Utilizing The Wire to Teach about Justice-Oriented Citizenship

“Charm City: Down to The Wire?” is the title of an elective class developed by Sarah Taylor, a teacher at a private school in Baltimore. In the class, students explore their city and social justice issues from a framework that correlates to Westheimer and Kahne's (2004) concept of justice-oriented citizenship. Not only do students analyze problems depicted so vividly in the television series The Wire, they investigate and problem-solve to create possible solutions for enduring problems that afflict their city. This study considers the connection of class activities to justice-oriented citizenship and how the course can be replicated in other communities.     

The American Revolutionary Period

The United States is currently experiencing the largest wave of immigration in its history. This contemporary immigration is unprecedented in its diversity of ethnicity, class, and countries of origin, and large urban areas are no longer alone in absorbing arrivals. The author reviews children's picture books about dilemmas that immigrant children face, such as being different, coping with great and small changes, responding to one's name, learning a new language, relating to previous generations and traditions, maintaining ties with distant relatives, and visiting their homelands. Classroom materials relevant to the social and cultural experiences of children generate interest in and enthusiasm about learning. When teachers include books about the negotiation of another culture in the curriculum, children learn through reading that stories can be about people like them, that stories of their experiences are worthy of being in a book, and that other children have felt the way they do.     

III. Implications of the Report of the Commission on the Social Studies of the American Historical Association

In a world that is, on the one hand, determined to sustain distinct national and group identities and, on the other hand, becoming increasingly globalized, interconnected and interdependent, social studies educators are regularly faced with the challenge of supporting diversity, creating a unified national community, and promoting global perspectives through education. This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for secondary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum has been shifted away from an exclusive focus on a nation-centric paradigm to one that is more globally oriented in nature, while still being firmly anchored to the nation-state and its priorites.     

Effective Enthusiasm of Danish Folk Education

Contextualization, the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. As teachers strive to identify enduring themes and patterns, they must teach students to appreciate the particular policies, institutions, worldviews, and circumstances that shape a given moment in time. However, contextualized historical thinking runs counter to the narratives and frameworks that many students bring to class. Not only have many young people internalized timeless, psychologized notions of why people behaved as they did in the past, but they have also absorbed powerful stories through popular culture. Challenging long-standing historical frameworks takes time, and educators must give students multiple opportunities to practice and apply their new knowledge and skills. In this article, the authors describe three activities that help students think contextually as they read historical documents: (1) providing background knowledge, (2) asking guiding questions, and (3) explicitly modeling contextualized thinking.     

Social Workers and Social Justice During a Period of Intensive Neoliberalization: A Preliminary Investigation From the Republic of Ireland

Despite the championing of social justice within the discourse of social work, some express concern that there has been a dilution in the profession’s practical commitment to seeking a more just society. The article begins by defining social justice and then refers to a number of studies that have endeavored to identify whether or not social justice is being pursued by practitioners. It is argued that renewing efforts to achieve social justice is particularly relevant in times of intensive neoliberalization. In this context, we discuss the comments of a small number of Irish practitioners. This preliminary study indicates that social workers are struggling to achieve limited social justice gains in organizationally difficult and fraught situations. The findings suggest that some practitioners, located in stultifying working environments, are blunted in their capacities to pursue social justice demands for their clients and for themselves. However, a more wide-ranging research project, composed of a more substantial and diverse sample of respondents, would need to be formulated to further explore this theme.     

Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice

ABSTRACT

With efforts to create and sustain racial diversity and inclusive practices at institutions of higher education, a corollary emphasis on proactive implementations to support students of color in these environments is essential. Informed by a commitment to social justice, there are rich opportunities for social work to take leadership in strategizing new ways of approaching and prioritizing the wellness and success of students of color. This paper serves to explore the impact of racism specific to Black students by applying the theoretical lens of Racial Battle Fatigue (RBF) to challenge social work education in confronting racialized experiences within their programs. A modified, context-specific framework is proposed that (1) defines microaggressions in social work education programs, 2) prompts critically informed dialogue to enhance how social work as a profession understands the prevalence and role of microaggressions in social work educational contexts, and (3) explores considerations for the unique needs and challenges of Black social work students in an effort to inform strategies to most effectively recruit, retain, support and empower.     

Fostering Global Citizenship Dispositions: The Long-term Impact of Participating in a High School Global Service Club

To assist teachers in fostering students' global citizenship dispositions through service experiences, this article reports findings from a case study that investigated one high school's global service club and its impact on former club members' global awareness and global citizenship dispositions. Data were collected from Web-based documents and interviews with the faculty advisor and four former members. Data were analyzed by using the constant comparison method to elicit the following findings: (1) fundraising and awareness campaigns, when connected to a larger global service network, can act as viable local actions to combat global poverty; (2) club involvement can produce adults who feel more globally aware, but who do not necessary display critical understandings of global issues; and (3) club involvement can have a positive impact on global citizenship dispositions as participants reported feelings of empowerment and personal/social responsibility, yet no former club members continued participation in global service initiates as adults. Findings suggest the need for structural support when establishing high school global service clubs and, to optimize critical justice aims, local service actions should be tied to a more formal global citizenship curriculum.     

‘Do you really want me to tell ya!’ critical learning in engaging young people in contact with the justice system as peer educators with social work students

ABSTRACT

This paper outlines and evaluates an active and experiential learning project, which gave young people involved with the justice system, a voice as peer educators engaging with social work students outside of the traditional educational institution. The project had two key interconnecting elements. Firstly, by engaging a hidden population of young people in a realistic and meaningful way, it enabled them to share their experiences, and allowed students to understand the complexity of what it means to be socially excluded. Secondly, through this active participation process the young people began to see education as a desirable goal.

The project took place over three months and included 10 social work students and 13 young people involved with the justice system. Creative use of multimedia facilitated production of a learning resource to capture the young people’s lived experiences with statutory social work and justice systems. Young people were fundamentally challenged in their beliefs about themselves being involved in education to achieve a qualification. Students were challenged in their creativity and versatility responding to the task, when collaborating with ‘hard to reach’ young people. They were furthermore challenged in terms of their attitudes and assumptions in relation to offending and social justice.     

The Good Society: Core Social Values,Social Norms,and Public Policy

This essay is an attempt to transcend the contentious political environment by offering a conceptual framework for discussing the outlines of a “good society” and its constituent elements. We offer an argument that is grounded in social theory that identifies a way to develop public policies to remedy long‐standing economic and social problems in American society. The development of public policies that can unify individuals and groups to provide their support depends upon the existence of core social values and shared social norms to realize those values. We proceed by first identifying a set of core social values that we believe most Americans would endorse, and then present a set of guides for behavior that would advance those values. Finally, we propose a series of public policies that are consistent with the core values and social norms and that would help to create what we have called the “good society.” Our assumption is that when a citizenry endorses a set of core values and acts in a fashion that supports those values, the usually divided political factions will be compelled to respond with real solutions.     

Preparing social workers for global gaze: locating global citizenship within social work curricula

Institutions of higher education have been particularly vulnerable to the pressures of globalization, resulting in policies and ensuing curricula that look to address the needs of students to be better prepared for living and working in a world in which global awareness, and perhaps even global identity, are requisites for success. Social work education is uniquely positioned to adapt its curricula for successful student outcomes in an increasingly globalized world. The challenges associated with social welfare, which have intensified under globalization, has been a long-standing concern of social work policy and practice. This article suggests strategies for integrating global citizenship education within social work studies, recognizing the affinities that exist between contemporary conceptualizations of global citizenship and social work practice. The article proposes four interrelated components that might be strategically implemented within existing social work curriculum, in consideration of the contextual ethos of the respective school of social work.     

FROM THE ARCHIVES

No abstract available for this article.     

Globalizations Forum on Middle East Protests: Commentary

The ‘Arab spring’ is part of a growing set of challenges to US hegemony and the capitalist world-system. The global economy is fueling the grievances that motivate protests while also providing tools that aid the spread of global protest movements. The global financial and other crises threaten the legitimacy of the entire system, opening up opportunities for challenges by popular groups even in the most authoritarian contexts. As the US and its Western allies confront more limited budgets, and as slower growth undermines stability in countries whose quiescence has been key to ensuring the flows of resources necessary for the operation of the global capitalist economy, we are destined to see more popular challenges to existing authorities. These challenges should be seen not simply as national challenges, but rather as part of a larger struggle for the transformation of the world-system.

La ‘primavera árabe’ es parte de una serie de retos que va en aumento contra la hegemonía de E.E.U.U. y el sistema mundial capitalista. La economía global está avivando los agravios que motivan las protestas mientras que también proveen herramientas que ayudan a difundir los movimientos de protesta globales. Las crisis financieras y otras globales amenazan la legitimidad del sistema entero, abriendo oportunidades para retos por grupos populares, incluso en los contextos más autoritarios. Así como en E.E.U.U. y sus aliados de occidente afrontan mayores presupuestos limitados, y el crecimiento más lento debilita la estabilidad en los países cuyo estado de quietud ha sido la clave para asegurar los flujos de recursos necesarios para el funcionamiento de la economía capitalista global, estamos destinados a ver más desafíos populares a las autoridades existentes. Estos retos no deben ser vistos simplemente como desafíos nacionales, pero como parte de una lucha mayor para la transformación del sistema mundial.

“阿拉伯之春”是对美国霸权和资本主义世界体系一系列日益增长的挑战的一部分。全球经济助长了这种激发抵抗的不满情绪,同时为全球抵抗运动的传播提供了工具。全球金融及其他危机威胁着整个体系的合法性,开启了在最为威权环境下普通大众发起挑战的机会。随着美国及其西方盟友面临更多的预算限制,亦随着渐缓的经济增长破坏着一些国家的稳定——这些国家的沉寂是确保全球资本主义经济运作所需要的资源流动的关键,我们注定会更多地看到大众对现存政权的挑战。这些挑战不应仅被视为国家内部的,而应视为更大的为世界体系转型而斗争的一部分。     

Practising social work in a ‘stateless state’; an exploration of the views,experiences and practice of children and family social workers in the West Bank and East Jerusalem

In over 65?years of conflict that followed the creation of Israel and the subsequent occupation of Palestinian land, the official international organizations representing the profession of social work have been in a state of avoidance with regards to dealing with crucial questions about social work under occupation. Until, last year hardly any relevant statement could be traced in the archives of the International Federation of Social Workers and the International Association of Social Workers referring to this issue. This article attempts to provide an initial exploration of the views and every-day professional lives of children and family social workers in the West Bank and East Jerusalem. The authors investigate and reflect on the challenges and opportunities Palestinian social workers face while working in the context of military conflict. There is a particular focus on the impact of the occupation of Palestinian lands and the experiences of trauma affecting children who seek the support of social services.     

Trading Diamonds Responsibly: Institutional Explanations for Corporate Social Responsibility

This article identifies factors that led to a comprehensive regulatory regime for the global diamond trade, the Kimberley Process Certification Scheme (KPCS), established through negotiations among NGOs, states, and the industry. The conflict diamonds case provides important insights into the processes by which global norms redefine how corporations are expected to conduct business. First, we show that global corporate social responsibility (CSR) norms rooted in the construct of world citizenship facilitated the rapid progress of the conflict diamonds campaign. Second, we detail how these norms became institutionalized in the KPCS, stressing the importance of the legitimacy of NGOs as bearers of corporate world citizenship models and the role of moral leaders within the diamond industry itself. We consider two theoretical perspectives on CSR development: management theories, which are strong on practitioner issues but mute regarding the content and authority of CSR ideology, and institutional theories, which offer better frameworks for understanding the impact of cultural and institutional environments on company responses to the moral claims advanced by NGOs. We use the conflict diamonds case to draw conclusions about how NGOs can effectively define new social responsibilities that companies come to see as obligations they must heed as responsible world citizens.     

In movimento: ‘contamination’ in action and the Italian Global Justice Movement

Abstract In this article we explore the process of ‘contamination’ (namely cross‐fertilization) in the development of the Global Justice Movement in Italy during the 1990s. We focus on two specific organizational sectors of this movement: labour organizations and associations for solidarity with the global South. We concentrate on a stage of the protest cycle that has been overlooked in social movement studies, namely the emergence of mobilization after a period of latency, and shed light on the process through which individual and organizational networks actually facilitate mobilization and vice versa. The process of ‘contamination’ in action is presented as the combination of structural, cognitive and affective mechanisms. It operates through both individual and organizational networks that together facilitate logistic coordination, enable the emergence of tolerance and mutual trust and allow frame bridging and the transnationalization of identities.     

The politics of global youth participation

This article critically examines increased opportunities for youth participation in global political affairs created by the United Nations and its member states in the 2010s. Drawing on ethnographic fieldwork and interviews at three global youth conferences, this study demonstrates the operationalization of participatory governance, a current mode of global politics, that seeks to engage multi-stakeholders in a seemingly more democratic and egalitarian process. It investigates how the structure and culture of participation mechanisms found in international political processes limited youth engagement. Young people expressed both dissatisfaction with what they perceived to be their inability to participate meaningfully and their desire to fulfill their human right to participation. The author argues that this reflects the construction an ideal global youth-citizen today as marked by an individual’s exercise of compulsory participation as a self-governing and responsible subject. Participation is employed as a mode of governance so that young people may instrumentally advance thier life chances against the insecurities of social risks imposed on them in the retreat of state provisions. The study underscores the need to critically examine the institutionalization of political youth agency.     

What's wrong is right: A response to the state of the discipline

In the June issue ofSociological Forum, several authors addressed the question, What's Wrong with Sociology. Answers included increased fragmentation of the discipline, and the lack of an identifiable cumulative core of sociological knowledge. This paper examines many of the claims made by the contributors to the June 1994Sociological Forum, reframes their arguments, and by placing debates regarding the problems in sociology in a broader perspective, identifies many of the recent advances made by the discipline. Focusing on such notable contributions to the field as feminist and postmodern scholarship, we locate the positive side of multiple perspective research.Feminist Scholars in Sociology is a collective of researchers and teachers at the University of Colorado interested in exploring and sharing feminist theory and methodology.     

Modelling school participation based on the theory of planned behaviour / Modelamiento de la participación escolar basado en la teoría del comportamiento planificado

This study evaluated a predictive model of school participation based on Ajzen’s theory of planned behaviour. Attitudes towards social justice, perceived control and subjective norm on school participation were tested, mediated by the behavioural intention in favour of social justice in a sample of 443 secondary school students. The proposed model showed good fit (χ² = 597.740, df = 342; RMSEA = .041). The behavioural intentions towards social justice and perceived behavioural control were directly related to school participation. An indirect effect of perceived control on participation was detected, mediated by behavioural intention, but no evidence was found of the indirect effect of either attitude or norm on school participation.     

Climate justice and sustained transnational mobilization

ABSTRACT

Samir Amin’s final essay called for the creation of a new international organization of progressive social forces. Here I review evidence from twenty-first century transnational movements germane for understanding the likelihood of the emergence of such an international organization and the issues and sectors most likely to facilitate coalitional unity. More specifically, the ecological crises identified by Amin in the form of global warming and climate change have created an unprecedented global environmental threat capable of unifying diverse social strata across the planet. The climate justice movement has already established a global infrastructure and template to coordinate a new international organization for confronting neoliberal forms of globalization. Pre-existing movement organizing around environmental racism, climate justice in the global South, and recent intersectional mobilizations serve as promising models for building an enduring international organization that will represent subaltern groups and have a substantial impact on world politics.