructs represent discursive practices and accepted ways of knowing, valuing, and experiencing the world. Drawing on the multidimensional methods of critical discourse analysis as articulated in the writings of Michel Foucault, Norman Fairclough, and Allan Luke, and using deconstruction as a strategic device for reading and interpreting texts, this exploratory qualitative study examined how administrator knowledge, values, and experiences impact their understanding of social justice within the context of delivering social justice for students who experience bullying. Study findings reveal that school administrators interpreted social justice as equitable distribution, action, and results; fairness; and equity. Constructs embedded in these interpretations assumed common things such as universal acceptance of norms of social relations and conveyed administrator intent to secure the kind of social relations that enabled individuals to enjoy greater equality within existing social arrangements.

Wild Civility: Cultivating the Foundations of Social Justice through Participation in a Wilderness Program

Hamel, Erica
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
66.31%
This heuristic inquiry examined if the foundations of social justice knowledge and beliefs were developed as a result of participation in a wilderness program and what knowledge and beliefs were developed. There were six participants in this study. Data collection involved participants completing pre- and post- program interviews and daily journals during the program. Through inductive analysis six themes emerged. Three of these were related to the development of certain foundations of social justice: (a) experienced conflict development and resolution; (b) experienced relationship change and development; and (c) shift from “me” to “we” mentality. The remaining three themes were included as additional findings: (a) experienced personal change and development; (b) identification of specific factors of the program responsible for changes; and (c) bringing learning back to everyday life. Results highlight wilderness program impacts on participants’ social justice knowledges and beliefs and inform wilderness program providers and social justice educators.

A Roadmap to Achieve Social Justice in Health Care in Egypt

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Relatório
EN_US
Relevância na Pesquisa
66.34%
This paper lays out a roadmap to achieve social justice in healthcare by prioritizing areas related to service delivery, financial protection, and quality of care. The aim is to assist the Government of Egypt (GoE) in realizing the principle of social justice in the provision of healthcare. In doing so, the roadmap aims to prioritize key areas of focus for Egypt, including describing which existing programs to continue supporting and which new programs to consider for development, all under an integrated and interdependent structure. It is a focused assessment of how the overarching aim of social justice can be achieved in the healthcare sector through an emphasis on improving services for the most disadvantaged groups. This roadmap suggests recommendations that will result in incremental improvements in Egypt’s healthcare system in the short to medium term with a focus on disadvantaged groups. Achievement of these results should situate Egypt on the path to achieving social justice in healthcare in the long term.

Concepts of Social Justice in the Welfare State. Great Britain and Germany since 1945

TORP, Cornelius
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Trabalho em Andamento Formato: application/pdf; digital
EN
Relevância na Pesquisa
66.28%
Concepts of social justice are at the very heart of the welfare state. From the perspective of the history of institutions, the article reconstructs the principles of justice which underlie the architecture of the social security systems in Great Britain and Germany and analyses how they have changed since 1945. It turns out that in general both welfare states are based on mixtures of different concepts of justice. Parallels can be found above all in the health care systems, which in both countries are based on a combination of two principles – equality of access on the one side and treatment according to one’s needs on the other side. There are more significant differences, in contrast, in regard to insuring against unemployment and to pension systems, whereby the British welfare state entails a link between the norms of equality and of neediness, whereas in Germany the principle of the equivalence between contributions and benefits is deeply rooted. All path-dependencies notwithstanding, a convergence in the institutional arrangements of both welfare states can be traced over the last decades. In Britain as well as in Germany means-tested benefits and thus the principle of neediness became increasingly important, most notably in the field of unemployment benefits. At the same time...

Social Justice and Access Justice in Private Law

MICKLITZ, Hans-Wolfgang
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Trabalho em Andamento Formato: application/pdf; digital
EN
Relevância na Pesquisa
66.46%
During the C20th, the Member States of the European Union developed their own models of social justice in private law. Each model is inherently linked to national culture and tradition. However, all models have a common thread, which is the use of the law by the (social welfare) state as a means to protect the weaker party against the stronger party. Since the adoption of the Single European Act in 1986, the European Union has assumed a social outlook which has gradually developed over time eventually taking shape in the Lisbon Treaty and the Charter of Fundamental Rights. Since the adoption of the SEA, more particularly the White Paper on the Completion of the Internal Market,[1] the European Union adopted a huge set of secondary law means which influence either directly (consumer, labour, anti-discrimination and business law directives) or indirectly (directives meant to liberalise markets, e.g. telecommunication, postal services, energy - electricity and gas, transport, health care) private law matters. This new regulatory private law is governed by a different philosophy, one which cannot be brought into line with the understanding of social justice as enshrined in labour or later the consumer movement and one which is challenging national models of social justice in private law. I call the EU model of justice access justice/Zugangsgerechtigkeit (justice through access...

Perspectives of Social Justice Activists: Advocating Against Native-themed Mascots, Nicknames, and Logos

Steinfeldt, Matthew Clint; Wong, Y. Joel; White, Mattie R.; LaFollette, Julie R.; Foltz, Brad D.; Steinfeldt, Jesse A.
Fonte: Sage/Division of Counseling Psychology of the American Psychological Association Publicador: Sage/Division of Counseling Psychology of the American Psychological Association
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
66.27%
This study investigated perspectives of social justice activists who directly advocate for the elimination of Native-themed mascots, nicknames, and logos. Using Consensual Qualitative Research methodology, the research team analyzed transcripts of interviews conducted with eleven social justice activists to generate themes, categories, and domains within the data. Five domains emerged: (a) deleterious impact of Native-themed mascots, nicknames, and logos; (b) components of identity preservation among supporters; (c) reasons why some American Indians might support Native-themed mascots, nicknames, logos; (d) frontline advocacy efforts; and (e) coping strategies for advocates. Results provided insights into the sociopsychological processes which operate—among both non-Indians and Indians—to allow the misappropriation of American Indian culture, symbols, and imagery in sport to continue to exist in society. Findings can help counseling psychologists better understand the lived experience of social justice activists, while also highlighting ways that our field can support efforts to eliminate race-based mascots, nicknames, and logos.

Critical Connections: Teachers Writing for Social Justice

Smith, Sherry Ramrattan
Fonte: Brock University Publicador: Brock University
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66.39%
This qualitative research study explores how teachers who write social justicefocused curriculum support resources conceptualize curriculum and social justice. Curriculum used in schools reflects underlying assumptions and choices about what knowledge is valuable. Class-based, cultural, racial, and religious stereotypes are reinforced in schooling contexts. Are the resources teachers create, select, and use to promote social justice reproducing and reinforcing forms of oppression? Why do teachers pursue social justice through curriculum writing? What are their hopes for this work? Exploring how Teachers' beliefs and values influence cy.rriculum writing engages the teachers writing and using curriculum support resources in critical reflective thought about their experiences and efforts to promote social justice. Individual and focus group interviews were conducted with four teacher-curriculum writers from Ontario schools. In theorizing my experiences as a teacher-curriculum writer, I reversed roles and participated in individual interviews. I employed a critical feminist lens to analyze the qualitati ve data. The participants' identities influenced how they understand social justice and write curriculum. Their understandings of injustices...

THE DEVELOPMENT OF PRAXIS, EMPOWERMENT AND CAPACITY FOR SOCIAL JUSTICE ACTION AMONG YOUTH PARTICIPANTS IN A TECHNOLOGY- EMBEDDED, ONLINE SOCIAL JUSTICE EDUCATION PROGRAM

Mitchell, LYNN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.47%
This study explores the use of technology for social justice education in one case, TakingITGlobal (TIG). Framed by the theoretical work of Paulo Freire, the principles of social justice education and empowerment theory this study explores youth empowerment and engagement in TIG’s on-line platform. TIG’s program model has a clearly stated mandate to leverage technology use for social justice education and action and connects youth engagement in social justice issues to a structured framework that provides resources, opportunities for action and possibilities for connecting with an active community. While much has been written on the use of social media in supporting social justice, little work has been done around the use of social media within an explicit social justice education framework. Data were collected in the form of documents from the TIG website, an interview with a senior staff member and documents written by TIG youth members in which they self-reported their experiences using the TIG platform. Findings from the case study demonstrated that the primary focus of technology use in the platform was to facilitate the development of awareness and issue understanding, connect engaged individuals to networks and empower them to engage in sustainable and meaningful action. TIG pedagogy adhered to the principles of social justice education and demonstrated the technology-embedded practices that support the transformative use of technology. The findings indicate that TIG expressed a clear intention to use technology to support social justice education and action and that TIG’s social justice education program and technology use interacted to support participants’ feelings of empowerment and development of praxis. Participants consistently identified their experience using the technology and platform as having a positive impact on their feelings of empowerment...

Pursuing Tikkun Olam in Business Pedagogy: An Investigation of Business Faculty Perspectives of Social Justice in Business and Education

SCOTT, MADELINE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1142245 bytes; application/pdf
EN; EN
Relevância na Pesquisa
66.37%
Starting with the Jewish concept of Tikkun Olam and framed by Critical Theory, this paper investigates business faculty perspectives of social justice in Israel and Canada. Eight purposefully-selected participants were interviewed. Their narratives form the basis of this qualitative study. The research participants revealed that there were ideological and structural forces present in the business programmes investigated that appeared to prevent social justice motives from being realized in the culture of business schools. The participants suggested that the hegemonic forces driving business programs were: profit-driven business ideologies, the particular character of MBA programs, and business programs’ quantitative research bias. These forces were found to be affecting the way in which the participants made-meaning of social justice, and the way in which they could teach and research within their respective business schools. The results of this study illuminate the types of cultural and asymmetrical relations that are affecting business pedagogical constructs and the future for social justice within them. This is important as how university faculty make meaning of social justice within business paradigms will not only shape how curricula and ideological changes evolve in business schools...

Seeing Through the Lens of Social Justice: A Threshold for Engineering

Kabo, Jens David
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.39%
In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities...

Corrective Justice vs. Social Justice in the Aftermath of War; Justicia correctiva vs. justicia social en casos de conflicto armado

Kalmanovitz, Pablo
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 09/11/2010 SPA
Relevância na Pesquisa
66.39%
How do we justify the practice of corrective justice for losses suffered during armed conflicts? This article seeks to show the force and relevance of this question, and to argue that, in cases of massively destructive wars, social justice should gain priority over corrective justice. Starting from a liberal Rawlsian conception of the relationship between corrective and social justice, it is argued that, paradoxically, the more destructive a war is, the less normative force corrective rights have and the higher priority policies of social justice, which guarantee basic rights to all citizens, should have.; ¿Cómo justificar la práctica de la justicia correctiva asociada con el fin de conflictos armados? El presente artículo pretende mostrar la fuerza y pertinencia de esta pregunta, así como argumentar que la justicia social debe tener prioridad respecto a la justicia correctiva en casos de guerras masivamente destructivas. Tomando como base una concepción liberal Rawlsiana de la relación entre justicia correctiva y justicia social, se argumentará que, paradójicamente, mientras más destructiva sea una guerra, menos fuerza tendrán los derechos a la reparación y más énfasis deberá darse a políticas de reconstrucción orientadas a garantizar derechos básicos en toda la población.

Health and justice: the capability to be healthy.

Venkatapuram, Sridhar
Fonte: University of Cambridge; Faculty of Social and Political Sciences; King's College Publicador: University of Cambridge; Faculty of Social and Political Sciences; King's College
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
66.34%
This is an inter-disciplinary argument for a moral entitlement to a capability to be healthy. Motivated by the goal to make a human right to health intelligible and justifiable, the thesis extends the capability approach, advocated by Amartya Sen and Martha Nussbaum, to the theory and practice of the human health sciences. Moral claims related to human health are considered at the level of ethical theory, or a level of abstraction where principles of social justice that determine the purpose, form, and scope of basic social institutions are proposed, evaluated, and justified. The argument includes 1) a conception of health as capability, 2) a theory of causation and distribution of health capability as well as 3) an argument for the moral entitlement to a sufficient and equitable capability to be healthy grounded in the respect for human dignity. Moreover, the entitlement to the capability to be healthy is defended against alternative ethical approaches that focus on welfare or resources in evaluating and satisfying health claims. In specific, it is argued that human health is best understood as a capability to be healthy?a meta-capability to achieve a cluster of basic and inter-related capabilities and functionings. Such a cluster of capabilities and functionings is in line with Martha Nussbaum?s central human capabilities. A theory of causation and distribution of health capability is put forward that integrates the ?classic? biomedical factors of disease (genetic endowment...

Social justice praxis in education: Towards sustainable management strategies

van Deventer,Idilette; van der Westhuizen,Philip C; Potgieter,Ferdinand J
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 EN
Relevância na Pesquisa
66.28%
Social justice, defined as an impetus towards a socially just educational world, is based on the assumption that all people, irrespective of belief or societal position, are entitled to be treated according to the values of human rights, human dignity and equality. Diverging from the classical positivist approach in social science research that takes injustice as its impetus, the researchers departed from a socio-rationalist approach into exploring sustainable management strategies for effective social justice praxis. This approach has enabled the construction of a conceptual-theoretical framework and an iterative qualitative inquiry, which has as its central principal the sustainable management strategies for effective social justice praxis. Four key findings affirmed the belief that good praxis was to be found in Gemeinschaft relationships, in the influence exerted by government and education systems and structures, where government and principals were found to be co-responsible in ensuring that the best interest of the child was served. This responsibility included practices found in collaborative efforts, where communities became the guardians of their schools due to a disciplined school that followed constitutional values. Lastly...

Teaching for social justice education: the intersection between identity, critical agency, and social justice education

Francis,Dennis; le Roux,Adré
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
66.38%
In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, however, difficult to conceptualise programmes for social justice education without considering the interconnection between various social identities and how such identities can feed into critical agency and education for social justice. Working with the assumption that white women teachers must be part of the solution to bring about social change in South African education, we used in-depth interviewing to explore pre-service teachers' emerging identities as teachers, and how these identities are connected to notions of critical agency and a stance towards social justice.

Integrating HIV & AIDS education in pre-service mathematics education for social justice

Laren,Linda van
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
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66.32%
Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.

A critical investigation of the relevance and potential of IDPs as a local governance instrument for pursuing social justice in South Africa

Fuo,ON
Fonte: PER: Potchefstroomse Elektroniese Regsblad Publicador: PER: Potchefstroomse Elektroniese Regsblad
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2013 EN
Relevância na Pesquisa
66.31%
Unlike the situation in the past, when local government's role was limited to service delivery, local government is now constitutionally mandated to play an expanded developmental role. As a "co-responsible" sphere of government, local government is obliged to contribute towards realising the transformative constitutional mandate aimed at social justice. South African scholars and jurists share the view that social justice is primarily concerned with the eradication of poverty and extreme inequalities in access to basic services, and aims to ensure that poor people command sufficient material resources to facilitate their equal participation in sociopolitical life. In order to enable municipalities to fulfil their broad constitutional mandate, the system of integrated development planning (IDPs) came into effect in South Africa in 2000. Each municipality is obliged to design, adopt and implement an integrated development plan in order to achieve its expanded constitutional mandate. The IDP is considered to be the chief legally prescribed governance instrument for South African municipalities. The purpose of this article is to explore and critically investigate the relevance and potential of IDPs in contributing towards the achievement of social justice in South Africa. This article argues inter alia that the multitude of sectors that converge in an IDP makes it directly relevant and gives it enormous potential to contribute towards social justice because...