Search results

The purpose of this paper is to focus on social justice issues identified by American principals. A research question that guided this qualitative study was: do educational leaders relate to the concept of leadership for social justice?

The standardized protocol for focus group discussions was based on Krueger and Casey's work on how to conduct effective focus group interviews. Each focus group carefully followed the protocol, which was designed to give voice to the informants and not to be led by the moderator in preconceived directions. This procedure provided a framework to maintain consistency in eliciting and collecting information but not leading participants to discuss social justice issues just to please the researchers.

This paper both confirmed that principals are concerned with social justice and identified that some principals do not explicitly discuss issues that relate to social justice. Principals who raised social justice issues felt that leaders should be courageous enough to make decisions that are best for children, even though they may not be popular.

Qualitative research such as this adds to the breadth and depth of human understanding, but findings cannot be generalized to any larger population.

The term social justice has become pervasive in US academic discussions, yet there has been little dialogue with practitioners and even less data examined concerning if the term has any relevance to practitioners. This paper explores the voices of practitioners in relation to a pervasive term in US academic discourse.

The paper seeks to examine the potential implications for leadership preparation programs of the intersection between emotions and leadership for social justice.

The methodology followed was grounded in an ethnographic case study of a Greek‐Cypriot principal who struggled to transform his elementary school into a community that truly included students from different ethnic and cultural backgrounds.

The findings of the case study highlight: the vision and practices of leadership for social justice; the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.

The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.

The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

The purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship Project (ISSPP) project in the Spanish for social justice.

Twelve case studies have been carried out within the three lines of research proposed by ISSPP: successful principals, underperforming principals and principal leadership identity. All but one school were in challenging contexts. The methodological approach followed is based on multiple perspective case studies using a mixture of qualitative methods (interviews, focus groups and observations).

Results show that successful principals not only believe in social justice through simple empathy with the concept of social justice, but also use strategies that combine transformational and instructional leadership processes and manage to reverse the bad situation of their disadvantaged schools, seeking excellence from equity. The leadership identity of successful principals is characterized to look to the future with hope, adopting a realistic utopian attitude to interpret their surrounding reality.

From the case studies carried out, valuable information is obtained, which helps to understand the possibilities of implementing the ISSPP successful school leadership model in heterogeneous and disadvantaged context for equity and social justice.

This paper aims to provide an example of ways in which research plans may shift and how the research team dealt with necessary changes as they unfolded; within this context, the authors encourage the use of qualitative and narrative methods prior to and during the design process to better understand the population for which they are designing. Second, the stories from this case study illustrate the importance of understanding the overall context in design solutions, understanding the value of working with residents during the design process and using design as a tool for advocacy and empathy.

Initially, a traditional mixed method approach was developed to study the feasibility of tiny homes in homeless populations. Responding to unforeseen circumstances, the research team shifted to more appropriate narrative research methods, capturing a profile of the community. The paper shares narrative accounts from the tiny home village residents.

Overall, the stories from the Portland visit illustrate the importance of social impact and the understanding of the overall context in design. This study also advocates the use of qualitative interview and narrative methods in design research, especially when used to better understand the “houseless” or other special populations.

There were limitations to the research that likely affected the outcomes and the results. The most apparent limitation was the unanticipated shift in methodology that occurred during the research study, which is also arguably one of the best strengths. Also, because of the qualitative nature of this research, the results are not generalizable to a broader context and only valuable or applicable to special cases.

The true human condition of displaced people is often misrepresented in the minds of those who are unaffected. Designers are uniquely qualified to help solve seemingly unsolvable problems but must do so with caution.

For those taking on the challenge of designing for disadvantaged communities, this paper reveals that design research is more than just a problem to solve through habitable boxes. This study brings to light several social, economic and design complications that may arise in this vein of research.

This research methodology was unexpectedly altered when unforeseen events necessitated a shift in the research plan. This process revealed that sensitive social issues can be difficult to navigate and must be treated with utmost respect and flexibility. Issues such as affordable housing, homelessness and sustainability are all examples of wicked problems, which designers are uniquely qualified to help solve but must do so with caution and a true understanding of context. Many lessons were learned through this process.

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice.

In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives.

This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed is a helpful tool for teachers to integrate ELA and Social Studies curriculum in a student-centered, project-based environment while addressing the C3 and Common Core State Standards. The protocol is applied to the YA novel, Violent Ends (Hutchinson et al., 2015) and includes questions and strategies that guide teachers and students to critically think about democratic action and gun violence.

The specific steps of the WSAP protocol will be demonstrated with Violent Ends, providing example activities from this book for practitioners.

This paper is the first to apply the WSAP with a YA text.

The observation by the authors, based on their extensive experience working in K-8 public schools in the region showed the special needs classrooms catering to children with exceptionalities such as Autism Spectrum Disorder (ASD), Intellectual Disability (ID) and Emotional Disturbance (ED) are typically makeshift arrangements with no consideration given to students' unseen sensory needs. A thorough literature review indicates that there are no holistic design guidelines in place to meet the sensory needs of students with ASD, ID and ED. This study seeks to address this gap by providing considerations to meet the sensory needs impacting these students' focus, behavior and classroom engagement with course content and peers.

Sensory design guidelines were established utilizing a qualitative method, providing a foundation for the development of classroom prototypes that address the sensory needs of students with ASD, ID and ED.

The new guidelines, which correlated interior design strategies with the sensory needs of children with ASD, ID and ED, and the resulting prototypes provide a basis for the further development of design standards and takes designers closer to creating more conducive and inclusive environments.

This study reinforced the belief that these recommendations should be considered in the school-wide design. Many students can be included with their typical peers for all or part of their school day if space has been designed to accommodate their differences.

This study bridges the gap while documenting the correlation between design factors and sensory needs of students with exceptionalities, in this case, ASD, ID and ED.

Fundamental aspects of educational leadership preparation programs regarding social justice are embodied in program design elements, yet the scholarly community did not adequately address these issues. The paper aims to discuss these issues.

The essay suggests that organizational theories dealing with person-environment fit can shed light on the models, possibilities, and limitations of various preparation programs.

The essay proposes a meta-conceptual framework that builds on Schneider’s attraction-selection-attrition theory and on the socialization literature to classify leadership preparation programs by design. In addition, the paper reflects on the implications of program design in relation to the power and the responsibility of the faculty.

The essay argues that design decisions made by the faculty a priori enable and constrain its power and responsibility. The conclusion is that design decisions should be made by faculty with awareness of these issues.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

This paper aims to provoke a conversation in marketing scholarship about the overlooked political nature of doing research, particularly for those who research issues of social (in)justice. It suggests a paradigmatic shift in how researchers might view and operationalise social justice work in marketing. Emancipatory praxis framework offers scholars an alternative way to think about the methodology, design and politics of researching issues of social relevance.

This is a conceptual paper drawing on critical theory to argue for a new methodological shift towards emancipatory praxis.

As social justice research involves a dialectical relationship between crises and critique, the concept of emancipation acts as a methodological catalyst for furthering debate about social (in)justice in marketing. This paper identifies a set of methodological troubles and challenges that may disrupt the boundaries of knowledge-making. A set of methodological responses to these issues illustrating how emancipatory research facilitates social action is outlined.

Emancipatory praxis offers marketing scholars an alternative methodological direction in the hope that more impactful and useful ways of knowing can emerge.

The paper is intended to change the ways that researchers work in practical and concrete terms on issues of social (in)justice.

Although this paper is theoretical, it argues for an alternative methodological approach to research that reorients researchers towards a politicised praxis with emancipatory relevancy.

Emancipatory praxis offers a new openly politicised methodological alternative for addressing problems of social relevance in marketing. As a continuous political and emancipatory task for researchers, social justice research involves empirical encounters with politics, advocacy and democratic participation, where equality is the methodological starting point for research design and decisions as much as it is the end goal.