The Future of Social Justice in Adult Education: A Gateway to Evolutionary Change
DOI:
https://doi.org/10.55370/dsj.v2i1.515Keywords:
Social justice, Adult education, Beliefs, Challenges, DefinitionAbstract
ABSTRACT WILL NOT BE INCLUDEDSocial justice is a difficult term to define, partly due to its overall complexity. In general terms, social justice is a set of beliefs and behaviors concerned with liberty, individual and collective rights, social, economic and political opportunities.Social justice has expanded to include a broad set of definitions that differ depending on the source. Social justice means different things to different individuals based on their current studies or occupation. The challenge is determining how our societal roles help narrow a working definition of social justice so itcan be applied to graduate programs and organizational training programs, in much the same way that mission statements are applied. Similar to mission statements that include a succinct set of standards and goals agreed upon by those within an organization, a definition of social justice can be just as succinct without excluding history or hope for the future.
References
Broido, E.M., & Reason, R.D. (2005). The development of social justice attitudes and actions: An overview of current understandings. New Directions for Student Services, 110, 17 – 28.
Crowther, J. (2013). Adult education for social justice. Studies in the Education of Adults, 45(1), 1 – 3.
Evans, N.J., & Reason, R.D. (2001). Guiding principles: A review and analysis of student affairs philosophical statements. Journal of College and Student Development, 42, 359 – 377.
Houle, C. (1964). Continuing your education. New York, NY: McGraw-Hill Book Company. In Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
Kwapong, O. A. T. F. (2009). Male support for gender equality. ACCRA, Ghana: Ghana University Press.
Lindeman, E. (1961). The meaning of adult education. Norman, OK: The University of Oklahoma.
Miranda, A.H., Radliff, K.M., Cooper, J.M., & Eschenbrenner, C.R. (2014). Graduate student
perceptions of the impact of training for social justice: Development of a training model. Psychology in the Schools, 51(4), 348 – 364.
Preskill, S., & Brookfield, S. (2000). Learning as a way of leading. San Francisco: Jossey-Bass.
Rawls, J. (1993). Political liberalism. New York, NY: Columbia University Press.
Shriberg, D., Bonner, M., Sarr, B.J., Walker, A.M., Hyland, M., & Chester, C. (2008). Social justice through a school psychology lens: Definitions and applications. School
Psychology Review, 37, 453 – 468.
Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Research in higher education, 36(1), 23-39.
Tyler, T.R., & Blader, S.L. (2003). The group engagement model: Procedural justice, social identity, and cooperative behavior. Personality and Social Psychology Review, 7(4), 349 – 361.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
