Browsing by Subject "Social justice"

Now showing 1 - 4 of 4
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    Reclaiming an African American narrative: exploring agency among young adult change-agents
    (2014-08) Dierker, Beth Margaret
    Young people play a significant role in shaping and changing societies, and their development into active, informed citizens determines the health of democratic societies. The present study explores the influences (ideas, experiences, and relationships) that shape six African American young adults' beliefs that they should and can effect change in their neighborhood. Many of these young people--all former participants in a youth-development program--exhibited the capacity to critically examine their worlds and develop plans to effect change, deep commitments to be change-agents in their community, and strong leadership skills. Framed by the concepts of transformative agency, coalitional agency, and critical consciousness, the study aimed to explore the roots of their beliefs about, commitments toward, and experiences of effecting change. The scope of this study appreciates the long-term and multifaceted nature of becoming an agent of social change in which identity and influence are rooted in a layered sense of belonging. Scholars have paid relatively little attention to how social contexts and processes influence youths' long-term beliefs and commitments about contributing to and shaping society (Bajaj, 2009; Hart & Fegley, 1995; Watts & Guessous, 2006), and this study's findings surface the complex meaning making and social processes that fed into the young adults' beliefs that they should and could effect change. The young men and women highlighted the importance of exploring and claiming a rich cultural identity rooted in an African American counternarrative of courage and struggle. They also referenced two broad commitments--to honor others' humanity and to serve others and struggle for justice--that guided their actions and decisions. When describing the experiences through which they came to learn and embrace these commitments, the young adults pointed to relationships, group expectations, and concrete experiences of effecting change that took place within the youth-development program. While much of the findings involved the young adults reflecting back on their experiences as youth, they also described the way they draw on those experiences and commitments as they navigate the challenges and opportunities of young adulthood.
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    A study of peer-nominated exemplars of social justice commitment in counseling and psychology
    (2013-07) Sumner, Adam D.
    The current study used qualitative methods to examine the perspectives and experiences of 18 peer-nominated exemplars of social justice practice in psychology and counseling. A 9 question semi-structured interview was conducted with each participant addressing 4 research questions: What is social justice in counseling and psychology? How did the exemplar develop his or her orientation towards social justice? What challenges are associated with the exemplar's social justice work? How does the exemplar maintain his or her vitality and resiliency? The data was analyzed using Consensual Qualitative Research (CQR) methods. A total of 51 themes emerged from 1,061 minutes (17 hours, 41 minutes) of interview data. These themes were grouped into 13 domains. The results present a nuanced picture of the practice of social justice in counseling and psychology, an engaging, personal perspective on the development of social justice orientation, a detailed examination of the challenges associated with social justice work, and key practices that can be used to sustain vitality and resiliency. The research process and results show that psychologists, counselors, social workers, family therapists, and other mental health practitioners are actively engaged in social justice work and have developed a thoughtful, cohesive set of practices that can be informative to those in practice, training, and research.
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    Teaching for transformation: the praxis of critical pedagogy in social studies education
    (2013-05) Boegeman, William Steven
    This paper explores the theory-praxis gap in critical pedagogy as it relates to social studies education. The study uses a multiple-case study design to focus on the teaching practices of two high school social studies teachers, particularly on how defining aspects of critical pedagogy are reflected in their teaching. The data reveals several aspects of critical pedagogy that are present in the teaching practices of both teachers, but also reveals several opportunities where potential for critical pedagogy is not realized. The author makes several suggestions on how the "critical potential" in these specific instances could be realized, and what implication this study may have for future projects.
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