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Personal injustice and attributions for others' successChen, Ning, January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 65-77).
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Distributive justice individual differences in allocation behavior due to sex, nationality, and political ideology /Walker, Iain Alexander. January 1900 (has links)
Thesis (Ph. D.)--University of California, Santa Cruz, 1987. / Typescript. Includes bibliographical references (leaves 134-144).
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Social justice and fair distributionsSvensson, Lars-Gunnar, January 1977 (has links)
Thesis--Lund. / Extra t.p. with thesis statement inserted. Bibliography: p. 155-157.
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Small group work in a social justice classroom /Lin, Yih-Sheue. January 2005 (has links)
Thesis (Ph.D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 127-135).
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Finding the one (in ten) : early identification of teacher candidates with maximal social justice education praxis potential /Douglas, Tom. January 2005 (has links)
Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-126). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11776
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PEDAGOGY OF ACCOMPLICE: NAVIGATING COMPLICITY IN PEDAGOGIES AIMED TOWARD SOCIAL JUSTICESheridan, Robyn Stout 01 May 2017 (has links)
In this study, I introduce and analyze the role of complicity in discussions of social justice pedagogies to determine how teachers, who teach social justice oriented courses, navigate complicity. Through an in-depth review of social justice education literature, I show that teacher/scholars rely upon four context-dependent discourses of complicity: (1) responsibility, (2) consciousness-awareness, (3) relation to world, self and others, and (4) inevitability and implicature. In order to understand how these discourses impact pedagogies that seek to make connections between people and social systems, I selected teacher/scholars who are widely published, read, and assigned in social justice oriented fields. I used the method of elite interviewing and interviewed the following eight people: Kevin Kumashiro, Barbara Applebaum, William Ayers, Lynn Fels, Marcelo Diversi, Cris Mayo, Mark McPhail and Deanna Fassett. I applied the conceptual framework of the discourses of complicity to our interview transcripts and three further discourses emerged: (1) nonduality/nonbinary, (2) choice, and (3) imagination. I found that by discursively marking complicity within the context of social justice pedagogies, teachers and students have new tools of understanding at their disposal. Rather than relying upon discourses that keep us “stuck” in conceptualizing relationships as limited by the choice of being either/or complicit or not, pedagogies that center complicity enable teachers and students to recognize themselves as both/and implicated and resistant. A pedagogy of accomplice, one that centers complicity in any understanding of relationality, works towards justice as a means of highlighting what Gloria Anzaldúa called the “invisible threads” that connect us all. Once these threads are made visible, it is what teachers and students do with this understanding that matters. A pedagogy of accomplice provides the potential to open new spaces of resistance and action and bring the unimaginable into the imagination of the classroom community.
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Social justice in UK counselling psychology : exploring the perspectives of members of the profession who have a high interest in, and commitment to, social justiceCutts, Laura Anne January 2013 (has links)
Background and objectives: Despite a large amount of theoretical literature, empirical research into the area of social justice in counselling psychology has been limited to date. Furthermore, no research has explored this topic from the perspective of UK based counselling psychologists. The overarching purpose of this study was therefore to explore the social justice interest and commitment of members of the UK counselling psychology profession. Method and analyses: A mixed methods design was employed. A preliminary quantitative survey phase was followed by the priority stage of the research, in which qualitative interviews were conducted with six members of the counselling psychology profession with at least a moderate interest in, and commitment to, social justice. Qualitative data were analysed using tools from the grounded theory approach. Connection of the two phases of research occurred at participant selection for the qualitative phase and in the interpretation phase. Findings: Quantitative findings were limited; however, comparative to previous studies using the same measure, members of the counselling psychology profession have lower levels of social justice interest and commitment. Qualitative findings highlighted two core categories within the data: ‘Counselling psychologists’ understanding of social justice in counselling psychology and their connection to it’ and ‘Counselling psychologists’ reflections on social justice action’. Conclusions: The qualitative findings extend our understanding of counselling psychologists’ social justice interest and commitment and aid interpretation of the initial quantitative findings. Participants defined social justice in a way which is largely consistent with the theoretical literature but reported some difficulties with this which may be due to training in the area. Results relating to social justice action indicate that whilst some UK-based counselling psychologists are acting on their social justice values, there are numerous issues which potentially limit this. Recommendations for theory, further research and practice are discussed.
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A social sense of justice: the power of relationships in the interaction of procedural and distributive justiceHuxtable, Robert Dennis 17 July 2018 (has links)
Research on justice has produced two literatures, procedural justice and
distributive justice. Procedural justice research has focused on the
psychology of procedural preference, establishing reliable preferences for
adjudication over other dispute resolution procedures. Procedural justice
theories suggest these preferences are based on the concern of participants
with decision and process control. Distributive justice theories have
examined the justice rules that decision-makers use to determine the
appropriate distribution of resources, emphasizing the interpersonal
relationships among participants in determination of the “fair” rule for that
dispute. Research distinguishing these two justice literatures has concluded
that procedural justice concerns are the more robust: that procedural
manipulations are more determinative of fairness perceptions than are the
rules used for allocation outcomes. This research re-examines that
conclusion, using M. J. Lerner’s justice motive theories (1977, 1981) as the
bases of analysis for distributive justice while assessing the importance of
interpersonal relationship characteristics on procedural justice phenomena.
Three studies tested fairness perceptions of conflict scenarios constructed
to describe the relational characteristics of Lerner’s theories. Study 1
examines procedural preferences among adjudication, negotiations and
joint problem-solving under different interpersonal relationships outlined in
Lerner’s original forms of justice (1977), and assesses the distribution rule
preferences associated with those relationships. Study 2 tests the
evaluations of fairness of those justice procedures and distribution rules
across Lerner’s interpersonal relationship characteristics. Study 3
investigates the impact of Lerner’s revised forms of justice (1981) on
fairness of distribution rules and on participant concern for process and
decision control. Few consistent results for procedural justice emerged
across the first 2 studies: Psychological relations of identity/unit/nonunit
influenced procedural preference, with joint problem-solving most robust.
Adjudication was not the preferred justice procedure. Distributive justice
rule preference and fairness ratings in studies 1 and 2 offered only
inconsistent and partial support for Lerner’s original forms of justice.
Studies 1 and 2 suggested that people preferred a cooperative justice
procedure (joint problem-solving) but a competitive distribution rule
(justified self-interest). Results from Study 3 similarly presented only
partial support for Lerner’s revised justice theory: Only two of six justice
rules tested matched a relationship characteristic theorized as determinative
of perceived fairness, those being utilitarian decisions and legal contest.
Study 3 results showed process and decision control influenced by
relationship characteristics: Nonunit relationships were associated with
both third-party process control and third-party decision control. Results
of the three studies are discussed in terms of their implications for Lerner’s
theories and the interaction of distributive and procedural justice
literatures. It is apparent that while interpersonal relationships influence
both procedural fairness and distribution rule fairness, the power of
procedural and distributive justice theories in predicting fairness is weak. / Graduate
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Doing justice justice : distinguishing social justice from distributive justice and the implications for bioethicsGutfreund, Shawna. January 2006 (has links)
No description available.
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People's movements, people's press the journalism of social justice movements in the United States /Ostertag, Robert H. January 2005 (has links)
Thesis (Ph. D.)--State University of New York at Binghamton, Department of Sociology, 2005. / Includes bibliographical references.
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