07 SES 02 B JS, Youth Perspectives on Social Justice and Globalization
Joint Paper Session with NW 05 and NW 07
The society in which we live today is deeply unjust. Globalization, the crisis, the gap generated by social class, thus originates a society so unequal that it urges greater Social Justice.
The first source in which we have deepened is the three-dimensional concept of Social Justice. Our multidimensional proposal of Social Justice understands it from three interdependent elements (Fraser, 2008):
• Redistribution or Economic Justice, understood as equitable distribution of "primary goods". From a differential principle, goods are not distributed equally for all people, but for the benefit of those who, because of their conditions or situation, need it most, thus compensating for the inequalities generated by their socioeconomic situation, culture, race , capacity…
• Recognition or Cultural Justice, understood as the absence of cultural domination, non-recognition, disrespect or oppression of any person with the objective of respecting and valuing their different ways of being, doing and thinking.
• Participation and Representation or Political Justice, considered as the participation and representation of all the people in the society, that is to say, in all the organisms and means of the social life. This dimension is especially aimed at those groups of people who have traditionally been excluded and who have had little or no representation in society.
Complementing this idea, these injustices in turn have a structural character (organization and social hierarchy) and often cause situations of oppression. This oppression can take on the dimension of exploitation, marginalization, lack of power, cultural imperialism or violence.
A second source is the concept of Education for Social Justice, understood as one that is capable of transforming society through a school that is accessible to all, where students feel valued and participate and learn in contexts of diversity, avoiding Inequities and marginalization. Education for Social Justice gives more to those who need it most, and adapting teaching learning to the reality of each student. The final purpose of socially just education is to train students who are agents of change, knowledgeable about and sensitive to injustices. Education for Social Justice is comprised of three elements:
• Equitable education, assumed as that which guarantees the access, permanence and learning of all students by organizing and adapting resources and means in such a way as to help those students who need it most. Likewise, equitable education avoids all forms of exclusion, segregation, discrimination on a path to inclusive education, which implies an appreciation and recognition of the differences and strengths of students.
• Democratic education, regarded as one that is for everyone and for all and is based on social freedom and equality in diversity that requires deliberative and decision-making processes where participation and cooperative work are essential.
• Critical education considers that it breaks with class relations, inequities and social and cultural submission of individuals. Education, from a critical perspective, has the power to transform and achieve the social emancipation of subjects. The purpose of critical pedagogy is to sensitize, denounce and transform the situations of reproduction, legitimation, domination and oppression generated by racial, class, gender or sexual orientation issues in the educational system and in society.
Adams, M. y Bell, L.A. (2007). Pedagogical framework for social justice education. En M. Adams, L.A. Bell y P. Griffin (Eds.), Teaching for diversity and social justice (pp. 15.34). Nueva York: Routledge. Applebaum, B. (2004). Social justice education, moral agency, and the subject of resistance. Educational Theory, 54(1), 59-72. Applebaum, B. (2005). In the name of morality: Moral responsibility, whiteness and social justice education. Journal of Moral Education, 34(3), 277-290. Carlisle, L., Jackson, B y Alison, G. (2006). Principles of Social Justice Education: The Social Justice Education in Schools Project. Equity & Excellence in Education, 39(1), 55-64. Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D.G., Barnatt, J. y McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377. Enterline, S., Cochran-Smith, M., Ludlow, L.H. y Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4(4), 267-290. Lupton, R. (2005). Social justice and school improvement: improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, 31(5), 589-604. North, C.E. (2006). More than words? Delving into the substantive meaning (s) of “social justice” in education. Review of Educational Research, 76(4), 507-535. Petrou, A., Angelides, P. y Leigh, J. (2009). Beyond the difference: From the margins to inclusion. International Journal of Inclusive Education, 13(5), 439-448. Smyth, J. (2011). Critical pedagogy for Social Justice. Londres: Continuum.
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