abstract: Privilege is unearned advantages, access, and power reserved for a select group of people. Those that benefit from privilege manifest their power consciously and sub-consciously so as to maintain their exclusive control of the opportunities privilege affords them. The reach and power of one’s privilege rises and falls as the different social identities that one possesses intersect. Ultimately, if a society built on justice and equity is to be achieved, those with privilege must take tangible steps to acknowledge their privilege and work to end the unequal advantages and oppression that are created in order to perpetuate privilege. This thesis unpacks privilege through an autoethnographic examination of the author’s history. Through the use of creative nonfiction, personal stories become launching points to explore characteristics of privilege manifest in the author’s life which are emblematic of larger social groups that share many of the author’s social identities. The following characteristics of privilege are explored: merit, oppression, normalization, economic value, neutrality, blindness, and silence. / Dissertation/Thesis / Masters Thesis Justice Studies 2015

Orientador: Zeljko Loparic / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-08T18:56:31Z (GMT). No. of bitstreams: 1 Azevedo_MariaCarolinaMeiraMattosVicentede_D.pdf: 501404 bytes, checksum: 4de66afbc5a2b512a41d6e215ad977bb (MD5) Previous issue date: 2007 / Resumo: Esta tese tem por objetivo a reconstrução da unidade metodológica da obra Uma teoria da justiça de John Rawls. Consideramos que Rawls, nessa obra, tem em mente o ideal de uma ¿geometria moral¿ e que é a partir desse ideal que a obra toma forma e se organiza. Rawls, de maneira original, procura adaptar e aplicar desenvolvimentos metodológicos da análise geométrica grega à solução de problemas filosóficos. Na etapa da análise, Rawls parte do problema da justiça social e caminha na direção das condições que possibilitarão a solução do problema. Rawls postula que a posição original reúne as condições possíveis para a escolha dos princípios gerais de justiça aceitáveis para todos os homens. Como a noção de posição original é assegurada apenas por analogias, pelo método do equilíbrio reflexivo e pela congruência da justiça com o bem, Rawls substitui a etapa da síntese, isto é, da prova dos princípios de justiça, pela tarefa prática de fazer avançar indefinidamente a pesquisa teórica no campo da ciência da justiça social. Nessa tarefa a noção de posição original desempenha um papel heurístico. É perante uma grande audiência, é no exercício da produção de conhecimentos científicos que a teoria de Rawls se expõe para ser debatida e avaliada como norma possível para as instituições políticas e sociais / Abstract: The aim of this thesis is to reconstruct the methodological unit of A Theory of Justice by John Rawls. We imply that, in his book, Rawls has the ideal of a ¿moral geometry¿ in mind and the work gains form and organizes itself from this ideal. In an original way, Rawls tries to adapt and apply methodological developments of the Greek geometric analysis to the solution of philosophical problems. In the analysis stage, Rawls starts from the social justice problem and moves towards the conditions that will make the solution to the problem feasible. He states that the original position gathers all the possible conditions to choose the general principles of justice acceptable to all men. As the original position notion is assured only by analogies through the reflective equilibrium method and the congruence of the right and the good, Rawls substitutes the synthesis stage, i.e., the justice principles proof, by the practical task of indefinitely advancing the theoretical research in the social justice field. In this task the notion of original position plays a heuristic role. It is before a huge audience and in the actual production of scientific knowledge that Rawls¿ theory is revealed to be debated upon and evaluated as a possible norm for the political and social institutions / Doutorado / Filosofia / Doutor em Filosofia

This thesis explores how two opposing world views espoused respectively by two social movements coexist within our society. One view holds that humans, non-humans, and all of nature are interconnected and interdependent. Its proponents believe that social justice should, therefore, be extended to all of nature. The other view holds that people are autonomous, independent individuals, each with a fundamental right to freedom from the coercion by others. Its proponents believe that social justice is a means of social control and. so. is incompatible with freedom. Four activists for each of these social movements were interviewed to understand their personal world views and to gain insights on the social implications of the coexistence of their respective projects. While the 'freedom' activists understand nature as being hierarchical and the'eco-social justice' activists deny a hierarchy, agreements between the two groups and disagreements within them suggest a dynamic mechanism for social change.

In this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review of literature related to the benefits of artmaking and individual storytelling, teaching social justice issues, and the influence of visual culture provide insight and foundation for the study. Qualitative research methods are incorporated to determine the effectiveness of connecting the making of art to the instigation of community involvement. The data collected and interpreted to inform the conclusions are interviews, discussions, and visual and written responses by the participants in the study. The conclusions may be used in either a classroom or community art forum and contribute to the foundational body of knowledge that asserts that art making and critical thinking are necessary components of contributing to today's society.

The blurred lines between the domains of art, education and art education create tensions that impact how art educators negotiate their identities (Baxter, Ortega López, Serig & Sullivan, 2008) within themselves and through a myriad of complex relationships with society and the natural world. I reflect upon the profound transformations of my theoretical and methodological framework of pedagogy emerging from my academic, artistic and professional experiences, particularly my exposure to twentieth century philosophy, post-modernism, critical pedagogy, democratic education, feminist theory and queer studies, each through the lens of social justice. I draw from the ideas of thinkers—Goodman, Lorde, Deleuze, Freire and Zolla, amongst many—who, in one way or another, embraced an integrative dialectic of difference rather than fearing or rejecting conflict, opposites and contradictions. In the twenty-first century, this exploration of the interspace has resulted in arts-based theoretical and methodological approaches to inquiry (Rolling, 2013) such as studio art as research practice (Sullivan, 2004), a/r/tography (Springgay, Irwin & Kind, 2005), and productive ambiguity (Shipe, 2015). This thesis is an arts-based autoethnography, intended to embody the dual nature of the identities and practices of artists/teachers through the creation of an artistic product. Carolyn Ellis and Arthur P. Bochner pointed to the three axes of autoethnography: the self (auto), culture (ethno) and the research process (graphy); modes of autoethnography fall along different places within these continua (Ellis & Bochner, 2000). While I place the strongest focus on my experience and culture, I also stress the relevance and rigor of the research process. Drawing inspiration from the amazing work of Nick Sousanis and Rachel Branham, I include extensive notes and references at the end of the thesis. The prologue is formatted as an illustrated novel—a blueprint for a full graphic novel version of this thesis. The rest of the manuscript is a literary autoethnography, by which I assume the identity of an autobiographical writer foremost.

This dissertation examines material cultural productions as meaning-making practices that memorialize migrant lives within a context that creates and sustains the conditions for migrant deaths. I explore the Migrant Quilt Project to understand the rhetorical force and function of memorializing quilts in neoliberal contexts where migrant lives are devalued and migrant deaths appear insignificant. Since the US Border Patrol first implemented the tactic of Prevention Through Deterrence, migrant deaths have increased, totaling almost 3,000 migrant deaths in the Sonoran Desert of Southern Arizona since 2000. As a response, activist quilters with The Migrant Quilt Project carefully craft quilts from clothing left behind by migrants crossing the desert. Each quilt documents migrant deaths from a specific year, as recorded by the Pima County Office of the Medical Examiner, and includes the name of each migrant or "unknown" or "desconocido" for unidentified migrants that died that year. The quilts memorialize and humanize migrants to bring awareness to migrant deaths in the Southern Arizona community. I examine the quilts of the migrant quilt project and incorporate insights from interviews with quilters. This analysis reveals that the quilters carefully compose their quilts and employ particular rhetorical strategies to accomplish three goals: to humanize migrant lives through (counter) narrative, to memorialize migrant lives to resist erasure, and to raise awareness of what the quilters term the "reality" human migration. I argue that these three goals ultimately function to challenge dominant narratives of migrants and teach viewers about the ill effects of immigration policy. To theorize quilting as a method, this dissertation also focuses on my experience creating a quilt for the Migrant Quilt Project and explores the value of composing text(iles) as contributing to scholarly inquiry. Quilting as a method challenges traditional concepts of research and rigor to expand those concepts, which allows my particular project the opportunity to consider myself implicit in the plight of migrants. Quilting as method also facilitates a dialectical research process, which promotes an always changing perspective and research trajectory. This dialectical process expands understanding of the migrant experience and facilitates a thoughtful awareness when composing data representation. I argue that quilting as a feminist qualitative research method facilitates a nuanced understanding of the research questions about migrants and migrant representation. Ultimately this dissertation considers the productive possibilities of studying text(iles) and also of making text(iles). In completing this research, I argue that studying and composing quilts promotes tactile research methods to value various literacies and qualitative data representation. This research also provides pedagogical tools for rhetoric and composition scholars to value various ways of knowing and to study overlooked histories in their classrooms. Lastly, this research provides the possibilities for people to learn about the experiences of migration and the ill effects of immigration policies on fellow humans.

Philosophiae Doctor - PhD / Social justice is embedded in the South African constitution and various policy documents as an important concept and vision for a democratic South Africa. Yet, twenty two years after democracy, South African society reflects the entrenched racial and class divisions of the past. The educational context mirrors the persistence of historical, political and social patterns of advantage and disadvantage. The position taken in this study is that social justice and social injustice are inextricably linked. This study is based on the premise that, in order to understand social justice, social injustice needs to be understood and articulated. This study was situated in a rural education district where past unequal spatial, educational and social stratifications persist. The study was conducted in four rural schools to explore twelve primary school teachers' onto-epistemological assumptions of the world and their interpretations and meanings of social justice and injustice. Three related lenses, social justice, spatial justice and epistemic injustice were used to theoretically frame the study. Teachers' life histories were explored using a grounded theory approach as methodology. A three phased reflective process was used to explore and deepen understandings of social justice. The findings suggest that the perpetuation of past injustices and inequalities are based on deeply held different racialised understandings of social justice and injustice, resulting in racially situated narratives of social justice and injustice. The present narratives of who should be taught by whom, where and what should be taught also contribute to the perpetuation of racially situated narratives and injustices. Through dialogue teachers were able to deepen their understandings of their own experience and gain insight into the experiences of the 'othe'. A further position taken in this study is that in social justice research the researcher is not neutral. This study explored the role of the social justice researcher and drew learnings of the socially just researcher as a reflexive and 'just listener'. The study makes recommendations for further socio-spatial-epistemic justice research and for its inclusion in pre-and in-service teacher courses as extensions of the development of a critical discourse on social justice in South African education.

This thesis examines number sense in primary mathematics. I begin by presenting literature to demonstrate how a cognitive definition of number sense, dominates understandings of mathematical development. I argue that this has influenced fixed-ability practices in mathematics (e.g. Boaler, 1997; Marks, 2014) presenting number-sense as a natural ability. I outline the political landscape and explore data which demonstrates that mathematics education systematically disadvantages some people (Zevenbergen, 2001). After reviewing mathematics learning from a range of theoretical perspectives, I demonstrate a gap in the literature: a sociological exploration of number sense in primary school and illustrate the need to examine school structures and their implications for equitable outcomes for all children. To address this gap I have employed Bourdieusian tools of habitus, field and capital, to explore number sense development. Through ethnographic methods in Year 4 classrooms, I examine how number sense positions children in the field of primary mathematics. This research was undertaken during the first year of statutory implementation of the National Curriculum (DfE, 2013) allowing insight into the lived experiences of children at this time. My findings show that facts, fluency and flexibility are key ways children demonstrate their number sense. Through rapid recall of facts children are seen by their teachers, peers and themselves as ‘able’ at mathematics, leading to explicit reproduction of social class, as these facts are usually learned at home. Similarly, a demand for fluency has led to a focus on procedural accuracy with calculation. Based on this, children are sorted into ability groups magnifying infinitesimally small differences between them (Bourdieu, 1986). Finally, children demonstrate flexibility through different calculation strategies; however, lessons usually rehearse single methods, hiding this key mathematical practice. Each aspect of number sense differentiates children, advantaging those with middle-class habitus and therefore reproducing educational inequalities.

The purpose of this study was to inform global citizenship practice as a higher education (HE) agenda by comparing retrospective experiences of a range of community engagement (CE) partners, including the often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm and meta-theoretically by phenomenology. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), academic service learning (ASL) students (n = 20: females 17, males 3), and researchers (n = 12: females 11, males 1). Existing data sources included verbatim transcriptions of (i) audio-recorded Participatory Reflection and Action (PRA)-directed group sessions (parents, teachers, student-clients), (ii) telephonic interviews (ASL-students, researchers) and semi-structured interviews (ASL-students); as well as rural school context observation data documented textually (audio-visual recordings and photographs) and textually (field notes). A significant insight from this study is that a range of CE-partners experience similar benefits and challenges when a university and rural school partner. Whereas all CE-partners experience HE-CE as beneficial for human capital development, they all experience that HE-CE is challenged by the structural disparity between a rural context and operational miscommunication. CE-partners with higher education levels experienced that the HE partner is an agent that facilitates knowledge generation. These CE-partners indicated that both academic researchers and non-researchers should be valued as equal knowledge co-generator partners. CE-partners within a rural school had expectations of material gain as part of their experience of participating in this CE-partnership. CE-partners involved in educational psychology (ASL) experienced connectedness and support as a result of participating in the FLY intervention. These CE-partners also experienced FLY relationships as a great platform for establishing bonds, whilst learning from peers. I theorise the Progressive Global Citizenship conceptual framework as a guide that points towards boundless engagement in the era of globalisation. This suggests that HE-CE should focus on innovative interventions that have support structures aimed at establishing connections across socio-economic, cultural, racial and academic backgrounds. Therefore, I propose that HE should make a concerted effort to enhance insight, awareness, reflection, exploration and develop critical consciousness among global citizens. In my view, this calls for innovation that moves away from traditional practices in global citizenship. HE should strive to partner with many role-players as an alternative way of broadening the scope towards understanding and enriching CE interventions. / Thesis (PhD)--University of Pretoria, 2017. / Educational Psychology / PhD / Unrestricted

Orientador: Josué Pereira da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-24T04:26:35Z (GMT). No. of bitstreams: 1 Cappelli_KarinaVales_M.pdf: 1182823 bytes, checksum: 99e91ff201e834da3f9f13b5815d518f (MD5) Previous issue date: 2013 / Resumo: Esta dissertação trata das mudanças no conceito de renda básica ao longo dos vinte anos de existência da organização não governamental BIEN (Basic Income Earth Network). Baseia-se em dois momentos decisivos, marcados pela publicação de dois textos representativos da formulação da alocação universal: "A Capitalist Road to Communism", na revista Theory and Society, em 1986, e "A Capitalist Road to Global Justice", em 2006, no primeiro número da revista Basic Income Studies. Os dois textos foram escritos em conjunto por dois dos fundadores da BIEN, Philippe Van Parijs e Robert van der Veen. Tendo os dois textos como ponto de partida, o objetivo é entender o debate em torno da proposição de renda básica nesse período, em especial a mudança de concepção traduzida na substituição da noção de comunismo pela noção de justiça global / Abstract: The main objective of this dissertation is to perceive the changes in the basic income concept through the twenty years of existence of the non-governmental organization BIEN (Basic Income Earth Network). It's based in two decisive moments, which are influenced by two articles that represent the very formulation of universal allocation: "A Capitalist Road to Communism", in the journal Theory and Society in 1986, and "A Capitalist Road to Global Justice", which was published in 2006 by the first volume of the journal Basic Income Studies. Both articles were co-authored by two founders of BIEN, Philippe Van Parijs and Robert van der Veen. We use the two articles to start to understand the debate concerning the basic income proposition at the given period, specially the change noted with the exchange of communism for global justice / Mestrado / Sociologia / Mestra em Sociologia