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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Social Justice</h1><div class="u-tcGrayDark">85,723 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Social Justice</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Social_Justice">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Social_Justice/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Social_Justice/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Social_Justice/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Social_Justice">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28825930" data-work_id="28825930" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28825930/Embodied_faith_Islam_religious_freedom_and_educational_practices_in_physical_education">Embodied faith: Islam, religious freedom and educational practices in physical education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28825930" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were collected by a team of eight researchers including Islamic studies and physical education subject specialists, city advisors and teachers. Methods used were: eight in-depth case studies across primary, secondary and Muslim state schools including interviews with 19 head teachers and teachers (two were Muslim), focus-group interviews with 109 pupils and 32 parents. In addition, four focus-group interviews were held with 36 young people in community/supplementary schools for Muslim communities. All city schools (402) and 12 community providers received questionnaires, 50 were returned. Consultations were held with key national associations including the Muslim Council of Britain and the National Subject Association for Physical Education. Empirical analysis is reported elsewhere. During the experience of conducting the study four problem areas emerged that required attention to effectively address tensions between religious freedom and educational practices in physical education: bridging the gap between research and educational practice; the concept of embodied faith; the significance of context*physical education and religion in England; and finally widening researchers' frames of reference to include intersectionality and interdisciplinary approaches. The discussion exposes the complexity of pursuing social justice in a democratic society that embraces people of multiple ethnicities and religions. The paper concludes by exploring ways in which theoretical constructs increase understanding and can influence policy and practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28825930" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49a348122a917f39fe0a1afe3ca25e8f" rel="nofollow" data-download="{"attachment_id":49245569,"asset_id":28825930,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49245569/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="536279" href="https://bham.academia.edu/HaifaaJawad">Haifaa Jawad</a><script data-card-contents-for-user="536279" type="text/json">{"id":536279,"first_name":"Haifaa","last_name":"Jawad","domain_name":"bham","page_name":"HaifaaJawad","display_name":"Haifaa Jawad","profile_url":"https://bham.academia.edu/HaifaaJawad?f_ri=5792","photo":"https://0.academia-photos.com/536279/88176571/76868662/s65_haifaa.jawad.jpg"}</script></span></span></li><li class="js-paper-rank-work_28825930 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28825930"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28825930, container: ".js-paper-rank-work_28825930", }); 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$(".js-view-count[data-work-id=28825930]").text(description); $(".js-view-count-work_28825930").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28825930").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28825930"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5107" rel="nofollow" href="https://www.academia.edu/Documents/in/Stakeholders">Stakeholders</a>, <script data-card-contents-for-ri="5107" type="text/json">{"id":5107,"name":"Stakeholders","url":"https://www.academia.edu/Documents/in/Stakeholders?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7099" rel="nofollow" href="https://www.academia.edu/Documents/in/Case_Studies">Case Studies</a>, <script data-card-contents-for-ri="7099" type="text/json">{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15866" rel="nofollow" href="https://www.academia.edu/Documents/in/Islam">Islam</a><script data-card-contents-for-ri="15866" type="text/json">{"id":15866,"name":"Islam","url":"https://www.academia.edu/Documents/in/Islam?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28825930]'), work: {"id":28825930,"title":"Embodied faith: Islam, religious freedom and educational practices in physical education","created_at":"2016-09-30T10:58:06.856-07:00","url":"https://www.academia.edu/28825930/Embodied_faith_Islam_religious_freedom_and_educational_practices_in_physical_education?f_ri=5792","dom_id":"work_28825930","summary":"The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were collected by a team of eight researchers including Islamic studies and physical education subject specialists, city advisors and teachers. Methods used were: eight in-depth case studies across primary, secondary and Muslim state schools including interviews with 19 head teachers and teachers (two were Muslim), focus-group interviews with 109 pupils and 32 parents. In addition, four focus-group interviews were held with 36 young people in community/supplementary schools for Muslim communities. All city schools (402) and 12 community providers received questionnaires, 50 were returned. Consultations were held with key national associations including the Muslim Council of Britain and the National Subject Association for Physical Education. Empirical analysis is reported elsewhere. During the experience of conducting the study four problem areas emerged that required attention to effectively address tensions between religious freedom and educational practices in physical education: bridging the gap between research and educational practice; the concept of embodied faith; the significance of context*physical education and religion in England; and finally widening researchers' frames of reference to include intersectionality and interdisciplinary approaches. The discussion exposes the complexity of pursuing social justice in a democratic society that embraces people of multiple ethnicities and religions. The paper concludes by exploring ways in which theoretical constructs increase understanding and can influence policy and practice.","downloadable_attachments":[{"id":49245569,"asset_id":28825930,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":536279,"first_name":"Haifaa","last_name":"Jawad","domain_name":"bham","page_name":"HaifaaJawad","display_name":"Haifaa Jawad","profile_url":"https://bham.academia.edu/HaifaaJawad?f_ri=5792","photo":"https://0.academia-photos.com/536279/88176571/76868662/s65_haifaa.jawad.jpg"}],"research_interests":[{"id":5107,"name":"Stakeholders","url":"https://www.academia.edu/Documents/in/Stakeholders?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=5792","nofollow":true},{"id":15866,"name":"Islam","url":"https://www.academia.edu/Documents/in/Islam?f_ri=5792","nofollow":true},{"id":17871,"name":"Physics Education","url":"https://www.academia.edu/Documents/in/Physics_Education?f_ri=5792"},{"id":18866,"name":"Beliefs","url":"https://www.academia.edu/Documents/in/Beliefs?f_ri=5792"},{"id":22557,"name":"Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Sport_Pedagogy?f_ri=5792"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=5792"},{"id":25953,"name":"Young People","url":"https://www.academia.edu/Documents/in/Young_People?f_ri=5792"},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=5792"},{"id":92257,"name":"Freedom","url":"https://www.academia.edu/Documents/in/Freedom?f_ri=5792"},{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=5792"},{"id":113272,"name":"Focus Group","url":"https://www.academia.edu/Documents/in/Focus_Group?f_ri=5792"},{"id":133193,"name":"Educational Sociology","url":"https://www.academia.edu/Documents/in/Educational_Sociology?f_ri=5792"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=5792"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=5792"},{"id":584723,"name":"Frame of reference","url":"https://www.academia.edu/Documents/in/Frame_of_reference?f_ri=5792"},{"id":993329,"name":"Empirical Analysis","url":"https://www.academia.edu/Documents/in/Empirical_Analysis?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34255080" data-work_id="34255080" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34255080/Shaming_and_Shunning_The_People_Who_Do_It_and_Its_Likely_Effects_Part_I_">Shaming & Shunning: The People Who Do It, & Its Likely Effects (Part I)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized"><a href="http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I" rel="nofollow">http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I</a> I can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34255080" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden"><a href="http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I" rel="nofollow">http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I</a><br /><br />I can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to the the kinds of responses the shamed and shunned are liable to take in response.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34255080" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4b4821f1551dc6fa06a11c2bf78cbf0" rel="nofollow" data-download="{"attachment_id":54355657,"asset_id":34255080,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54355657/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4959965" href="https://hillsdale.academia.edu/MichaelRectenwald">Michael Rectenwald</a><script data-card-contents-for-user="4959965" type="text/json">{"id":4959965,"first_name":"Michael","last_name":"Rectenwald","domain_name":"hillsdale","page_name":"MichaelRectenwald","display_name":"Michael Rectenwald","profile_url":"https://hillsdale.academia.edu/MichaelRectenwald?f_ri=5792","photo":"https://0.academia-photos.com/4959965/11433017/34521122/s65_michael.rectenwald.jpg"}</script></span></span></li><li class="js-paper-rank-work_34255080 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34255080"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34255080, container: ".js-paper-rank-work_34255080", }); });</script></li><li class="js-percentile-work_34255080 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34255080; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34255080"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34255080 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34255080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34255080; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34255080]").text(description); $(".js-view-count-work_34255080").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34255080").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34255080"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13283" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice_in_Education">Social Justice in Education</a>, <script data-card-contents-for-ri="13283" type="text/json">{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18004" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education">Equity and Social Justice in Higher Education</a><script data-card-contents-for-ri="18004" type="text/json">{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34255080]'), work: {"id":34255080,"title":"Shaming \u0026 Shunning: The People Who Do It, \u0026 Its Likely Effects (Part I)","created_at":"2017-08-17T07:41:50.358-07:00","url":"https://www.academia.edu/34255080/Shaming_and_Shunning_The_People_Who_Do_It_and_Its_Likely_Effects_Part_I_?f_ri=5792","dom_id":"work_34255080","summary":"http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I\n\nI can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to the the kinds of responses the shamed and shunned are liable to take in response.","downloadable_attachments":[{"id":54355657,"asset_id":34255080,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4959965,"first_name":"Michael","last_name":"Rectenwald","domain_name":"hillsdale","page_name":"MichaelRectenwald","display_name":"Michael Rectenwald","profile_url":"https://hillsdale.academia.edu/MichaelRectenwald?f_ri=5792","photo":"https://0.academia-photos.com/4959965/11433017/34521122/s65_michael.rectenwald.jpg"}],"research_interests":[{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=5792","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=5792","nofollow":true},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=5792","nofollow":true},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=5792"},{"id":56942,"name":"Cultural Revolution","url":"https://www.academia.edu/Documents/in/Cultural_Revolution?f_ri=5792"},{"id":100734,"name":"Collegiality in academia","url":"https://www.academia.edu/Documents/in/Collegiality_in_academia?f_ri=5792"},{"id":542093,"name":"Naming and Shaming","url":"https://www.academia.edu/Documents/in/Naming_and_Shaming?f_ri=5792"},{"id":593927,"name":"Self-criticism","url":"https://www.academia.edu/Documents/in/Self-criticism?f_ri=5792"},{"id":635119,"name":"Ideologues","url":"https://www.academia.edu/Documents/in/Ideologues?f_ri=5792"},{"id":1735586,"name":"Red Guards","url":"https://www.academia.edu/Documents/in/Red_Guards?f_ri=5792"},{"id":2229178,"name":"Shaming","url":"https://www.academia.edu/Documents/in/Shaming?f_ri=5792"},{"id":2768876,"name":"Shunning","url":"https://www.academia.edu/Documents/in/Shunning?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26925187 coauthored" data-work_id="26925187" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26925187/Philanthropy_and_Intergenerational_Justice">Philanthropy and Intergenerational Justice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although intergenerational family transfers of private wealth should be limited on grounds of intergenerational justice, these same grounds can provide states with pro tanto reasons to support intergenerational charitable transfers of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26925187" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although intergenerational family transfers of private wealth should be limited on grounds of intergenerational justice, these same grounds can provide states with pro tanto reasons to support intergenerational charitable transfers of private wealth. This is because, given their distinctive governance structure and ability to exist over long time horizons, philanthropic institutions, unlike the nuclear family, can and should play three distinctive roles in helping a society fulfill its intergenerational obligations. First, they can be harnessed to counteract the short-termism and presentism of the democratic process, in a way that promotes the long-term interests of future generations. Second, they can supplement political institutions in fulfilling the ultimate purpose of the just savings principle, in circumstances where a regression from the steady-stage state to the accumulation stage is possible but highly unlikely. Third, they can complement political institutions in securing the reproduction of a particular form of capital—social capital—over time.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26925187" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="91eedf6ba16dd44ecd36e2170ce7841a" rel="nofollow" data-download="{"attachment_id":54999355,"asset_id":26925187,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54999355/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1445775" href="https://chicago.academia.edu/ChiaraCordelli">Chiara Cordelli</a><script data-card-contents-for-user="1445775" type="text/json">{"id":1445775,"first_name":"Chiara","last_name":"Cordelli","domain_name":"chicago","page_name":"ChiaraCordelli","display_name":"Chiara Cordelli","profile_url":"https://chicago.academia.edu/ChiaraCordelli?f_ri=5792","photo":"https://0.academia-photos.com/1445775/518262/650484/s65_chiara.cordelli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-26925187">+1</span><div class="hidden js-additional-users-26925187"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://stanford.academia.edu/RobReich">Rob Reich</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-26925187'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-26925187').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_26925187 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26925187"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26925187, container: ".js-paper-rank-work_26925187", }); });</script></li><li class="js-percentile-work_26925187 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26925187; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26925187"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26925187 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26925187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26925187; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26925187]").text(description); $(".js-view-count-work_26925187").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26925187").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26925187"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="46" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_Ethics">Business Ethics</a>, <script data-card-contents-for-ri="46" type="text/json">{"id":46,"name":"Business Ethics","url":"https://www.academia.edu/Documents/in/Business_Ethics?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="813" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Philosophy">Political Philosophy</a>, <script data-card-contents-for-ri="813" type="text/json">{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1452" rel="nofollow" href="https://www.academia.edu/Documents/in/Corporate_Social_Responsibility">Corporate Social Responsibility</a>, <script data-card-contents-for-ri="1452" type="text/json">{"id":1452,"name":"Corporate Social Responsibility","url":"https://www.academia.edu/Documents/in/Corporate_Social_Responsibility?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1696" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Theory">Political Theory</a><script data-card-contents-for-ri="1696" type="text/json">{"id":1696,"name":"Political Theory","url":"https://www.academia.edu/Documents/in/Political_Theory?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26925187]'), work: {"id":26925187,"title":"Philanthropy and Intergenerational Justice","created_at":"2016-07-12T07:30:10.839-07:00","url":"https://www.academia.edu/26925187/Philanthropy_and_Intergenerational_Justice?f_ri=5792","dom_id":"work_26925187","summary":"Although intergenerational family transfers of private wealth should be limited on grounds of intergenerational justice, these same grounds can provide states with pro tanto reasons to support intergenerational charitable transfers of private wealth. This is because, given their distinctive governance structure and ability to exist over long time horizons, philanthropic institutions, unlike the nuclear family, can and should play three distinctive roles in helping a society fulfill its intergenerational obligations. First, they can be harnessed to counteract the short-termism and presentism of the democratic process, in a way that promotes the long-term interests of future generations. Second, they can supplement political institutions in fulfilling the ultimate purpose of the just savings principle, in circumstances where a regression from the steady-stage state to the accumulation stage is possible but highly unlikely. Third, they can complement political institutions in securing the reproduction of a particular form of capital—social capital—over time.","downloadable_attachments":[{"id":54999355,"asset_id":26925187,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1445775,"first_name":"Chiara","last_name":"Cordelli","domain_name":"chicago","page_name":"ChiaraCordelli","display_name":"Chiara Cordelli","profile_url":"https://chicago.academia.edu/ChiaraCordelli?f_ri=5792","photo":"https://0.academia-photos.com/1445775/518262/650484/s65_chiara.cordelli.jpg"},{"id":38174,"first_name":"Rob","last_name":"Reich","domain_name":"stanford","page_name":"RobReich","display_name":"Rob Reich","profile_url":"https://stanford.academia.edu/RobReich?f_ri=5792","photo":"https://0.academia-photos.com/38174/605230/751735/s65_rob.reich.jpg"}],"research_interests":[{"id":46,"name":"Business Ethics","url":"https://www.academia.edu/Documents/in/Business_Ethics?f_ri=5792","nofollow":true},{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=5792","nofollow":true},{"id":1452,"name":"Corporate Social Responsibility","url":"https://www.academia.edu/Documents/in/Corporate_Social_Responsibility?f_ri=5792","nofollow":true},{"id":1696,"name":"Political Theory","url":"https://www.academia.edu/Documents/in/Political_Theory?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":19596,"name":"Philanthropy","url":"https://www.academia.edu/Documents/in/Philanthropy?f_ri=5792"},{"id":68223,"name":"Intergenerational justice","url":"https://www.academia.edu/Documents/in/Intergenerational_justice?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34848031" data-work_id="34848031" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34848031/Drugs_are_not_the_problem_its_drug_policy_and_law_enforcement">Drugs are not the problem - it's drug policy and law enforcement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">When seeking drug reform we should avoid the deeply entrenched anti-drug narratives that have dominated drug policy debate. These narratives are often rooted in fallacy, distortion and sweeping generalisations, whereas, reform must... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34848031" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">When seeking drug reform we should avoid the deeply entrenched anti-drug narratives that have dominated drug policy debate. These narratives are often rooted in fallacy, distortion and sweeping generalisations, whereas, reform must maintain integrity and stay firmly rooted in reason, rationale, science and evidence. We need to be clear, we don't have a global drug problem - we have a global drug policy problem, and the cause of the problem isn't gangsters - it's governments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34848031" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1269b6db7eae42390f1213831cac733e" rel="nofollow" data-download="{"attachment_id":54706442,"asset_id":34848031,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54706442/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14644" href="https://victoria.academia.edu/JulianBuchanan">Julian Buchanan</a><script data-card-contents-for-user="14644" type="text/json">{"id":14644,"first_name":"Julian","last_name":"Buchanan","domain_name":"victoria","page_name":"JulianBuchanan","display_name":"Julian Buchanan","profile_url":"https://victoria.academia.edu/JulianBuchanan?f_ri=5792","photo":"https://0.academia-photos.com/14644/4896/116740/s65_julian.buchanan.jpg"}</script></span></span></li><li class="js-paper-rank-work_34848031 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34848031"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34848031, container: ".js-paper-rank-work_34848031", }); });</script></li><li class="js-percentile-work_34848031 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34848031; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34848031"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34848031 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34848031"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34848031; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34848031]").text(description); $(".js-view-count-work_34848031").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34848031").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34848031"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="189" rel="nofollow" href="https://www.academia.edu/Documents/in/Criminology">Criminology</a>, <script data-card-contents-for-ri="189" type="text/json">{"id":189,"name":"Criminology","url":"https://www.academia.edu/Documents/in/Criminology?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="535" rel="nofollow" href="https://www.academia.edu/Documents/in/Criminal_Law-1">Criminal Law</a>, <script data-card-contents-for-ri="535" type="text/json">{"id":535,"name":"Criminal Law","url":"https://www.academia.edu/Documents/in/Criminal_Law-1?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="537" rel="nofollow" href="https://www.academia.edu/Documents/in/Criminal_Justice">Criminal Justice</a><script data-card-contents-for-ri="537" type="text/json">{"id":537,"name":"Criminal Justice","url":"https://www.academia.edu/Documents/in/Criminal_Justice?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34848031]'), work: {"id":34848031,"title":"Drugs are not the problem - it's drug policy and law enforcement","created_at":"2017-10-13T00:36:12.371-07:00","url":"https://www.academia.edu/34848031/Drugs_are_not_the_problem_its_drug_policy_and_law_enforcement?f_ri=5792","dom_id":"work_34848031","summary":"When seeking drug reform we should avoid the deeply entrenched anti-drug narratives that have dominated drug policy debate. These narratives are often rooted in fallacy, distortion and sweeping generalisations, whereas, reform must maintain integrity and stay firmly rooted in reason, rationale, science and evidence. We need to be clear, we don't have a global drug problem - we have a global drug policy problem, and the cause of the problem isn't gangsters - it's governments.","downloadable_attachments":[{"id":54706442,"asset_id":34848031,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14644,"first_name":"Julian","last_name":"Buchanan","domain_name":"victoria","page_name":"JulianBuchanan","display_name":"Julian Buchanan","profile_url":"https://victoria.academia.edu/JulianBuchanan?f_ri=5792","photo":"https://0.academia-photos.com/14644/4896/116740/s65_julian.buchanan.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=5792","nofollow":true},{"id":189,"name":"Criminology","url":"https://www.academia.edu/Documents/in/Criminology?f_ri=5792","nofollow":true},{"id":535,"name":"Criminal Law","url":"https://www.academia.edu/Documents/in/Criminal_Law-1?f_ri=5792","nofollow":true},{"id":537,"name":"Criminal Justice","url":"https://www.academia.edu/Documents/in/Criminal_Justice?f_ri=5792","nofollow":true},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=5792"},{"id":2483,"name":"Addiction","url":"https://www.academia.edu/Documents/in/Addiction?f_ri=5792"},{"id":2484,"name":"Drugs And Addiction","url":"https://www.academia.edu/Documents/in/Drugs_And_Addiction?f_ri=5792"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":7989,"name":"Drugs and drug culture","url":"https://www.academia.edu/Documents/in/Drugs_and_drug_culture?f_ri=5792"},{"id":10191,"name":"Justice","url":"https://www.academia.edu/Documents/in/Justice?f_ri=5792"},{"id":238724,"name":"Cannabis","url":"https://www.academia.edu/Documents/in/Cannabis?f_ri=5792"},{"id":399897,"name":"Marihuana","url":"https://www.academia.edu/Documents/in/Marihuana?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40587978" data-work_id="40587978" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40587978/Principal_and_counselor_collaboration_for_social_justice_advocacy_A_standards_alignment">Principal and counselor collaboration for social justice advocacy: A standards alignment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40587978" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40587978" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af5a748ee2ce4475067abaef095d64c1" rel="nofollow" data-download="{"attachment_id":60867580,"asset_id":40587978,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60867580/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35279646" href="https://ballstate.academia.edu/RachelGeesa">Rachel Geesa</a><script data-card-contents-for-user="35279646" type="text/json">{"id":35279646,"first_name":"Rachel","last_name":"Geesa","domain_name":"ballstate","page_name":"RachelGeesa","display_name":"Rachel Geesa","profile_url":"https://ballstate.academia.edu/RachelGeesa?f_ri=5792","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_40587978 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40587978"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40587978, container: ".js-paper-rank-work_40587978", }); 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As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed.","downloadable_attachments":[{"id":60867580,"asset_id":40587978,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35279646,"first_name":"Rachel","last_name":"Geesa","domain_name":"ballstate","page_name":"RachelGeesa","display_name":"Rachel Geesa","profile_url":"https://ballstate.academia.edu/RachelGeesa?f_ri=5792","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=5792","nofollow":true},{"id":3023,"name":"Training and Development","url":"https://www.academia.edu/Documents/in/Training_and_Development?f_ri=5792","nofollow":true},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":7273,"name":"Cultural Competency","url":"https://www.academia.edu/Documents/in/Cultural_Competency?f_ri=5792"},{"id":7639,"name":"Standards","url":"https://www.academia.edu/Documents/in/Standards?f_ri=5792"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=5792"},{"id":38166,"name":"School Counseling","url":"https://www.academia.edu/Documents/in/School_Counseling?f_ri=5792"},{"id":140689,"name":"Advocacy","url":"https://www.academia.edu/Documents/in/Advocacy?f_ri=5792"},{"id":221358,"name":"ASCA National Model","url":"https://www.academia.edu/Documents/in/ASCA_National_Model?f_ri=5792"},{"id":364273,"name":"Principals","url":"https://www.academia.edu/Documents/in/Principals?f_ri=5792"},{"id":375148,"name":"School Counselor","url":"https://www.academia.edu/Documents/in/School_Counselor?f_ri=5792"},{"id":677733,"name":"School Heads and Principals Leadership Styles","url":"https://www.academia.edu/Documents/in/School_Heads_and_Principals_Leadership_Styles?f_ri=5792"},{"id":1000485,"name":"Alignment of Standards","url":"https://www.academia.edu/Documents/in/Alignment_of_Standards?f_ri=5792"},{"id":3504277,"name":"comprehensive school counseling","url":"https://www.academia.edu/Documents/in/comprehensive_school_counseling?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36803261" data-work_id="36803261" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36803261/Principles_of_Green_Bioethics_Sustainability_in_Health_Care_East_Lansing_Michigan_State_University_Press_2019_">Principles of Green Bioethics: Sustainability in Health Care (East Lansing: Michigan State University Press, 2019).</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Health care is ubiquitous in the lives of industrialized people. Yet, every medical development, technique, and procedure impact the environment. Green Bioethics synthesizes environmental ethics and biomedical ethics, thus creating an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36803261" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Health care is ubiquitous in the lives of industrialized people. Yet, every medical development, technique, and procedure impact the environment. Green Bioethics synthesizes environmental ethics and biomedical ethics, thus creating an interdisciplinary approach to sustainable health care. Notably, Green Bioethics addresses, not the structure of environmental sustainability in health care institutions, but the sustainability of individual health care offerings. <br /><br />Green Bioethics parallels traditional biomedical ethics by providing four principles for ethical guidance. Through these four principles, Green Bioethics presents a coherent framework for evaluating the sustainability of medical developments, techniques, and procedures. The principles of Green Bioethics are: <br />- Distributive Justice (Allocate Basic Medical Resources before Special Interest Access)<br />- Resource Conservation (Provide Health Care Needs before Health Care Wants)<br />- Simplicity (Reduce Dependence on Medical Interventions)<br />- Ethical Economics (Humanistic Health Care Instead of Financial Profit)<br /><br />The future of our world may very well depend on how effectively we halt ecological destruction and conserve our resources. The principles of Green Bioethics, in tandem with the concrete examples given in this book, will support sustainability in health care.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36803261" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c0e36895f01a34da25a29af316f15f22" rel="nofollow" data-download="{"attachment_id":63311997,"asset_id":36803261,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63311997/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3266278" href="https://edinburgh.academia.edu/CristinaRichie">Cristina Richie</a><script data-card-contents-for-user="3266278" type="text/json">{"id":3266278,"first_name":"Cristina","last_name":"Richie","domain_name":"edinburgh","page_name":"CristinaRichie","display_name":"Cristina Richie","profile_url":"https://edinburgh.academia.edu/CristinaRichie?f_ri=5792","photo":"https://0.academia-photos.com/3266278/1081066/116395995/s65_cristina.richie.jpg"}</script></span></span></li><li class="js-paper-rank-work_36803261 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36803261"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36803261, container: ".js-paper-rank-work_36803261", }); 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Yet, every medical development, technique, and procedure impact the environment. Green Bioethics synthesizes environmental ethics and biomedical ethics, thus creating an interdisciplinary approach to sustainable health care. Notably, Green Bioethics addresses, not the structure of environmental sustainability in health care institutions, but the sustainability of individual health care offerings. \n\nGreen Bioethics parallels traditional biomedical ethics by providing four principles for ethical guidance. Through these four principles, Green Bioethics presents a coherent framework for evaluating the sustainability of medical developments, techniques, and procedures. The principles of Green Bioethics are: \n- Distributive Justice (Allocate Basic Medical Resources before Special Interest Access)\n- Resource Conservation (Provide Health Care Needs before Health Care Wants)\n- Simplicity (Reduce Dependence on Medical Interventions)\n- Ethical Economics (Humanistic Health Care Instead of Financial Profit)\n\nThe future of our world may very well depend on how effectively we halt ecological destruction and conserve our resources. The principles of Green Bioethics, in tandem with the concrete examples given in this book, will support sustainability in health care. ","downloadable_attachments":[{"id":63311997,"asset_id":36803261,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3266278,"first_name":"Cristina","last_name":"Richie","domain_name":"edinburgh","page_name":"CristinaRichie","display_name":"Cristina Richie","profile_url":"https://edinburgh.academia.edu/CristinaRichie?f_ri=5792","photo":"https://0.academia-photos.com/3266278/1081066/116395995/s65_cristina.richie.jpg"}],"research_interests":[{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics?f_ri=5792","nofollow":true},{"id":756,"name":"Environmental Economics","url":"https://www.academia.edu/Documents/in/Environmental_Economics?f_ri=5792","nofollow":true},{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=5792","nofollow":true},{"id":906,"name":"Applied 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Emissions","url":"https://www.academia.edu/Documents/in/Carbon_Emissions?f_ri=5792"},{"id":463471,"name":"Healthcare Ethics","url":"https://www.academia.edu/Documents/in/Healthcare_Ethics?f_ri=5792"},{"id":485892,"name":"CDC","url":"https://www.academia.edu/Documents/in/CDC?f_ri=5792"},{"id":983239,"name":"Comparative Bioethics","url":"https://www.academia.edu/Documents/in/Comparative_Bioethics?f_ri=5792"},{"id":1709410,"name":"Green Bioethics","url":"https://www.academia.edu/Documents/in/Green_Bioethics?f_ri=5792"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=5792"},{"id":2015312,"name":"Environmental Bioethics","url":"https://www.academia.edu/Documents/in/Environmental_Bioethics?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35514860" data-work_id="35514860" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35514860/Early_College_High_School_Principals_as_Democratic_Socially_Just_Culturally_Responsive_Leaders">Early College High School Principals as Democratic, Socially Just, Culturally Responsive Leaders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this qualitative, multi-site, multi-case study was to examine how early college high school principals promote the success of the first generation, students of color and low-income students they serve. The study examined... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35514860" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this qualitative, multi-site, multi-case study was to examine how early college high school principals promote the success of the first generation, students of color and low-income students they serve. The study examined three early college high school principals in North Carolina through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just, culturally responsive leaders.<br /><br />The study used semi-structured interview and focus groups as the <br />primary data sources. Additional data sources included documents, state databases and observations. The research questions guiding the study were:<br /><br />1. How do early college high school principals promote the success of the first generation, lower-income students and students of color?<br />2. How do early college high school principals demonstrate the qualities and characteristics of democratic, socially just and culturally responsive leaders?<br /><br />Six broad themes and thirteen sub-themes emerged from the data. The themes and sub-themes that emerged were Access and Equity (target student population, application process and special education and ESL students); Academics (retention rate, standardized tests, “The 5th year” and graduation rates/degrees Earned); Culture and Climate (safety/student discipline and school culture and climate; Managing the Organization (finances, staffing, instruction, and vision and mission); Relationships (outside the school and inside the school) and Identity.<br /><br />The findings were interpreted and situated in the context of the extant literature and the democratic/socially just/culturally responsive leadership conceptual framework.Implications for policy and practice, study limitations, recommendations for future study<br />and the conclusion were also presented.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35514860" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3dfcbf6345294790f5b71f2152fe1e99" rel="nofollow" data-download="{"attachment_id":55379958,"asset_id":35514860,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55379958/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58394448" href="https://independent.academia.edu/HammondsH">Hattie Hammonds</a><script data-card-contents-for-user="58394448" type="text/json">{"id":58394448,"first_name":"Hattie","last_name":"Hammonds","domain_name":"independent","page_name":"HammondsH","display_name":"Hattie Hammonds","profile_url":"https://independent.academia.edu/HammondsH?f_ri=5792","photo":"https://gravatar.com/avatar/46b84b70ef10d6decb45a1dec3903d13?s=65"}</script></span></span></li><li class="js-paper-rank-work_35514860 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35514860"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35514860, container: ".js-paper-rank-work_35514860", }); });</script></li><li class="js-percentile-work_35514860 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35514860; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35514860"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35514860 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35514860"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35514860; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35514860]").text(description); $(".js-view-count-work_35514860").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35514860").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35514860"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1297" rel="nofollow" href="https://www.academia.edu/Documents/in/Democratic_Education">Democratic Education</a>, <script data-card-contents-for-ri="1297" type="text/json">{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37607" rel="nofollow" href="https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning">Culturally Responsive Teaching and Learning</a>, <script data-card-contents-for-ri="37607" type="text/json">{"id":37607,"name":"Culturally Responsive Teaching and Learning","url":"https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="364273" rel="nofollow" href="https://www.academia.edu/Documents/in/Principals">Principals</a><script data-card-contents-for-ri="364273" type="text/json">{"id":364273,"name":"Principals","url":"https://www.academia.edu/Documents/in/Principals?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35514860]'), work: {"id":35514860,"title":"Early College High School Principals as Democratic, Socially Just, Culturally Responsive Leaders","created_at":"2017-12-26T14:31:37.030-08:00","url":"https://www.academia.edu/35514860/Early_College_High_School_Principals_as_Democratic_Socially_Just_Culturally_Responsive_Leaders?f_ri=5792","dom_id":"work_35514860","summary":"The purpose of this qualitative, multi-site, multi-case study was to examine how early college high school principals promote the success of the first generation, students of color and low-income students they serve. The study examined three early college high school principals in North Carolina through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just, culturally responsive leaders.\n\nThe study used semi-structured interview and focus groups as the \nprimary data sources. Additional data sources included documents, state databases and observations. The research questions guiding the study were:\n\n1. How do early college high school principals promote the success of the first generation, lower-income students and students of color?\n2. How do early college high school principals demonstrate the qualities and characteristics of democratic, socially just and culturally responsive leaders?\n\nSix broad themes and thirteen sub-themes emerged from the data. The themes and sub-themes that emerged were Access and Equity (target student population, application process and special education and ESL students); Academics (retention rate, standardized tests, “The 5th year” and graduation rates/degrees Earned); Culture and Climate (safety/student discipline and school culture and climate; Managing the Organization (finances, staffing, instruction, and vision and mission); Relationships (outside the school and inside the school) and Identity.\n\nThe findings were interpreted and situated in the context of the extant literature and the democratic/socially just/culturally responsive leadership conceptual framework.Implications for policy and practice, study limitations, recommendations for future study\nand the conclusion were also presented. \n","downloadable_attachments":[{"id":55379958,"asset_id":35514860,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58394448,"first_name":"Hattie","last_name":"Hammonds","domain_name":"independent","page_name":"HammondsH","display_name":"Hattie Hammonds","profile_url":"https://independent.academia.edu/HammondsH?f_ri=5792","photo":"https://gravatar.com/avatar/46b84b70ef10d6decb45a1dec3903d13?s=65"}],"research_interests":[{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":37607,"name":"Culturally Responsive Teaching and Learning","url":"https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning?f_ri=5792","nofollow":true},{"id":364273,"name":"Principals","url":"https://www.academia.edu/Documents/in/Principals?f_ri=5792","nofollow":true},{"id":430286,"name":"Early College High School","url":"https://www.academia.edu/Documents/in/Early_College_High_School?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1894567" data-work_id="1894567" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1894567/Diasporadas_Black_Women_and_the_Fine_Art_of_Activism">Diasporadas: Black Women and the Fine Art of Activism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A Diasporada is a woman who transgresses national and political boundaries and is empowered by inserting Black and female voices into an transnational public sphere. This essay explores the work of Black women activists including Edmonia... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1894567" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A Diasporada is a woman who transgresses national and political boundaries and is empowered by inserting Black and female voices into an transnational public sphere. This essay explores the work of Black women activists including Edmonia Lewis, Meta Vaux Warrick Fuller, Augusta Savage, and ELizabeth Catlett. These women were visual artists who defied conventional forms of activism, and changed Black representation in the fine arts and in the social politics of racial uplift. I suggest that we recuperate Black women's activisms by inquiring into the ways in which Afro-U.S. women's thoughts in marble and oil set the stage, led, and inspired other forms of Black leadership. How, for example, did their work, both out front and "behind the scenes" add fuel to Black activism? In order to pursue these concerns, I illuminate the connections between Black women artists, their struggles to gain resources and support, their travels, and their social activism; and in th processs I hope to recuperate some of the expressive symbolism of Black women's art and its impact on transnational Black struggles.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1894567" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="085f99e3cc508e37d4fe23297f3589bd" rel="nofollow" data-download="{"attachment_id":86268616,"asset_id":1894567,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86268616/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2399497" href="https://independent.academia.edu/BonnieHarrison2">Bonnie C L A U D I A Harrison</a><script data-card-contents-for-user="2399497" type="text/json">{"id":2399497,"first_name":"Bonnie","last_name":"Harrison","domain_name":"independent","page_name":"BonnieHarrison2","display_name":"Bonnie C L A U D I A Harrison","profile_url":"https://independent.academia.edu/BonnieHarrison2?f_ri=5792","photo":"https://0.academia-photos.com/2399497/757020/941101/s65_bonnie.harrison.jpg"}</script></span></span></li><li class="js-paper-rank-work_1894567 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1894567"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1894567, container: ".js-paper-rank-work_1894567", }); });</script></li><li class="js-percentile-work_1894567 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1894567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1894567"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1894567 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1894567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1894567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1894567]").text(description); $(".js-view-count-work_1894567").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1894567").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1894567"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3870" rel="nofollow" href="https://www.academia.edu/Documents/in/African_Diaspora_Studies">African Diaspora Studies</a>, <script data-card-contents-for-ri="3870" type="text/json">{"id":3870,"name":"African Diaspora Studies","url":"https://www.academia.edu/Documents/in/African_Diaspora_Studies?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14412" rel="nofollow" href="https://www.academia.edu/Documents/in/Black_feminism">Black feminism</a><script data-card-contents-for-ri="14412" type="text/json">{"id":14412,"name":"Black feminism","url":"https://www.academia.edu/Documents/in/Black_feminism?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1894567]'), work: {"id":1894567,"title":"Diasporadas: Black Women and the Fine Art of Activism","created_at":"2012-08-29T06:14:26.937-07:00","url":"https://www.academia.edu/1894567/Diasporadas_Black_Women_and_the_Fine_Art_of_Activism?f_ri=5792","dom_id":"work_1894567","summary":"A Diasporada is a woman who transgresses national and political boundaries and is empowered by inserting Black and female voices into an transnational public sphere. This essay explores the work of Black women activists including Edmonia Lewis, Meta Vaux Warrick Fuller, Augusta Savage, and ELizabeth Catlett. These women were visual artists who defied conventional forms of activism, and changed Black representation in the fine arts and in the social politics of racial uplift. I suggest that we recuperate Black women's activisms by inquiring into the ways in which Afro-U.S. women's thoughts in marble and oil set the stage, led, and inspired other forms of Black leadership. How, for example, did their work, both out front and \"behind the scenes\" add fuel to Black activism? In order to pursue these concerns, I illuminate the connections between Black women artists, their struggles to gain resources and support, their travels, and their social activism; and in th processs I hope to recuperate some of the expressive symbolism of Black women's art and its impact on transnational Black struggles.","downloadable_attachments":[{"id":86268616,"asset_id":1894567,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2399497,"first_name":"Bonnie","last_name":"Harrison","domain_name":"independent","page_name":"BonnieHarrison2","display_name":"Bonnie C L A U D I A Harrison","profile_url":"https://independent.academia.edu/BonnieHarrison2?f_ri=5792","photo":"https://0.academia-photos.com/2399497/757020/941101/s65_bonnie.harrison.jpg"}],"research_interests":[{"id":3870,"name":"African Diaspora Studies","url":"https://www.academia.edu/Documents/in/African_Diaspora_Studies?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":14412,"name":"Black feminism","url":"https://www.academia.edu/Documents/in/Black_feminism?f_ri=5792","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37246865" data-work_id="37246865" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice">Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37246865" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls " public sociolinguistics education. " A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37246865" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9910591adf034d631829f743fd07499b" rel="nofollow" data-download="{"attachment_id":57199628,"asset_id":37246865,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57199628/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="251437" href="https://fiu.academia.edu/PhillipMCarter">Phillip M. Carter</a><script data-card-contents-for-user="251437" type="text/json">{"id":251437,"first_name":"Phillip M.","last_name":"Carter","domain_name":"fiu","page_name":"PhillipMCarter","display_name":"Phillip M. Carter","profile_url":"https://fiu.academia.edu/PhillipMCarter?f_ri=5792","photo":"https://0.academia-photos.com/251437/53923/117483321/s65_phillip_m..carter.jpg"}</script></span></span></li><li class="js-paper-rank-work_37246865 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37246865"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37246865, container: ".js-paper-rank-work_37246865", }); });</script></li><li class="js-percentile-work_37246865 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37246865; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37246865"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37246865 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37246865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37246865; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37246865]").text(description); $(".js-view-count-work_37246865").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37246865").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37246865"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37246865]'), work: {"id":37246865,"title":"Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice","created_at":"2018-08-16T07:14:08.674-07:00","url":"https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice?f_ri=5792","dom_id":"work_37246865","summary":"This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls \" public sociolinguistics education. \" A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.","downloadable_attachments":[{"id":57199628,"asset_id":37246865,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":251437,"first_name":"Phillip M.","last_name":"Carter","domain_name":"fiu","page_name":"PhillipMCarter","display_name":"Phillip M. Carter","profile_url":"https://fiu.academia.edu/PhillipMCarter?f_ri=5792","photo":"https://0.academia-photos.com/251437/53923/117483321/s65_phillip_m..carter.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=5792","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=5792","nofollow":true},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=5792"},{"id":186948,"name":"Universidad","url":"https://www.academia.edu/Documents/in/Universidad?f_ri=5792"},{"id":513308,"name":"Media, communications, and technology for community development, civic engagement and political action","url":"https://www.academia.edu/Documents/in/Media_communications_and_technology_for_community_development_civic_engagement_and_political_acti?f_ri=5792"},{"id":521702,"name":"Media Engagement","url":"https://www.academia.edu/Documents/in/Media_Engagement?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36263610 coauthored" data-work_id="36263610" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36263610/TOWARDS_A_RESPONSE_ABLE_PEDAGOGY_ACROSS_HIGHER_EDUCATION_INSTITUTIONS_IN_POST_APARTHEID_SOUTH_AFRICA_AN_ETHICO_POLITICAL_ANALYSIS">TOWARDS A RESPONSE-ABLE PEDAGOGY ACROSS HIGHER EDUCATION INSTITUTIONS IN POST-APARTHEID SOUTH AFRICA: AN ETHICO-POLITICAL ANALYSIS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36263610" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call " response-able pedagogies. " Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethico-political practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute reponse-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36263610" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ca02f6efd1c01bed788a81603f390863" rel="nofollow" data-download="{"attachment_id":56168955,"asset_id":36263610,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56168955/download_file?st=MTczOTgyMzY0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2227945" href="https://uwc.academia.edu/VBozalek">Vivienne Bozalek</a><script data-card-contents-for-user="2227945" type="text/json">{"id":2227945,"first_name":"Vivienne","last_name":"Bozalek","domain_name":"uwc","page_name":"VBozalek","display_name":"Vivienne Bozalek","profile_url":"https://uwc.academia.edu/VBozalek?f_ri=5792","photo":"https://0.academia-photos.com/2227945/711952/884241/s65_vivienne.bozalek.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36263610">+1</span><div class="hidden js-additional-users-36263610"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ouc.academia.edu/michalinoszembylas">michalinos zembylas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36263610'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36263610').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_36263610 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36263610"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36263610, container: ".js-paper-rank-work_36263610", }); });</script></li><li class="js-percentile-work_36263610 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36263610; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36263610"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36263610 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36263610"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36263610; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36263610]").text(description); $(".js-view-count-work_36263610").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36263610").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36263610"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1014" rel="nofollow" href="https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning">Scholarship of Teaching and Learning</a>, <script data-card-contents-for-ri="1014" type="text/json">{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3115" rel="nofollow" href="https://www.academia.edu/Documents/in/Posthumanism">Posthumanism</a>, <script data-card-contents-for-ri="3115" type="text/json">{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a><script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36263610]'), work: {"id":36263610,"title":"TOWARDS A RESPONSE-ABLE PEDAGOGY ACROSS HIGHER EDUCATION INSTITUTIONS IN POST-APARTHEID SOUTH AFRICA: AN ETHICO-POLITICAL ANALYSIS","created_at":"2018-03-26T23:00:22.324-07:00","url":"https://www.academia.edu/36263610/TOWARDS_A_RESPONSE_ABLE_PEDAGOGY_ACROSS_HIGHER_EDUCATION_INSTITUTIONS_IN_POST_APARTHEID_SOUTH_AFRICA_AN_ETHICO_POLITICAL_ANALYSIS?f_ri=5792","dom_id":"work_36263610","summary":"Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call \" response-able pedagogies. \" Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethico-political practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute reponse-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices.","downloadable_attachments":[{"id":56168955,"asset_id":36263610,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2227945,"first_name":"Vivienne","last_name":"Bozalek","domain_name":"uwc","page_name":"VBozalek","display_name":"Vivienne Bozalek","profile_url":"https://uwc.academia.edu/VBozalek?f_ri=5792","photo":"https://0.academia-photos.com/2227945/711952/884241/s65_vivienne.bozalek.jpg"},{"id":1472789,"first_name":"michalinos","last_name":"zembylas","domain_name":"ouc","page_name":"michalinoszembylas","display_name":"michalinos zembylas","profile_url":"https://ouc.academia.edu/michalinoszembylas?f_ri=5792","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=5792","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=5792","nofollow":true},{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism?f_ri=5792","nofollow":true},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":10101,"name":"Critical Posthumanism","url":"https://www.academia.edu/Documents/in/Critical_Posthumanism?f_ri=5792"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=5792"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=5792"},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=5792"},{"id":39673,"name":"Feminism and Social Justice","url":"https://www.academia.edu/Documents/in/Feminism_and_Social_Justice?f_ri=5792"},{"id":40325,"name":"Vinciane Despret","url":"https://www.academia.edu/Documents/in/Vinciane_Despret?f_ri=5792"},{"id":40329,"name":"Donna Haraway","url":"https://www.academia.edu/Documents/in/Donna_Haraway?f_ri=5792"},{"id":66053,"name":"Joan Tronto","url":"https://www.academia.edu/Documents/in/Joan_Tronto?f_ri=5792"},{"id":76626,"name":"New Materialism","url":"https://www.academia.edu/Documents/in/New_Materialism?f_ri=5792"},{"id":82376,"name":"The Ethics of Care","url":"https://www.academia.edu/Documents/in/The_Ethics_of_Care?f_ri=5792"},{"id":563262,"name":"Feminist new materialism","url":"https://www.academia.edu/Documents/in/Feminist_new_materialism?f_ri=5792"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=5792"},{"id":1019469,"name":"Social Justice Issues In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Issues_In_Adult_and_Higher_Education?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28434489" data-work_id="28434489" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28434489/Social_justice_dilemmas_evidence_on_the_successes_and_shortcomings_of_three_principals_trying_to_make_a_difference">Social justice dilemmas: evidence on the successes and shortcomings of three principals trying to make a difference</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28434489" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28434489" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d0236a400b37e9de6d95f739446f1def" rel="nofollow" data-download="{"attachment_id":48781831,"asset_id":28434489,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48781831/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7633874" href="https://utexas.academia.edu/DavidDeMatthews">David DeMatthews</a><script data-card-contents-for-user="7633874" type="text/json">{"id":7633874,"first_name":"David","last_name":"DeMatthews","domain_name":"utexas","page_name":"DavidDeMatthews","display_name":"David DeMatthews","profile_url":"https://utexas.academia.edu/DavidDeMatthews?f_ri=5792","photo":"https://0.academia-photos.com/7633874/2749258/3203661/s65_david.dematthews.jpg"}</script></span></span></li><li class="js-paper-rank-work_28434489 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28434489"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28434489, container: ".js-paper-rank-work_28434489", }); 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However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.","downloadable_attachments":[{"id":48781831,"asset_id":28434489,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7633874,"first_name":"David","last_name":"DeMatthews","domain_name":"utexas","page_name":"DavidDeMatthews","display_name":"David DeMatthews","profile_url":"https://utexas.academia.edu/DavidDeMatthews?f_ri=5792","photo":"https://0.academia-photos.com/7633874/2749258/3203661/s65_david.dematthews.jpg"}],"research_interests":[{"id":799,"name":"Public Administration","url":"https://www.academia.edu/Documents/in/Public_Administration?f_ri=5792","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=5792","nofollow":true},{"id":1074,"name":"Organizational Theory","url":"https://www.academia.edu/Documents/in/Organizational_Theory?f_ri=5792","nofollow":true},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=5792","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=5792"},{"id":4620,"name":"Urban Education","url":"https://www.academia.edu/Documents/in/Urban_Education?f_ri=5792"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":65733,"name":"Educational management and leadership","url":"https://www.academia.edu/Documents/in/Educational_management_and_leadership?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24484505" data-work_id="24484505" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24484505/The_material_and_the_symbolic_in_theorizing_social_stratification_issues_of_gender_ethnicity_and_class">The material and the symbolic in theorizing social stratification: issues of gender, ethnicity and class</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The material and the symbolic in theorizing social strati cation: issues of gender, ethnicity and class ABSTRACT Within most approaches to strati cation gender and ethnicity are seen to pertain primarily to the symbolic or cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24484505" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The material and the symbolic in theorizing social strati cation: issues of gender, ethnicity and class ABSTRACT Within most approaches to strati cation gender and ethnicity are seen to pertain primarily to the symbolic or cultural realms, whilst class is regarded as pertaining to material inequality. This constructs gender and ethnic positioning as entailing honour, deference, worth, value and differential treatment (sometimes expressed through the notion of 'status'), but the social relations around these are themselves not seen as constitutive of social strati cation. In this paper I will rethink social strati cation away from the polarity between the material and the symbolic, and argue that material inequality, as a set of outcomes relating to life conditions, life chances and solidar y processes, is informed by claims and struggles over resources of different types, undertaken in terms of gender, ethnicity/race and class. This formulation allows us to include these categorial formations, alongside class, as important elements of social strati cation i.e. as determining the allocation of socially valued resources and social places/ locations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24484505" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e33f0ce40339aadd8fdcde415a84ae7" rel="nofollow" data-download="{"attachment_id":44818581,"asset_id":24484505,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44818581/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4556543" href="https://independent.academia.edu/floyaanthias">floya anthias</a><script data-card-contents-for-user="4556543" type="text/json">{"id":4556543,"first_name":"floya","last_name":"anthias","domain_name":"independent","page_name":"floyaanthias","display_name":"floya anthias","profile_url":"https://independent.academia.edu/floyaanthias?f_ri=5792","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24484505 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24484505"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24484505, container: ".js-paper-rank-work_24484505", }); 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This constructs gender and ethnic positioning as entailing honour, deference, worth, value and differential treatment (sometimes expressed through the notion of 'status'), but the social relations around these are themselves not seen as constitutive of social strati cation. In this paper I will rethink social strati cation away from the polarity between the material and the symbolic, and argue that material inequality, as a set of outcomes relating to life conditions, life chances and solidar y processes, is informed by claims and struggles over resources of different types, undertaken in terms of gender, ethnicity/race and class. This formulation allows us to include these categorial formations, alongside class, as important elements of social strati cation i.e. as determining the allocation of socially valued resources and social places/ locations.","downloadable_attachments":[{"id":44818581,"asset_id":24484505,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4556543,"first_name":"floya","last_name":"anthias","domain_name":"independent","page_name":"floyaanthias","display_name":"floya anthias","profile_url":"https://independent.academia.edu/floyaanthias?f_ri=5792","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=5792","nofollow":true},{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=5792","nofollow":true},{"id":3125,"name":"Genre","url":"https://www.academia.edu/Documents/in/Genre?f_ri=5792","nofollow":true},{"id":5273,"name":"Class","url":"https://www.academia.edu/Documents/in/Class?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":8577,"name":"Social Stratification","url":"https://www.academia.edu/Documents/in/Social_Stratification?f_ri=5792"},{"id":9539,"name":"Materialism","url":"https://www.academia.edu/Documents/in/Materialism?f_ri=5792"},{"id":14510,"name":"Social construction","url":"https://www.academia.edu/Documents/in/Social_construction?f_ri=5792"},{"id":24748,"name":"Ethnicity","url":"https://www.academia.edu/Documents/in/Ethnicity?f_ri=5792"},{"id":25436,"name":"Stratification","url":"https://www.academia.edu/Documents/in/Stratification?f_ri=5792"},{"id":25895,"name":"Social Identification","url":"https://www.academia.edu/Documents/in/Social_Identification?f_ri=5792"},{"id":26879,"name":"Social Class","url":"https://www.academia.edu/Documents/in/Social_Class?f_ri=5792"},{"id":30181,"name":"Gender Identity","url":"https://www.academia.edu/Documents/in/Gender_Identity?f_ri=5792"},{"id":68882,"name":"British Sociology","url":"https://www.academia.edu/Documents/in/British_Sociology?f_ri=5792"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=5792"},{"id":100383,"name":"Stereotyping","url":"https://www.academia.edu/Documents/in/Stereotyping?f_ri=5792"},{"id":171575,"name":"Material","url":"https://www.academia.edu/Documents/in/Material?f_ri=5792"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=5792"},{"id":219123,"name":"Ethnic Groups","url":"https://www.academia.edu/Documents/in/Ethnic_Groups?f_ri=5792"},{"id":250038,"name":"Health Care Rationing","url":"https://www.academia.edu/Documents/in/Health_Care_Rationing?f_ri=5792"},{"id":349820,"name":"Social relations","url":"https://www.academia.edu/Documents/in/Social_relations?f_ri=5792"},{"id":2345130,"name":"Socioeconomic Factors","url":"https://www.academia.edu/Documents/in/Socioeconomic_Factors?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36047291" data-work_id="36047291" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36047291/_By_Force_of_Expectation_Colonization_Public_Lands_and_the_Property_Relation_">"By Force of Expectation: Colonization, Public Lands, and the Property Relation"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Not-guilty verdicts, mistrials, and impunity for the Bundy family and many of their supporters in the armed confrontations over public land use in Nevada and Oregon. Expanded access for private oil, gas, mining, and logging industries and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36047291" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Not-guilty verdicts, mistrials, and impunity for the Bundy family and many of their supporters in the armed confrontations over public land use in Nevada and Oregon. Expanded access for private oil, gas, mining, and logging industries and the downsizing of national monuments such as Bears Ears lead by Secretary of the Interior Ryan Zinke. A number of highly contentious debates and sensationalized events have again focused attention on land held in the public domain by the United States. This essay argues that federal land policy as a form of colonial administration has been constitutive for the logic of expectation as property in what is now the United States. From the state land cessions negotiated on behalf of the Articles of Confederation to the preemption acts (1830–1841) to the homestead acts (1862–1916) to present-day demands for land transfer, the acquisition and disposal of the so-called public domain have been central to westward colonization, the consolidation of the nation-state, and the promise of land ownership as the ostensible foundation of individual liberty. These dynamics are evident in contemporary conflicts over public lands and arguments for the transfer of public lands to either state or private ownership. Approaching the Bundy occupations as flashpoints that illuminate competing interpretations and claims to land within the history of westward colonization, this essay seeks to demonstrate the ways in which expectation emerges from particular economies of dispossession of indigenous peoples that have historically worked through and across the division of public and private property.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36047291" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="577fc0f4cccce97a3db0c821c2a3fc6c" rel="nofollow" data-download="{"attachment_id":55933459,"asset_id":36047291,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55933459/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2842469" href="https://unm.academia.edu/AlyoshaGoldstein">Alyosha Goldstein</a><script data-card-contents-for-user="2842469" type="text/json">{"id":2842469,"first_name":"Alyosha","last_name":"Goldstein","domain_name":"unm","page_name":"AlyoshaGoldstein","display_name":"Alyosha Goldstein","profile_url":"https://unm.academia.edu/AlyoshaGoldstein?f_ri=5792","photo":"https://0.academia-photos.com/2842469/2803461/40302902/s65_alyosha.goldstein.jpg"}</script></span></span></li><li class="js-paper-rank-work_36047291 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36047291"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36047291, container: ".js-paper-rank-work_36047291", }); 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Expanded access for private oil, gas, mining, and logging industries and the downsizing of national monuments such as Bears Ears lead by Secretary of the Interior Ryan Zinke. A number of highly contentious debates and sensationalized events have again focused attention on land held in the public domain by the United States. This essay argues that federal land policy as a form of colonial administration has been constitutive for the logic of expectation as property in what is now the United States. From the state land cessions negotiated on behalf of the Articles of Confederation to the preemption acts (1830–1841) to the homestead acts (1862–1916) to present-day demands for land transfer, the acquisition and disposal of the so-called public domain have been central to westward colonization, the consolidation of the nation-state, and the promise of land ownership as the ostensible foundation of individual liberty. 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js-work-card work_9031734" data-work_id="9031734" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9031734/Active_Learning_Social_Justice_Education_and_Participatory_Action_Research">Active Learning: Social Justice Education and Participatory Action Research</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9031734" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research (PAR) as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real-world consequences, participatory action research can serve as a model for meaningful urban school reform.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9031734" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a78a1c96dbb0e3226a808e332a3446ab" rel="nofollow" data-download="{"attachment_id":62144850,"asset_id":9031734,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62144850/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9083227" href="https://mills.academia.edu/DanaEWright">Dana E. 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Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research (PAR) as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real-world consequences, participatory action research can serve as a model for meaningful urban school reform.","downloadable_attachments":[{"id":62144850,"asset_id":9031734,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9083227,"first_name":"Dana E.","last_name":"Wright","domain_name":"mills","page_name":"DanaEWright","display_name":"Dana E. Wright","profile_url":"https://mills.academia.edu/DanaEWright?f_ri=5792","photo":"https://0.academia-photos.com/9083227/2946422/88112998/s65_dana_e..wright.jpg"}],"research_interests":[{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=5792","nofollow":true},{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=5792","nofollow":true},{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=5792","nofollow":true},{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=5792","nofollow":true},{"id":4620,"name":"Urban Education","url":"https://www.academia.edu/Documents/in/Urban_Education?f_ri=5792"},{"id":4900,"name":"Situated Learning","url":"https://www.academia.edu/Documents/in/Situated_Learning?f_ri=5792"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=5792"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=5792"},{"id":14832,"name":"Positive Youth Development","url":"https://www.academia.edu/Documents/in/Positive_Youth_Development?f_ri=5792"},{"id":16742,"name":"Urban Sociology","url":"https://www.academia.edu/Documents/in/Urban_Sociology?f_ri=5792"},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=5792"},{"id":32873,"name":"Participatory Action Research with Youth","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research_with_Youth?f_ri=5792"},{"id":46451,"name":"Scaffolding learners' collaborative inquiry","url":"https://www.academia.edu/Documents/in/Scaffolding_learners_collaborative_inquiry?f_ri=5792"},{"id":57280,"name":"Youth development","url":"https://www.academia.edu/Documents/in/Youth_development?f_ri=5792"},{"id":61922,"name":"Agency","url":"https://www.academia.edu/Documents/in/Agency?f_ri=5792"},{"id":154002,"name":"Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum \u0026 Development","url":"https://www.academia.edu/Documents/in/Urban_Education_Critical_Theory_Pedagogy_Critical_Literacies_Youth_Culture_Hip_Hop_Culture_Curr?f_ri=5792"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=5792"},{"id":312685,"name":"Social Foundations of Education","url":"https://www.academia.edu/Documents/in/Social_Foundations_of_Education?f_ri=5792"},{"id":501009,"name":"Community participation and engagement","url":"https://www.academia.edu/Documents/in/Community_participation_and_engagement?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55506901" data-work_id="55506901" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55506901/King_County_Superior_Court_US_Bank_v_Petersons_Petersons_Opposition_to_motion_to_amend">King County Superior Court - US Bank v Petersons - Petersons' Opposition to motion to amend</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This Court should not follow the Panel’s suggestion that Petersons’ challenge to personal jurisdiction be waived because no party made this argument to either this Court or the Court of Appeals. Under our system of government, the role of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55506901" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Court should not follow the Panel’s suggestion that Petersons’ challenge to personal jurisdiction be waived because no party made this argument to either this Court or the Court of Appeals. Under our system of government, the role of courts is not to advance arguments in<br />support of any of the adverse parties. United States v. Sineneng-Smith, 140 S. Ct. 1575 (2020)(“In our adversarial system of adjudication, . . . in both civil and criminal cases, in the first instance and on appeal . . ., we rely on the parties to frame the issues for decision and assign to courts the role of neutral arbiter of matters the parties present.” Id. at 140 S. Ct at 1579 (quotation marks omitted).) Cf. English v. Buss, supra., at **11-14 (unpublished) (Held one judge could review the order of another judge where lack of procedural due process was apparent.) See also RAP 2.5.<br />Had Division One panel’s waiver argument been made by the opposing party and its counsel the Petersons, through their counsel, would have been able to demonstrate this position should be rejected because the record reflects the Petersons never agreed to waive their right to adequate, non-fraudulent service of process, which includes being “duly cited to appear.” As to this right, see e.g., Hovey v. Elliott, 167 U.S. 409, 418 (1897); Garrison v. Cheeney, 1 Wash. Terr, 489, 503 (1875); Galpin v. Page, 85 U.S. (18 Wall.) 350, 368-69 (1873) (“It is a rule, old as the law, . . . , that no one shall be personally bound until he has had his day in court, by which is meant, until he has been duly cited to appear, and has been afforded an opportunity to be heard.”)<br /><br />As to the law that waiver of constitutional rights must be knowing, intelligent, and voluntary, see State v. Herron, 183 Wn.2d 737, 743-45, 356 P.3d 709, 712-13 (2015). In fact, a court must “indulge every reasonable presumption against waiver of fundamental rights.” State v. Frawley, 181 Wn.2d 452, 461, 334 P.3d 1022 (2014). Under these constitutional principles there was no waiver of the Petersons’ right, asserted in their answer and other pleadings, not to be hailed into<br />a court that had no personal jurisdiction over them. <br /><br />Another reason that failure to file a specific motion to dismiss for a lack of personal jurisdiction pursuant to KCLR 7(b)(5) was not required is because CR 12(h)(1) specifically provides “A defense of lack of jurisdiction over the person, improper venue, insufficiency of process, or insufficiency of service of process is waived . . . (B) if it is neither made by motion under this rule nor included in a responsive pleading or an amendment thereof permitted by rule 15(a) to be made as a matter of course.” Here, these personal jurisdiction defenses were clearly asserted in the Petersons’ Answer, Affirmative Defenses, and Response to the Bank’s motion for summary judgment. And even if it was the intent of this superior court to require persons to file motions to dismiss under these circumstances, a superior court does not have the authority to<br />compel this result as local rules cannot alter the Washington Rules of Civil Procedure. See Parry v. Windermere Real Estate/East, 102 Wn. App. 920, 928-29 (2000)(Local Rule cannot waive right under CR 12(h) to assert personal jurisdiction defenses in answer); See also Harbor Enters. v. Gudjonsson, 116 Wn.2d 283, 293 (1991); State v. Chavez, 111 Wn.2d 548, 554 (1988)(Local court rules are subordinate to state rules of civil procedure). <br /><br />In summary, and with such respect as is due the Panel’s suggestion that the Bank’s motion to amend should be granted, it is Petersons’ contention that judges must respect citizens constitutional rights and not waive them without a factual basis for doing so. Similarly, with<br />respect, the Panel had no constitutional authority—and violated the Petersons’ right to due process of law—when it invented an argument to help the Bank, which was inconsistent with the Civil Rues and cases interpreting them. Thus, this Court should also not waive the Petersons’ right to adequate service of process before granting a motion to amend because such a result would be futile under existing law, notwithstanding anything the Court of Appeals panel has said. Colvin v. Inslee, 195 Wn.2d 879, 899-901 (2020)<br />                                      *                                  *                                  *<br /><br />Not since the United States Supreme Court’s constitutionally and morally bankrupt decision in Sanford v. Scott, 60 U.S. 393 (1857)2 has the integrity of America’s judicial system been more in doubt than it is now. See e.g., The Wall Street Journal, “131 Federal Judges Broke the Law<br />by Hearing Cases Where They Had a Financial Interest” (September 28, 2021); House Judiciary Committee, Nadler & Johnson Statement on Reports Federal Judges Broke the Law by Hearing Cases<br />Where They Had a Financial Interest (September 29, 2021)4. The problem an economically biased judiciary poses for our democratic republic is that it undercuts the basic premises upon which this<br />nation was founded, i.e., separation of powers, checks and balances, federalism, and due process of law. Unfortunately, for us, the People, these constitutional structures are not self enforcing, but must be enforced by those who have been economically incentivized to promote the interests of government workers—and their creditor allies—against this nation’s citizens.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55506901" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a8133d885b8cc7af13aa03b078380bda" rel="nofollow" data-download="{"attachment_id":71345214,"asset_id":55506901,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71345214/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14132373" href="https://nomaduniversity.academia.edu/ScottStafne">Scott Stafne</a><script data-card-contents-for-user="14132373" type="text/json">{"id":14132373,"first_name":"Scott","last_name":"Stafne","domain_name":"nomaduniversity","page_name":"ScottStafne","display_name":"Scott Stafne","profile_url":"https://nomaduniversity.academia.edu/ScottStafne?f_ri=5792","photo":"https://0.academia-photos.com/14132373/3886314/4544887/s65_scott.stafne.jpg"}</script></span></span></li><li class="js-paper-rank-work_55506901 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55506901"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55506901, container: ".js-paper-rank-work_55506901", }); 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Under our system of government, the role of courts is not to advance arguments in\nsupport of any of the adverse parties. United States v. Sineneng-Smith, 140 S. Ct. 1575 (2020)(“In our adversarial system of adjudication, . . . in both civil and criminal cases, in the first instance and on appeal . . ., we rely on the parties to frame the issues for decision and assign to courts the role of neutral arbiter of matters the parties present.” Id. at 140 S. Ct at 1579 (quotation marks omitted).) Cf. English v. Buss, supra., at **11-14 (unpublished) (Held one judge could review the order of another judge where lack of procedural due process was apparent.) See also RAP 2.5.\nHad Division One panel’s waiver argument been made by the opposing party and its counsel the Petersons, through their counsel, would have been able to demonstrate this position should be rejected because the record reflects the Petersons never agreed to waive their right to adequate, non-fraudulent service of process, which includes being “duly cited to appear.” As to this right, see e.g., Hovey v. Elliott, 167 U.S. 409, 418 (1897); Garrison v. Cheeney, 1 Wash. Terr, 489, 503 (1875); Galpin v. Page, 85 U.S. (18 Wall.) 350, 368-69 (1873) (“It is a rule, old as the law, . . . , that no one shall be personally bound until he has had his day in court, by which is meant, until he has been duly cited to appear, and has been afforded an opportunity to be heard.”)\n\nAs to the law that waiver of constitutional rights must be knowing, intelligent, and voluntary, see State v. Herron, 183 Wn.2d 737, 743-45, 356 P.3d 709, 712-13 (2015). In fact, a court must “indulge every reasonable presumption against waiver of fundamental rights.” State v. Frawley, 181 Wn.2d 452, 461, 334 P.3d 1022 (2014). Under these constitutional principles there was no waiver of the Petersons’ right, asserted in their answer and other pleadings, not to be hailed into\na court that had no personal jurisdiction over them. \n\nAnother reason that failure to file a specific motion to dismiss for a lack of personal jurisdiction pursuant to KCLR 7(b)(5) was not required is because CR 12(h)(1) specifically provides “A defense of lack of jurisdiction over the person, improper venue, insufficiency of process, or insufficiency of service of process is waived . . . (B) if it is neither made by motion under this rule nor included in a responsive pleading or an amendment thereof permitted by rule 15(a) to be made as a matter of course.” Here, these personal jurisdiction defenses were clearly asserted in the Petersons’ Answer, Affirmative Defenses, and Response to the Bank’s motion for summary judgment. And even if it was the intent of this superior court to require persons to file motions to dismiss under these circumstances, a superior court does not have the authority to\ncompel this result as local rules cannot alter the Washington Rules of Civil Procedure. See Parry v. Windermere Real Estate/East, 102 Wn. App. 920, 928-29 (2000)(Local Rule cannot waive right under CR 12(h) to assert personal jurisdiction defenses in answer); See also Harbor Enters. v. Gudjonsson, 116 Wn.2d 283, 293 (1991); State v. Chavez, 111 Wn.2d 548, 554 (1988)(Local court rules are subordinate to state rules of civil procedure). \n\nIn summary, and with such respect as is due the Panel’s suggestion that the Bank’s motion to amend should be granted, it is Petersons’ contention that judges must respect citizens constitutional rights and not waive them without a factual basis for doing so. Similarly, with\nrespect, the Panel had no constitutional authority—and violated the Petersons’ right to due process of law—when it invented an argument to help the Bank, which was inconsistent with the Civil Rues and cases interpreting them. Thus, this Court should also not waive the Petersons’ right to adequate service of process before granting a motion to amend because such a result would be futile under existing law, notwithstanding anything the Court of Appeals panel has said. Colvin v. Inslee, 195 Wn.2d 879, 899-901 (2020)\n * * *\n\nNot since the United States Supreme Court’s constitutionally and morally bankrupt decision in Sanford v. Scott, 60 U.S. 393 (1857)2 has the integrity of America’s judicial system been more in doubt than it is now. See e.g., The Wall Street Journal, “131 Federal Judges Broke the Law\nby Hearing Cases Where They Had a Financial Interest” (September 28, 2021); House Judiciary Committee, Nadler \u0026 Johnson Statement on Reports Federal Judges Broke the Law by Hearing Cases\nWhere They Had a Financial Interest (September 29, 2021)4. The problem an economically biased judiciary poses for our democratic republic is that it undercuts the basic premises upon which this\nnation was founded, i.e., separation of powers, checks and balances, federalism, and due process of law. Unfortunately, for us, the People, these constitutional structures are not self enforcing, but must be enforced by those who have been economically incentivized to promote the interests of government workers—and their creditor allies—against this nation’s citizens.\n","downloadable_attachments":[{"id":71345214,"asset_id":55506901,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14132373,"first_name":"Scott","last_name":"Stafne","domain_name":"nomaduniversity","page_name":"ScottStafne","display_name":"Scott Stafne","profile_url":"https://nomaduniversity.academia.edu/ScottStafne?f_ri=5792","photo":"https://0.academia-photos.com/14132373/3886314/4544887/s65_scott.stafne.jpg"}],"research_interests":[{"id":534,"name":"Law","url":"https://www.academia.edu/Documents/in/Law?f_ri=5792","nofollow":true},{"id":548,"name":"Civil Law","url":"https://www.academia.edu/Documents/in/Civil_Law?f_ri=5792","nofollow":true},{"id":2142,"name":"Access to Justice","url":"https://www.academia.edu/Documents/in/Access_to_Justice?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":6728,"name":"Philosophy Of Law","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Law?f_ri=5792"},{"id":10191,"name":"Justice","url":"https://www.academia.edu/Documents/in/Justice?f_ri=5792"},{"id":12450,"name":"Equity and Trusts","url":"https://www.academia.edu/Documents/in/Equity_and_Trusts?f_ri=5792"},{"id":12914,"name":"Political Corruption","url":"https://www.academia.edu/Documents/in/Political_Corruption?f_ri=5792"},{"id":54089,"name":"Anti-Corruption","url":"https://www.academia.edu/Documents/in/Anti-Corruption?f_ri=5792"},{"id":73699,"name":"Corruption","url":"https://www.academia.edu/Documents/in/Corruption?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29771843" data-work_id="29771843" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29771843/The_Cultural_Moral_Right_to_a_Basic_Minimum_of_Accessible_Health_Care">The Cultural Moral Right to a Basic Minimum of Accessible Health Care</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">1) The conception of a cultural moral right is useful in capturing the social-moral realities that underlie debate about universal health care. In asserting such rights, individuals make claims above and beyond their legal rights, but... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29771843" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">1) The conception of a cultural moral right is useful in capturing the social-moral realities that underlie debate about universal health care. In asserting such rights, individuals make claims above and beyond their legal rights, but those claims are based on the society's existing commitments and moral culture. In the United States such a right to accessible basic health care is generated by various empirical social facts, primarily the conjunction of the legal requirement of access to emergency care with widely held principles about unfair free riding and just sharing of costs between well and ill. The right can get expressed in social policy through either single-payer or mandated insurance. (2) The same elements that generate this right provide modest assistance in determining its content, the structure and scope of a basic minimum of care. They justify limits on patient cost sharing, require comparative effectiveness, and make cost considerations relevant. They shed light on the status of expensive, marginally life extending, last-chance therapies, as well as life support for PVS patients. They are of less assistance in settling contentious debates about screening for breast and prostate cancer and treatments for infertility and erectile dysfunction, but even there they establish a useful framework for discussion. Scarcity of resources need not be a leading conceptual consideration in discerning a basic minimum. More important are the societal elements that generate the cultural moral right to a basic minimum.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29771843" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f9cbf33a7c71f173ea3087ad3af29a8" rel="nofollow" data-download="{"attachment_id":50222788,"asset_id":29771843,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50222788/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4089486" href="https://plu.academia.edu/PaulTMenzel">Paul T Menzel</a><script data-card-contents-for-user="4089486" type="text/json">{"id":4089486,"first_name":"Paul T","last_name":"Menzel","domain_name":"plu","page_name":"PaulTMenzel","display_name":"Paul T Menzel","profile_url":"https://plu.academia.edu/PaulTMenzel?f_ri=5792","photo":"https://0.academia-photos.com/4089486/1574817/1907008/s65_paul.menzel.jpg"}</script></span></span></li><li class="js-paper-rank-work_29771843 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29771843"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29771843, container: ".js-paper-rank-work_29771843", }); 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In asserting such rights, individuals make claims above and beyond their legal rights, but those claims are based on the society's existing commitments and moral culture. In the United States such a right to accessible basic health care is generated by various empirical social facts, primarily the conjunction of the legal requirement of access to emergency care with widely held principles about unfair free riding and just sharing of costs between well and ill. The right can get expressed in social policy through either single-payer or mandated insurance. (2) The same elements that generate this right provide modest assistance in determining its content, the structure and scope of a basic minimum of care. They justify limits on patient cost sharing, require comparative effectiveness, and make cost considerations relevant. They shed light on the status of expensive, marginally life extending, last-chance therapies, as well as life support for PVS patients. They are of less assistance in settling contentious debates about screening for breast and prostate cancer and treatments for infertility and erectile dysfunction, but even there they establish a useful framework for discussion. Scarcity of resources need not be a leading conceptual consideration in discerning a basic minimum. More important are the societal elements that generate the cultural moral right to a basic minimum.","downloadable_attachments":[{"id":50222788,"asset_id":29771843,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4089486,"first_name":"Paul T","last_name":"Menzel","domain_name":"plu","page_name":"PaulTMenzel","display_name":"Paul T Menzel","profile_url":"https://plu.academia.edu/PaulTMenzel?f_ri=5792","photo":"https://0.academia-photos.com/4089486/1574817/1907008/s65_paul.menzel.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=5792","nofollow":true},{"id":906,"name":"Applied Ethics","url":"https://www.academia.edu/Documents/in/Applied_Ethics?f_ri=5792","nofollow":true},{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=5792","nofollow":true},{"id":2592,"name":"Human 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characteristics","url":"https://www.academia.edu/Documents/in/cultural_characteristics?f_ri=5792"},{"id":2549475,"name":"Health Services Accessibility","url":"https://www.academia.edu/Documents/in/Health_Services_Accessibility?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10994996" data-work_id="10994996" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10994996/The_Black_Sonrise_Oakland_Unified_School_Districts_Commitment_to_Address_and_Eliminate_Institutionalized_Racism">The Black Sonrise: Oakland Unified School District's Commitment to Address and Eliminate Institutionalized Racism</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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Studies","url":"https://www.academia.edu/Documents/in/African_American_Studies?f_ri=5792","nofollow":true},{"id":16742,"name":"Urban Sociology","url":"https://www.academia.edu/Documents/in/Urban_Sociology?f_ri=5792","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80360154" data-work_id="80360154" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80360154/Social_Housing_and_Housing_Justice_Pathways_to_Housing_Decommodification">Social Housing and Housing Justice: Pathways to Housing Decommodification</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In the face of a housing crisis rooted in commodification, there is growing alignment within both activist and scholarly circles over the need to reverse this trend and move toward decommodification. There is work left to be done,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80360154" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In the face of a housing crisis rooted in commodification, there is growing alignment within both activist and scholarly circles over the need to reverse this trend and move toward decommodification. There is work left to be done, however, in conceptualizing how to get there. Housing and tenant groups challenge the logic of extraction through their day-to-day struggles in privately-held rental housing. The policy priorities of this movement are rooted in housing justice. By giving tenants more power over where they live through rent regulation, eviction protections, robust code enforcement, and other forms of legal recourse, these policies make real estate speculation less profitable. In parallel, there is a growing call for social housing conversions through both public takings and private land and property acquisition to realize a vision of housing that prioritizes decommodification, deep affordability, and democratic management. But how do these visions of housing decommodification relate to one another? In our forthcoming project Pathways to Social Housing in New York, we draw out connections between these different strategies, outlining a broad collection of policies that together can present a road to housing decommodification, both within our state and elsewhere around the country. In particular, we argue that to decommodify urban property, we need to fight not only for policy and funding which transfers land and housing to social ownership, but also for policies that make extractive and predatory housing models less viable and organizing more feasible. We need a strategy that incorporates both social housing and housing justice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80360154" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b7ea29176ced7c4cc0c5a73dce75de38" rel="nofollow" data-download="{"attachment_id":86768051,"asset_id":80360154,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86768051/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31724793" href="https://gc-cuny.academia.edu/SamuelStein">Samuel Stein</a><script data-card-contents-for-user="31724793" type="text/json">{"id":31724793,"first_name":"Samuel","last_name":"Stein","domain_name":"gc-cuny","page_name":"SamuelStein","display_name":"Samuel Stein","profile_url":"https://gc-cuny.academia.edu/SamuelStein?f_ri=5792","photo":"https://0.academia-photos.com/31724793/9410197/17981354/s65_samuel.stein.jpg"}</script></span></span></li><li class="js-paper-rank-work_80360154 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80360154"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80360154, container: ".js-paper-rank-work_80360154", }); 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$(".js-view-count[data-work-id=80360154]").text(description); $(".js-view-count-work_80360154").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80360154").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80360154"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="41" rel="nofollow" href="https://www.academia.edu/Documents/in/Real_Estate">Real Estate</a>, <script data-card-contents-for-ri="41" type="text/json">{"id":41,"name":"Real Estate","url":"https://www.academia.edu/Documents/in/Real_Estate?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="261" rel="nofollow" href="https://www.academia.edu/Documents/in/Geography">Geography</a>, <script data-card-contents-for-ri="261" type="text/json">{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="277" rel="nofollow" href="https://www.academia.edu/Documents/in/Urban_Geography">Urban Geography</a>, <script data-card-contents-for-ri="277" type="text/json">{"id":277,"name":"Urban Geography","url":"https://www.academia.edu/Documents/in/Urban_Geography?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2431" rel="nofollow" href="https://www.academia.edu/Documents/in/Urban_Politics">Urban Politics</a><script data-card-contents-for-ri="2431" type="text/json">{"id":2431,"name":"Urban Politics","url":"https://www.academia.edu/Documents/in/Urban_Politics?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80360154]'), work: {"id":80360154,"title":"Social Housing and Housing Justice: Pathways to Housing Decommodification","created_at":"2022-05-31T05:17:03.239-07:00","url":"https://www.academia.edu/80360154/Social_Housing_and_Housing_Justice_Pathways_to_Housing_Decommodification?f_ri=5792","dom_id":"work_80360154","summary":"In the face of a housing crisis rooted in commodification, there is growing alignment within both activist and scholarly circles over the need to reverse this trend and move toward decommodification. There is work left to be done, however, in conceptualizing how to get there. Housing and tenant groups challenge the logic of extraction through their day-to-day struggles in privately-held rental housing. The policy priorities of this movement are rooted in housing justice. By giving tenants more power over where they live through rent regulation, eviction protections, robust code enforcement, and other forms of legal recourse, these policies make real estate speculation less profitable. In parallel, there is a growing call for social housing conversions through both public takings and private land and property acquisition to realize a vision of housing that prioritizes decommodification, deep affordability, and democratic management. But how do these visions of housing decommodification relate to one another? In our forthcoming project Pathways to Social Housing in New York, we draw out connections between these different strategies, outlining a broad collection of policies that together can present a road to housing decommodification, both within our state and elsewhere around the country. In particular, we argue that to decommodify urban property, we need to fight not only for policy and funding which transfers land and housing to social ownership, but also for policies that make extractive and predatory housing models less viable and organizing more feasible. We need a strategy that incorporates both social housing and housing justice.\r\n","downloadable_attachments":[{"id":86768051,"asset_id":80360154,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31724793,"first_name":"Samuel","last_name":"Stein","domain_name":"gc-cuny","page_name":"SamuelStein","display_name":"Samuel Stein","profile_url":"https://gc-cuny.academia.edu/SamuelStein?f_ri=5792","photo":"https://0.academia-photos.com/31724793/9410197/17981354/s65_samuel.stein.jpg"}],"research_interests":[{"id":41,"name":"Real Estate","url":"https://www.academia.edu/Documents/in/Real_Estate?f_ri=5792","nofollow":true},{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=5792","nofollow":true},{"id":277,"name":"Urban Geography","url":"https://www.academia.edu/Documents/in/Urban_Geography?f_ri=5792","nofollow":true},{"id":2431,"name":"Urban Politics","url":"https://www.academia.edu/Documents/in/Urban_Politics?f_ri=5792","nofollow":true},{"id":2485,"name":"Land and Property Development","url":"https://www.academia.edu/Documents/in/Land_and_Property_Development?f_ri=5792"},{"id":3874,"name":"Community Organizing","url":"https://www.academia.edu/Documents/in/Community_Organizing?f_ri=5792"},{"id":4808,"name":"Urban Planning","url":"https://www.academia.edu/Documents/in/Urban_Planning?f_ri=5792"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":7725,"name":"Urban Studies","url":"https://www.academia.edu/Documents/in/Urban_Studies?f_ri=5792"},{"id":8888,"name":"Regional Planning/Development","url":"https://www.academia.edu/Documents/in/Regional_Planning_Development?f_ri=5792"},{"id":9252,"name":"Housing Policy","url":"https://www.academia.edu/Documents/in/Housing_Policy?f_ri=5792"},{"id":9521,"name":"Housing","url":"https://www.academia.edu/Documents/in/Housing?f_ri=5792"},{"id":14769,"name":"Landlord \u0026 Tenant Law","url":"https://www.academia.edu/Documents/in/Landlord_and_Tenant_Law?f_ri=5792"},{"id":18886,"name":"Urban Policy","url":"https://www.academia.edu/Documents/in/Urban_Policy?f_ri=5792"},{"id":20082,"name":"Urban Political Economy","url":"https://www.academia.edu/Documents/in/Urban_Political_Economy?f_ri=5792"},{"id":25963,"name":"Housing Policies","url":"https://www.academia.edu/Documents/in/Housing_Policies?f_ri=5792"},{"id":47281,"name":"Social Housing","url":"https://www.academia.edu/Documents/in/Social_Housing?f_ri=5792"},{"id":83555,"name":"Housing finance","url":"https://www.academia.edu/Documents/in/Housing_finance?f_ri=5792"},{"id":87786,"name":"New York City","url":"https://www.academia.edu/Documents/in/New_York_City?f_ri=5792"},{"id":248366,"name":"New York","url":"https://www.academia.edu/Documents/in/New_York?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30693889" data-work_id="30693889" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30693889/_What_difference_does_difference_make_Diversity_Intersectionality_and_Transnational_Feminist_Politics_Wagadu_A_Journal_of_Transnational_Womens_and_Gender_Studies_2016_vol_16_pp_11_39">" What difference does difference make?" : Diversity, Intersectionality and Transnational Feminist Politics", Wagadu: A Journal of Transnational Women's and Gender Studies, 2016, vol. 16, pp. 11-39.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper engages with the formative concepts of diversity and intersectionality, inquiring how far they are used as tools for achieving (gender) justice that opens up spaces for marginalized constituencies, including racial and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30693889" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper engages with the formative concepts of diversity and intersectionality, inquiring how far they are used as tools for achieving (gender) justice that opens up spaces for marginalized constituencies, including racial and religious minorities, colonial subjects, queers, and women and how they unwittingly reify the hegemony of an entitled majority by failing to realize their emancipatory possibilities.<br /><br />URL: <a href="http://webhost1.cortland.edu/wagadu/" rel="nofollow">http://webhost1.cortland.edu/wagadu/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30693889" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4346e4fd3b498821a4aeaaec521ca121" rel="nofollow" data-download="{"attachment_id":51779135,"asset_id":30693889,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Dhawan","profile_url":"https://tu-dresden.academia.edu/NikitaDhawan?f_ri=5792","photo":"https://0.academia-photos.com/2320818/6957173/19692201/s65_nikita.dhawan.jpg"}</script></span></span></li><li class="js-paper-rank-work_30693889 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30693889"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30693889, container: ".js-paper-rank-work_30693889", }); });</script></li><li class="js-percentile-work_30693889 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30693889; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30693889"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="696" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a>, <script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2860" rel="nofollow" href="https://www.academia.edu/Documents/in/Postcolonial_Studies">Postcolonial Studies</a>, <script data-card-contents-for-ri="2860" type="text/json">{"id":2860,"name":"Postcolonial Studies","url":"https://www.academia.edu/Documents/in/Postcolonial_Studies?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a><script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30693889]'), work: {"id":30693889,"title":"\" What difference does difference make?\" : Diversity, Intersectionality and Transnational Feminist Politics\", Wagadu: A Journal of Transnational Women's and Gender Studies, 2016, vol. 16, pp. 11-39.","created_at":"2017-01-01T01:23:39.904-08:00","url":"https://www.academia.edu/30693889/_What_difference_does_difference_make_Diversity_Intersectionality_and_Transnational_Feminist_Politics_Wagadu_A_Journal_of_Transnational_Womens_and_Gender_Studies_2016_vol_16_pp_11_39?f_ri=5792","dom_id":"work_30693889","summary":"This paper engages with the formative concepts of diversity and intersectionality, inquiring how far they are used as tools for achieving (gender) justice that opens up spaces for marginalized constituencies, including racial and religious minorities, colonial subjects, queers, and women and how they unwittingly reify the hegemony of an entitled majority by failing to realize their emancipatory possibilities.\n\nURL: http://webhost1.cortland.edu/wagadu/","downloadable_attachments":[{"id":51779135,"asset_id":30693889,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2320818,"first_name":"Nikita","last_name":"Dhawan","domain_name":"tu-dresden","page_name":"NikitaDhawan","display_name":"Nikita Dhawan","profile_url":"https://tu-dresden.academia.edu/NikitaDhawan?f_ri=5792","photo":"https://0.academia-photos.com/2320818/6957173/19692201/s65_nikita.dhawan.jpg"}],"research_interests":[{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=5792","nofollow":true},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=5792","nofollow":true},{"id":2860,"name":"Postcolonial Studies","url":"https://www.academia.edu/Documents/in/Postcolonial_Studies?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":34327,"name":"Intersectionality","url":"https://www.academia.edu/Documents/in/Intersectionality?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23049370" data-work_id="23049370" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23049370/Self_Focus_and_Procedural_Fairness_The_Role_of_Self_Rumination_and_Self_Reflection">Self-Focus and Procedural Fairness: The Role of Self-Rumination and Self-Reflection</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article examined the differential role of self-rumination and selfreflection on the psychological influence of procedural fairness. Study 1 induced self-rumination and self-reflection relative to an outward-focused control.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23049370" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article examined the differential role of self-rumination and selfreflection on the psychological influence of procedural fairness. Study 1 induced self-rumination and self-reflection relative to an outward-focused control. Selfrumination increased the perceived importance of procedural fairness, whereas selfreflection decreased it. Study 2, assessing individual differences in self-rumination and self-reflection, showed that a standard procedural fairness manipulation (voice vs. no voice) predicted future interaction preferences with the enactment source among those high (but not low) in self-rumination and among those low (but not high) in self-reflection. The findings validate a multiple process approach to understanding the role of the self in procedural fairness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23049370" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c4571978ee5dab8e8c3cf0b0ebf6b17e" rel="nofollow" data-download="{"attachment_id":43554855,"asset_id":23049370,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43554855/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2061960" href="https://kuleuven.academia.edu/LievenBrebels">Lieven Brebels</a><script data-card-contents-for-user="2061960" type="text/json">{"id":2061960,"first_name":"Lieven","last_name":"Brebels","domain_name":"kuleuven","page_name":"LievenBrebels","display_name":"Lieven Brebels","profile_url":"https://kuleuven.academia.edu/LievenBrebels?f_ri=5792","photo":"https://0.academia-photos.com/2061960/675675/4571575/s65_lieven.brebels.jpg"}</script></span></span></li><li class="js-paper-rank-work_23049370 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23049370"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23049370, container: ".js-paper-rank-work_23049370", }); 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Study 1 induced self-rumination and self-reflection relative to an outward-focused control. Selfrumination increased the perceived importance of procedural fairness, whereas selfreflection decreased it. Study 2, assessing individual differences in self-rumination and self-reflection, showed that a standard procedural fairness manipulation (voice vs. no voice) predicted future interaction preferences with the enactment source among those high (but not low) in self-rumination and among those low (but not high) in self-reflection. 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H. & Brooks, J. S. (Eds.) (2014). Educational leadership for ethics and social justice: Views from the social sciences. Information Age Publishing: Charlotte, NC.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9186317" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="703f0816de3e2cad79d88033306799a9" rel="nofollow" data-download="{"attachment_id":35469039,"asset_id":9186317,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35469039/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4261419" href="https://curtinedu.academia.edu/JeffreyBrooks">Jeffrey S Brooks</a><script data-card-contents-for-user="4261419" type="text/json">{"id":4261419,"first_name":"Jeffrey","last_name":"Brooks","domain_name":"curtinedu","page_name":"JeffreyBrooks","display_name":"Jeffrey S Brooks","profile_url":"https://curtinedu.academia.edu/JeffreyBrooks?f_ri=5792","photo":"https://0.academia-photos.com/4261419/1690965/2268594/s65_jeffrey_s..brooks.jpg"}</script></span></span></li><li class="js-paper-rank-work_9186317 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9186317"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9186317, container: ".js-paper-rank-work_9186317", }); 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H. \u0026 Brooks, J. S. (Eds.) (2014). Educational leadership for ethics and social justice: Views from the social sciences. 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uri.academia.edu/CarlosGarciaQuijano">Carlos Garcia-Quijano</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KarmaNorman">Karma Norman</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-24851427'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-24851427').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_24851427 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24851427"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24851427, container: ".js-paper-rank-work_24851427", }); 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This three-year-long qualitative Delphi study constructed a quasi-comprehensive working definition for social justice, its elements, and related roles.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72595827" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="621708b8615a3ee4bf4bf2eee6249d84" rel="nofollow" data-download="{"attachment_id":81462858,"asset_id":72595827,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81462858/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2318976" href="https://hms-harvard.academia.edu/JoshHyattDHScMHLDFASHRMCPHRMHECC">Josh Hyatt DHSc, MBE, MHL, DFASHRM, CPHRM, CPPS, HEC-C</a><script data-card-contents-for-user="2318976" type="text/json">{"id":2318976,"first_name":"Josh","last_name":"Hyatt DHSc, MBE, MHL, DFASHRM, CPHRM, CPPS, HEC-C","domain_name":"hms-harvard","page_name":"JoshHyattDHScMHLDFASHRMCPHRMHECC","display_name":"Josh Hyatt DHSc, MBE, MHL, DFASHRM, CPHRM, CPPS, HEC-C","profile_url":"https://hms-harvard.academia.edu/JoshHyattDHScMHLDFASHRMCPHRMHECC?f_ri=5792","photo":"https://0.academia-photos.com/2318976/733731/3238316/s65_josh.hyatt.jpg"}</script></span></span></li><li class="js-paper-rank-work_72595827 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72595827"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72595827, container: ".js-paper-rank-work_72595827", }); 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$(".js-view-count[data-work-id=72595827]").text(description); $(".js-view-count-work_72595827").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72595827").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72595827"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a><script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72595827]'), work: {"id":72595827,"title":"Dissecting Meaning, Scope, and Roles of Social Justice and Social Action","created_at":"2022-02-28T05:47:26.612-08:00","url":"https://www.academia.edu/72595827/Dissecting_Meaning_Scope_and_Roles_of_Social_Justice_and_Social_Action?f_ri=5792","dom_id":"work_72595827","summary":"Shufutinsky et al. cial justice work. This three-year-long qualitative Delphi study constructed a quasi-comprehensive working definition for social justice, its elements, and related roles.","downloadable_attachments":[{"id":81462858,"asset_id":72595827,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2318976,"first_name":"Josh","last_name":"Hyatt DHSc, MBE, MHL, DFASHRM, CPHRM, CPPS, HEC-C","domain_name":"hms-harvard","page_name":"JoshHyattDHScMHLDFASHRMCPHRMHECC","display_name":"Josh Hyatt DHSc, MBE, MHL, DFASHRM, CPHRM, CPPS, HEC-C","profile_url":"https://hms-harvard.academia.edu/JoshHyattDHScMHLDFASHRMCPHRMHECC?f_ri=5792","photo":"https://0.academia-photos.com/2318976/733731/3238316/s65_josh.hyatt.jpg"}],"research_interests":[{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9973009" data-work_id="9973009" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9973009/_Aggravated_Homosexuality_US_Influence_in_Ugandas_Anti_Homosexuality_Bill">"Aggravated Homosexuality": US Influence in Uganda's Anti-Homosexuality Bill</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Enacted February 24, 2014 and effective until August 1, 2014, Uganda’s Anti-Homosexuality Act targeted Ugandans of minority sexual orientations and gender identities—many of whom self-identify as 'kuchu'—by imposing life sentences for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9973009" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Enacted February 24, 2014 and effective until August 1, 2014, Uganda’s Anti-Homosexuality Act targeted Ugandans of minority sexual orientations and gender identities—many of whom self-identify as 'kuchu'—by imposing life sentences for homosexual sex and same-sex marriage. The original Anti-Homosexuality Bill introduced in 2009 promised even worse for kuchus: it would have mandated that all Ugandans report known homosexuals and threatened execution for serial offenders and other perpetrators of “aggravated homosexuality.” In the context of Ugandan political conflict, emerging international human rights norms, and global asymmetries of power, Uganda has become an ideological battlefront where competing actors—both US-based and Ugandan—advance their respective visions of a just and righteous global society. These factors mandate that US-based activists and organizations painstakingly consider how (or whether) they can advocate responsibly and effectively for international human rights related to gender identity and sexual orientation. Through interdisciplinary lenses and critical analysis, this paper explores three questions: <br /> <br />• How is Uganda distinct from other sites of antigay legislation? <br />• How have US-based organizations impacted Ugandan discourse and policy toward kuchus? <br />• How can US-based rights advocates and activists campaign for kuchus without doing them further harm?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9973009" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="003f9d20cd82d0e249db64bad2e18d3a" rel="nofollow" data-download="{"attachment_id":57282256,"asset_id":9973009,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57282256/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="690273" href="https://wisc.academia.edu/LeahEntenmann">Leah Entenmann</a><script data-card-contents-for-user="690273" type="text/json">{"id":690273,"first_name":"Leah","last_name":"Entenmann","domain_name":"wisc","page_name":"LeahEntenmann","display_name":"Leah Entenmann","profile_url":"https://wisc.academia.edu/LeahEntenmann?f_ri=5792","photo":"https://0.academia-photos.com/690273/357822/431928/s65_leah.kay.jpg"}</script></span></span></li><li class="js-paper-rank-work_9973009 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9973009"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9973009, container: ".js-paper-rank-work_9973009", }); 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$(".js-view-count[data-work-id=9973009]").text(description); $(".js-view-count-work_9973009").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9973009").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9973009"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">32</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="208" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Movements">Social Movements</a>, <script data-card-contents-for-ri="208" type="text/json">{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="699" rel="nofollow" href="https://www.academia.edu/Documents/in/Queer_Studies">Queer Studies</a><script data-card-contents-for-ri="699" type="text/json">{"id":699,"name":"Queer Studies","url":"https://www.academia.edu/Documents/in/Queer_Studies?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9973009]'), work: {"id":9973009,"title":"\"Aggravated Homosexuality\": US Influence in Uganda's Anti-Homosexuality Bill","created_at":"2015-01-01T14:42:57.703-08:00","url":"https://www.academia.edu/9973009/_Aggravated_Homosexuality_US_Influence_in_Ugandas_Anti_Homosexuality_Bill?f_ri=5792","dom_id":"work_9973009","summary":"Enacted February 24, 2014 and effective until August 1, 2014, Uganda’s Anti-Homosexuality Act targeted Ugandans of minority sexual orientations and gender identities—many of whom self-identify as 'kuchu'—by imposing life sentences for homosexual sex and same-sex marriage. The original Anti-Homosexuality Bill introduced in 2009 promised even worse for kuchus: it would have mandated that all Ugandans report known homosexuals and threatened execution for serial offenders and other perpetrators of “aggravated homosexuality.” In the context of Ugandan political conflict, emerging international human rights norms, and global asymmetries of power, Uganda has become an ideological battlefront where competing actors—both US-based and Ugandan—advance their respective visions of a just and righteous global society. These factors mandate that US-based activists and organizations painstakingly consider how (or whether) they can advocate responsibly and effectively for international human rights related to gender identity and sexual orientation. Through interdisciplinary lenses and critical analysis, this paper explores three questions:\r\n\r\n• How is Uganda distinct from other sites of antigay legislation?\r\n• How have US-based organizations impacted Ugandan discourse and policy toward kuchus?\r\n• How can US-based rights advocates and activists campaign for kuchus without doing them further harm?","downloadable_attachments":[{"id":57282256,"asset_id":9973009,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":690273,"first_name":"Leah","last_name":"Entenmann","domain_name":"wisc","page_name":"LeahEntenmann","display_name":"Leah Entenmann","profile_url":"https://wisc.academia.edu/LeahEntenmann?f_ri=5792","photo":"https://0.academia-photos.com/690273/357822/431928/s65_leah.kay.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=5792","nofollow":true},{"id":188,"name":"Cultural 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class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38552890/The_Social_Psychology_of_Neoliberalism_Special_Issue_">The Social Psychology of Neoliberalism (Special Issue)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Social Psychology of Neoliberalism. For far too long psychology has ignored the tremendous influence of neoliberal ideology on virtually every facet of our lives. You can find the special issue in the Journal of Social issues right... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38552890" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Social Psychology of Neoliberalism.<br /><br />For far too long psychology has ignored the tremendous influence of neoliberal ideology on virtually every facet of our lives.<br /><br />You can find the special issue in the Journal of Social issues right here: <br /><br /><a href="https://spssi.onlinelibrary.wiley.com/toc/15404560/2019/75/1" rel="nofollow">https://spssi.onlinelibrary.wiley.com/toc/15404560/2019/75/1</a><br /><br />Best regards,<br /><br />Karim Bettache</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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{"id":38552890,"title":"The Social Psychology of Neoliberalism (Special Issue)","created_at":"2019-03-14T14:36:34.215-07:00","url":"https://www.academia.edu/38552890/The_Social_Psychology_of_Neoliberalism_Special_Issue_?f_ri=5792","dom_id":"work_38552890","summary":"The Social Psychology of Neoliberalism.\n\nFor far too long psychology has ignored the tremendous influence of neoliberal ideology on virtually every facet of our lives.\n\nYou can find the special issue in the Journal of Social issues right here: \n\nhttps://spssi.onlinelibrary.wiley.com/toc/15404560/2019/75/1\n\nBest regards,\n\nKarim Bettache","downloadable_attachments":[{"id":58624899,"asset_id":38552890,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":102227360,"first_name":"Karim","last_name":"Bettache","domain_name":"cuhk","page_name":"KarimBettache","display_name":"Karim Bettache","profile_url":"https://cuhk.academia.edu/KarimBettache?f_ri=5792","photo":"https://0.academia-photos.com/102227360/22570560/32964540/s65_karim.bettache.jpg"},{"id":21349,"first_name":"Carey","last_name":"Ryan","domain_name":"unomaha","page_name":"CareyRyan","display_name":"Carey Ryan","profile_url":"https://unomaha.academia.edu/CareyRyan?f_ri=5792","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=5792","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=5792","nofollow":true},{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=5792","nofollow":true},{"id":248,"name":"Social 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class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Gilles Deleuze and Michel Foucault are widely accepted to be central figures of post-war French philosophy. Philosophers, cultural theorists, and others have devoted considerable effort to the critical examination of the work of each of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6923084" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Gilles Deleuze and Michel Foucault are widely accepted to be central figures of post-war French philosophy. Philosophers, cultural theorists, and others have devoted considerable effort to the critical examination of the work of each of these thinkers, but despite the strong biographical and philosophical connection between Foucault and Deleuze, very little has been done to explore the relationship between them. This special issue of Foucault Studies is the first collection of essays to address this critical deficit with a rigorous comparative discussion of the work of these two philosophers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6923084" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0592f4f62cffc37f46bebe989cfe0f75" rel="nofollow" data-download="{"attachment_id":33598483,"asset_id":6923084,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33598483/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1672142" href="https://uoregon.academia.edu/NicolaeMorar">Nicolae Morar</a><script data-card-contents-for-user="1672142" type="text/json">{"id":1672142,"first_name":"Nicolae","last_name":"Morar","domain_name":"uoregon","page_name":"NicolaeMorar","display_name":"Nicolae Morar","profile_url":"https://uoregon.academia.edu/NicolaeMorar?f_ri=5792","photo":"https://0.academia-photos.com/1672142/579490/720320/s65_nicolae.morar.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-6923084">+2</span><div class="hidden js-additional-users-6923084"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://udenver.academia.edu/ThomasNail">Thomas Nail</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://purdue.academia.edu/DanielSmith">Daniel W Smith</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-6923084'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-6923084').html(); 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data-work_id="67427384" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67427384/Cindy_Brown_News_Alert_Breaking_the_Insidious_Silence">Cindy Brown News Alert Breaking the Insidious Silence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Fresh off a California court victory in the Cindy Brown vs. Bank of New York Mellon case, this report showcases the ongoing crisis of inequalities in access to civil justice facing all Americans regardless of income or race and sets the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67427384" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Fresh off a California court victory in the Cindy Brown vs. Bank of New York Mellon case, this report showcases the ongoing crisis of inequalities in access to civil justice facing all Americans regardless of income or race and sets the stage for a long-awaited trial court showdown on March 15, 2022.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67427384" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="897b035d2d4760ece8742808995aca72" rel="nofollow" data-download="{"attachment_id":78248173,"asset_id":67427384,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" 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Stafne","profile_url":"https://nomaduniversity.academia.edu/ScottStafne?f_ri=5792","photo":"https://0.academia-photos.com/14132373/3886314/4544887/s65_scott.stafne.jpg"}</script></span></span></li><li class="js-paper-rank-work_67427384 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67427384"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67427384, container: ".js-paper-rank-work_67427384", }); });</script></li><li class="js-percentile-work_67427384 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67427384; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6728" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_Of_Law">Philosophy Of Law</a><script data-card-contents-for-ri="6728" type="text/json">{"id":6728,"name":"Philosophy Of Law","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Law?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67427384]'), work: {"id":67427384,"title":"Cindy Brown News Alert Breaking the Insidious 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Corruption","url":"https://www.academia.edu/Documents/in/Economics_of_Corruption?f_ri=5792"},{"id":51753,"name":"Genocide","url":"https://www.academia.edu/Documents/in/Genocide?f_ri=5792"},{"id":73699,"name":"Corruption","url":"https://www.academia.edu/Documents/in/Corruption?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34633407 coauthored" data-work_id="34633407" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34633407/_She_invited_other_people_to_that_space_audience_habitus_place_and_social_justice_in_Beyonc%C3%A9s_Lemonade">"She invited other people to that space" : audience habitus, place, and social justice in Beyoncé's Lemonade</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We argue that place offers an effective framework for connecting popular culture with social justice narratives by exploring audience interpretations of Lemonade in 2016’s tumultuous racial climate. Working from interviews with 35 of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34633407" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We argue that place offers an effective framework for connecting popular culture with social justice narratives by exploring audience interpretations of Lemonade in 2016’s tumultuous racial climate. Working from interviews with 35 of Lemonade’s listeners/viewers regarding their understanding of the album, we argue that audience members used Lemonade to plot spaces of racial pride, community, and equality. Supporting previous audience studies’ findings, Beyoncé’s audiences engaged actively with the text and explored the complex symbolism through interpretive communities, but the audiences we spoke with also transcended these spaces. Using Lemonade as a tool to understand and reimagine historical social movements, audiences deployed the album to cultivate an anti-racist habitus in attempts to make their worlds more just.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34633407" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d4babc611c53da76fc8f7159e55851df" rel="nofollow" data-download="{"attachment_id":54495293,"asset_id":34633407,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54495293/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4959894" href="https://memphis.academia.edu/AmandaNellEdgar">Amanda Nell Edgar</a><script data-card-contents-for-user="4959894" type="text/json">{"id":4959894,"first_name":"Amanda Nell","last_name":"Edgar","domain_name":"memphis","page_name":"AmandaNellEdgar","display_name":"Amanda Nell Edgar","profile_url":"https://memphis.academia.edu/AmandaNellEdgar?f_ri=5792","photo":"https://0.academia-photos.com/4959894/2145748/48764906/s65_amanda_nell.edgar.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34633407">+1</span><div class="hidden js-additional-users-34633407"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://memphis.academia.edu/AshtonToone">Ashton Toone</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34633407'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34633407').html(); 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Working from interviews with 35 of Lemonade’s listeners/viewers regarding their understanding of the album, we argue that audience members used Lemonade to plot spaces of racial pride, community, and equality. Supporting previous audience studies’ findings, Beyoncé’s audiences engaged actively with the text and explored the complex symbolism through interpretive communities, but the audiences we spoke with also transcended these spaces. Using Lemonade as a tool to understand and reimagine historical social movements, audiences deployed the album to cultivate an anti-racist habitus in attempts to make their worlds more just.","downloadable_attachments":[{"id":54495293,"asset_id":34633407,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4959894,"first_name":"Amanda Nell","last_name":"Edgar","domain_name":"memphis","page_name":"AmandaNellEdgar","display_name":"Amanda Nell Edgar","profile_url":"https://memphis.academia.edu/AmandaNellEdgar?f_ri=5792","photo":"https://0.academia-photos.com/4959894/2145748/48764906/s65_amanda_nell.edgar.jpeg"},{"id":68799389,"first_name":"Ashton","last_name":"Toone","domain_name":"memphis","page_name":"AshtonToone","display_name":"Ashton Toone","profile_url":"https://memphis.academia.edu/AshtonToone?f_ri=5792","photo":"https://0.academia-photos.com/68799389/18040651/18043913/s65_ashton.toone.jpg"}],"research_interests":[{"id":3116,"name":"Space and Place","url":"https://www.academia.edu/Documents/in/Space_and_Place?f_ri=5792","nofollow":true},{"id":5583,"name":"Audience and Reception Studies","url":"https://www.academia.edu/Documents/in/Audience_and_Reception_Studies?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":13025,"name":"Habitus","url":"https://www.academia.edu/Documents/in/Habitus?f_ri=5792","nofollow":true},{"id":717414,"name":"Beyonce","url":"https://www.academia.edu/Documents/in/Beyonce?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5719042" data-work_id="5719042" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5719042/Could_there_ever_be_a_duty_to_have_children">Could there ever be a duty to have children?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter argues that there is a collective responsibility to have enough children in order to ensure that people will not, in the future, suffer great harm due to depopulation. Moreover, if people stopped having children voluntarily,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5719042" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter argues that there is a collective responsibility to have enough children in order to ensure that people will not, in the future, suffer great harm due to depopulation. Moreover, if people stopped having children voluntarily, it could be legitimate for states to incentivize and maybe even coerce individuals to bear and rear children. Various arguments against the enforceability of an individual duty to bear and rear children are examined. Coercing people to have children would come at significant moral cost; however, none of the arguments against enforceability seem decisive. The existence of a collective responsibility to have children bears on the question of whether parents and non-parents ought to shoulder the costs of childbearing and child rearing together.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5719042" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1b89e0fdaf5e6fb9c6aa9930c4ae24b1" rel="nofollow" data-download="{"attachment_id":75924562,"asset_id":5719042,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75924562/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="89050" href="https://ceu.academia.edu/AncaGheaus">Anca Gheaus</a><script data-card-contents-for-user="89050" type="text/json">{"id":89050,"first_name":"Anca","last_name":"Gheaus","domain_name":"ceu","page_name":"AncaGheaus","display_name":"Anca Gheaus","profile_url":"https://ceu.academia.edu/AncaGheaus?f_ri=5792","photo":"https://0.academia-photos.com/89050/24781/1753806/s65_anca.gheaus.jpg"}</script></span></span></li><li class="js-paper-rank-work_5719042 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5719042"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5719042, container: ".js-paper-rank-work_5719042", }); 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Moreover, if people stopped having children voluntarily, it could be legitimate for states to incentivize and maybe even coerce individuals to bear and rear children. Various arguments against the enforceability of an individual duty to bear and rear children are examined. Coercing people to have children would come at significant moral cost; however, none of the arguments against enforceability seem decisive. The existence of a collective responsibility to have children bears on the question of whether parents and non-parents ought to shoulder the costs of childbearing and child rearing together.","downloadable_attachments":[{"id":75924562,"asset_id":5719042,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":89050,"first_name":"Anca","last_name":"Gheaus","domain_name":"ceu","page_name":"AncaGheaus","display_name":"Anca Gheaus","profile_url":"https://ceu.academia.edu/AncaGheaus?f_ri=5792","photo":"https://0.academia-photos.com/89050/24781/1753806/s65_anca.gheaus.jpg"}],"research_interests":[{"id":3454,"name":"Children and Families","url":"https://www.academia.edu/Documents/in/Children_and_Families?f_ri=5792","nofollow":true},{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=5792","nofollow":true},{"id":73308,"name":"Procreation","url":"https://www.academia.edu/Documents/in/Procreation?f_ri=5792"},{"id":278769,"name":"Procreative Ethics","url":"https://www.academia.edu/Documents/in/Procreative_Ethics?f_ri=5792"},{"id":278770,"name":"The Morality of Procreation","url":"https://www.academia.edu/Documents/in/The_Morality_of_Procreation?f_ri=5792"},{"id":303598,"name":"Parents","url":"https://www.academia.edu/Documents/in/Parents?f_ri=5792"},{"id":825253,"name":"Parent-Child Relationship","url":"https://www.academia.edu/Documents/in/Parent-Child_Relationship?f_ri=5792"},{"id":977784,"name":"Future Generations","url":"https://www.academia.edu/Documents/in/Future_Generations?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26805716" data-work_id="26805716" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26805716/Theory_of_the_Border_Oxford_University_Press_2016_">Theory of the Border (Oxford University Press, 2016)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">There are more types of borders today than ever before in history. Borders of all kinds define every aspect of social life in the twenty-first century. From the biometric data that divides the smallest aspects of our bodies to the aerial... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26805716" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">There are more types of borders today than ever before in history. Borders of all kinds define every aspect of social life in the twenty-first century. From the biometric data that divides the smallest aspects of our bodies to the aerial drones that patrol the immense expanse of our domestic and international airspace, we are defined by borders. They can no longer simply be understood as the geographical divisions between nation-states. Today, their form and function has become too complex, too hybrid. What we need now is a theory of the border that can make sense of this hybridity across multiple domains of social life. <br /><br />Rather than viewing borders as the result or outcome of pre-established social entities like states, Thomas Nail reinterprets social history from the perspective of the continual and constitutive movement of the borders that organize and divide society in the first place. Societies and states are the products of bordering, Nail argues, not the other way around. Applying his original movement-oriented theoretical framework "kinopolitics" to several major historical border regimes (fences, walls, cells, and checkpoints), Theory of the Border pioneers a new methodology of "critical limology," that provides fresh tools for the analysis of contemporary border politics.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26805716" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cd87b064e40006364ad39a453ad49c9e" rel="nofollow" data-download="{"attachment_id":54546465,"asset_id":26805716,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54546465/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="982124" href="https://udenver.academia.edu/ThomasNail">Thomas Nail</a><script data-card-contents-for-user="982124" type="text/json">{"id":982124,"first_name":"Thomas","last_name":"Nail","domain_name":"udenver","page_name":"ThomasNail","display_name":"Thomas Nail","profile_url":"https://udenver.academia.edu/ThomasNail?f_ri=5792","photo":"https://0.academia-photos.com/982124/1055609/37232722/s65_thomas.nail.jpg"}</script></span></span></li><li class="js-paper-rank-work_26805716 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26805716"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26805716, container: ".js-paper-rank-work_26805716", }); 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Borders of all kinds define every aspect of social life in the twenty-first century. From the biometric data that divides the smallest aspects of our bodies to the aerial drones that patrol the immense expanse of our domestic and international airspace, we are defined by borders. They can no longer simply be understood as the geographical divisions between nation-states. Today, their form and function has become too complex, too hybrid. What we need now is a theory of the border that can make sense of this hybridity across multiple domains of social life. \n\nRather than viewing borders as the result or outcome of pre-established social entities like states, Thomas Nail reinterprets social history from the perspective of the continual and constitutive movement of the borders that organize and divide society in the first place. Societies and states are the products of bordering, Nail argues, not the other way around. Applying his original movement-oriented theoretical framework \"kinopolitics\" to several major historical border regimes (fences, walls, cells, and checkpoints), Theory of the Border pioneers a new methodology of \"critical limology,\" that provides fresh tools for the analysis of contemporary border politics.","downloadable_attachments":[{"id":54546465,"asset_id":26805716,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":982124,"first_name":"Thomas","last_name":"Nail","domain_name":"udenver","page_name":"ThomasNail","display_name":"Thomas Nail","profile_url":"https://udenver.academia.edu/ThomasNail?f_ri=5792","photo":"https://0.academia-photos.com/982124/1055609/37232722/s65_thomas.nail.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=5792","nofollow":true},{"id":131,"name":"European 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This contribution analyzes the resilience of rural families facing these... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71090636" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Brazil has endured multiple political, economic, and environmental crises-and now the COVID-19 pandemic-which have drawn social inequalities into razor sharp relief. This contribution analyzes the resilience of rural families facing these crises in southern Bahia. These families have benefited from various redistributive policies over the years, including redistributive land reforms (RLRs), conditional cash transfers (CCTs), and recent emergency aid (EA) payments related to the pandemic. Each (re)distributive approach involves different notions of distributive justice informed by competing background theories of "the good, " which hold implications for concepts of resilience. Drawing on long-term research with RLR communities in Bahia, this article considers the gains achieved by different redistributive programs. Families who acquired land through RLR projects appear more resilient, especially in the face of crisis.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71090636" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f79ad5d28cbc6985a375c3ead9650409" rel="nofollow" data-download="{"attachment_id":80588209,"asset_id":71090636,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80588209/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13559325" href="https://uni-koln.academia.edu/JonathanDeVore">Jonathan DeVore</a><script data-card-contents-for-user="13559325" type="text/json">{"id":13559325,"first_name":"Jonathan","last_name":"DeVore","domain_name":"uni-koln","page_name":"JonathanDeVore","display_name":"Jonathan DeVore","profile_url":"https://uni-koln.academia.edu/JonathanDeVore?f_ri=5792","photo":"https://0.academia-photos.com/13559325/3983936/16227847/s65_jonathan.devore.jpg"}</script></span></span></li><li class="js-paper-rank-work_71090636 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71090636"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71090636, container: ".js-paper-rank-work_71090636", }); 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This contribution analyzes the resilience of rural families facing these crises in southern Bahia. These families have benefited from various redistributive policies over the years, including redistributive land reforms (RLRs), conditional cash transfers (CCTs), and recent emergency aid (EA) payments related to the pandemic. Each (re)distributive approach involves different notions of distributive justice informed by competing background theories of \"the good, \" which hold implications for concepts of resilience. Drawing on long-term research with RLR communities in Bahia, this article considers the gains achieved by different redistributive programs. 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Non è scritto da nessuna parte che una minoranza, anche se composta dai migliori, possa attribuire a sé ciò che la democrazia reclama per tutti: le libertà, la di-gnità, l'istruzione, il lavoro, l'accesso alle... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23120009" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La democrazia del merito. Non è scritto da nessuna parte che una minoranza, anche se composta dai migliori, possa attribuire a sé ciò che la democrazia reclama per tutti: le libertà, la di-gnità, l'istruzione, il lavoro, l'accesso alle cariche. In troppi casi la meritocrazia dei ricchi preferisce non vedere che cosa potrebbe essere il merito dei molti.<br />(Salerno editrice, Roma 2016, pp.126)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23120009" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="74d6823a5e55adbad7071eeef1e9bbad" rel="nofollow" data-download="{"attachment_id":43614821,"asset_id":23120009,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43614821/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44213655" href="https://lumsa.academia.edu/GiuseppeTognon">Giuseppe Tognon</a><script data-card-contents-for-user="44213655" type="text/json">{"id":44213655,"first_name":"Giuseppe","last_name":"Tognon","domain_name":"lumsa","page_name":"GiuseppeTognon","display_name":"Giuseppe Tognon","profile_url":"https://lumsa.academia.edu/GiuseppeTognon?f_ri=5792","photo":"https://0.academia-photos.com/44213655/11779890/13285588/s65_giuseppe.tognon.jpg"}</script></span></span></li><li class="js-paper-rank-work_23120009 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23120009"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23120009, container: ".js-paper-rank-work_23120009", }); 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Non è scritto da nessuna parte che una minoranza, anche se composta dai migliori, possa attribuire a sé ciò che la democrazia reclama per tutti: le libertà, la di-gnità, l'istruzione, il lavoro, l'accesso alle cariche. In troppi casi la meritocrazia dei ricchi preferisce non vedere che cosa potrebbe essere il merito dei molti.\n(Salerno editrice, Roma 2016, pp.126)","downloadable_attachments":[{"id":43614821,"asset_id":23120009,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44213655,"first_name":"Giuseppe","last_name":"Tognon","domain_name":"lumsa","page_name":"GiuseppeTognon","display_name":"Giuseppe Tognon","profile_url":"https://lumsa.academia.edu/GiuseppeTognon?f_ri=5792","photo":"https://0.academia-photos.com/44213655/11779890/13285588/s65_giuseppe.tognon.jpg"}],"research_interests":[{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=5792","nofollow":true},{"id":5792,"name":"Social 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href="https://www.academia.edu/28025676/Community_Based_Participatory_Research_Contributions_to_Intervention_Research_The_Intersection_of_Science_and_Practice_to_Improve_Health_Equity">Community-Based Participatory Research Contributions to Intervention Research: The Intersection of Science and Practice to Improve Health Equity</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28025676" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4c6cf303d6895993874bbf7f965a852e" rel="nofollow" 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Desigualdad, segregación y tolerancia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La responsabilidad por las opiniones expresadas en los libros, artículos, estudios y otras colaboraciones incumbe exclusivamente a los autores firmantes, y su publicación no necesariamente refleja los puntos de vista de la Secretaría... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8430932" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La responsabilidad por las opiniones expresadas en los libros, artículos, estudios y otras colaboraciones incumbe exclusivamente a los autores firmantes, y su publicación no necesariamente refleja los puntos de vista de la Secretaría Ejecutiva de CLACSO.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8430932" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="539e9af41be7cb48cc4b14f706bf3ee3" rel="nofollow" data-download="{"attachment_id":34821246,"asset_id":8430932,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34821246/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4142492" href="https://uba.academia.edu/MariaMercedesDiVirgilio">María Mercedes Di Virgilio</a><script data-card-contents-for-user="4142492" type="text/json">{"id":4142492,"first_name":"María Mercedes","last_name":"Di Virgilio","domain_name":"uba","page_name":"MariaMercedesDiVirgilio","display_name":"María Mercedes Di Virgilio","profile_url":"https://uba.academia.edu/MariaMercedesDiVirgilio?f_ri=5792","photo":"https://0.academia-photos.com/4142492/1610659/41395534/s65_mar_a_mercedes.di_virgilio.jpeg"}</script></span></span></li><li class="js-paper-rank-work_8430932 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8430932"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8430932, container: ".js-paper-rank-work_8430932", }); 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As a suitable example of how an interdisciplinary cooperation can unfold, we focus attention on the relations between... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28757790" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: In this paper, we outline a number of features of an interdisciplinary and pluralistic approach to economics. As a suitable example of how an interdisciplinary cooperation can unfold, we focus attention on the relations between institutional economics and psychoanalysis. In the first ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28757790" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="efc31173215e4018c8f4af324b3f31d6" rel="nofollow" data-download="{"attachment_id":49851726,"asset_id":28757790,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49851726/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53705201" href="https://independent.academia.edu/ArturoHermann">Arturo Hermann</a><script data-card-contents-for-user="53705201" type="text/json">{"id":53705201,"first_name":"Arturo","last_name":"Hermann","domain_name":"independent","page_name":"ArturoHermann","display_name":"Arturo Hermann","profile_url":"https://independent.academia.edu/ArturoHermann?f_ri=5792","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_28757790 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28757790"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28757790, container: ".js-paper-rank-work_28757790", }); 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href="https://www.academia.edu/39809582/Existential_Therapy_Multiculturalism_and_Social_Justice">Existential Therapy, Multiculturalism, & Social Justice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Existential psychological perspectives have long recognized that individuals must be understood in one’s context in the world, including their social and cultural context. For existential psychology to reach its full potential in making a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39809582" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Existential psychological perspectives have long recognized that individuals must be understood in one’s context in the world, including their social and cultural context. For existential psychology to reach its full potential in making a positive impact upon the world, it is necessary to take seriously issues of multiculturalism and social justice. This presentation explores an existential-humanistic foundation for psychotherapy and social justice activism. <br /> <br />It is common for therapists to focus on helping clients adjust to their situation and decrease individual suffering. Often, this serves to help people adjust to an unhealthy environment, instead of engaging in what Martin Luther King, Jr., calls “creative maladjustment.” Consistent with existential approaches, creative maladjustment helps individuals consider their engagement with their environment with awareness and intentionality. Clients may choose to adapt to their context despite the negative or harmful implications, or they may choose strategies to confront or change their environment. Often, clients find sustaining meaning that can transform their suffering through choosing strategies to confront unhealthy systems. <br /> <br />When existential therapists work with individuals while ignoring the systems impacting the individual, they limit their potential as change agents. As therapists, we have a unique vantage to understand the implications of nationalism, polarization, racism, homophobia/transphobia, and other harmful trends common in the world today. At times, we are called to engage the world beyond the therapy room to promote change. An existential-humanistic foundation can help inform how we engage in social justice advocacy and activism through promoting personal freedom and choice, meaning, and human dignity. <br /> <br />View at: <a href="https://www.youtube.com/watch?v=XgajWg-WEQY" rel="nofollow">https://www.youtube.com/watch?v=XgajWg-WEQY</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39809582" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="acb14a8929a29c3007f0a043f918dd5f" rel="nofollow" data-download="{"attachment_id":59994811,"asset_id":39809582,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59994811/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="955210" href="https://rmhcpa.academia.edu/LouisHoffman">Louis Hoffman</a><script data-card-contents-for-user="955210" type="text/json">{"id":955210,"first_name":"Louis","last_name":"Hoffman","domain_name":"rmhcpa","page_name":"LouisHoffman","display_name":"Louis Hoffman","profile_url":"https://rmhcpa.academia.edu/LouisHoffman?f_ri=5792","photo":"https://0.academia-photos.com/955210/352842/32350858/s65_louis.hoffman.png"}</script></span></span></li><li class="js-paper-rank-work_39809582 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39809582"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39809582, container: ".js-paper-rank-work_39809582", }); 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For existential psychology to reach its full potential in making a positive impact upon the world, it is necessary to take seriously issues of multiculturalism and social justice. This presentation explores an existential-humanistic foundation for psychotherapy and social justice activism. \r\n\r\nIt is common for therapists to focus on helping clients adjust to their situation and decrease individual suffering. Often, this serves to help people adjust to an unhealthy environment, instead of engaging in what Martin Luther King, Jr., calls “creative maladjustment.” Consistent with existential approaches, creative maladjustment helps individuals consider their engagement with their environment with awareness and intentionality. Clients may choose to adapt to their context despite the negative or harmful implications, or they may choose strategies to confront or change their environment. Often, clients find sustaining meaning that can transform their suffering through choosing strategies to confront unhealthy systems.\r\n\r\nWhen existential therapists work with individuals while ignoring the systems impacting the individual, they limit their potential as change agents. As therapists, we have a unique vantage to understand the implications of nationalism, polarization, racism, homophobia/transphobia, and other harmful trends common in the world today. At times, we are called to engage the world beyond the therapy room to promote change. An existential-humanistic foundation can help inform how we engage in social justice advocacy and activism through promoting personal freedom and choice, meaning, and human dignity. \r\n\r\nView at: https://www.youtube.com/watch?v=XgajWg-WEQY\r\n","downloadable_attachments":[{"id":59994811,"asset_id":39809582,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":955210,"first_name":"Louis","last_name":"Hoffman","domain_name":"rmhcpa","page_name":"LouisHoffman","display_name":"Louis Hoffman","profile_url":"https://rmhcpa.academia.edu/LouisHoffman?f_ri=5792","photo":"https://0.academia-photos.com/955210/352842/32350858/s65_louis.hoffman.png"}],"research_interests":[{"id":5174,"name":"Existential Psychology","url":"https://www.academia.edu/Documents/in/Existential_Psychology?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":7904,"name":"Humanistic psychology","url":"https://www.academia.edu/Documents/in/Humanistic_psychology?f_ri=5792","nofollow":true},{"id":11281,"name":"Existential Therapy","url":"https://www.academia.edu/Documents/in/Existential_Therapy?f_ri=5792","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54097541" data-work_id="54097541" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54097541/Hospicing_Modernity_Facing_humamitys_wrongs_and_the_implications_for_social_activism">Hospicing Modernity: Facing humamity's wrongs and the implications for social activism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is not strictly an academic book, but an educational experiment full of dancing stories, metaphors, allegories, creative maps, and exercises that ask you to sit at the limits of our modern desires and imagination. Half-serious... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54097541" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is not strictly an academic book, but an educational experiment full of dancing stories, metaphors, allegories, creative maps, and exercises that ask you to sit at the limits of our modern desires and imagination. Half-serious warning: don't read it if you are seeking clear-cut answers, easy solutions or self-validation. Two sample chapters are available here. <br />ISBN: 9781623176242<br /><br />“Beyond a mere critique of modernity, this is a book written for us as people who struggle with the everyday manifestations of modern power. Clear, creative, and cogent, the work offers cutting-edge philosophy at the same time that it furnishes usable guidance for how to cope with the coming perils of colonialism and capitalism. It’s a book for the future, yet written to meet us where we are at right now as individuals living with trauma and facing ethical dilemmas about what it means to take meaningful actions under conditions of complexity.”<br />— KYLE WHYTE, PhD, George Willis Pack Professor of Environment<br />and Sustainability at the University of Michigan<br /><br />“Asking the question ‘What if racism, colonialism, and all other forms of toxic and contagious divisions are preventable social diseases?’, Hospicing Modernity invites its reader to dare and educate themselves by undergoing a process of self-unmaking. Drawing on and moving beyond traditions of radical pedagogy, such as those inspired by Paulo Freire, the author has created a powerful tool for uncovering, undoing, and recovering from the deadly ways in which modernity also lives and dies as humans experience it subjectively.”<br />— DENISE FERREIRA DA SILVA, PhD, professor at the University of British Columbia Social Justice Institute and author of Toward a Global Idea of Race and Unpayable Debt</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54097541" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="788862757dcd8f777bdab8a464e95966" rel="nofollow" data-download="{"attachment_id":70626694,"asset_id":54097541,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70626694/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="61972" href="https://uvic.academia.edu/VanessadeOliveiraAndreotti">Vanessa de Oliveira Andreotti</a><script data-card-contents-for-user="61972" type="text/json">{"id":61972,"first_name":"Vanessa","last_name":"de Oliveira Andreotti","domain_name":"uvic","page_name":"VanessadeOliveiraAndreotti","display_name":"Vanessa de Oliveira Andreotti","profile_url":"https://uvic.academia.edu/VanessadeOliveiraAndreotti?f_ri=5792","photo":"https://0.academia-photos.com/61972/17635/19531323/s65_vanessa.de_oliveira_andreotti.jpg"}</script></span></span></li><li class="js-paper-rank-work_54097541 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54097541"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54097541, container: ".js-paper-rank-work_54097541", }); 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Half-serious warning: don't read it if you are seeking clear-cut answers, easy solutions or self-validation. Two sample chapters are available here. \nISBN: 9781623176242\n\n“Beyond a mere critique of modernity, this is a book written for us as people who struggle with the everyday manifestations of modern power. Clear, creative, and cogent, the work offers cutting-edge philosophy at the same time that it furnishes usable guidance for how to cope with the coming perils of colonialism and capitalism. It’s a book for the future, yet written to meet us where we are at right now as individuals living with trauma and facing ethical dilemmas about what it means to take meaningful actions under conditions of complexity.”\n— KYLE WHYTE, PhD, George Willis Pack Professor of Environment\nand Sustainability at the University of Michigan\n\n“Asking the question ‘What if racism, colonialism, and all other forms of toxic and contagious divisions are preventable social diseases?’, Hospicing Modernity invites its reader to dare and educate themselves by undergoing a process of self-unmaking. Drawing on and moving beyond traditions of radical pedagogy, such as those inspired by Paulo Freire, the author has created a powerful tool for uncovering, undoing, and recovering from the deadly ways in which modernity also lives and dies as humans experience it subjectively.”\n— DENISE FERREIRA DA SILVA, PhD, professor at the University of British Columbia Social Justice Institute and author of Toward a Global Idea of Race and Unpayable Debt","downloadable_attachments":[{"id":70626694,"asset_id":54097541,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":61972,"first_name":"Vanessa","last_name":"de Oliveira Andreotti","domain_name":"uvic","page_name":"VanessadeOliveiraAndreotti","display_name":"Vanessa de Oliveira 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and academic activist, a recovering addict and a PhD student, who left our living space during 2014 ‒ a death that was unexpected yet a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33881139" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 ‒ a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The Bozalek et al. Diffracting socially just pedagogies 202 generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33881139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bc00c9c701dc215a5d8083c2c5995f43" rel="nofollow" data-download="{"attachment_id":53856744,"asset_id":33881139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53856744/download_file?st=MTczOTgyMzY0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2227945" href="https://uwc.academia.edu/VBozalek">Vivienne Bozalek</a><script data-card-contents-for-user="2227945" type="text/json">{"id":2227945,"first_name":"Vivienne","last_name":"Bozalek","domain_name":"uwc","page_name":"VBozalek","display_name":"Vivienne Bozalek","profile_url":"https://uwc.academia.edu/VBozalek?f_ri=5792","photo":"https://0.academia-photos.com/2227945/711952/884241/s65_vivienne.bozalek.jpg"}</script></span></span></li><li class="js-paper-rank-work_33881139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33881139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33881139, container: ".js-paper-rank-work_33881139", }); 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Parker-Shandal","profile_url":"https://uwaterloo.academia.edu/CrystenaParkerShandal?f_ri=5792","photo":"https://0.academia-photos.com/2525052/2855418/8405178/s65_christina.parker.png"},{"id":94763394,"first_name":"Sheryl","last_name":"Wilson","domain_name":"bethelcollege","page_name":"SherylWilson","display_name":"Sheryl Wilson","profile_url":"https://bethelcollege.academia.edu/SherylWilson?f_ri=5792","photo":"https://0.academia-photos.com/94763394/21532525/20896247/s65_sheryl.wilson.jpg"},{"id":121963918,"first_name":"Michelle","last_name":"Armster","domain_name":"bethelcollege","page_name":"MichelleArmster","display_name":"Michelle Armster","profile_url":"https://bethelcollege.academia.edu/MichelleArmster?f_ri=5792","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":699,"name":"Queer Studies","url":"https://www.academia.edu/Documents/in/Queer_Studies?f_ri=5792","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=5792","nofollow":true},{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies?f_ri=5792","nofollow":true},{"id":2432,"name":"Critical Race Studies","url":"https://www.academia.edu/Documents/in/Critical_Race_Studies?f_ri=5792","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=5792"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792"},{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=5792"},{"id":10006,"name":"Ethnic and Racial Studies","url":"https://www.academia.edu/Documents/in/Ethnic_and_Racial_Studies?f_ri=5792"},{"id":19089,"name":"United States History","url":"https://www.academia.edu/Documents/in/United_States_History?f_ri=5792"},{"id":58639,"name":"Black Studies","url":"https://www.academia.edu/Documents/in/Black_Studies?f_ri=5792"},{"id":62523,"name":"Structural Violence","url":"https://www.academia.edu/Documents/in/Structural_Violence?f_ri=5792"},{"id":77281,"name":"Decolonization","url":"https://www.academia.edu/Documents/in/Decolonization?f_ri=5792"},{"id":84665,"name":"Community Justice","url":"https://www.academia.edu/Documents/in/Community_Justice?f_ri=5792"},{"id":97712,"name":"Collectivism \u0026 Individualism","url":"https://www.academia.edu/Documents/in/Collectivism_and_Individualism?f_ri=5792"},{"id":187180,"name":"Criminal Justice System","url":"https://www.academia.edu/Documents/in/Criminal_Justice_System?f_ri=5792"},{"id":316234,"name":"Restorative Practices","url":"https://www.academia.edu/Documents/in/Restorative_Practices?f_ri=5792"},{"id":668761,"name":"Systemic white supremacy","url":"https://www.academia.edu/Documents/in/Systemic_white_supremacy?f_ri=5792"},{"id":2450956,"name":"Latinx Studies","url":"https://www.academia.edu/Documents/in/Latinx_Studies?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79998306" data-work_id="79998306" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79998306/The_Capability_Approach_and_the_Question_of_Specifying_Valuable_Capabilities_False_Consciousness_or_Structural_Inequalities">The Capability Approach and the Question of Specifying Valuable Capabilities - False Consciousness or Structural Inequalities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The capability approach is one of the most recent paradigms that responds quite a number of questions which has not been satisfactorily dealt with in various fields of social sciences such as development economics, poverty, social choice... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79998306" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The capability approach is one of the most recent paradigms that responds quite a number of questions which has not been satisfactorily dealt with in various fields of social sciences such as development economics, poverty, social choice theory and social justice. As an approach initially developed by Sen and Nussbaum, it claims that the just society is the one where those who have distinct conceptions of the good are able to achieve what they have reason to value. Despite its promising suggestions, there are still some ambiguities in the approach though, such as how to identify valuable beings and doings, in other words, human functionings. Concerning this, Sen argues that valuable functionings are contextual and should be identified by people themselves. On the other hand, Nussbaum takes up a counter-position claiming that people’s preferences are shaped by the social struc- ture, so that we should identify them from an external point of view. This study, based on some empirical facts, claims that people are able to reflect on their disadvan- taged conditions as well as to develop sophisticated de- liberation. Therefore, against to Nussbaum’s paternalist and modernist claim, it underlines epistemological and practical value in paying attention on diverse roles of multifarious contextual constraints that impinge on people’s valuation thorough more sociological, anthro- pological and ethnographic research rather than igno- ring people’s own valuations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79998306" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="249633183ac4c924fd9866859d457a85" rel="nofollow" data-download="{"attachment_id":86525952,"asset_id":79998306,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86525952/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="245354" href="https://manchester.academia.edu/MOnurArun">M. Onur Arun</a><script data-card-contents-for-user="245354" type="text/json">{"id":245354,"first_name":"M. Onur","last_name":"Arun","domain_name":"manchester","page_name":"MOnurArun","display_name":"M. Onur Arun","profile_url":"https://manchester.academia.edu/MOnurArun?f_ri=5792","photo":"https://0.academia-photos.com/245354/53158/14728736/s65_m._onur.arun.jpg"}</script></span></span></li><li class="js-paper-rank-work_79998306 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79998306"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79998306, container: ".js-paper-rank-work_79998306", }); });</script></li><li class="js-percentile-work_79998306 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79998306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79998306"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79998306 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79998306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79998306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79998306]").text(description); $(".js-view-count-work_79998306").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79998306").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79998306"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10129" rel="nofollow" href="https://www.academia.edu/Documents/in/Capability_Approach">Capability Approach</a>, <script data-card-contents-for-ri="10129" type="text/json">{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22002" rel="nofollow" href="https://www.academia.edu/Documents/in/Amartya_Sen">Amartya Sen</a>, <script data-card-contents-for-ri="22002" type="text/json">{"id":22002,"name":"Amartya Sen","url":"https://www.academia.edu/Documents/in/Amartya_Sen?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="106149" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender_inequality">Gender inequality</a><script data-card-contents-for-ri="106149" type="text/json">{"id":106149,"name":"Gender inequality","url":"https://www.academia.edu/Documents/in/Gender_inequality?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79998306]'), work: {"id":79998306,"title":"The Capability Approach and the Question of Specifying Valuable Capabilities - False Consciousness or Structural Inequalities","created_at":"2022-05-26T14:24:02.253-07:00","url":"https://www.academia.edu/79998306/The_Capability_Approach_and_the_Question_of_Specifying_Valuable_Capabilities_False_Consciousness_or_Structural_Inequalities?f_ri=5792","dom_id":"work_79998306","summary":"The capability approach is one of the most recent paradigms that responds quite a number of questions which has not been satisfactorily dealt with in various fields of social sciences such as development economics, poverty, social choice theory and social justice. As an approach initially developed by Sen and Nussbaum, it claims that the just society is the one where those who have distinct conceptions of the good are able to achieve what they have reason to value. Despite its promising suggestions, there are still some ambiguities in the approach though, such as how to identify valuable beings and doings, in other words, human functionings. Concerning this, Sen argues that valuable functionings are contextual and should be identified by people themselves. On the other hand, Nussbaum takes up a counter-position claiming that people’s preferences are shaped by the social struc- ture, so that we should identify them from an external point of view. This study, based on some empirical facts, claims that people are able to reflect on their disadvan- taged conditions as well as to develop sophisticated de- liberation. Therefore, against to Nussbaum’s paternalist and modernist claim, it underlines epistemological and practical value in paying attention on diverse roles of multifarious contextual constraints that impinge on people’s valuation thorough more sociological, anthro- pological and ethnographic research rather than igno- ring people’s own valuations.","downloadable_attachments":[{"id":86525952,"asset_id":79998306,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":245354,"first_name":"M. Onur","last_name":"Arun","domain_name":"manchester","page_name":"MOnurArun","display_name":"M. Onur Arun","profile_url":"https://manchester.academia.edu/MOnurArun?f_ri=5792","photo":"https://0.academia-photos.com/245354/53158/14728736/s65_m._onur.arun.jpg"}],"research_interests":[{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=5792","nofollow":true},{"id":22002,"name":"Amartya Sen","url":"https://www.academia.edu/Documents/in/Amartya_Sen?f_ri=5792","nofollow":true},{"id":106149,"name":"Gender inequality","url":"https://www.academia.edu/Documents/in/Gender_inequality?f_ri=5792","nofollow":true},{"id":182370,"name":"Toplumsal cinsiyet eşitsizliği","url":"https://www.academia.edu/Documents/in/Toplumsal_cinsiyet_esitsizligi?f_ri=5792"},{"id":385162,"name":"Sosyal Eşitsizlikler","url":"https://www.academia.edu/Documents/in/Sosyal_Esitsizlikler?f_ri=5792"},{"id":461038,"name":"Social Stratification and Inequality","url":"https://www.academia.edu/Documents/in/Social_Stratification_and_Inequality?f_ri=5792"},{"id":560902,"name":"Eşitsizlik","url":"https://www.academia.edu/Documents/in/Esitsizlik?f_ri=5792"},{"id":1731509,"name":"Dezavantajlı Gruplar","url":"https://www.academia.edu/Documents/in/Dezavantajl%C4%B1_Gruplar?f_ri=5792"},{"id":1776002,"name":"Martha C. Nussbaum","url":"https://www.academia.edu/Documents/in/Martha_C._Nussbaum?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1259107" data-work_id="1259107" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education">Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1259107" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk. <br /> <br />What sort of educational vision and practice may be fostered to underpin a new world where people matter? <br /> <br />This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision? <br />"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1259107" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="051fb2b1a1698c7d65daeba6c8f7f085" rel="nofollow" data-download="{"attachment_id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/20881532/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1172933" href="https://mmu.academia.edu/JohnSchostak">John Schostak</a><script data-card-contents-for-user="1172933" type="text/json">{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=5792","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1259107 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1259107"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1259107, container: ".js-paper-rank-work_1259107", }); 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And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the invitation to this talk.\r\n\r\nWhat sort of educational vision and practice may be fostered to underpin a new world where people matter?\r\n \r\nThis is an age-old question. Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand? 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comfortably working in a transdisciplinary manner in fields like philosophy, ethics, history, music, empirical psychology, primatology, opera, literature, architecture, ancient Greek tragedy and comedy,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9384400" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">and (most importantly) John Rawls; comfortably working in a transdisciplinary manner in fields like philosophy, ethics, history, music, empirical psychology, primatology, opera, literature, architecture, ancient Greek tragedy and comedy, urban studies and the modern university; she painfully (or stubbornly) avoids God-talk.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9384400" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7e07c7c4ae9579a54445dd832150f0d1" rel="nofollow" data-download="{"attachment_id":35649780,"asset_id":9384400,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35649780/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1604805" href="https://dcu.academia.edu/PeterAdmirand">Peter Admirand</a><script data-card-contents-for-user="1604805" type="text/json">{"id":1604805,"first_name":"Peter","last_name":"Admirand","domain_name":"dcu","page_name":"PeterAdmirand","display_name":"Peter Admirand","profile_url":"https://dcu.academia.edu/PeterAdmirand?f_ri=5792","photo":"https://0.academia-photos.com/1604805/561054/15890811/s65_peter.admirand.jpg"}</script></span></span></li><li class="js-paper-rank-work_9384400 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9384400"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9384400, container: ".js-paper-rank-work_9384400", }); });</script></li><li class="js-percentile-work_9384400 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9384400; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9384400"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9384400 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9384400"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9384400; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9384400]").text(description); $(".js-view-count-work_9384400").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9384400").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9384400"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2671" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotional_intelligence">Emotional intelligence</a>, <script data-card-contents-for-ri="2671" type="text/json">{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19484" rel="nofollow" href="https://www.academia.edu/Documents/in/John_Rawls">John Rawls</a>, <script data-card-contents-for-ri="19484" type="text/json">{"id":19484,"name":"John Rawls","url":"https://www.academia.edu/Documents/in/John_Rawls?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25096" rel="nofollow" href="https://www.academia.edu/Documents/in/Martha_Nussbaum">Martha Nussbaum</a><script data-card-contents-for-ri="25096" type="text/json">{"id":25096,"name":"Martha Nussbaum","url":"https://www.academia.edu/Documents/in/Martha_Nussbaum?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9384400]'), work: {"id":9384400,"title":"Martha Nussbaum -- Political Emotions: Why Love Matters for Justice","created_at":"2014-11-18T19:50:19.936-08:00","url":"https://www.academia.edu/9384400/Martha_Nussbaum_Political_Emotions_Why_Love_Matters_for_Justice?f_ri=5792","dom_id":"work_9384400","summary":"and (most importantly) John Rawls; comfortably working in a transdisciplinary manner in fields like philosophy, ethics, history, music, empirical psychology, primatology, opera, literature, architecture, ancient Greek tragedy and comedy, urban studies and the modern university; she painfully (or stubbornly) avoids God-talk.","downloadable_attachments":[{"id":35649780,"asset_id":9384400,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1604805,"first_name":"Peter","last_name":"Admirand","domain_name":"dcu","page_name":"PeterAdmirand","display_name":"Peter Admirand","profile_url":"https://dcu.academia.edu/PeterAdmirand?f_ri=5792","photo":"https://0.academia-photos.com/1604805/561054/15890811/s65_peter.admirand.jpg"}],"research_interests":[{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":19484,"name":"John Rawls","url":"https://www.academia.edu/Documents/in/John_Rawls?f_ri=5792","nofollow":true},{"id":25096,"name":"Martha Nussbaum","url":"https://www.academia.edu/Documents/in/Martha_Nussbaum?f_ri=5792","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44180793" data-work_id="44180793" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44180793/Neoliberal_Birey_ve_Sosyal_Adalet_Alg%C4%B1s%C4%B1_T%C3%BCrkiye_ve_%C4%B0spanya_%C3%BCzerine_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmal%C4%B1_Bir_%C4%B0nceleme">Neoliberal Birey ve Sosyal Adalet Algısı. Türkiye ve İspanya üzerine Karşılaştırmalı Bir İnceleme</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bireyler, meşruiyetini ve inanılırlığını kaybeden neoliberal rüyadan artık uyanıyorlar. Eşitsizlikten adaletsizliğe, işsizlikten güvencesizliğe neoliberalizmin ürettiklerini ve derinleştirdiklerini kendi bireysel hatası ya da suçu olarak... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44180793" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bireyler, meşruiyetini ve inanılırlığını kaybeden neoliberal rüyadan artık uyanıyorlar. Eşitsizlikten adaletsizliğe, işsizlikten güvencesizliğe neoliberalizmin ürettiklerini ve derinleştirdiklerini kendi bireysel hatası ya da suçu olarak değerlendirme illüzyonundan kurtuluyorlar. <br /><br />Bireyler, henüz gözlerini açıyor olduğundan hareketlenip ayağa kalkmamış olabilirler. Ancak, kendi bedenlerini ve zihinlerini dönüştüren -gösterişli fakat doğal olmayan- yapının farkındadırlar. Bedenlerindeki kırmızı kurdelanın dikişlerin çözülmesini engelleyen birleşim yerinden ibaret olduğunu artık biliyorlar.  <br /><br />Bu kitap, söz konusu uyanışı, bireylerin sosyal adalet algısı kapsamında tartışmaktadır. Bireylere göre bir toplumu adil yapan nedir? İnsanlar neye göre eşit sayılır: Bedenleri, akılları, düşünceleri, duyguları veya umutlarıyla mı?  Sosyal adalet tartışması neye odaklanmalıdır? Yeniden dağıtıma mı yoksa kurumsallaşmış eşitsizlik ve baskıya mı? <br /><br />Bu sorular, neoliberal politikaların bir aracı olan aktif sosyal politikalara katılan bireylerin gözünden karşılaştırmalı bir perspektifle analiz edilmektedir. Türkiye ve İspanya'nın farklı bölgelerinden bireylerin çarpıcı şekilde ifade ettiği sosyal adalet talepleri ile günümüzde göze çarpan küresel değişim talepleri örtüşmekte ve ortak bir zeminde birleşmektedir. <br /><br />Bu birlik ve ortaklık üzerine düşünmek isteyen ve uyanışını dayanışarak kutlamak isteyen herkes bu kitabı okumalıdır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44180793" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6526ee35058a4f15499ee4e1516a2a1d" rel="nofollow" data-download="{"attachment_id":64546014,"asset_id":44180793,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64546014/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7250402" href="https://uam.academia.edu/BilgeFiliz">Bilge Filiz</a><script data-card-contents-for-user="7250402" type="text/json">{"id":7250402,"first_name":"Bilge","last_name":"Filiz","domain_name":"uam","page_name":"BilgeFiliz","display_name":"Bilge Filiz","profile_url":"https://uam.academia.edu/BilgeFiliz?f_ri=5792","photo":"https://0.academia-photos.com/7250402/7307956/36522098/s65_bilge.filiz.jpg"}</script></span></span></li><li class="js-paper-rank-work_44180793 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44180793"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44180793, container: ".js-paper-rank-work_44180793", }); 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$(".js-view-count[data-work-id=44180793]").text(description); $(".js-view-count-work_44180793").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44180793").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44180793"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="941" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Policy">Social Policy</a>, <script data-card-contents-for-ri="941" type="text/json">{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10966" rel="nofollow" href="https://www.academia.edu/Documents/in/Turkey">Turkey</a>, <script data-card-contents-for-ri="10966" type="text/json">{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12420" rel="nofollow" href="https://www.academia.edu/Documents/in/Neoliberalism">Neoliberalism</a><script data-card-contents-for-ri="12420" type="text/json">{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44180793]'), work: {"id":44180793,"title":"Neoliberal Birey ve Sosyal Adalet Algısı. Türkiye ve İspanya üzerine Karşılaştırmalı Bir İnceleme","created_at":"2020-09-28T03:41:19.623-07:00","url":"https://www.academia.edu/44180793/Neoliberal_Birey_ve_Sosyal_Adalet_Alg%C4%B1s%C4%B1_T%C3%BCrkiye_ve_%C4%B0spanya_%C3%BCzerine_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1rmal%C4%B1_Bir_%C4%B0nceleme?f_ri=5792","dom_id":"work_44180793","summary":"Bireyler, meşruiyetini ve inanılırlığını kaybeden neoliberal rüyadan artık uyanıyorlar. Eşitsizlikten adaletsizliğe, işsizlikten güvencesizliğe neoliberalizmin ürettiklerini ve derinleştirdiklerini kendi bireysel hatası ya da suçu olarak değerlendirme illüzyonundan kurtuluyorlar. \n\nBireyler, henüz gözlerini açıyor olduğundan hareketlenip ayağa kalkmamış olabilirler. Ancak, kendi bedenlerini ve zihinlerini dönüştüren -gösterişli fakat doğal olmayan- yapının farkındadırlar. Bedenlerindeki kırmızı kurdelanın dikişlerin çözülmesini engelleyen birleşim yerinden ibaret olduğunu artık biliyorlar. \n\nBu kitap, söz konusu uyanışı, bireylerin sosyal adalet algısı kapsamında tartışmaktadır. Bireylere göre bir toplumu adil yapan nedir? İnsanlar neye göre eşit sayılır: Bedenleri, akılları, düşünceleri, duyguları veya umutlarıyla mı? Sosyal adalet tartışması neye odaklanmalıdır? Yeniden dağıtıma mı yoksa kurumsallaşmış eşitsizlik ve baskıya mı? \n\nBu sorular, neoliberal politikaların bir aracı olan aktif sosyal politikalara katılan bireylerin gözünden karşılaştırmalı bir perspektifle analiz edilmektedir. Türkiye ve İspanya'nın farklı bölgelerinden bireylerin çarpıcı şekilde ifade ettiği sosyal adalet talepleri ile günümüzde göze çarpan küresel değişim talepleri örtüşmekte ve ortak bir zeminde birleşmektedir. \n\nBu birlik ve ortaklık üzerine düşünmek isteyen ve uyanışını dayanışarak kutlamak isteyen herkes bu kitabı okumalıdır.\n","downloadable_attachments":[{"id":64546014,"asset_id":44180793,"asset_type":"Work","always_allow_download":false},{"id":64545616,"asset_id":44180793,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7250402,"first_name":"Bilge","last_name":"Filiz","domain_name":"uam","page_name":"BilgeFiliz","display_name":"Bilge Filiz","profile_url":"https://uam.academia.edu/BilgeFiliz?f_ri=5792","photo":"https://0.academia-photos.com/7250402/7307956/36522098/s65_bilge.filiz.jpg"}],"research_interests":[{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey?f_ri=5792","nofollow":true},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism?f_ri=5792","nofollow":true},{"id":40516,"name":"Spain","url":"https://www.academia.edu/Documents/in/Spain?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42124563" data-work_id="42124563" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42124563/%C3%87a%C4%9Fda%C5%9F_Siyaset_Teorisinde_Adalet_Tart%C4%B1%C5%9Fmalar%C4%B1_Adalet_Farkl%C4%B1l%C4%B1k_%C4%B0li%C5%9Fkisi">Çağdaş Siyaset Teorisinde Adalet Tartışmaları: Adalet-Farklılık İlişkisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Çağdaş siyaset teorisinde John Rawls'ın idealize ettiği adalet fikrinin yarattığı eleştirel ortam çok geniş ve takibi zor bir literatürün önünü açmıştır. Adalet kavramını merkezine alan çalışmaların işgal ettiği alan ve bu tartışmalardaki... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42124563" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Çağdaş siyaset teorisinde John Rawls'ın idealize ettiği adalet fikrinin yarattığı eleştirel ortam çok geniş ve takibi zor bir literatürün önünü açmıştır. Adalet kavramını merkezine alan çalışmaların işgal ettiği alan ve bu tartışmalardaki çeşitlilik göz önüne alındığında adalete ilişkin çalışmaların sürekliliğini takip etmenin oldukça zor olduğu söylenebilir. Bu nedenle, tartışmaları daha anlamlı hale getirebilmek için dönemsel bir sınıflandırmanın yanı sıra tematik birtakım eğilimleri de göz önüne almak gerekmektedir. Bu tespit üzere çalışma normatif anlamda adaletin çağdaş dönemde hangi bağlam ve temalar çerçevesinde açıklanabileceği sorusuna odaklanır ve bunu sorunsallaştırır. Adalete ilişkin dönemsel ve bağlamsal farklılıkların üzerine bir sorgulama yaparken benzer ve muarız düşüncelerin izleklerini takip etmeye çalışır. Adalete ilişkin anlatıların arka planında eşitlik-farklılık geriliminin önemli bir rol oynadığını, bu anlamda bir tarafta adaletin eşit muamele fikriyle anlam kazandığı düşüncesinin, diğer tarafta ise eşitlikten ziyade farklılıkların dikkate alındığı bir eğilimin olduğunu iddia eder. "Adalet-Farklılık İlişkisi" olarak adlandırdığımız bu durum, adalete ilişkin süregelen tartışmaların birey, grup, yetenek, işlev, topluluk, cinsiyet, çevre, kültür, kimlik vb. farklılıklar veya çeşitliliklerin vurgulandığı bir temada ele alındığı iddiasını taşır. Bu anlamda çalışma "hakkaniyet olarak adalet, yetkilenme teorisi, kapasite yaklaşımı, adalete dair feminist ilgiler, toplulukçu eğilim, temsil ve tanınmaya" dayanan geniş bir düzlemde adaletin farklılık bağlamında anlam kazanacağını iddia eder. İlgili çalışma ve yaklaşımlardan hareketle adalet tartışmalarına dair tasnif ve çeşitlilik problemini aşmayı sağlayacak bir bakış açısının imkanları üzerine bir sorgulama yaparak, bu denli bir sorgulamanın farklılık ekseninde düşünülmesinin gerekliliğine dikkat çeker. <br /> <br /> <br />The critical environment created by the justice idea in contemporary political theory idealized by John Rawls has paved the way for a very wide and of course challenging literature. Considering the area occupied by studies focusing on the concept of justice and the diversity of these debates, it can be claimed that following the continuity of the studies on justice is very difficult. Therefore, in order to make discussions more meaningful it is necessary to take into consideration not only a periodical classification but also thematic tendencies. Based on this, the current study focuses on the question of around what contexts and themes the justice in normative sense might be defined in the contemporary era and problematizes it. While questioning periodical and contextual differences related to justice, the study tries to follow the paths of similar and opponent thoughts. It claims that the equality-difference tension plays an important role in the background of the accounts of the justice, and in this regard, it claims that there is the idea of the justice becoming meaningful by the principle of equal treatment on the one hand and there is the tendency to consider differences apart from equality on the other hand. This situation which we call the "Justice-Difference Relationship" contains the claim that the ongoing debates on the subject of justice is considered within a theme where differences or diversities such as individual, group, ability, function, community, gender, environment, culture, and identity. In this regard, the study claims that justice would become meaningful in the context of differences on a broad level based on "justice as fairness, entitlement theory, capability approach, feminist interests on justice, communitarian tendency, representation and recognition". It inquires on the possibilities of a viewpoint that will overcome the problem of classification and diversity in relation to debates on justice with reference to the relevant works and approaches and draws attention to the necessity of considering such an inquiry on the axis of difference.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42124563" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ef7f9b0414aad8eeb8cfaf2b4cdd62d" rel="nofollow" data-download="{"attachment_id":62259415,"asset_id":42124563,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62259415/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3422190" href="https://medeniyet.academia.edu/uguraltuntas">Uğur Altuntaş</a><script data-card-contents-for-user="3422190" type="text/json">{"id":3422190,"first_name":"Uğur","last_name":"Altuntaş","domain_name":"medeniyet","page_name":"uguraltuntas","display_name":"Uğur Altuntaş","profile_url":"https://medeniyet.academia.edu/uguraltuntas?f_ri=5792","photo":"https://0.academia-photos.com/3422190/11668870/144256231/s65_u_ur.altunta_.jpeg"}</script></span></span></li><li class="js-paper-rank-work_42124563 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42124563"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42124563, container: ".js-paper-rank-work_42124563", }); 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$(".js-view-count[data-work-id=42124563]").text(description); $(".js-view-count-work_42124563").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42124563").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42124563"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1696" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Theory">Political Theory</a>, <script data-card-contents-for-ri="1696" type="text/json">{"id":1696,"name":"Political Theory","url":"https://www.academia.edu/Documents/in/Political_Theory?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7943" rel="nofollow" href="https://www.academia.edu/Documents/in/Recognition">Recognition</a>, <script data-card-contents-for-ri="7943" type="text/json">{"id":7943,"name":"Recognition","url":"https://www.academia.edu/Documents/in/Recognition?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10129" rel="nofollow" href="https://www.academia.edu/Documents/in/Capability_Approach">Capability Approach</a><script data-card-contents-for-ri="10129" type="text/json">{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42124563]'), work: {"id":42124563,"title":"Çağdaş Siyaset Teorisinde Adalet Tartışmaları: Adalet-Farklılık İlişkisi","created_at":"2020-03-03T02:02:18.250-08:00","url":"https://www.academia.edu/42124563/%C3%87a%C4%9Fda%C5%9F_Siyaset_Teorisinde_Adalet_Tart%C4%B1%C5%9Fmalar%C4%B1_Adalet_Farkl%C4%B1l%C4%B1k_%C4%B0li%C5%9Fkisi?f_ri=5792","dom_id":"work_42124563","summary":"Çağdaş siyaset teorisinde John Rawls'ın idealize ettiği adalet fikrinin yarattığı eleştirel ortam çok geniş ve takibi zor bir literatürün önünü açmıştır. Adalet kavramını merkezine alan çalışmaların işgal ettiği alan ve bu tartışmalardaki çeşitlilik göz önüne alındığında adalete ilişkin çalışmaların sürekliliğini takip etmenin oldukça zor olduğu söylenebilir. Bu nedenle, tartışmaları daha anlamlı hale getirebilmek için dönemsel bir sınıflandırmanın yanı sıra tematik birtakım eğilimleri de göz önüne almak gerekmektedir. Bu tespit üzere çalışma normatif anlamda adaletin çağdaş dönemde hangi bağlam ve temalar çerçevesinde açıklanabileceği sorusuna odaklanır ve bunu sorunsallaştırır. Adalete ilişkin dönemsel ve bağlamsal farklılıkların üzerine bir sorgulama yaparken benzer ve muarız düşüncelerin izleklerini takip etmeye çalışır. Adalete ilişkin anlatıların arka planında eşitlik-farklılık geriliminin önemli bir rol oynadığını, bu anlamda bir tarafta adaletin eşit muamele fikriyle anlam kazandığı düşüncesinin, diğer tarafta ise eşitlikten ziyade farklılıkların dikkate alındığı bir eğilimin olduğunu iddia eder. \"Adalet-Farklılık İlişkisi\" olarak adlandırdığımız bu durum, adalete ilişkin süregelen tartışmaların birey, grup, yetenek, işlev, topluluk, cinsiyet, çevre, kültür, kimlik vb. farklılıklar veya çeşitliliklerin vurgulandığı bir temada ele alındığı iddiasını taşır. Bu anlamda çalışma \"hakkaniyet olarak adalet, yetkilenme teorisi, kapasite yaklaşımı, adalete dair feminist ilgiler, toplulukçu eğilim, temsil ve tanınmaya\" dayanan geniş bir düzlemde adaletin farklılık bağlamında anlam kazanacağını iddia eder. İlgili çalışma ve yaklaşımlardan hareketle adalet tartışmalarına dair tasnif ve çeşitlilik problemini aşmayı sağlayacak bir bakış açısının imkanları üzerine bir sorgulama yaparak, bu denli bir sorgulamanın farklılık ekseninde düşünülmesinin gerekliliğine dikkat çeker.\r\n\r\n\r\nThe critical environment created by the justice idea in contemporary political theory idealized by John Rawls has paved the way for a very wide and of course challenging literature. Considering the area occupied by studies focusing on the concept of justice and the diversity of these debates, it can be claimed that following the continuity of the studies on justice is very difficult. Therefore, in order to make discussions more meaningful it is necessary to take into consideration not only a periodical classification but also thematic tendencies. Based on this, the current study focuses on the question of around what contexts and themes the justice in normative sense might be defined in the contemporary era and problematizes it. While questioning periodical and contextual differences related to justice, the study tries to follow the paths of similar and opponent thoughts. It claims that the equality-difference tension plays an important role in the background of the accounts of the justice, and in this regard, it claims that there is the idea of the justice becoming meaningful by the principle of equal treatment on the one hand and there is the tendency to consider differences apart from equality on the other hand. This situation which we call the \"Justice-Difference Relationship\" contains the claim that the ongoing debates on the subject of justice is considered within a theme where differences or diversities such as individual, group, ability, function, community, gender, environment, culture, and identity. In this regard, the study claims that justice would become meaningful in the context of differences on a broad level based on \"justice as fairness, entitlement theory, capability approach, feminist interests on justice, communitarian tendency, representation and recognition\". It inquires on the possibilities of a viewpoint that will overcome the problem of classification and diversity in relation to debates on justice with reference to the relevant works and approaches and draws attention to the necessity of considering such an inquiry on the axis of difference.","downloadable_attachments":[{"id":62259415,"asset_id":42124563,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3422190,"first_name":"Uğur","last_name":"Altuntaş","domain_name":"medeniyet","page_name":"uguraltuntas","display_name":"Uğur Altuntaş","profile_url":"https://medeniyet.academia.edu/uguraltuntas?f_ri=5792","photo":"https://0.academia-photos.com/3422190/11668870/144256231/s65_u_ur.altunta_.jpeg"}],"research_interests":[{"id":1696,"name":"Political Theory","url":"https://www.academia.edu/Documents/in/Political_Theory?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":7943,"name":"Recognition","url":"https://www.academia.edu/Documents/in/Recognition?f_ri=5792","nofollow":true},{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=5792","nofollow":true},{"id":10191,"name":"Justice","url":"https://www.academia.edu/Documents/in/Justice?f_ri=5792"},{"id":17656,"name":"Community","url":"https://www.academia.edu/Documents/in/Community?f_ri=5792"},{"id":19484,"name":"John Rawls","url":"https://www.academia.edu/Documents/in/John_Rawls?f_ri=5792"},{"id":22002,"name":"Amartya Sen","url":"https://www.academia.edu/Documents/in/Amartya_Sen?f_ri=5792"},{"id":25096,"name":"Martha Nussbaum","url":"https://www.academia.edu/Documents/in/Martha_Nussbaum?f_ri=5792"},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=5792"},{"id":34924,"name":"Contemporary Political Theory","url":"https://www.academia.edu/Documents/in/Contemporary_Political_Theory?f_ri=5792"},{"id":51478,"name":"Robert Nozick","url":"https://www.academia.edu/Documents/in/Robert_Nozick?f_ri=5792"},{"id":65927,"name":"Susan Moller Okin","url":"https://www.academia.edu/Documents/in/Susan_Moller_Okin?f_ri=5792"},{"id":78085,"name":"Nancy Fraser","url":"https://www.academia.edu/Documents/in/Nancy_Fraser?f_ri=5792"},{"id":83553,"name":"Michael Sandel","url":"https://www.academia.edu/Documents/in/Michael_Sandel?f_ri=5792"},{"id":86618,"name":"Justice as Fairness","url":"https://www.academia.edu/Documents/in/Justice_as_Fairness?f_ri=5792"},{"id":315707,"name":"Adalet","url":"https://www.academia.edu/Documents/in/Adalet?f_ri=5792"},{"id":337356,"name":"Siyaset Felsefesi","url":"https://www.academia.edu/Documents/in/Siyaset_Felsefesi?f_ri=5792"},{"id":921234,"name":"Adalet Teorisi","url":"https://www.academia.edu/Documents/in/Adalet_Teorisi?f_ri=5792"},{"id":2479766,"name":"Siyaset Teorisi","url":"https://www.academia.edu/Documents/in/Siyaset_Teorisi?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15086877 coauthored" data-work_id="15086877" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15086877/A_Dialogic_of_Leadership_for_Social_Justice_The_Importance_of_Exploring_the_Past_to_Shape_the_Future_of_Educational_Administration">A Dialogic of Leadership for Social Justice: The Importance of Exploring the Past to Shape the Future of Educational Administration</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15086877" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b2a13bae71a5749bffcf9eeb3c078aae" rel="nofollow" data-download="{"attachment_id":38537343,"asset_id":15086877,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Brooks","profile_url":"https://curtinedu.academia.edu/JeffreyBrooks?f_ri=5792","photo":"https://0.academia-photos.com/4261419/1690965/2268594/s65_jeffrey_s..brooks.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15086877">+1</span><div class="hidden js-additional-users-15086877"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://utexas.academia.edu/TerranceGreen">Terrance L Green</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15086877'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15086877').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_15086877 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden 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data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social 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Green","profile_url":"https://utexas.academia.edu/TerranceGreen?f_ri=5792","photo":"https://0.academia-photos.com/24846884/9591357/10683953/s65_terrance.green.jpg"}],"research_interests":[{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=5792","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=5792","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=5792","nofollow":true},{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=5792","nofollow":true},{"id":65733,"name":"Educational management and leadership","url":"https://www.academia.edu/Documents/in/Educational_management_and_leadership?f_ri=5792"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10135524" data-work_id="10135524" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10135524/Dimensions_of_Social_Justice_Leadership_A_Critical_Review_of_Actions_Challenges_Dilemmas_and_Opportunities_for_the_Inclusion_of_Students_with_Disabilities_in_U_S_Schools">Dimensions of Social Justice Leadership: A Critical Review of Actions, Challenges, Dilemmas, and Opportunities for the Inclusion of Students with Disabilities in U.S. Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Empirical research has described how school leaders with social justice orientations investigate, understand, and address issues related to marginalization. These studies detail many of the heroic efforts of principals and their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10135524" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Empirical research has described how school leaders with social justice orientations investigate, understand, and address issues related to marginalization. These studies detail many of the heroic efforts of principals and their dedication, persistence, and skill. Theoretical and empirical writings have often presented social justice leadership as a “cure-all” to inequities rather than politically situated leadership orientation that in its practice is dilemma-laden. This article draws upon previous research on effective leadership as well as highlighting key aspects related to special educational policy in U.S. public schools to cultivate a more in-depth understanding of the practice of social justice leadership for inclusion. This analysis is presented to prompt a more in-depth and practice-oriented discussion, analysis, and understanding of the challenges associated with social justice leadership. Recommendations for future research and a more community-oriented and activist approach to social justice leadership are presented and justified at the conclusion of the article.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10135524" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7a2ca8e4164ec7cca50a4b9e2b777ab" rel="nofollow" data-download="{"attachment_id":36248038,"asset_id":10135524,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36248038/download_file?st=MTczOTgyMzY1MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7633874" href="https://utexas.academia.edu/DavidDeMatthews">David DeMatthews</a><script data-card-contents-for-user="7633874" type="text/json">{"id":7633874,"first_name":"David","last_name":"DeMatthews","domain_name":"utexas","page_name":"DavidDeMatthews","display_name":"David DeMatthews","profile_url":"https://utexas.academia.edu/DavidDeMatthews?f_ri=5792","photo":"https://0.academia-photos.com/7633874/2749258/3203661/s65_david.dematthews.jpg"}</script></span></span></li><li class="js-paper-rank-work_10135524 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10135524"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10135524, container: ".js-paper-rank-work_10135524", }); 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$(".js-view-count[data-work-id=10135524]").text(description); $(".js-view-count-work_10135524").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10135524").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10135524"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=5792","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2260" rel="nofollow" href="https://www.academia.edu/Documents/in/Disability_Studies">Disability Studies</a><script data-card-contents-for-ri="2260" type="text/json">{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=5792","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10135524]'), work: {"id":10135524,"title":"Dimensions of Social Justice Leadership: A Critical Review of Actions, Challenges, Dilemmas, and Opportunities for the Inclusion of Students with Disabilities in U.S. Schools","created_at":"2015-01-12T21:45:59.715-08:00","url":"https://www.academia.edu/10135524/Dimensions_of_Social_Justice_Leadership_A_Critical_Review_of_Actions_Challenges_Dilemmas_and_Opportunities_for_the_Inclusion_of_Students_with_Disabilities_in_U_S_Schools?f_ri=5792","dom_id":"work_10135524","summary":"Empirical research has described how school leaders with social justice orientations investigate, understand, and address issues related to marginalization. These studies detail many of the heroic efforts of principals and their dedication, persistence, and skill. Theoretical and empirical writings have often presented social justice leadership as a “cure-all” to inequities rather than politically situated leadership orientation that in its practice is dilemma-laden. This article draws upon previous research on effective leadership as well as highlighting key aspects related to special educational policy in U.S. public schools to cultivate a more in-depth understanding of the practice of social justice leadership for inclusion. This analysis is presented to prompt a more in-depth and practice-oriented discussion, analysis, and understanding of the challenges associated with social justice leadership. Recommendations for future research and a more community-oriented and activist approach to social justice leadership are presented and justified at the conclusion of the article. 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