Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice.This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's'status model' is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three-dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice. This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's ‘status model’ is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Redistribution, recognition and representation: working against pedagogies of indifference

This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of ‘productive pedagogies’, which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are differentiated to support the role of schooling as a positional good, a good in itself, and a good towards the betterment of the broader social world. In contrast with the model’s intentions, the pedagogies mapped in the study’s classrooms lacked differentiation; indeed, they reflected ‘pedagogies of indifference’ and were seen as producing and legitimising social inequalities. The paper theorises the redistributive, recognitive and representative justice possibilities of ‘productive pedagogies’ towards more equitable outcomes for marginalised students. The paper justifies its reprising of this research in light of the contemporary policy emphasis on teaching quality, the reductive impact on pedagogies of high-stakes testing, and the context of growing inequality which limits the potential effects of schools and teacher pedagogies.

‘It’s almost like a White school now’: racialised complexities, Indigenous representation and school leadership

Drawing on a broader study that focused on examining principal leadership for equity and diversity, this paper presents the leadership experiences of ‘Jane’, a White, middle-class principal of a rural Indigenous school. The paper highlights how Jane's leadership is inextricably shaped by her assumptions about race and the political dynamics and historical specificities of her school community. A central focus is on Jane's tendency to deploy culturally reductionist understandings of Indigeneity that position it as incompatible or incommensurable with White culture/western schooling. The paper argues the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience. Such an analysis is presented as imperative to supporting representative justice in that it moves beyond merely according a voice to Indigenous people to a focus on better understanding, problematising and remedying the racial relations that contribute to Indigenous oppression.

An exploration of the cases referred to victim-offender mediation within the framework of the juvenile justice system

Ce mémoire de maîtrise cherche à jeter un regard approfondi sur les cas des jeunes contrevenants référés au processus de médiation à Trajet, un organisme de justice alternative à Montréal. Plus précisément, les objectifs sont de décrire les caractéristiques des cas référés, d’explorer leur relation avec la participation au processus de médiation et avec le résultat de celui-ci, et de comparer ces mêmes éléments en regard de deux périodes inclues dans le projet : celle où s’appliquait la Loi sur les jeunes contrevenants et celle où la Loi sur le système de justice pénale pour les adolescents assortie de l’Entente cadre sont entrés en vigueur. Des méthodes de recherche quantitatives ont été utilisées pour analyser les cas référés à Trajet sur une période de 10 ans (1999-2009). Des analyses descriptives ont permis d’établir les caractéristiques communes ou divergentes entre les cas référés à Trajet et ceux référés à d’autres programmes de médiation. Des analyses bi-variées ont révélé qu’une relation significative existait entre la participation au processus de médiation et l’âge et le sexe des contrevenants, le nombre de crimes commis par ceux-ci, le nombre de victimes impliquées, le type de victime, l’âge et le sexe des victimes et, le délai entre la commission du crime et le transfert du dossier à Trajet. La réalisation d’une régression logistique a révélé que trois caractéristiques prédisent de manière significative la participation à la médiation : l’âge des contrevenants, le nombre de victimes impliquées et le délai entre la commission du crime et le transfert du dossier à Trajet. La faible proportion d’échecs du processus de médiation a rendu inutile la réalisation d’analyses bi et multi-variées eu égard au résultat du processus de médiation. Des différences significatives ont été trouvées entre les cas référés en médiation sous la Loi sur les jeunes contrevenants et ceux référés sous la Loi sur le système de justice pénale pour les adolescents assortie à l’Entente cadre en ce qui a trait au type de crime, au nombre de délits commis, à l’existence d’une référence précédente à Trajet, aux raisons pour lesquelles la médiation n’a pas eu lieu, à la restitution sous toutes ces formes et, plus spécialement, la restitution financière. La participation à la médiation est apparue plus probable sous la LSJPA que sous la LJC. Des corrélations partielles ont montré que différentes caractéristiques étaient associées à la participation à la médiation dans les deux périodes en question. Seule une caractéristique, le sexe des victimes, s’est avérée reliée significativement à la participation à la médiation tant sous la LJC que sous la LSJPA. Les résultats de ce projet ont donné lieu à une connaissance plus approfondie des cas référés à Trajet pour un processus de médiation et à une exploration de l’impact que la LSJPA et l’Entente cadre sur ce processus. Toutefois, l’échantillon étant limité au cas traités à Trajet ne permet pas la généralisation de ces résultats à l’ensemble des cas référés aux organismes de justice alternative du Québec pour le processus de médiation.

Nursing and justice as a basic human need

This paper explores the idea that justice is a basic human need akin to those famously depicted in Maslow’s hierarchy of human needs and, as such, warrants recognition as a core element in representative ideas about nursing. Early nurse theorists positioned the principles and practice of nursing as having their origins in ‘universal human needs’. The principle of deriving nursing care from human needs was thought to provide a guide not only for promoting health, but for preventing disease and illness. The nursing profession has had a longstanding commitment to social justice as a core professional value and ideal, obligating nurses to address the social conditions that undermine people’s health.The idea of justice as a universal human need per se and its possible relationship to people’s health outcomes has, however, not been considered. One reason for this is that justice in nursing discourse has more commonly been associated with law and ethics, and the legal and ethical responsibilities of nurses in relation to individualized patient care and, more recently, changing systems of care to improve health and health outcomes. Although this association is not incorrect, it is incomplete.A key aim of this paper is to redress this oversight and to encourage a broader conceptualization of justice as necessary for human survival, health and development, not merely as a professional value, or legal or ethical principle for guiding human conduct.

A step toward a common measure of organizational justice

Dimensions of the organizational justice construct were examined in a public sector context utilizing an organizational justice measure developed by Colquitt in 2001. Exploratory factor analysis and standard error scree test supported four dimensions of justice as measured by Colquitt's scale. There was evidence of a new factor called procedural-voice justice that taps a possible association with the concept of voice. Future research on organizational justice must investigate its dimensionality based on more representative samples to develop a more globally applicable measure.

Perceptions of Procedural and Distributive Justice in the September 11th Victim Compensation Fund

The September l1th Victim Compensation Fund (the Fund) was created in response to the terrorist attacks of September 11, 2001. Much has been written about the Fund, both pro and con, in both popular media and scholarly literature. Perhaps the most widely used term in referring to the Fund is "unprecedented." The Fund is intriguing for many reasons, particularly for its public policy implications and its impact on the claimants themselves. The federal government has never before provided compensation to victims of terrorism through a special master who had virtually unlimited discretion in determining awards. Consequently, this formal allocation of money by a representative of the federal government to its citizens has provided an opportunity to test theories of procedural and distributive justice in a novel context. This article tests these theories by analyzing the results of a study of the Fund's claimants. Part I provides general background, summarizes existing commentary on the Fund, and discusses prior research on social justice that is relevant to the 9/11 claimants' experiences with the Fund. Part II of this article describes the methodology behind the study, in which seventy-one individuals who filed claims with the Fund completed surveys about their experiences with and perceptions of the Fund. Part III discusses the survey results. We found that participants were reasonably satisfied with the procedural aspects of the Fund, such as representatives' impartiality and respectful treatment. Participants were less satisfied, however, with the distributive aspects of the Fund, such as the unequal distribution of compensation and the reduction in compensation if claimants received compensation from other sources (e.g., life insurance). Part IV of this article addresses the implications of the study results for public policy and for theories of social justice.

Commerce, Justice, science, and related agencies appropriations for 2012 : hearings before a subcommittee of the Committee on Appropriations, House of Representatives, One Hundred Twelfth Congress, first session /

Shipping list number: 2011-0317-P (pt. 2A), 2011-0318-P (pt. 2B), 2011-0285-P (pt. 3, 4), 2011--0325-P (pt. 5), 2011-0410-P (pt. 6), 2012-0013-P (pt. 7), 2011-0383-P (pt. 8), 2011-0295-P (pt. 9).

Institutions politiques de l'Europe contemporaine : constitution, gouvernement, assemblées parlementaires, administration locale, justice.

Includes bibliographical references.

Organisation communale et centrale de la république : projet présenté a la nation pour l'organisation de la commune, de l'Enseignement, de la Force publique, de la Justice, des Finances, de l'État.

Mode of access: Internet.

Perpetuating Racism: Legal Education, Race and Social Justice

By presenting the results of a content analysis of Australian undergraduate legal education, this paper examines the extent to which issues of race, ethnicity, discrimination, and multiculturalism feature within this component of the moral, ethical, and professional development of legal professionals. It will demonstrate that instead of encouraging a deep, critical and contextual understanding of such issues, legal education provides a relatively superficial one, which has important implications for the role that legal professionals play in overcoming injustices such as institutional racism, and the kinds of social reform that they are likely to undertake.